Home' Teacher : May 2011 Contents PROFESSIONAL DEVELOPMENT 13
pose that drives this approach to learning and
teaching. It is most vividly seen in the concern
of the committed, conscientious principal
who works with her teachers to match what is
taught and how it is taught to the needs of the
individual student and involve them in that
process. That is not just a question of 'suf-
ficient challenge' or of aligning pedagogy to
the point of progression that each student has
reached, even though that is vitally impor-
tant. It is also part of the teachers' concern
to touch hearts as well as minds, to nour-
ish a hunger for learning and help equip the
student with a proficiency and confidence to
pursue understanding for themselves. T
David Hopkins is Professor Emeritus at the
Institute of Educ ation, University of Lon -
don, and consults internationally on school
refor m . Between 2002 and 2005 in Great
Britain he served three Secretaries of State
as the Chief Adviser on School Standards at
the Departme nt for Educ ation and Skills.
Wayne Craig is Regional Director of
the Northern Metropolitan Region. He
taught m athematics for many years and
in 1994 became principal at Box Hill
Senior Secondary College. Under his
leadership, this previously struggling
school developed a significant reputation
for its diverse and innovative approaches.
He bec ame Region al Director in 2005.
This is an edited extract of Chapte r 2,
'Powerful learning: Taking education
reform to scale in the northern metro -
politan region,' in Powerful Learning: A
strategy for systemic educational improve-
ment, edited by David Hopkins, John
Munro and Wayne Craig, published by
ACER Press. RRP $29.95.
Hargreaves, D.H. (2003). Educational
Epidemic . London: De mos.
Norther n Metropolitan Region. (2009).
Powerful Learning. Melbourne: Victorian
Department of Educ ation and Early
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