Learning for Transformation
Enabling organisations to transform learning culture.
This is a boutique consultancy that specialises in enabling an organisation to transform its learning culture. Whilst there are set courses on offer, other courses can be developed reflecting the needs of the organisation. Courses can be delivered in person, by zoom or a combination of both formats. There are set hours for some courses, however, the courses can occur over one day or a combination of shorter time periods. Some courses are provided in small group format or individually whilst there can be negotiation with other courses.
Book a consultation if you are interested in one of the courses or would like to discuss a combination of courses on offer or other options.
Services
Middle Leaders
The course is developed from the needs of Middle Leaders specifically in secondary schools but can be adapted to Middle Leaders in primary schools.
Some of the options are:
- Improving student performance through student-centred leadership
- Developing a cohesive subject team
- Strengthening interpersonal relationships in a collegial environment
- Having challenging conversations whilst keeping the relationship in tact
- Strengthening resilience and well-being whilst leading
- Dealing with a range of complex people- staff, students & parents
Developing Collective Teacher Efficacy
Recent research has shown that collective teacher efficacy is a component in improving student performance.
This course uses the Collective Teacher Efficacy to gauge the current efficacy of teachers in a subject department then workshops how to improve this efficacy. It examines the components of CTE and the conditions & practices that need to be in place to develop CTE. The course workshops practical ways that CTE can be strengthened at the whole school level and subject department level.
Building Positive Relationships
This course is aimed at leaders as well as classroom teachers. Teachers initially complete a Teacher Efficacy survey to gauge their current efficacy then workshops how to improve their own efficacy and build a cohesive classroom.
The course involves workshops with practical ways about how to build positive classroom relationships by developing a relationship with every student in the class by understanding them as people, establishing classroom norms that involve honesty & trust together, giving students choice in their learning, by flipping language from negative to positive, knowing each as a learner, by strengthening student internal motivation & engagement and more.
Strengthen Staff Well-being
Offers insights and skills that can be implemented immediately. Participants are presented with a framework and a process for making more effective choices in life. The purpose is to strengthen staff wellbeing in these difficult times. Small group.
Instructional Leadership
6 hours with 3 video or phone coaching sessions. Based on the five dimensions and 3 capabilities of Vivianne Robinson’s Best Evidence Synthesis published in 2009. Input, discussion, developing a plan for implementation with the purpose of improving student learning outcomes.
Leading With a Difference
Offers insights and skills to lead more effectively. Participants are presented with the 6 L’s of Lead Management with active participation in how to implement each.
A Whole School Approach to Positive Student Well-being
With anxiety and mental health issues becoming more prevalent in schools, there is a need for schools to plan and implement an approach to student wellbeing that is based on student motivation and engagement. A framework and process are presented for this whole school approach. A plan is developed with ongoing support provided.
Dealing with Conflict
Short term and long term- 4 hours with 4×1 hour coaching sessions.
A framework and process are modelled. The purpose is to enable people to deal more effectively with conflict and maintain the relationship with the person in the conflict situation.
Team Building
It is widely accepted that an effective team is a team who has clarity of vision and direction, has an agreed approach to working together, works collegially and values relationships whilst at the same time, valuing individual gifts. Team members are presented with a framework that will build or strengthen the team.
Dr. Deborah Buscall
Deborah has attained her Doctor of Philosophy in the School of Education through the University of Newcastle, Australia.
Her thesis encompassed her passion of the role of subject departments in secondary schools in improving student learning outcomes. She found that whilst there has been a focus on the role of principals as instructional leaders and the role of teaching and pedagogy, there has been a lesser focus on how teachers work together in subject departments to improve student learning outcomes. Collective teacher efficacy refers to teachers who work together to improve student learning. Collective teacher efficacy improves student learning outcomes in all schools, even those in low socio-economic areas.
As a result of her review of the literature on the role of subject departments and their leaders and their impact on student learning outcomes, as well as her practical experience in leading and working with subject coordinators, Dr Buscall has insight into the role of these middle leaders and the challenges they face.
Dr Buscall has extensive experience at the senior leadership level in education.
She was principal of a large co-educational secondary school in the North Shore of Sydney; a Secondary Schools Consultant in Sydney Catholic Education Office in the Inner West of Sydney where she oversaw the performance of 10 secondary schools and Director of School Performance in Catholic Education Diocese of Parramatta in NSW, where she oversaw the performance of 40 primary and secondary schools in Greater Western Sydney.
Currently, she is working with a number of secondary schools to provide bespoke leadership opportunities for these middle leaders and to provide insight into the strength of collective teacher efficacy in subject departments.
