Conceptualizing Three Core Practices for Leading Site-Based Educational Development in Schools: A Practice Architectures Perspective

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-6 - Teachers as Change Agents: Reimagining Policies as Novice and Experienced Practitioners

Abstract

The most important site in education is the classroom – this is where all the intentions and ideals of government policy and educational structures are realised when students and teachers meet one another around the curriculum. The most significant way that educational policies and systems can influence the learning of students is through interrogating the teaching and learning practices that unfold in classrooms. Using the theory of practice architectures, three core practices are exemplified by drawing on empirical data from in-depth cases studies conducted in two Australian states. These practices emerge as core, high-leverage and interrelated: (1) middle leading; (2) collegial collaboration; and, (3) evidence-informed. In this paper, these practices for site-based educational development are conceptualised and discussed.

Authors

• Christine J Edwards-Groves, Charles Sturt University

• Peter John Grootenboer, Griffith University

• Catherine Attard, Western Sydney University