How did I go in 2012?

In 2010, I was a participant at the Leading Australia Schools Program (AITSiL) overseen by Hay Group and University of Melbourne. As part of the program I was presented with substantial data about my social motives, leadership styles and organisational climate of the workplace. This information assisted me to work with others in developing a three year eLearning Plan for the College in July 2011. The ultimate objective of the plan is to transform learning and teaching by establishing a contemporary educational environment which sees teachers develop pedagogies which capitalize upon the relative advantage of using technology to enhance content.

With reference to feedback from the Leading Australia’s Schools Program in 2010, as well as data obtained from my Principal Renewal and Development Process completed in November 2011, I reflected that I needed to adopt strategies which:

Enable Teacher Autonomy; that is, develop the feeling among staff that they can decide how to do their jobs without constantly consulting their immediate ‘up-line’ Co-ordinator.

Encourage Risk Taking among teachers; and,

Promote Innovation by encouraging people to develop new ideas and approaches.

To do this, throughout 2012, I was more conscious to:

Delegate authority to the lowest appropriate level and set a minimum number of check-offs (depending on capability) in order to empower people.

Encourage teachers to exercise individual judgement, take reasonable and calculated risks, and use their time well.

Encourage creativity, experimentation, and original, independent thinking in designing new systems, solving complex problems, exploring alternatives, and pursing new opportunities.

Be flexible and help put new ideas into practice.


How am I going? I might need to ask teachers; so, I might just do that.

What are your thoughts?


Student Centred Learning, Some questions????

At our home of learning, student centred learning which

– provides students with greater autonomy and choice of subject matter and pace of study:

– involves students in more decision‐making processes

– requires extensive use of digital technologies; and,

– results in memorable experiences where students ‘learn by doing’ with relevance to the real world.


The above should then translate into core questions you ask yourself and others when trying to measure the worth and value of a learning activity. Questions such as:

          Does this activity provide greater choice of subject matter? 

          Does this activity provide a choice of the pace of their study? 

          How are you (the teacher) involving students in more decision‐making processes? 

          Have you pursued the extensive use of digital technologies for this task?

          Will this be a ‘memorable experience’ for the students?