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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10

Innovative educational approaches for schooling require changes to the traditional teacher role towards operating as co-facilitators and co-learners, and working in teacher teams, with considerable professional learning supporting this. Professional learning communities (PLCs) have been acknowledged as highly effective, with their characteristics being identified with reasonable consistency. However, specific processes through which PLCs operate are less evident. Furthermore, there is little research about the links between PLCs and student learning outcomes in innovative contexts. This paper uses teacher interviews within three innovative case-study schools, and considers student learning outcomes and the links to teacher learning within PLC contexts from a teacher perspective. Findings provide specific examples of PLC learning processes with regard to co-planning, co-teaching and co-assessment. Using achievement data, student work samples, teacher observations and self-reports, all teachers perceived that PLCs supported changes in their practices relevant to innovative contexts. Teachers indicated increased learning outcomes for students in terms of achievement, social skills, emotional aspects, independence and creativity. Significantly, the overall key impacts arising from effective PLCs operating within innovative contexts seem to be increased well-being of teachers and students. Refereed/Peer-reviewed

Student-driven “deep learning”, teachers as “coaches” and “activators of learning” and positive student–teacher relationships are all part of the changing and significantly innovative educational landscape which requires considerable pedagogical change in teaching and learning processes. Teacher professional learning communities (PLCs) have been recognised as highly effective in supporting teachers in changing their beliefs and practices. There is considerable agreement about the characteristics of PLCs and there seem to be links with positive psychology’s wellbeing and “flourishing” key concepts although there has been little research undertaken about this. The current research aims to explore these connections using case studies of three significantly innovative schools, with research methods including document study, surveys, interviews and focus groups. Research findings and data analysis undertaken highlight the PLC characteristics and positive psychology connections. The paper concludes by highlighting the benefits for schools and education systems of developing a greater understanding of PLCs, through using the lens of positive psychology. Through positive psychology elements such as nurturing positive emotion and a greater sense of purpose for teachers within PLCs, there are benefits for teacher professional learning but also potentially for student learning and wellbeing. Refereed/Peer-reviewed

Adult mental illness in the community including depression and anxiety has achieved greater public awareness and visibility in recent years and this has also resulted in increased recognition about the widespread impact on dependent children. During the past decade in Australia, policies and specific programs for infants, children and youth in terms of prevention, early intervention and promotion in relation to children of parents with a mental illness (‘copmi’) have been devised. However, these have generally been disconnected projects, essentially supported only by non-recurrent funding. In more recent years, systematic and interconnected responses involving a wider range of government, non-government and consumer and carer organisations to build sustainability have become the focus. However, little research about change processes affecting the organisational systems serving children of parents with mental illness and their families has been undertaken. This aim of the current study is to describe the enablers and barriers that contribute to change in systems and government and non-government organisations in relation to children of parents with a mental illness in Australia over the past decade, within the context of sustainability. The study involved interviews, focus groups and website and literature searches regarding systems change across Australian states and territories and nationally in relation to the enablers, barriers and future directions. Strategic and intentional processes within organisations, more evolutionary ongoing cross-agency processes and links to sustained changes are key systems change findings. Relevance for change in other health services is highlighted. Refereed/Peer-reviewed

Experiential placements are increasingly recognised as an essential component of university programmes, providing students with real‐world contexts to apply their knowledge and to develop practical skills and personal attributes. In Australia, professions such as pharmacy have traditionally developed experiential placement programmes within state and territory regulatory requirements and situations. The evolution of national competency and accreditation frameworks provide opportunities for collaborative approaches, including consideration of experiential placements. A research study was conducted in 2007 using Australian Government Carrick Institute funding to map experiential placements across Australian pharmacy programmes. Based on university interviews and programme mapping, consultations with over 250 participants and handbook analysis, various structures and approaches for university experiential placements were evident. In relation to learning and assessment tasks, some universities use some elements of planning process. In these, objectives are linked to pre‐placement preparatory and placement learning tasks and there are opportunities for student negotiation of assessment tasks and criteria. However, in relation to assessment and explicit criteria, links to the competencies of the profession and to more generic skills were generally vague. While student evaluations of experiential placement programmes were usually evident, a systematic evaluation process involving various stakeholders including transparent processes and feedback regarding the impact on future programme planning was not present. This study highlights the importance of comprehensive planning and scaffolding of learning related to competency and other outcomes, including relevant assessment tasks and explicit criteria based on graduated descriptors during experiential placements. Refereed/Peer-reviewed

This chapter presents a selection of the leadership initiatives and analyses gathered through the Innovative Learning Environments project. Tanja Westfall-Greiter describes the strategy of creating teacher learning leaders (lerndesigners) in the current Austrian reform (Neue Mittelschule or NMS). Judy Halbert and Linda Kaser discuss a leadership programme in British Columbia, Canada that engages leaders together in a "spiral of inquiry" about learning in their own school and networked activity across sites. The New York City examples described by Roser Salavert cover Professional Learning Communities, coaching, teacher teams, and student "voice". Lone Christiansen and Per Tronsmo present Norwegian approaches to leadership, and national programmes for school leadership professional development and the Advisory Team programme for mentoring principals and local providers. The South Australian and Israeli examples presented by Susanne Owen and Dorit Tubin feature the work of particular sections of the education ministries looking to drive innovative learning and provide conditions to support it.

There is increasing recognition that traditional schooling models are failing many students throughout the world. The Organisation for Economic Cooperation and Development’s (OECD) Innovative Leaning Environment (ILE) project involving 26 countries is highlighting transformative educational models through its research and case studies. The ILE research and analysis of innovative schools case studies has highlighted transformative approaches in terms of Learners, Teachers, Organisation of Learning and Pedagogy, Resources and Content. The current research has specifically examined international and South Australian literature studies about the changing teacher role and professional learning approaches within innovative environments. The research methods relevant to this paper are document search (including international and school - based materials and surveys), as well as leader interviews in selected sites. Results from South Australia and internationally indicate a changing role for teachers within innovative learning environments. Teacher professional learning is most effectively supported through working collaboratively over an extended time frame in relevant groups focused on student artefacts and planning for learning, including through action research and in professional learning community teams. This paper provides a preliminary report about innovative practices and teacher professional learning approaches being utilised to support teachers and to build sustainable innovation. Refereed/Peer-reviewed

There is a paucity of recent, formal education research that listens directly to students’ views of learning with technologies. Much of the research that has been conducted has tended to focus on evaluating students’ current experiences within a specific course, or concerned with tangible issues such as frequency of computer use, access to computers and the Internet, and evaluations of technical skill levels. Available research has tended to use quantitative or mixed method approaches, with data collected through surveys using convenience samples, Likert scales and free response questions. These methods are sometimes supplemented with interviews and observations. To establish an understanding of existing research, and to provide a foundation for the chapters that follow, this chapter reviews a selection of studies published since 2005 that collected data directly from students. It is apparent from this chapter that there is room for more formal research that listens to students’ views of learning with technologies.

Background: A commitment to quality teaching and student learning outcomes is an increasing expectation in Australian higher education institutions. In preparing for experiential placements, partnership approaches among discipline–specific academic, practitioner and professional communities are important. A key challenge is the development of academics working within professional preparatory programs and ensuring that they are continuously updated in discipline-specific aspects and also up-skilled in curriculum planning, learning and assessment approaches. Research has highlighted the ineffectiveness of professional development models involving one-off events. Alternatively, collaborative workshop activities focused on practical materials relevant to student learning and conducted over an extended timeframe and within a community of practice can promote long-term change in learning and assessment strategies Aim: Within an Australian Learning and Teaching Council (ALTC) funded project, a key aim was to establish national collaborative professional development workshops for academics and interested others focused on devising quality learning and assessment tasks for pharmacy experiential placements and to gauge effectiveness Method: During a fifteen-month period, a series of workshops was established within annual professional conferences. Academics and professional/registration board representatives worked together on various topics to develop learning and assessment tasks using an online template. After the workshops, follow-up occurred through assigned group leaders liaising with other group members to finalise the tasks. A quality assurance process was used by the project team prior to publication of tasks. Evaluation of the collaborative professional learning process was undertaken through written surveys involving 5 point Likert scale survey items and free response questions. Semi-structured interviews were conducted by an external interviewer, with manual collation of results and thematic analysis occurring. Results: Written survey responses from a total of 34 respondents after two conference workshop sessions indicated positive benefits, with 100% of participants expressing satisfaction about the collaborative workshop process. Additionally 87% intended sharing workshop information with colleagues and 100% intended to disseminate information to other networks. External evaluator interviews also indicated the value of the collaborative learning process involved, with some longer term changes in curriculum planning and impacts on wider networks also evident. Conclusion: Positive results from national collaborative workshops highlight the effectiveness of cross-institutional and professional and practitioner partnerships for experiential placement curriculum planning. Limited data available at this time indicate that with the provision of continued support and an extended timeframe for further development of the collaborative workshops and website, a community of practice may be nurtured Refereed/Peer-reviewed

As an outcome of reorganisation within the Australian health sector to establish national, rather than state and territory, registration boards, many in the higher education sector are re-examining their role in building student knowledge and skills within competency frameworks. In regard to pharmacy education and experiential placements, Australian Learning and Teaching Council (ALTC) funded research during 2008-2010 has involved stakeholder consultations to identify competency graduated descriptors, with students as a key group. The importance of involving stakeholders in all stages of research processes from inception to results dissemination is highlighted in the literature. Researchers emphasise the 'knowledge use' dissemination model, which involves stakeholders in decision-making, including the use of extended workshops and follow-up action. In making decisions about higher education learning and assessment directions, evaluating differing stakeholder perspectives and valuing student ideas is an under-researched area. This paper reports on the processes involved in the development of the competency graduated descriptors tool including highlighting the role that students have played in various aspects of decision-making, including the competency graduated descriptor tool eventually developed. While some research and consultative work pays 'lip service' to or seeks to marginalise student responses, in this project the contribution of students has been foregrounded at all stages of the research process. This paper provides a model of a collaborative approach and has application across health education research and for other discipline areas in terms of working with practitioners and students in developing practically based materials to support improved learning outcomes. Refereed/Peer-reviewed

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Universities are increasingly required to complement a focus on student acquisition of specialist knowledge and practical skills, with ensuring that students begin to develop the values, dispositions and identity of their professions. Experiential learning provides opportunities to integrate university-based theoretical and practice elements with real world experiences involving practicing professionals and consumers. Through these opportunities, classroom-based knowledge becomes relevant. Students begin to build their sense of professional identity and reinforce their understanding of the importance of lifelong learning. They can also develop some understanding of their possible role in their profession and as a citizen. While many valuable experiences within experiential learning are unplanned and ‘just happen’, explicitly defined outcomes and comprehensive planning and scaffolding which link learning and assessment tasks are also essential. Research funded through the Australian Learning and Teaching Council (formerly Carrick) in 2007 regarding pharmacy experiential placements has highlighted the valuing of experiential learning by students, practitioners, professional bodies and academics. However, further integration of university learning within the workplace context through systematic planning and preparation in pre-placement, during placement, and post placement phases will enhance student learning. This paper is relevant to many health and other professions. It presents a model highlighting curriculum processes for lifelong learning and professional identity building and involving planned approaches to reflection and action planning for future skill building. Refereed/Peer-reviewed

Preparing graduates for the professions is increasingly recognised as involving a partnership approach to curriculum design, implementation and evaluation. Experiential placements play a critical role in developing discipline-specific knowledge and skills and also generic professional dispositions including relationships, communication, problem solving and creativity. This involves academics, workplace supervisors and students in being clear about the outcomes of the learning process and taking responsibility for various aspects. The 'Experiential Placements in Pharmacy' research project was conducted during 2007 with the aim of documenting current practice in Australian university pharmacy school experiential placement programs. This paper describes collaborative work between researchers, university academics and practitioners to determine future directions for the project towards improved curriculum planning and developing graduated descriptors related to professional competency outcomes. We describe the approach used to disseminate research recommendations and to gain input into the project and give a brief outline of the eventual action which is being implemented to further improve curriculum planning for the experiential learning environment for Australian pharmacy students. Refereed/Peer-reviewed

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2005

2005

2005