Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools

© 2017, The Australian Association for Research in Education, Inc. This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have

Supervision of Mentoring

The premise of this chapter is that training and supervision will foster and enhance mentor competence, which will (a) have positive effects on those they mentor, and (b) in turn, this will increases the quality of service to the clients and organizations those mentees serve. It draws from the small existing literature on mentor supervision as well as the larger psychotherapy supervision literature.https://inspire.redlands.edu/oh_chapters/1060/thumbnail.jp

Ethics Issues Regarding Supervision and Consultation in Private Practice

Makes the distinction between supervision and consultation and addresses ethical considerations of those professional functions in a private practice setting.https://inspire.redlands.edu/oh_chapters/1056/thumbnail.jp

The Cycle of Excellence: Deliberate Practice to Improve Supervision and Training

How do the good become great? Practice! From musicians and executives to physicians and drivers, aspiring professionals rely on deliberate practice to attain expertise. Recently, researchers have explored how psychotherapists can use the same processes to enhance the effectiveness of psychotherapy supervision for career-long professional development. Based on this empirical research, this edited volume brings together leading supervisors and researchers to explore a model for supervision based on behavioral rehearsal with continuous corrective feedback. Demonstrating how this model complements and enhances a traditional, theory-based approach, the authors explore practical methods that readers can use to improve the effectiveness of their own psychotherapy training and supervision.https://inspire.redlands.edu/oh_books/1051/thumbnail.jp