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Leading educational change by changing school cultures

Leading educational change by changing school cultures. Professor Christine Halse Director, Centre for Educational Research University of Western Sydney. AIMS of the CER EdD. Address significant social issues that impact on schools and student learning;

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Leading educational change by changing school cultures

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  1. Leading educational change by changing school cultures Professor Christine Halse Director, Centre for Educational Research University of Western Sydney

  2. AIMS of the CER EdD • Address significant social issues that impact on schools and student learning; • Make research-led practice and practice-led research the modus operandi of educational leaders; • Change the culture of schooling; and • Build a new generation of innovative educational leaders

  3. The Cohort Model • Common theme: Building and leading ethical and respectful school and systemic cultures in disadvantaged communities; • Collaborative Learning: progress as a cohort; • Formal classes (270 hrs) throughout candidature; • Peer support: monthly networking meetings; website/discussion board; social events; • Learning community of academics: team teaching, mentoring of early career researchers etc; and • Learning through breadth and depth: common program content plus in-depth study and problem-solving of three professional practice initiatives in the workplace.

  4. Overview of the CER EdD Overview of the CER EdD Narrative of Personal & Professional Development, Contribution & Impact • Three practice-led research scholarly papers • Three research-led practice initiatives EdD Portfolio

  5. What Might a Research Program Look Like? Music & Using socio-cultural diversity as an asset

  6. Case Study 1: Hopeville High Co-ed comprehensive high school;1500 students, low SES, ethnically mixed; Early school leaving: 30% boys leave the school at 15 yrs; 95% of girls stay at school. So what is the problem? How can this be addressed? Labour market conditions and training assumptions, new opportunities through collaboration with other schools and businesses.

  7. Case Study 2: Willy Wok High The school: 650 boys, all first or second generation migrants or refugees, predominantly Lebanese, Arabic, Pacific Islander with a growing number of Sudanese refugees; inter-racial violence; highest rate of suspensions in the State; high level of disengagement from learning - student achievement in national testing drops progressively through high school. So what is the problem? How can this be addressed? Cultural music and dance program; a positive self-regulating culture; improved attendance, significant reduction in suspension rates; demand from other cultural groups to join the music and dance group.

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