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"For all of the books (thousands) written on leadership, individuals (millions) who have participated in leadership seminars and dollars (billions) invested in leadership development, too many leadership experts still fail to distinguish between the practice of leadership and the exercise of bureaucratic power. "

"We put together an infographic that describes some leadership qualities that can be developed and put in your own "skills" filing cabinet."

Instead of painstakingly building local majorities, they attempted 2 compel entire populations. http://t.co/bWjeteFQYK #scalefail @sewilkie

"Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher's perspective, or from each other's. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix "A Continuum of Systemic Change" defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change."

This animation was produced on behalf of the Australian delegation to the Global Education Leadership Programme (GELP). It makes the case for making big changes in education, to keep up with the big changes that are taking place in society.

In this podcast, Alan interviews Silvia Tolisano, 21st Century Learning Specialist, along with other administrators, teachers and students at Martin J. Gottlieb School. Here, students are being encouraged to take more of a leadership role in their learning as they take part in a variety of jobs inspired by Alan November's article, Students as Contributors"

"The literature on educational leadership and school change recognizes clearly the role and influence of the campus administrator (the principal, and sometimes an assistant principal) on whether or not change will occur in the school. It seems clear that transforming the school organization into a learning community can be done only with the leaders' sanction and active nurturing of the entire staff's development as a community. Thus, a look at the principal of a school whose staff is a professional learning community seems a good starting point for describing what these learning communities look like and how they operate. "

"if responding personally to text isn't leading students to deeper understanding, then where should teachers turn to help students improve their comprehension? We should turn to the text itself. Enter close reading."

Thoughtful article on the challenges in delivering vital 21st century skills to students.

"Every child needs to encounter frustration and failure to learn to step back, reassess, and try again."

"AITSL is initiating a project focused on student engagement in learning. Learning Frontiers will support practitioners to develop professional practices which optimise the true engagement of learners. This we believe is a prerequisite to realise the goals of the Australian Curriculum in our new context of complex challenges and amazing opportunities."

Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.