The latest OECD report on teaching and learning has underlined the importance of continuing education and professional learning for school teachers and principals.
In recent months, I have watched with a degree of disappointment as Independent schools have been used as a whipping boy in a political campaign by the Catholic Education Commission of Victoria against changes to the Australian Government’s school funding system.
A year ago, in a moment of optimism, I expressed the hope that we were about to declare an end to the so-called school funding war.
For the past three years, teachers in all schools in all states have been collecting data in an attempt to do the right thing: to identify, record and meet the needs of students with disability.
When an argument seeks to assert ‘facts’ that are based solely on what the news media has reported, you can end up with a flimsy argument. When the reported ‘facts’ are selectively cited to confirm preconceived beliefs, you end up with prejudice masquerading as research.
If you asked me what Independent schools have in common I might mention some shared fundamental foundations – a passion for education and a commitment to independence and the innovation this allows. And, perhaps paradoxically, I’d add another common characteristic – Independent schools are extraordinarily diverse.
Education is a central issue in the campaign for the 2 July 2016 federal election. This is a good thing – good for Australian parents and their children, good for teachers and schools, and good for the future of our nation.
The phrase caveat emptor – let the buyer beware – applies to commercial transactions. It tells the buyer to know what they’re getting before they part with their money.
Late night TV current affairs programs are usually devoted to serious, weighty and sometimes depressing topics like politics, the economy and international affairs. So I was surprised
As followers of Dialogue will have noticed, I have written more than once in recent weeks to challenge criticisms of Independent schools in the media and to correct some of the more persistent stereotypes: that they are elitist and exclusive or that their students are somehow isolated from the ‘real world’.