REPOSITIONING PUBLIC SECONDARY EDUCATION Why is student voice an integral part of this process?

Why? The Melbourne Declaration The United Nations Convention on the Rights of the child Changing educational contexts Academic and practitioner research and evidence

Student VoiceReflective Practice Teacher Professional Learning Equals Transforming Learning How?

Student voiceReflective Practice Teacher Professional Learning ‘Without the involvement of students it is not possible to enquire effectively into the teaching and learning processes of the school itself.’ Bragg and Fielding 2005 ‘Our results reveal reflection to be a powerful mechanism behind learning.’ Stefano, Gino, Pisano & Staats 2014 ‘We do not learn from experience … we learn from reflecting on experience’ John Dewey ‘Today’s students need to be able to access information globally available, work collaboratively and apply innovative solutions to problems. Teachers need to know how to develop these capacities in their students in ways that inspire students to be life long learners’ GTIL 2013

What? Position NSW Public Secondary schools as centres of Participatory Practice Transforming Learning through the interrelationship of student voice, reflective practice and teacher professional learning Implement state wide a continuum of practice that is relevant to individual school contexts Develop participatory learning practices in schools that are contextually relevant Share stories of success Provide support and resources

Challenges, but opportunities To learn how to move from “listening-as-usual” towards “emergent listening” (Davies 2014) where we are intertwined. To reconstruct schools as “person-centred learning communities” (Fielding and Moss 2012) For co-constructions of: “…new understandings of what it is to be a student, what it is to be a teacher, in ways which blur the boundaries and invite a different set of relationships and modes of working.” (Fielding 2006)