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2017 WCGTC Biennial World Conference

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3.10.7 Undertaking pedagogical change in an academically selective high school: The beginning of a journey

This session shares the first stages of a journey of pedagogical change in a NSW Selective Secondary School and highlights the importance of leadership and vision in this ongoing process. The planning and delivery of professional learning processes, the development of differentiated curriculum, and the importance of faculty action research projects and summative and formative evaluation strategies will be discussed.

Author(s):

Mark Long
MARK.LONG1@det.nsw.edu.au
Penrith High School
Australia

Mark Long, (M. Ed (Lead), B.Ed, B.PE), is the Principal of Penrith Selective High School, a public, academically selective high school for highly gifted students located in greater western Sydney. Prior to accepting the position at Penrith, he had been the Deputy Principal at James Ruse Agricultural High School and before that, the Deputy Principal at Elizabeth Macarthur High School. Mark’s career has included teaching experiences in both the Public and Independent sectors in Australia, as well as in the USA. Mark completed his Masters of Educational Leadership at UNSW.

Bronwyn MacLeod
bronwyn@gatewayseducation.com
Gateways Education
Australia

Bronwyn MacLeod has postgraduate qualifications in Gifted Education from UNSW, is the author of five texts on curriculum differentiation and gifted education, and the author of Module 5 of the Australian Government’s Gifted and Talented Teaching Package. She has facilitated and published action research projects for schooling systems throughout Australasia and was the Convenor of the Postgraduate Certificate of Gifted Education and Gifted Education courses at UNSW for over six years. Bronwyn has taught mixed ability and self-contained gifted classes from K – 12 in government and independent schools and currently works with schools throughout Australia, Europe, Asia and Africa.

Ruth Phillips
ruthphillips.au@gmail.com
University of Wollongong
Australia

Ruth Phillips is an educator with qualifications in Education, Psychology and is at the penultimate stage of her doctorate at the University of Wollongong with a focus on gifted underachievement. Ruth is a practicing teacher and has taught gifted students from pre-school to year 12. She is also a consultant who has worked with teachers and parents and has presented papers at International and Australian Education Conferences including the AAEGT conference in 2016 and the Wallace Research Symposium and was a co-author on the DEST Gifted Education Professional Development Package, Module 2: Identification of Gifted and Talented Students.

 

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