Education

In terms of learner agency and voice, how can we create a model in which students are empowered as co-designers of their learning, with genuine input into both what they learn and how they learn it?

In schools today, leadership can feel like both a privilege and a pressure cooker. The stakes are high, the demands are relentless, and yet the support for school leaders often falls short. This is where coaching, high-impact, strengths-based, reflective coaching, can make all the difference.

As school leaders, we have a moral imperative to question the very purpose of education. But here’s the hard truth: building a genuinely contemporary school is harder than replicating traditional models.

In a rapidly changing world, the way we define and measure success in schools must change, too. Enter the learner profile...Our learner profile didn’t arrive overnight. It emerged from rich, layered professional learning across the year...How does this develop a skill or disposition from our learner profile? If it didn’t… we had to pause. Reflect. And sometimes, boldly let go.

The ABC recently shared a clip from Australian Story about explicit teaching—framed as a way for teachers to ‘take back command of the classroom.’ That word—command—hit hard. It made me pause. And it made me ask: Where does explicit teaching truly fit in contemporary education? And maybe even more importantly—should it?

By Mel Evans, Co-Founder, The EduShift Collective Ok, I'll start out by saying, this blog was born out of complete frustration. In the...