Instructional leadership in action

Tanya Vaughan

Instructional leadership in action

Tanya Vaughan

Australian Council for Educational Research (ACER)

Research output: Other contribution

Abstract

Evidence for Learning has the vision of helping great practice become common practice. I see this aim to be a major part of my role. Firstly, there is the focus on spreading the evidence on what works from the Teaching & Learning Toolkit. A key consideration is what works, for whom and in what circumstances. The other part is building the capacity of the profession to document their practice-based evidence (Vaughan, Deeble, & Bush, 2017). Bryk (2015, p. 469) describes this concept as ‘educators are now cast as active agents of improvement rather than as passive receivers of knowledge developed by others’. In my work presenting the Toolkit, I have been fortunate to connect with over 3,100 educators from across Australia. Arising from these presentations is sometimes the opportunity to form a collaborative partnership.

Original language	English
Publication status	Published - 20 Dec 2017

Keywords

Evidence for learning
Partnerships
Practice-based evidence

Disciplines

Educational Assessment, Evaluation, and Research

Access to Document

https://evidenceforlearning.org.au/news/instructional-leadership-in-action/

Cite this

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N2 - Evidence for Learning has the vision of helping great practice become common practice. I see this aim to be a major part of my role. Firstly, there is the focus on spreading the evidence on what works from the Teaching & Learning Toolkit. A key consideration is what works, for whom and in what circumstances. The other part is building the capacity of the profession to document their practice-based evidence (Vaughan, Deeble, & Bush, 2017). Bryk (2015, p. 469) describes this concept as ‘educators are now cast as active agents of improvement rather than as passive receivers of knowledge developed by others’. In my work presenting the Toolkit, I have been fortunate to connect with over 3,100 educators from across Australia. Arising from these presentations is sometimes the opportunity to form a collaborative partnership.

AB - Evidence for Learning has the vision of helping great practice become common practice. I see this aim to be a major part of my role. Firstly, there is the focus on spreading the evidence on what works from the Teaching & Learning Toolkit. A key consideration is what works, for whom and in what circumstances. The other part is building the capacity of the profession to document their practice-based evidence (Vaughan, Deeble, & Bush, 2017). Bryk (2015, p. 469) describes this concept as ‘educators are now cast as active agents of improvement rather than as passive receivers of knowledge developed by others’. In my work presenting the Toolkit, I have been fortunate to connect with over 3,100 educators from across Australia. Arising from these presentations is sometimes the opportunity to form a collaborative partnership.

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