David Lynch is Professor of Education and research director of TeachLab at Southern Cross University, Australia. He is the co-author of twenty books and numerous articles on teaching, school improvement and teacher education. Together, his research and development interests form the basis of a radical rethink on teaching and teacher education. David’s background is in primary education having been a teacher and state school principal (12 years) in early professional life. Professor Lynch has served at four universities in Australia. His academic career includes positions as professor, deputy dean, head of the school and head of campus. Professor Lynch is known internationally for the development of innovative approaches to teacher education. Address: Coffs Harbour Campus
Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of s... more Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of such an agenda is the school leader’s capacity to make professional learning decisions that best support the professional learning needs of their teachers. Thus, this paper investigates the extent to which principals’ control to make professional learning decisions for the teachers in their schools is influenced by confidence in their understanding of professional learning and by four decision-making influences. To achieve such ends, 73 principals who were members of a large state-based cross-sectorial professional association for school leaders accepted an invitation to be surveyed concerning professional learning for teachers in their school regarding control, confidence in understanding professional learning, accountability, organisational constraints and school system influences. Key among the findings were that principals’ sense of control to provide their teachers with effective professional learning was positively predicted by three factors: their own engagement in ongoing professional learning; the experience of fewer organisational constraints; and confidence in their understanding of what constitutes efficacious professional learning. School system influences such as regional office priorities were found to predict a negative impact on control. The article concludes by offering three recommendations to improve principals’ control regarding the provision of professional learning for their teachers
This book is full of vignettes illustrating how professional learning can be integrated into the ... more This book is full of vignettes illustrating how professional learning can be integrated into the day-to-day work of schools and, in doing so, focus on continuous improvement, enhancing teaching quality and raising student achievement. In presenting best practice exemplars to illustrate how professional learning can positively impact teaching quality and school improvement, this book will inspire each classroom teacher and school leader. It will support them in creating and sustaining a strong performance culture.
How does the effective teacher assess and report their classroom curriculum program? Building on ... more How does the effective teacher assess and report their classroom curriculum program? Building on the success of their previous book--- Designing the Classroom Curriculum in the Knowledge Age --- David Lynch and Richard Smith seek to answer this question by focusing their “teaching design” idea on classroom assessment and reporting. At the heart of their teaching design idea is the formulation of teaching strategies that enable all students to make the required learning gains. At its core, the book encourages the teacher to work towards becoming a different kind of teacher, a teacher who has a mindset attuned to the Knowledge Age and who embraces new knowledge sets that reflect research into effective teaching. More specifically, the book explores the theory and practice of “teaching design” from the perspective of assessment and reporting. The book examines these premises as context when assessing and reporting the classroom curriculum. A real how to assess and report book.
This chapter focuses on the important role that teachers play in raising student achievement. As ... more This chapter focuses on the important role that teachers play in raising student achievement. As chapters in this book will illustrate, improvements in teaching performance can be sustainably supported by the implementation of a ‘job embedded’ approach to professional learning. The thesis of this chapter is that the ‘Teacher As Researcher’ construct is a tangible way of engaging teachers in professional learnings that have direct impact on their own learning need and that of their students.
This article is about teaching and the pressures for changes that are encouraging schools to beco... more This article is about teaching and the pressures for changes that are encouraging schools to become more ‘student centred’. The motivation for the article lies in the implementation of a whole of school reform program known as the ‘Collaborative Learning Model’ (CLM) (Madden, 2014) which was developed and implemented in St. Augustine’s Primary School (SAPS) in 2009. The model embeds a collaborative approach to curriculum development and pedagogy. At the centre of this approach is a challenge for teachers to individualize their instruction. The concern for this article is one of context, where we seek to identify the impetus for such change, and as such, we examine the associated literature for keys of references.
This paper is about the Bachelor of Learning Management logic and its realisation at the Noosa ca... more This paper is about the Bachelor of Learning Management logic and its realisation at the Noosa campus of CQU. The fundamental proposition underlying this paper is that rapid and irreversible social changes that affect student behaviours, work place conditions and the knowledge and skill base require a reassessment of teaching and ultimately, the ways schooling itself operates. It follows that preparing teachers for these conditions, that are already upon school systems, entails a different kind of curriculum and a decidedly different work-place in which prospective teachers ('learning managers') can develop a futures capability. To develop these ideas, the paper explores how such presuppositions are played out in the Bachelor of Learning Management (BLM) program at Noosa, when the design process is part of a collaborative project with teachers, students teachers and school authorities. The paper begins with a discussion of the emerging Knowledge Economy. This analysis identi...
The education literature indicates that it is the teacher and what they do that is fundamental to... more The education literature indicates that it is the teacher and what they do that is fundamental to success in learning (Hattie, 2009; Fullan, 2007). Many commentators (such as Smith and Lynch, 2010; Fullan, 2007; Hattie, 2009; Hargreaves, 1997 and 1998) argue that schooling and teaching require major reform given the radical changes that have occurred in society in the past twenty years and the increasing learning based research that is now available (see Fullan, 2007; Hattie, 2009). Hargreaves (1998) for example stated that "reflecting upon the research basis of teaching, much teaching, specific lessons and acts of individual attention to students are nothing more than face saving disguises for pedagogic incompetence". He goes on to say that the 'dominant models for creating, disseminating and applying professional knowledge for teachers are now almost entirely inappropriate and ineffective, a serious waste of material and human resources and add to the low morale and ...
In recent years, mentoring has become a feature of the business world. It is used in the inductio... more In recent years, mentoring has become a feature of the business world. It is used in the induction of new staff into the culture of the organization, to improve communication between different levels of management, and to encourage access for traditionally excluded groups from senior management positions. The interest in other professions such as Medicine, Nursing, and Education has followed. In this paper we review coaching and mentoring literature to provide an insight into its potential for the professional development of teachers.
ABSTRACT This paper investigates a new model for teacher professional learning that harnesses pro... more ABSTRACT This paper investigates a new model for teacher professional learning that harnesses professional dialogue, the power of collaboration and a series of teacher learning contents, which occur in the teacher’s teaching context, for whole of school teaching practice effect. In more specific terms the paper examines the Collaborative Teacher Learning Model (CTLM) at St Augustine’s Primary School for key points of reference. In examining the model the paper reveals a series of key elements, which when orchestrated through a process that teachers feel comfortable with, generates capacities for teachers to improve their teaching practices.
This chapter expands on learning design ideas by specifically examining the Eight Learning Manage... more This chapter expands on learning design ideas by specifically examining the Eight Learning Management Questions (8 LMQs) and the chief considerations that lie beneath them. The chapter firstly locates the idea of learning design in the context of current schooling practice. Second, it examines each LMQ in detail by providing an explanation of each question and a series of design 'steps' to follow. Finally, the chapter presents a series of resources to support the Learning Manager in the design and 'execution' (the stage at which the learning journey is enacted with learners) of successful learning experiences
This chapter reviews three studies of an innovative teacher education program (Bachelor of Learni... more This chapter reviews three studies of an innovative teacher education program (Bachelor of Learning Management, BLM) for implications about how to proceed with pre-service teacher education. It concludes some researched-based propositions for improving the learning success of students in formal learning settings
Bachelor of Learning Management (B.LM) is a new pre-service teacher education degree program desi... more Bachelor of Learning Management (B.LM) is a new pre-service teacher education degree program designed to train teachers to be knowledge workers for the 21st century. The B.LM, a radical departure from traditional teacher education programs, was developed and is delivered as a partnership between the university and various state and private education providers. It has created and draws upon new
IAFOR Journal of Education: Studies in Education, 2020
Education systems across the globe have enacted national testing regimes to monitor and report st... more Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
International Journal of Innovation Creativity and Change, 2020
This paper provides an insight into an explorative school-improvement program, known as the Indig... more This paper provides an insight into an explorative school-improvement program, known as the Indigenous Schools 'readiness' Program (ISRP) which sought to deal with educational challenges in a novel, yet evidence-informed manner. Specifically, the program sought to engage a school's teaching staff, what is referred to as the Talent in the program, to deal with localised Indigenous school challenges by having them conceptualise and deliver their improvement plans through three interrelated elements: 'readiness', Talent and Adaptive Solutions. The paper suggests that despite the best intentions of parties involved, establishing and maintaining such a program, at least to the point of being able to properly implement and evaluate it, requires that the schooling context, i.e., the community in which it serves, has first created the required community conditions. In effect, engaged its own adaptive solution to inherent challenges.
International Journal of Education Management, 2019
he purpose of this paper is to compare measures of socio-economic status (Index of Community Soci... more he purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school.
This article reports on findings from the application of BL to a school improvement project invol... more This article reports on findings from the application of BL to a school improvement project involving two K-12 international schools in Japan. These findings relate to six research questions concerning how involvement with this project impacted teachers’ ICT confidence, how change management was perceived for the project, how this project sought to repurpose teaching and learning arrangements, how the project was aligned with the mission and goals of the schools’ improvement agenda, how it affected student achievement and how it was contextualised as a particular response to the imperatives of the Knowledge Economy. The implications of these findings are that successful BL implementation requires an involved and consistent leadership team, specific teacher training to build confidence, a means of directing the repurposing elements of teaching and learning, being able to evaluate alignment between the implementation of BL and school improvement, dedicated achievement measures for student learning and some way of being able to position the purpose and function of applied BL in relation to the Knowledge Economy. A key recommendation of the report is that schools need to intentionally contextualise BL in order to maximise its success. Suggestions concerning how to do this are provided.
This article reports on an investigation into the influence stemming from school leadership as an... more This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness survey results and student achievement outcomes for one entire school district were analysed to indicate the degree to which school improvement attributes, behaviours, perceptions and attitudes of school leaders impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.
Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of s... more Improving schooling outcomes is a preoccupation facing school leaders globally. At the heart of such an agenda is the school leader’s capacity to make professional learning decisions that best support the professional learning needs of their teachers. Thus, this paper investigates the extent to which principals’ control to make professional learning decisions for the teachers in their schools is influenced by confidence in their understanding of professional learning and by four decision-making influences. To achieve such ends, 73 principals who were members of a large state-based cross-sectorial professional association for school leaders accepted an invitation to be surveyed concerning professional learning for teachers in their school regarding control, confidence in understanding professional learning, accountability, organisational constraints and school system influences. Key among the findings were that principals’ sense of control to provide their teachers with effective professional learning was positively predicted by three factors: their own engagement in ongoing professional learning; the experience of fewer organisational constraints; and confidence in their understanding of what constitutes efficacious professional learning. School system influences such as regional office priorities were found to predict a negative impact on control. The article concludes by offering three recommendations to improve principals’ control regarding the provision of professional learning for their teachers
This book is full of vignettes illustrating how professional learning can be integrated into the ... more This book is full of vignettes illustrating how professional learning can be integrated into the day-to-day work of schools and, in doing so, focus on continuous improvement, enhancing teaching quality and raising student achievement. In presenting best practice exemplars to illustrate how professional learning can positively impact teaching quality and school improvement, this book will inspire each classroom teacher and school leader. It will support them in creating and sustaining a strong performance culture.
How does the effective teacher assess and report their classroom curriculum program? Building on ... more How does the effective teacher assess and report their classroom curriculum program? Building on the success of their previous book--- Designing the Classroom Curriculum in the Knowledge Age --- David Lynch and Richard Smith seek to answer this question by focusing their “teaching design” idea on classroom assessment and reporting. At the heart of their teaching design idea is the formulation of teaching strategies that enable all students to make the required learning gains. At its core, the book encourages the teacher to work towards becoming a different kind of teacher, a teacher who has a mindset attuned to the Knowledge Age and who embraces new knowledge sets that reflect research into effective teaching. More specifically, the book explores the theory and practice of “teaching design” from the perspective of assessment and reporting. The book examines these premises as context when assessing and reporting the classroom curriculum. A real how to assess and report book.
This chapter focuses on the important role that teachers play in raising student achievement. As ... more This chapter focuses on the important role that teachers play in raising student achievement. As chapters in this book will illustrate, improvements in teaching performance can be sustainably supported by the implementation of a ‘job embedded’ approach to professional learning. The thesis of this chapter is that the ‘Teacher As Researcher’ construct is a tangible way of engaging teachers in professional learnings that have direct impact on their own learning need and that of their students.
This article is about teaching and the pressures for changes that are encouraging schools to beco... more This article is about teaching and the pressures for changes that are encouraging schools to become more ‘student centred’. The motivation for the article lies in the implementation of a whole of school reform program known as the ‘Collaborative Learning Model’ (CLM) (Madden, 2014) which was developed and implemented in St. Augustine’s Primary School (SAPS) in 2009. The model embeds a collaborative approach to curriculum development and pedagogy. At the centre of this approach is a challenge for teachers to individualize their instruction. The concern for this article is one of context, where we seek to identify the impetus for such change, and as such, we examine the associated literature for keys of references.
This paper is about the Bachelor of Learning Management logic and its realisation at the Noosa ca... more This paper is about the Bachelor of Learning Management logic and its realisation at the Noosa campus of CQU. The fundamental proposition underlying this paper is that rapid and irreversible social changes that affect student behaviours, work place conditions and the knowledge and skill base require a reassessment of teaching and ultimately, the ways schooling itself operates. It follows that preparing teachers for these conditions, that are already upon school systems, entails a different kind of curriculum and a decidedly different work-place in which prospective teachers ('learning managers') can develop a futures capability. To develop these ideas, the paper explores how such presuppositions are played out in the Bachelor of Learning Management (BLM) program at Noosa, when the design process is part of a collaborative project with teachers, students teachers and school authorities. The paper begins with a discussion of the emerging Knowledge Economy. This analysis identi...
The education literature indicates that it is the teacher and what they do that is fundamental to... more The education literature indicates that it is the teacher and what they do that is fundamental to success in learning (Hattie, 2009; Fullan, 2007). Many commentators (such as Smith and Lynch, 2010; Fullan, 2007; Hattie, 2009; Hargreaves, 1997 and 1998) argue that schooling and teaching require major reform given the radical changes that have occurred in society in the past twenty years and the increasing learning based research that is now available (see Fullan, 2007; Hattie, 2009). Hargreaves (1998) for example stated that "reflecting upon the research basis of teaching, much teaching, specific lessons and acts of individual attention to students are nothing more than face saving disguises for pedagogic incompetence". He goes on to say that the 'dominant models for creating, disseminating and applying professional knowledge for teachers are now almost entirely inappropriate and ineffective, a serious waste of material and human resources and add to the low morale and ...
In recent years, mentoring has become a feature of the business world. It is used in the inductio... more In recent years, mentoring has become a feature of the business world. It is used in the induction of new staff into the culture of the organization, to improve communication between different levels of management, and to encourage access for traditionally excluded groups from senior management positions. The interest in other professions such as Medicine, Nursing, and Education has followed. In this paper we review coaching and mentoring literature to provide an insight into its potential for the professional development of teachers.
ABSTRACT This paper investigates a new model for teacher professional learning that harnesses pro... more ABSTRACT This paper investigates a new model for teacher professional learning that harnesses professional dialogue, the power of collaboration and a series of teacher learning contents, which occur in the teacher’s teaching context, for whole of school teaching practice effect. In more specific terms the paper examines the Collaborative Teacher Learning Model (CTLM) at St Augustine’s Primary School for key points of reference. In examining the model the paper reveals a series of key elements, which when orchestrated through a process that teachers feel comfortable with, generates capacities for teachers to improve their teaching practices.
This chapter expands on learning design ideas by specifically examining the Eight Learning Manage... more This chapter expands on learning design ideas by specifically examining the Eight Learning Management Questions (8 LMQs) and the chief considerations that lie beneath them. The chapter firstly locates the idea of learning design in the context of current schooling practice. Second, it examines each LMQ in detail by providing an explanation of each question and a series of design 'steps' to follow. Finally, the chapter presents a series of resources to support the Learning Manager in the design and 'execution' (the stage at which the learning journey is enacted with learners) of successful learning experiences
This chapter reviews three studies of an innovative teacher education program (Bachelor of Learni... more This chapter reviews three studies of an innovative teacher education program (Bachelor of Learning Management, BLM) for implications about how to proceed with pre-service teacher education. It concludes some researched-based propositions for improving the learning success of students in formal learning settings
Bachelor of Learning Management (B.LM) is a new pre-service teacher education degree program desi... more Bachelor of Learning Management (B.LM) is a new pre-service teacher education degree program designed to train teachers to be knowledge workers for the 21st century. The B.LM, a radical departure from traditional teacher education programs, was developed and is delivered as a partnership between the university and various state and private education providers. It has created and draws upon new
IAFOR Journal of Education: Studies in Education, 2020
Education systems across the globe have enacted national testing regimes to monitor and report st... more Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
International Journal of Innovation Creativity and Change, 2020
This paper provides an insight into an explorative school-improvement program, known as the Indig... more This paper provides an insight into an explorative school-improvement program, known as the Indigenous Schools 'readiness' Program (ISRP) which sought to deal with educational challenges in a novel, yet evidence-informed manner. Specifically, the program sought to engage a school's teaching staff, what is referred to as the Talent in the program, to deal with localised Indigenous school challenges by having them conceptualise and deliver their improvement plans through three interrelated elements: 'readiness', Talent and Adaptive Solutions. The paper suggests that despite the best intentions of parties involved, establishing and maintaining such a program, at least to the point of being able to properly implement and evaluate it, requires that the schooling context, i.e., the community in which it serves, has first created the required community conditions. In effect, engaged its own adaptive solution to inherent challenges.
International Journal of Education Management, 2019
he purpose of this paper is to compare measures of socio-economic status (Index of Community Soci... more he purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school.
This article reports on findings from the application of BL to a school improvement project invol... more This article reports on findings from the application of BL to a school improvement project involving two K-12 international schools in Japan. These findings relate to six research questions concerning how involvement with this project impacted teachers’ ICT confidence, how change management was perceived for the project, how this project sought to repurpose teaching and learning arrangements, how the project was aligned with the mission and goals of the schools’ improvement agenda, how it affected student achievement and how it was contextualised as a particular response to the imperatives of the Knowledge Economy. The implications of these findings are that successful BL implementation requires an involved and consistent leadership team, specific teacher training to build confidence, a means of directing the repurposing elements of teaching and learning, being able to evaluate alignment between the implementation of BL and school improvement, dedicated achievement measures for student learning and some way of being able to position the purpose and function of applied BL in relation to the Knowledge Economy. A key recommendation of the report is that schools need to intentionally contextualise BL in order to maximise its success. Suggestions concerning how to do this are provided.
This article reports on an investigation into the influence stemming from school leadership as an... more This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness survey results and student achievement outcomes for one entire school district were analysed to indicate the degree to which school improvement attributes, behaviours, perceptions and attitudes of school leaders impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.
This chapter presents a practical model for the establishment and activation of school leader res... more This chapter presents a practical model for the establishment and activation of school leader research. In effect it scaffolds a culture of inquiry in a school through a focus on the school leader. As Chapter 1 outlined, the school leader has a key role to establish and promote the required conditions for quality teaching and learning and in this book’s context, the important associated culture of inquiry.
This book presents the argument that school leader research is a potent means through which the s... more This book presents the argument that school leader research is a potent means through which the school leader grows professionally, and is also empowered to engage more deeply, insightfully and effectively with the many variables which underpin and mediate their plans for school improvement. This concept has its genesis in a coupling of ‘practitioner research’ (Hilton & Hilton, 2017; Lynch & Sell, 2014; Robinson & Lai, 2006) with the day-to-day work of the school leader. While engagement in research from a practitioner perspective is commonplace in professions such as medicine and engineering, its application in education, particularly school leadership, is minimal at best (Anderson & Herr, 1999; Lynch & Madden, 2017; Robinson & Lai, 2006). This lack of engagement is a loss of potential and opportunity for sustainable evidence-based school improvement. The book thus seeks to explain how a ‘school leader researcher’ can leverage the approach for sustainable school improvement.
Chapters in this book have provided an insight into themes which inform the improving teaching ag... more Chapters in this book have provided an insight into themes which inform the improving teaching agenda. This chapter condense key messages therein to generate an insight-an answer if you like-into 'how to' engender, support and sustain ongoing teaching improvement. To that end this chapter explores four key and inert-related elements: embedding of a research culture; the power of collaboration; the use and role of professional dialogue and the importance of improving teaching in context.
Chapters in this book have provided an insight into themes which inform the improving teaching ag... more Chapters in this book have provided an insight into themes which inform the improving teaching agenda. This chapter condense key messages therein to generate an insight-an answer if you like-into 'how to' engender, support and sustain ongoing teaching improvement. To that end this chapter explores four key and inert-related elements: embedding of a research culture; the power of collaboration; the use and role of professional dialogue and the importance of improving teaching in context.
This chapter is about a project designed to create the ‘outstanding school’. Lynch and Madden pro... more This chapter is about a project designed to create the ‘outstanding school’. Lynch and Madden provide an insight into a strategy that brings to bear current knowledge about effective teaching and learning into a cohesive whole of school strategy for teaching improvement. This strategy is termed the Collaborative Teacher Learning Model or CTLM and was developed and implemented in a ‘pilot school’ and now a number of ‘other’ schools globally. The results of this extraordinary project are detailed in this chapter.
Drawing on ten years of research into whole-of-school teaching improvement, this engaging text ex... more Drawing on ten years of research into whole-of-school teaching improvement, this engaging text explains what teaching improvement requires, how it is achieved, and how to maintain it in your classroom and school.
Based on studies involving real schools and real teachers, The Teaching Improvement Agenda is focused on what really matters for teachers and leaders in today’s schools. The book begins with an examination of the education field to identify the fundamental elements which inform and generate teaching improvement. This lays the foundations for an instructive set of innovative, research-informed strategies which have been designed to empower the teacher and school leader to improve teaching across the whole school. The book closes with a series of case studies that demonstrate these approaches in action.
Answering the "what?" and "how?" questions of teaching improvement, this book is an essential guide for school leaders and teachers, as well as instructors and students in initial teacher education.
This research-based book focuses on re-imagining how to improve pedagogical and environmental app... more This research-based book focuses on re-imagining how to improve pedagogical and environmental approaches to teaching and teacher education, across the early childhood to higher education sectors. It motivates educators, academics and researchers to stimulate thinking around the use of research to transform professional teaching and teacher education in imaginative ways. It showcases insights into the design and implementation of successful approaches to teaching improvement at the direct level of practice. This book provides a clear ‘how to’ approach that identifies the general principles by which teaching improvement can be planned, monitored and evaluated, as well as guidelines for contextualising these principles within specific educational levels and situations.
My new book Improving Schools with Blended Learning: How to Make Technology Work in the Modern Cl... more My new book Improving Schools with Blended Learning: How to Make Technology Work in the Modern Classroom is specifically designed to address the important issues needed to successfully modernise education within the context of technological change. It does this by first providing a clear roadmap for designing Blended Learning environments able to respond to the technological imperatives challenging schools at present, and then illustrating this roadmap via specific, original research that details the "how to" aspects of a successful technology-based design process. For more information visit: www.routledge.com/9780367407407
How might schools harness technological innovation for classroom effects? In this book the author... more How might schools harness technological innovation for classroom effects? In this book the authors seek to answer this question by introducing and investigating the concept of Blended Learning through a review of current research literature. In this book, the authors consolidate the current state of Blended Learning research, by defining what is meant by Blended Learning before discussing specific technologies used in Blended Learning, the professional development required of teachers and how to implement whole of school Blended Learning regimes in schools. The book includes descriptions of popular Blended Learning models with real-world examples of their implementation, addressing both student and teacher perspectives. This book will serve as a guide to hastening the progress of Blended Learning towards the improvement of student outcomes in a world of continuous technological innovation and social change.
In the last decade in Australia teacher education has undergone numerous critical reviews, yet li... more In the last decade in Australia teacher education has undergone numerous critical reviews, yet little on the teacher education front appears to have changed. Related to this, the teaching profession’s struggles to cope with a changing world have been publicly documented and an increasing push for improved school outcomes from Australian governments, at both the state and federal level, appear as regular pieces in the national press. This forms a complex situation involving competing concerns, and raises questions concerning what to make of the situation and how to move teacher education forward in Australia. This book seeks to answer these questions by providing an evidence-based framework for investigating and directing teacher education practice into the future.
This book includes a series of themes, concepts, ideas and principles that were formulated and reported during the Teacher Education Dialogue (TED) Conference, staged at the Coffs Harbour campus of Southern Cross University in 2012. The TED conference was convened in order to provide a platform for practising teachers and teacher educators to come together and explore innovative ideas about teacher education leading into the 21st century.
Featuring articles by; Richard Smith; Bruce Knight; John Dekkers, David Turner; Angelina Ambrosetti; Tania Broadley; Elaine Sharplin; Sue Ledger; Elizabeth Toohey; John Ward; Jon Hart and Jenny Johnston.
David Lynch is Professor of Education at Southern Cross University. He is the author of ten books on teacher education related matters and is one of Australia's leading teacher education innovators.
Tony Yeigh is Lecturer in Education at Southern Cross University and has a background in Special Education support and programming. His research centres on cognitive models of the mind and the bearing these have upon learning.
It appears that teachers and teacher educators have fossilized in their resolve to continue doing... more It appears that teachers and teacher educators have fossilized in their resolve to continue doing what they’ve always done, despite calls for fundamental change. So, what does "a changed world" actually mean for teachers and teacher educators? How might society prepare teachers for this changed world and what are the new capabilities that such a program should focus on? What does fundamental change in teaching and teacher education actually look like? This book is about teacher education reform and seeks to answer these and other questions. More specifically the book aims to showcase a disruptive model in teacher education and answer some of the ponderings around what teacher education could be and how it could be organized differently for the different world in which teachers now have to operate. The book showcases an innovative Australian teacher education program and reviews the research findings of such a program in terms of graduate teacher outcomes. >>>>>>>>>>>>>>>>>> From one of Australia’s leading teacher educators comes a book about teacher education reform. David Lynch is professor of education at Southern Cross University (Australia) and the author of numerous books and articles on teacher education reform. This latest book caps 25 years working in and studying teaching, education and teacher education.
From three of Australia’s leading teaching and teacher education researchers comes a book about c... more From three of Australia’s leading teaching and teacher education researchers comes a book about creating the outstanding school.
Lynch, Madden and Doe provide an easy to read text that is all about ensuring every student gets a quality education. Each chapter explains, in easy to read terms, a set of ideas and research-based strategies that schools and their teachers can employ to reform their school. The book identifies for the reader and then explains the key research-based elements that lie at the heart of creating the outstanding school. The book features the Collaborative Teacher Learning Model and the elements of ‘teaching,’ ‘leadership’, ‘coaching’, ‘mentoring’, ‘feedback’, ‘data driven decision-making’, ‘high impact instruction’ and the idea of ‘teachers as researchers’ as the embodiment of a school-based strategy for creating the outstanding school.
This book is compulsive reading for teachers and school leaders and those who care about our children’s education future.
This book is about leading school improvement in an era of constant change.
Ken Sell, David Lynch... more This book is about leading school improvement in an era of constant change. Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of education, bring together leading education researchers and school leaders to create a collection of chapters which focus on key aspects of effective school leadership. The book explores a model for whole of school improvement and examines key concepts such as; readiness for change, approaches to leadership, how to use data, parental engagement, as well as providing insights into aspects of school and teaching in to the future.
This book is about designing the effective classroom curriculum. The authors argue that an effect... more This book is about designing the effective classroom curriculum. The authors argue that an effective classroom curriculum should be the goal of every teacher in every classroom around the world: effective that is for every student, not just those who find school easy! But how does one go about designing a classroom curriculum that is effective? What are the essential ingredients and how should these ingredients be organised for teaching effect? What role does Technology play in such classroom plans? In this book Lynch, Smith and Howarth provide an insight into these questions by providing a text that focuses on classroom teaching diagnostic and design strategies. Their intent in writing such a book is to enable the classroom teacher to develop, teach and assess a classroom curriculum where learning success for all students is the central goal.This text is compulsive reading for the teacher who wants to make a difference in their classrooms.
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Based on studies involving real schools and real teachers, The Teaching Improvement Agenda is focused on what really matters for teachers and leaders in today’s schools. The book begins with an examination of the education field to identify the fundamental elements which inform and generate teaching improvement. This lays the foundations for an instructive set of innovative, research-informed strategies which have been designed to empower the teacher and school leader to improve teaching across the whole school. The book closes with a series of case studies that demonstrate these approaches in action.
Answering the "what?" and "how?" questions of teaching improvement, this book is an essential guide for school leaders and teachers, as well as instructors and students in initial teacher education.
For more information visit: www.routledge.com/9780367407407
In this book, the authors consolidate the current state of Blended Learning research, by defining what is meant by Blended Learning before discussing specific technologies used in Blended Learning, the professional development required of teachers and how to implement whole of school Blended Learning regimes in schools. The book includes descriptions of popular Blended Learning models with real-world examples of their implementation, addressing both student and teacher perspectives. This book will serve as a guide to hastening the progress of Blended Learning towards the improvement of student outcomes in a world of continuous technological innovation and social change.
This book includes a series of themes, concepts, ideas and principles that were formulated and reported during the Teacher Education Dialogue (TED) Conference, staged at the Coffs Harbour campus of Southern Cross University in 2012. The TED conference was convened in order to provide a platform for practising teachers and teacher educators to come together and explore innovative ideas about teacher education leading into the 21st century.
Featuring articles by; Richard Smith; Bruce Knight; John Dekkers, David Turner; Angelina Ambrosetti; Tania Broadley; Elaine Sharplin; Sue Ledger; Elizabeth Toohey; John Ward; Jon Hart and Jenny Johnston.
David Lynch is Professor of Education at Southern Cross University. He is the author of ten books on teacher education related matters and is one of Australia's leading teacher education innovators.
Tony Yeigh is Lecturer in Education at Southern Cross University and has a background in Special Education support and programming. His research centres on cognitive models of the mind and the bearing these have upon learning.
So, what does "a changed world" actually mean for teachers and teacher educators?
How might society prepare teachers for this changed world and what are the new capabilities that such a program should focus on?
What does fundamental change in teaching and teacher education actually look like?
This book is about teacher education reform and seeks to answer these and other questions. More specifically the book aims to showcase a disruptive model in teacher education and answer some of the ponderings around what teacher education could be and how it could be organized differently for the different world in which teachers now have to operate.
The book showcases an innovative Australian teacher education program and reviews the research findings of such a program in terms of graduate teacher outcomes.
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From one of Australia’s leading teacher educators comes a book about teacher education reform. David Lynch is professor of education at Southern Cross University (Australia) and the author of numerous books and articles on teacher education reform. This latest book caps 25 years working in and studying teaching, education and teacher education.
Lynch, Madden and Doe provide an easy to read text that is all about ensuring every student gets a quality education. Each chapter explains, in easy to read terms, a set of ideas and research-based strategies that schools and their teachers can employ to reform their school. The book identifies for the reader and then explains the key research-based elements that lie at the heart of creating the outstanding school. The book features the Collaborative Teacher Learning Model and the elements of ‘teaching,’ ‘leadership’, ‘coaching’, ‘mentoring’, ‘feedback’, ‘data driven decision-making’, ‘high impact instruction’ and the idea of ‘teachers as researchers’ as the embodiment of a school-based strategy for creating the outstanding school.
This book is compulsive reading for teachers and school leaders and those who care about our children’s education future.
Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of education, bring together leading education researchers and school leaders to create a collection of chapters which focus on key aspects of effective school leadership.
The book explores a model for whole of school improvement and examines key concepts such as; readiness for change, approaches to leadership, how to use data, parental engagement, as well as providing insights into aspects of school and teaching in to the future.
In this book Lynch, Smith and Howarth provide an insight into these questions by providing a text that focuses on classroom teaching diagnostic and design strategies. Their intent in writing such a book is to enable the classroom teacher to develop, teach and assess a classroom curriculum where learning success for all students is the central goal.This text is compulsive reading for the teacher who wants to make a difference in their classrooms.