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This research-based book focuses on the development and evolution of the School for Student Leadership (SSL), an alternate and unique residential school for year-nine students, operating in Victoria, Australia. It traces the journey of the SSL, a state secondary school, from a single campus in 2000, to its current three campuses, with more to come in the future. The book documents the key findings and insights from a university/school research partnership spanning a 16-year period. Central themes running throughout the book include the importance of social and emotional development/competence to support and guide learning in adolescence; the nature and value of adolescent leadership; relationships and community as foci of middle-years education together with what constitutes a modern 'rite of passage'. The book explains how, in this particular alternate setting, deliberate steps have been taken - and responsively changed over time - to develop knowledge, skills and competencies, which enable the building of meaningful and sustainable relationships and social and emotional competence within the community. Many of the lessons learned in this setting reveal the potential for transference into mainstream educational settings, to enable all year-nine students to receive the same opportunities to grow and develop as those who have attended the SSL.
List of contents
Chapter 1 The Journey Begins.- Chapter 2 A Chronological History of the School.- Chapter 3 A Narrative Account of the Research Journey.- Chapter 4 Choice Theory, Relationships and Community.- Chapter 5 The Student Perspective.- Chapter 6 The Teacher Perspective.- Chapter 7 The Parent Perspective.- Chapter 8 The School Council's Perspective.- Chapter 9 A Contemporary Rite of Passage into Adulthood.- Chapter 10 Experimenting with Time: The Five-Week Program.- Chapter 11 Experimenting with Place: The China Project.- Concluding Summary.
About the author
Dr Michael Dyson is a Senior Research Fellow at Federation University Australia. He was previously Head of the School of Education and has held a range of leadership positions at both Monash University and Federation University. Michael has been involved in the research partnership with the SSL since it first began as a single campus school called ‘The Alpine School’ in 2001. Michael has led a number of research teams over the past 16 years involving Assoc Professor Len Cairns, Dr Robyn Zink and Assoc Professor Margaret Plunkett, with findings presented in high impact journals, multiple national and international peer-reviewed conference presentations and reports to the Department of Education and the School Council. The impact of the research has resulted in the on-going funding of the school by the State of Victoria, the building of additional campuses, continued funding for the Victoria Young Leaders China projectand international presentations in China, North America and Australia.
Associate Professor Margaret Plunkett is Associate Dean (Learning & Teaching) in the Faculty of Education & Arts at Federation University, Australia. Her research interests span a variety of areas, including gifted education, teacher education and alternate educational settings. Her interest in teaching excellence has been recognised at the university level and also nationally through winning the 2012 Pearson/ATEA Teacher Educator of the Year Award and a national OLT Citation in 2014. Her research partnership with the School for Student Leadership began in 2006 and she has been involved in numerous publications and presentations relating to this research over the past decade.
Summary
This research-based book focuses on the development and evolution of the School for Student Leadership (SSL), an alternate and unique residential school for year-nine students, operating in Victoria, Australia. It traces the journey of the SSL, a state secondary school, from a single campus in 2000, to its current three campuses, with more to come in the future. The book documents the key findings and insights from a university/school research partnership spanning a 16-year period. Central themes running throughout the book include the importance of social and emotional development/competence to support and guide learning in adolescence; the nature and value of adolescent leadership; relationships and community as foci of middle-years education together with what constitutes a modern ‘rite of passage’. The book explains how, in this particular alternate setting, deliberate steps have been taken – and responsively changed over time – to develop knowledge, skills and competencies, which enable the building of meaningful and sustainable relationships and social and emotional competence within the community. Many of the lessons learned in this setting reveal the potential for transference into mainstream educational settings, to enable all year-nine students to receive the same opportunities to grow and develop as those who have attended the SSL.
