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A/Prof Scott Eacott
Empowering educators through
clarity, coherence and narrative
Not all slides will be posted from this presentation.
Slides have been removed where they contain
unpublished data and/or personal photos.
Slide removed here.
Flip the system
Educating is political. Decisions
regarding what is taught, how it is
taught, and how students are
assessed reflect a version of what
makes an effective school. …
However, while what is judged as an
effective education is contested by
many in society, do we as educators
actively engage in this contestation?
Eacott, S. (2019). Empowering educators through flipped school
leadership? In D. Netolicky, J. Andrews & C. Paterson (Eds.) Flip the
system Australia: What matters in education (pp. 189-197). New
York, NY: Routledge.
My proposal
A call for school leadership based on a
broad principle that recognises there is no
one size fits all approach to education, an
embracing of professionalism in the
justification of practices, and flipping the
criteria for effectiveness to educators and
not those outside of schools.
Translating theory into practice
The relational approach Practice
RE1: We are unconsciously
complicit with the world as it is
Clarity
RE2: As a result, we need to
problematise our language
RE3: The contemporary conditions
are shaped by and shaping of our
image of organising
Coherence
RE4: We need to go beyond
analytical dualism
Narrative
RE5: A generative rather than
merely critical theorising
Many debates about the effectiveness of schools
and/educators come down to differences in the
purpose/s of schooling. In the absence of an explicitly
identified purpose means that others will assume a
purpose and make judgements based on that. To this
end, the first step towards effectiveness is having
clarity of purpose and being able to articulate that
purpose. This means that you generate the conditions
/ criteria in which you are assessed. It also means
that others may be pursuing different purposes to
you.
Effectiveness begins with clarity
Amy, a principal
We are a really good school. We are
effective. We say we will educate
the kids in a holistic manner, and
that is what we do. Although we
are answerable to our political
masters, at the same time you have
to be true to yourself and enact
what we see as a good education.
Eacott, S. (2013). Asking questions of leadership: using social
theory for more than critique. Leading & Managing, 19(1), 18-31.
Slide removed here.
Explicitly articulating the purpose of education
provides the basis from which to judge performance.
That is, with clarity comes judgement based on the
coherence of your activity against that purpose.
Importantly, this becomes not about right / wrong and
instead whether the activities of the school, faculty, or
teacher are consistent with the articulated purpose/s.
You are judged in relation to coherence
Generating coherence
MessageLearningTeaching
SupervisionMeetingsRecruitment
Having established the purpose/s for which you are
working towards and demonstrating coherence (or at
least naming the criteria by which you wish to be
judged) you generate the narrative for your school.
This narrative need not be the same as other
schools. It is not about consensus but crafting unique
stories about the work of educators.
You generate the narrative for your school
Your school, your story
Effectiveness begins with
clarity
You are judged in relation to
coherence
You generate the narrative
for your school
Key message
A/Prof Scott Eacott
School of Education
E: s.eacott@unsw.edu.au
W: scotteacott.com
T: @ScottEacott
Empowering educators through clarity, coherence and narrative

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Empowering educators through clarity, coherence and narrative

  • 1. A/Prof Scott Eacott Empowering educators through clarity, coherence and narrative
  • 2. Not all slides will be posted from this presentation. Slides have been removed where they contain unpublished data and/or personal photos.
  • 4. Flip the system Educating is political. Decisions regarding what is taught, how it is taught, and how students are assessed reflect a version of what makes an effective school. … However, while what is judged as an effective education is contested by many in society, do we as educators actively engage in this contestation? Eacott, S. (2019). Empowering educators through flipped school leadership? In D. Netolicky, J. Andrews & C. Paterson (Eds.) Flip the system Australia: What matters in education (pp. 189-197). New York, NY: Routledge.
  • 5. My proposal A call for school leadership based on a broad principle that recognises there is no one size fits all approach to education, an embracing of professionalism in the justification of practices, and flipping the criteria for effectiveness to educators and not those outside of schools.
  • 6. Translating theory into practice The relational approach Practice RE1: We are unconsciously complicit with the world as it is Clarity RE2: As a result, we need to problematise our language RE3: The contemporary conditions are shaped by and shaping of our image of organising Coherence RE4: We need to go beyond analytical dualism Narrative RE5: A generative rather than merely critical theorising
  • 7. Many debates about the effectiveness of schools and/educators come down to differences in the purpose/s of schooling. In the absence of an explicitly identified purpose means that others will assume a purpose and make judgements based on that. To this end, the first step towards effectiveness is having clarity of purpose and being able to articulate that purpose. This means that you generate the conditions / criteria in which you are assessed. It also means that others may be pursuing different purposes to you. Effectiveness begins with clarity
  • 8. Amy, a principal We are a really good school. We are effective. We say we will educate the kids in a holistic manner, and that is what we do. Although we are answerable to our political masters, at the same time you have to be true to yourself and enact what we see as a good education. Eacott, S. (2013). Asking questions of leadership: using social theory for more than critique. Leading & Managing, 19(1), 18-31.
  • 10. Explicitly articulating the purpose of education provides the basis from which to judge performance. That is, with clarity comes judgement based on the coherence of your activity against that purpose. Importantly, this becomes not about right / wrong and instead whether the activities of the school, faculty, or teacher are consistent with the articulated purpose/s. You are judged in relation to coherence
  • 12. Having established the purpose/s for which you are working towards and demonstrating coherence (or at least naming the criteria by which you wish to be judged) you generate the narrative for your school. This narrative need not be the same as other schools. It is not about consensus but crafting unique stories about the work of educators. You generate the narrative for your school
  • 14. Effectiveness begins with clarity You are judged in relation to coherence You generate the narrative for your school Key message
  • 15. A/Prof Scott Eacott School of Education E: s.eacott@unsw.edu.au W: scotteacott.com T: @ScottEacott