The ‘teacher as researcher’ premise is being strengthened by the development of new systems for t... more The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of educ... more Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of education, bring together leading education researchers and school leaders to create a collection of chapters which focus on key aspects of effective school leadership. The book explores a model for whole of school improvement and examines key concepts such as; readiness for change, approaches to leadership, how to use data, parental engagement, as well as providing insights into aspects of schooling and teaching into the future
Cummins, 2013) that the 'school leader' (the principal or Head) remains the most influential forc... more Cummins, 2013) that the 'school leader' (the principal or Head) remains the most influential force in optimising schooling outcomes and in bringing about the required circumstances for school improvement agendas. Compared to the past a contemporary school leader is required to navigate and work within multifaceted and increasingly complex contexts (Markow, Marcia, & Lee, 2013; Mulford, 2008). To maximise effectiveness in the multi-dimensional school environment Fullan (2014) posits an effective school leader requires a repertoire of skills the acumen to synchronously act as an agent of change able to move people, a leader of learning able to model and shape conditions for learning and be a systems player able to benefit from and contribute to systems improvement (p.3). In summary, an effective leader is someone who is able to "pull all the pieces together and not leave anyone working in isolation" (Harvey et al., 2013 p.22). So, what constitutes effective school leadership? In this article, educational researchers, experienced school leaders and education practitioners share their insights into school leadership. These insights culminate the 2016 Tokyo International Education Conference (IJICC, 2016) themed on Global Leadership. To explore such a question, the authors have chosen five elements for discussion. These themes centre around leaders embracing a moral purpose and creating conditions for change; leading learning in the school; the changing role of leadership in a complex and multi-facetted context and finally leading collaboration of all stakeholders. This detailing provides a foundation for the exploration of school leadership from the perspective of all stakeholders. 1. Embracing of a Moral Purpose A deeply considered moral purpose informs leaders and teachers who wish to effect sustainable change in their schools (Hargreaves & Fullan, 2012). Communicated clearly, consistently, and inclusively, a moral purpose becomes a guide for the stakeholders of a community to reference and evaluate their decisions and actions. Fields (2007) points out that when leaders articulate and
Professional development is not something that happens to effective teachers, it is something tha... more Professional development is not something that happens to effective teachers, it is something that effective teachers d; that is continuously develop professionally. Hargreaves and Fullan claim that when we think of the word professional it calls to mind two things: being professional and being a professional (2012, p. 80). In teaching, being professional relates to the actions and behaviours of the teacher and being a professional relates to how the tecaher is perceived by others and how they perceive themselves. This paper is about Norwegian international school's attempt to build professionalism within the workforce. More specifically, this paper deals with an innovative tecaher incentive scheme as one of many reform initiatives designed to transform a workforce that was often perceived by others as politically divided, unorganized and disengaged. The Staff Recognition Incentive Scheme (SRIS) was developed as part of the school's collective workplace agreement and was des...
Over the last several decades the professional context within schools has changed (Hargreaves and... more Over the last several decades the professional context within schools has changed (Hargreaves and Fullan 2012 ) compelling employers to provide professional learning and development programs that assist the school workforce to adjust accordingly (Leithwood 2006, Schleicher 2012). This paper provides a summary of an evaluation study that investigated the impact an innovative professional learning program had on teachers, the workplace and the state education system.
This article reports on findings from the application of BL to a school improvement project invol... more This article reports on findings from the application of BL to a school improvement project involving two K-12 international schools in Japan. These findings relate to six research questions concerning how involvement with this project impacted teachers' ICT confidence, how change management was perceived for the project, how this project sought to repurpose teaching and learning arrangements, how the project was aligned with the mission and goals of the schools' improvement agenda, how it affected student achievement and how it was contextualised as a particular response to the imperatives of the Knowledge Economy. The implications of these findings are that successful BL implementation requires an involved and consistent leadership team, specific teacher training to build confidence, a means of directing the repurposing elements of teaching and learning, being able to evaluate alignment between the implementation of BL and school improvement, dedicated achievement measures for student learning and some way of being able to position the purpose and function of applied BL in relation to the Knowledge Economy. A key recommendation of the report is that schools need to intentionally contextualise BL in order to maximise its success. Suggestions concerning how to do this are provided.
This paper is concerned with how building professional capital in a school assists a positive cha... more This paper is concerned with how building professional capital in a school assists a positive change in the teacher’s perceptions of themselves and their work environment as a result of addressing school dysfunctionality over time. It examines teachers’ perceptions related to the growth of the school’s professional capital. This qualitative research examines the responses in two surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposi...
This Article describes a case study and presents findings on teacher's changing perceptions o... more This Article describes a case study and presents findings on teacher's changing perceptions of their professional identity in an international school. The purpose of the research was to identify whether planned spaces for teacher learning contributed to a change in the school's dysfunctional teacher work conditions. Analysis and findings demonstrate that there is an association between providing planned, sequenced and organised teacher professional learning spaces and a perceived growth in teacher professionalism. Our understanding of how receptive accountability when used to guide the design and implementation of learning spaces for teachers provides the working conditions that can enable the teacher to actively participate in strengthening their professional identity and the implications this has for school leadership are considered.
How might schools harness technological innovation for classroom effects? In this book the author... more How might schools harness technological innovation for classroom effects? In this book the authors seek to answer this question by introducing and investigating the concept of Blended Learning through a review of current research literature. In this book, the authors consolidate the current state of Blended Learning research, by defining what is meant by Blended Learning before discussing specific technologies used in Blended Learning, the professional development required of teachers and how to implement whole of school Blended Learning regimes in schools. The book includes descriptions of popular Blended Learning models with real-world examples of their implementation, addressing both student and teacher perspectives. This book will serve as a guide to hastening the progress of Blended Learning towards the improvement of student outcomes in a world of continuous technological innovation and social change.
Over the course of the past decade, governments across the globe, together with their respective ... more Over the course of the past decade, governments across the globe, together with their respective education systems have grappled with changes in society that are unprecedented in modern human history. In this paper, the authors detail the plans of a school that seeks to come to terms with such a circumstance by introducing a school-wide approach to teaching and learning through Blended Learning. In effect, the school seeks to refocus its curriculum and its delivery mechanisms, the 'look and feel' of the school and its classrooms, the work of its teachers, and the study modus operandi of students to graduate young people who embody the traits required for such a changed world. The paper examines in detail the underpinning conceptual Blended Learning model, its associated elements and the disruptive agenda that this whole of school initiative represents for schools and education more generally.
ABSTRACT The ‘teacher as researcher’ premise is being strengthened by the development of new syst... more ABSTRACT The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
Professional development is not something that happens to effective teachers, it is something tha... more Professional development is not something that happens to effective teachers, it is something that effective teachers d; that is continuously develop professionally. Hargreaves and Fullan claim that when we think of the word professional it calls to mind two things: being professional and being a professional (2012, p. 80). In teaching, being professional relates to the actions and behaviours of the teacher and being a professional relates to how the tecaher is perceived by others and how they perceive themselves. This paper is about Norwegian international school’s attempt to build professionalism within the workforce. More specifically, this paper deals with an innovative tecaher incentive scheme as one of many reform initiatives designed to transform a workforce that was often perceived by others as politically divided, unorganized and disengaged. The Staff Recognition Incentive Scheme (SRIS) was developed as part of the school’s collective workplace agreement and was designed to...
This book is derives from a collaboration between Aoba-Japan International school and Southern Cr... more This book is derives from a collaboration between Aoba-Japan International school and Southern Cross University (Aus.
The Forward below is written by the A-JIS Board Chair- Iwao Shibata-san Professor, Graduate School of Management, Business Breakthrough University Board Chair, Aoba-Japan International School
We now live in a world where the ‘global flow’ of goods, services, finances, people, ideas, and data is estimated to triple by 2025. Among other things, digitization is transforming and enriching this flow to a point not yet fully understood. A report by McKinsey and Company (2014) called ‘Global flows in a digital age: How trade, finance, people, and data connect the world economy’ makes for interesting reading. It points out that in today’s world global flows are growing and increasingly contribute to world GDP growth. There has been an 18-fold increase in cross-border internet traffic between 2005 and 2012. The growth in the trade of knowledge-intensive goods is 1.3 x faster than labor-intensive goods. A 500% increase in Skype call minutes since 2008 is seemingly incomprehensible. 90% of sellers on eBay export to other countries. Entrepreneurs have more opportunities to participate in cross-border exchanges than ever before.
For many this digitized world is no longer a just a ‘virtual world’ it is their ‘real world’. One just has to spend a little time analyzing what is happening in China, India and Africa to realise this new digitized world is not limited to the established economies of the world. In today’s ‘real world’ the entrepreneur and small businesses are becoming “micro-multinationals”. Digitization gives them the capacity to sell and source products, provide services from a distance, and move ideas across borders.
But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research are very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as a point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words, the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research is very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.
The ‘teacher as researcher’ premise is being strengthened by the development of new systems for t... more The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
This research paper examines the impact on teacher perceptions when a different approach to decid... more This research paper examines the impact on teacher perceptions when a different approach to deciding teacher salaries was introduced to improve transparency and trust, communication and teacher professionalism. The new salary scale aimed to focus the teacher’s attention on some key professional skills and qualities considered necessary to transform the school into an outstanding school in Asia in four years. Adopting a case study methodology, this research examined teacher perceptions concerning the new salary scale. The study generated transferable findings that could be used to inform school leaders who are tasked with transforming schools in a diversified faculty environment.
This paper is concerned with how building professional capital in a school assists a positive cha... more This paper is concerned with how building professional capital in a school assists a positive change in the teacher’s perceptions of themselves and their work environment as a result of addressing school dysfunctionality over time. It examines teachers’ perceptions related to the growth of the school’s professional capital. This qualitative research examines the responses in two surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposition; their working environment; and the school’s collective capacity
The 'teacher as researcher' premise is being strengthened by the development of new systems for t... more The 'teacher as researcher' premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21 st Century. This chapter highlights the teacher's increasing role in the development of educational knowledge for today's classrooms This book highlights the teacher's increasing role in the development of educational knowledge for today's classrooms. In more simple terms teachers are beginning to engage in professional learning by becoming a 'teacher researcher' and thus also contributing to the field of educational knowledge. This book aims to showcase examples of this phenomenon.
The ‘teacher as researcher’ premise is being strengthened by the development of new systems for t... more The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of educ... more Ken Sell, David Lynch and Tina Doe, three accomplished and published experts in the field of education, bring together leading education researchers and school leaders to create a collection of chapters which focus on key aspects of effective school leadership. The book explores a model for whole of school improvement and examines key concepts such as; readiness for change, approaches to leadership, how to use data, parental engagement, as well as providing insights into aspects of schooling and teaching into the future
Cummins, 2013) that the 'school leader' (the principal or Head) remains the most influential forc... more Cummins, 2013) that the 'school leader' (the principal or Head) remains the most influential force in optimising schooling outcomes and in bringing about the required circumstances for school improvement agendas. Compared to the past a contemporary school leader is required to navigate and work within multifaceted and increasingly complex contexts (Markow, Marcia, & Lee, 2013; Mulford, 2008). To maximise effectiveness in the multi-dimensional school environment Fullan (2014) posits an effective school leader requires a repertoire of skills the acumen to synchronously act as an agent of change able to move people, a leader of learning able to model and shape conditions for learning and be a systems player able to benefit from and contribute to systems improvement (p.3). In summary, an effective leader is someone who is able to "pull all the pieces together and not leave anyone working in isolation" (Harvey et al., 2013 p.22). So, what constitutes effective school leadership? In this article, educational researchers, experienced school leaders and education practitioners share their insights into school leadership. These insights culminate the 2016 Tokyo International Education Conference (IJICC, 2016) themed on Global Leadership. To explore such a question, the authors have chosen five elements for discussion. These themes centre around leaders embracing a moral purpose and creating conditions for change; leading learning in the school; the changing role of leadership in a complex and multi-facetted context and finally leading collaboration of all stakeholders. This detailing provides a foundation for the exploration of school leadership from the perspective of all stakeholders. 1. Embracing of a Moral Purpose A deeply considered moral purpose informs leaders and teachers who wish to effect sustainable change in their schools (Hargreaves & Fullan, 2012). Communicated clearly, consistently, and inclusively, a moral purpose becomes a guide for the stakeholders of a community to reference and evaluate their decisions and actions. Fields (2007) points out that when leaders articulate and
Professional development is not something that happens to effective teachers, it is something tha... more Professional development is not something that happens to effective teachers, it is something that effective teachers d; that is continuously develop professionally. Hargreaves and Fullan claim that when we think of the word professional it calls to mind two things: being professional and being a professional (2012, p. 80). In teaching, being professional relates to the actions and behaviours of the teacher and being a professional relates to how the tecaher is perceived by others and how they perceive themselves. This paper is about Norwegian international school's attempt to build professionalism within the workforce. More specifically, this paper deals with an innovative tecaher incentive scheme as one of many reform initiatives designed to transform a workforce that was often perceived by others as politically divided, unorganized and disengaged. The Staff Recognition Incentive Scheme (SRIS) was developed as part of the school's collective workplace agreement and was des...
Over the last several decades the professional context within schools has changed (Hargreaves and... more Over the last several decades the professional context within schools has changed (Hargreaves and Fullan 2012 ) compelling employers to provide professional learning and development programs that assist the school workforce to adjust accordingly (Leithwood 2006, Schleicher 2012). This paper provides a summary of an evaluation study that investigated the impact an innovative professional learning program had on teachers, the workplace and the state education system.
This article reports on findings from the application of BL to a school improvement project invol... more This article reports on findings from the application of BL to a school improvement project involving two K-12 international schools in Japan. These findings relate to six research questions concerning how involvement with this project impacted teachers' ICT confidence, how change management was perceived for the project, how this project sought to repurpose teaching and learning arrangements, how the project was aligned with the mission and goals of the schools' improvement agenda, how it affected student achievement and how it was contextualised as a particular response to the imperatives of the Knowledge Economy. The implications of these findings are that successful BL implementation requires an involved and consistent leadership team, specific teacher training to build confidence, a means of directing the repurposing elements of teaching and learning, being able to evaluate alignment between the implementation of BL and school improvement, dedicated achievement measures for student learning and some way of being able to position the purpose and function of applied BL in relation to the Knowledge Economy. A key recommendation of the report is that schools need to intentionally contextualise BL in order to maximise its success. Suggestions concerning how to do this are provided.
This paper is concerned with how building professional capital in a school assists a positive cha... more This paper is concerned with how building professional capital in a school assists a positive change in the teacher’s perceptions of themselves and their work environment as a result of addressing school dysfunctionality over time. It examines teachers’ perceptions related to the growth of the school’s professional capital. This qualitative research examines the responses in two surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposi...
This Article describes a case study and presents findings on teacher's changing perceptions o... more This Article describes a case study and presents findings on teacher's changing perceptions of their professional identity in an international school. The purpose of the research was to identify whether planned spaces for teacher learning contributed to a change in the school's dysfunctional teacher work conditions. Analysis and findings demonstrate that there is an association between providing planned, sequenced and organised teacher professional learning spaces and a perceived growth in teacher professionalism. Our understanding of how receptive accountability when used to guide the design and implementation of learning spaces for teachers provides the working conditions that can enable the teacher to actively participate in strengthening their professional identity and the implications this has for school leadership are considered.
How might schools harness technological innovation for classroom effects? In this book the author... more How might schools harness technological innovation for classroom effects? In this book the authors seek to answer this question by introducing and investigating the concept of Blended Learning through a review of current research literature. In this book, the authors consolidate the current state of Blended Learning research, by defining what is meant by Blended Learning before discussing specific technologies used in Blended Learning, the professional development required of teachers and how to implement whole of school Blended Learning regimes in schools. The book includes descriptions of popular Blended Learning models with real-world examples of their implementation, addressing both student and teacher perspectives. This book will serve as a guide to hastening the progress of Blended Learning towards the improvement of student outcomes in a world of continuous technological innovation and social change.
Over the course of the past decade, governments across the globe, together with their respective ... more Over the course of the past decade, governments across the globe, together with their respective education systems have grappled with changes in society that are unprecedented in modern human history. In this paper, the authors detail the plans of a school that seeks to come to terms with such a circumstance by introducing a school-wide approach to teaching and learning through Blended Learning. In effect, the school seeks to refocus its curriculum and its delivery mechanisms, the 'look and feel' of the school and its classrooms, the work of its teachers, and the study modus operandi of students to graduate young people who embody the traits required for such a changed world. The paper examines in detail the underpinning conceptual Blended Learning model, its associated elements and the disruptive agenda that this whole of school initiative represents for schools and education more generally.
ABSTRACT The ‘teacher as researcher’ premise is being strengthened by the development of new syst... more ABSTRACT The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
Professional development is not something that happens to effective teachers, it is something tha... more Professional development is not something that happens to effective teachers, it is something that effective teachers d; that is continuously develop professionally. Hargreaves and Fullan claim that when we think of the word professional it calls to mind two things: being professional and being a professional (2012, p. 80). In teaching, being professional relates to the actions and behaviours of the teacher and being a professional relates to how the tecaher is perceived by others and how they perceive themselves. This paper is about Norwegian international school’s attempt to build professionalism within the workforce. More specifically, this paper deals with an innovative tecaher incentive scheme as one of many reform initiatives designed to transform a workforce that was often perceived by others as politically divided, unorganized and disengaged. The Staff Recognition Incentive Scheme (SRIS) was developed as part of the school’s collective workplace agreement and was designed to...
This book is derives from a collaboration between Aoba-Japan International school and Southern Cr... more This book is derives from a collaboration between Aoba-Japan International school and Southern Cross University (Aus.
The Forward below is written by the A-JIS Board Chair- Iwao Shibata-san Professor, Graduate School of Management, Business Breakthrough University Board Chair, Aoba-Japan International School
We now live in a world where the ‘global flow’ of goods, services, finances, people, ideas, and data is estimated to triple by 2025. Among other things, digitization is transforming and enriching this flow to a point not yet fully understood. A report by McKinsey and Company (2014) called ‘Global flows in a digital age: How trade, finance, people, and data connect the world economy’ makes for interesting reading. It points out that in today’s world global flows are growing and increasingly contribute to world GDP growth. There has been an 18-fold increase in cross-border internet traffic between 2005 and 2012. The growth in the trade of knowledge-intensive goods is 1.3 x faster than labor-intensive goods. A 500% increase in Skype call minutes since 2008 is seemingly incomprehensible. 90% of sellers on eBay export to other countries. Entrepreneurs have more opportunities to participate in cross-border exchanges than ever before.
For many this digitized world is no longer a just a ‘virtual world’ it is their ‘real world’. One just has to spend a little time analyzing what is happening in China, India and Africa to realise this new digitized world is not limited to the established economies of the world. In today’s ‘real world’ the entrepreneur and small businesses are becoming “micro-multinationals”. Digitization gives them the capacity to sell and source products, provide services from a distance, and move ideas across borders.
But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research are very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as a point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words, the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research is very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.
The ‘teacher as researcher’ premise is being strengthened by the development of new systems for t... more The ‘teacher as researcher’ premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21st Century. This chapter highlights the teacher’s increasing role in the development of educational knowledge for today’s classrooms
This research paper examines the impact on teacher perceptions when a different approach to decid... more This research paper examines the impact on teacher perceptions when a different approach to deciding teacher salaries was introduced to improve transparency and trust, communication and teacher professionalism. The new salary scale aimed to focus the teacher’s attention on some key professional skills and qualities considered necessary to transform the school into an outstanding school in Asia in four years. Adopting a case study methodology, this research examined teacher perceptions concerning the new salary scale. The study generated transferable findings that could be used to inform school leaders who are tasked with transforming schools in a diversified faculty environment.
This paper is concerned with how building professional capital in a school assists a positive cha... more This paper is concerned with how building professional capital in a school assists a positive change in the teacher’s perceptions of themselves and their work environment as a result of addressing school dysfunctionality over time. It examines teachers’ perceptions related to the growth of the school’s professional capital. This qualitative research examines the responses in two surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposition; their working environment; and the school’s collective capacity
The 'teacher as researcher' premise is being strengthened by the development of new systems for t... more The 'teacher as researcher' premise is being strengthened by the development of new systems for teaching and learning and by new understandings about how teachers best learn. Our view is that the coupling of this phenomenon with teachers engaging in research on their teaching practice is a powerful organising element for schools dealing with change in the 21 st Century. This chapter highlights the teacher's increasing role in the development of educational knowledge for today's classrooms This book highlights the teacher's increasing role in the development of educational knowledge for today's classrooms. In more simple terms teachers are beginning to engage in professional learning by becoming a 'teacher researcher' and thus also contributing to the field of educational knowledge. This book aims to showcase examples of this phenomenon.
Uploads
Papers by Ken Sell
The Forward below is written by the A-JIS Board Chair- Iwao Shibata-san
Professor, Graduate School of Management, Business Breakthrough University Board Chair, Aoba-Japan International School
We now live in a world where the ‘global flow’ of goods, services, finances, people, ideas, and data is estimated to triple by 2025. Among other things, digitization is transforming and enriching this flow to a point not yet fully understood. A report by McKinsey and Company (2014) called ‘Global flows in a digital age: How trade, finance, people, and data connect the world economy’ makes for interesting reading. It points out that in today’s world global flows are growing and increasingly contribute to world GDP growth. There has been an 18-fold increase in cross-border
internet traffic between 2005 and 2012. The growth in the trade of knowledge-intensive goods is 1.3 x faster than labor-intensive goods. A 500% increase in Skype call minutes since 2008 is seemingly incomprehensible. 90% of sellers on eBay export to other countries. Entrepreneurs have more opportunities to participate in cross-border exchanges than ever before.
For many this digitized world is no longer a just a ‘virtual world’ it is their ‘real world’. One just has to spend a little time analyzing what is happening in China, India and Africa to realise this new digitized world is not limited to the established economies of the world. In today’s ‘real world’ the entrepreneur and small businesses are becoming “micro-multinationals”. Digitization gives them the capacity to sell and source products, provide services from a distance, and move ideas across borders.
But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research are very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as a point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words, the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research is very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.
surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the
vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposition; their working environment; and the school’s collective capacity
The Forward below is written by the A-JIS Board Chair- Iwao Shibata-san
Professor, Graduate School of Management, Business Breakthrough University Board Chair, Aoba-Japan International School
We now live in a world where the ‘global flow’ of goods, services, finances, people, ideas, and data is estimated to triple by 2025. Among other things, digitization is transforming and enriching this flow to a point not yet fully understood. A report by McKinsey and Company (2014) called ‘Global flows in a digital age: How trade, finance, people, and data connect the world economy’ makes for interesting reading. It points out that in today’s world global flows are growing and increasingly contribute to world GDP growth. There has been an 18-fold increase in cross-border
internet traffic between 2005 and 2012. The growth in the trade of knowledge-intensive goods is 1.3 x faster than labor-intensive goods. A 500% increase in Skype call minutes since 2008 is seemingly incomprehensible. 90% of sellers on eBay export to other countries. Entrepreneurs have more opportunities to participate in cross-border exchanges than ever before.
For many this digitized world is no longer a just a ‘virtual world’ it is their ‘real world’. One just has to spend a little time analyzing what is happening in China, India and Africa to realise this new digitized world is not limited to the established economies of the world. In today’s ‘real world’ the entrepreneur and small businesses are becoming “micro-multinationals”. Digitization gives them the capacity to sell and source products, provide services from a distance, and move ideas across borders.
But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research are very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as a point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.But what does this mean for schooling and education? Put simply, since the advent of powerful search engines such as Google, we have seen a fundamental change in education. How we treat knowledge and the teacher-learner relationship has come under increasing scrutiny. Although the past industrial model of education was robust and, in part, got us to where we are now, it is becoming increasingly irrelevant. The industrial model, in other words, the old model of schooling, focused on input: it was all about how knowledge is acquired most efficiently by the largest number of students. In contrast, the new model of education to emerge as one response to our digitized world focusses on output. This new model is about facilitating how ‘learners’ best gather and apply knowledge with a positive purpose in mind.
In the new digitized model, we are witnessing ICT replacing the hard copy textbook and the pen as essential tools. Learning in real life is replacing the ‘just in case’ learning that is bound by classroom walls, the teacher as the centre of attention and a seemingly rigid and increasingly irrelevant curriculum. Teachers are now adopting a pedagogy characterized by facilitation, support and differentiation, replacing the one-size-fits-all pedagogy. We are increasingly seeing the evaluation of learning in terms of how learners define a question and then set about answering it. This is in contrast to the ‘old model’ of evaluation that asks the student to find the right answer.
These changes are happening not because any particular government or authorities decided, but because our society and businesses have changed as such. This being the case, it is incumbent on schools to adjust accordingly. One of the major missions of today’s school’s educational institutions is to support learners to be prepared for the ‘real world’. In other words, a school should respond and account for the real changes occurring in our world today.
Clearly, the comparison between the old world and the new world gives us insight into the direction our education institutions should go. This book is an important contribution to providing the educational community with supporting research to help inform change. It came about through an ongoing collaboration between Aoba-Japan International School (A-JIS), Southern Cross University (SCU), and Business Breakthrough University (BBTU) to support their mutual commitment to develop a global-standard, blended, and inquiry-based learning curriculum and platform.
In this collaboration, A-JIS has led in the development of the conceptual model, the trialing of new pedagogies, and the design and development of a bespoke learning platform to support the endeavor. SCU has provided crucial research and data analysis, teacher training, and impartial observational feedback to the A-JIS leadership team. BBT University provided its proprietary online learning platform as the base from which the new bespoke K-12 platform has been developed. This collaboration and research is very unique; it is only feasible by a team comprising those three disparate areas of expertise: a K-12 IB World School, a university with in-depth expertise in education and pedagogy, and in-depth expertise in e-learning and related technologies. As this collaboration continues, using the newly-developed content and blended-learning curriculum in a real school setting in A-JIS hands-on findings in this field will be further examined.
By examining the contemporary literature associated with the intersection between ICT and learning in schools, this book provides educational leaders and teachers with valuable insights into the state of play at the moment. It is designed as point of reference to inform decision making by those who are deeply committed to changing the direction of schools and other educational institutions so they reflect the current new world context.
surveys that were completed by a small sample of teachers. By applying development research methodology (OECD, 2002), supported by the use of qualitative data analysis software, an open coding approach enabled rich descriptions and the identification of distinctive and conceptually interdependent categories, themes and trends. This examination found that the
vast majority of teachers perceived there to be growth of professional capital over time. An analysis of data indicates that the focus on building professional capital assisted a positive change in teachers’ perceptions about their a professional disposition; their working environment; and the school’s collective capacity