This workshop is designed to target the APSTs at Lead level, and as such, focuses on the leadership of colleagues and initiatives in the curriculum space. We aren't talking about micromanagement; this is a course for those looking to develop dynamic, transferrable leadership skills.

We will delve into Leadership theory, with a specific focus on Adaptive Leadership in the context of the NSW and Australian education systems. In exploring the situated nature of our leadership practice, we tangle with Practice Theory and work through the systems and circumstances that may enable or constrain our success as curriculum leaders driving change. The workshop takes participants on a reflective and reflexive journey through their own practice and some select case studies to explore how we can effectively lead colleagues through periods of change in curriculum and program design and delivery. 

We specifically look at leading the development of an integrated programming initiative, and as such, warmly welcome teachers from all KLAs to take part in the exploration and development of their leadership capabilities.

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We are now offering this accredited course in two formats - a single day, 5 hour session, or delivered in four parts over a number of days. It can be delivered in-person or online via teams. This is in response to challenges we know our colleagues are experiencing with release and travel requirements across the state. Send us an email if you'd like to know more.

Book or enquire now.

This workshop is designed as a short introduction to the concepts covered in our 5-hour accredited PD How to Lead: Innovative, Integrated Programming. In this 1-hour session, we cover a brief history of the research around leadership, an overview of the Adaptive Leadership model (Heifetz and associates), an introduction into Practice Theory and it's application in school leadership, and a consideration of how Adaptive Leadership can be employed when tackling the School Excellence Framework, Strategic Improvement Plans or the career stages of Australian Professional Standards for Teachers.

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This workshop can be delivered in-person or online via Zoom or Microsoft Teams. If there are no sessions currently available in our booking page, please get in touch to see what we can do!

The research is quite clear: while most of us might like to consider ourselves quite good at making rational, high-quality decisions, we're not. The decision-making landscape is fraught with hidden dynamics, biases and motives, and as such, our decisions, often made intuitively and on the fly, are rarely optimal.

By exploring a series of school-based case studies, this course offers participants the opportunity to reflect upon their decision making in school communities. We explore models of decision making from the literature, and situate our discussions with a practice theory approach to analysis.
By revealing some of the common pitfalls in quality decision making, participants will be empowered to engage in more reflexive practice within their own leadership journeys. We will look specifically at school/service wide teaching and learning practices, and take an analytical approach to a review of the decisions we make as leaders and as a community in relation programming,  inclusivity and innovation.

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This workshop is best in an in-person setting, as it supports more collaborative practice and gives participants the time and space for some reflection. If no open-sessions are available in our bookings page, please get in touch to see how we can deliver this learning to you.

The research on teacher identity formation is a fascinating space. We are learning more and more about how professional identity formation takes place for early career teachers, how it works to protect and insulate teacher well-being, and how the external influences of society, politics and the media impact our perceptions of self as educators.
Come with me as we navigate the research in this complex space, explore what it means for us as individual leaders of educational communities, and how we can engage with these dynamics to support our colleagues (especially in the ECT space) resolve positive professional identities and flourishing school cultures.

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If no suitable session times are available in our bookings page, please get in touch to look at scheduling a session.