Who is EPPC for?
The Excellence in Professional Practice Conference (EPPC) is a conference presented by practitioners, for practitioners. EPPC is for teachers, school leaders and researchers, teams collaborating for improvement in year levels, across a whole school, in clusters of schools or partnering with external organisations.
Be part of EPPC 2016
Don’t miss your chance to submit a proposal to present at the Excellence in Professional Practice Conference (EPPC) 2016, to be held at the Bayview Eden, 6 Queens Road, Melbourne on Thursday 19 and Friday 20 May 2016.
Call for submissions is now open. Submissions close 4 December 2015. For inquiries contact firstname.lastname@example.org.
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What do we mean by collaboration?
The Empowering Local Learners Project is an innovative and diverse collaboration between the partnership of 17 public schools and pre-schools in Port Augusta and Quorn, and the Flinders University Centre for Science Education in the 21st Century. Focus teachers from each site work with a cognitive neuroscientist and Flinders University staff who are highly proficient in translating the theory into effective classroom practice. The model incorporates professional learning, class modelling, reflection and collaborative planning. View the Empowering Local Learnings Project presentation.
— Shane Loader from the EPPC 2015 prize winning Port Augusta/Quorn Partnership working with Flinders University in South Australia.
Matthew Cunnane, from Noosa Pengari Steiner School in Queensland, was another EPPC 2015 award winner.
I devised a program that flipped the textbook. The students became the authors. Each student was assigned a topic within the area being studied and wrote a chapter on it.
Classmates acted as sub-editors for each other allowing me to focus on the big concepts. The final assessment was random questions from each chapter. Students were engaged in peer-to-peer collaboration.
A powerful form of collaboration arises when individuals come together to address a shared educational problem. They bring together the diverse expertise and varying perspectives required to solve difficult problems. Collaborations of this kind are sometimes referred to as 'improvement communities' undertaking collaborative improvement research.
Research indicates that school leaders improve the quality of teaching and student outcomes by building strong professional communities. Schools with a strong professional culture are characterised by shared norms and values, a focus on student learning, collaborative approaches to work, reflective inquiry into teaching practices and deprivatisation of practice.