Unit rationale, description and aim
This unit includes 15 days of professional experience placement with a specific focus on Technologies.
In line with national expectations, primary teachers are required to demonstrate curriculum specialisation, including advanced content knowledge, pedagogical expertise, and the capacity to lead teaching and assessment in a specific learning area. Teacher leadership is recognised as a key driver of school improvement, requiring both the skills and dispositions to guide peers in curriculum and instructional practices.
This unit supports pre-service teachers in developing specialist expertise in Technologies, while also fostering their leadership capabilities. Through engagement with current literature and practitioner research, pre-service teachers will critically evaluate effective Technologies programs and practices. They will synthesise their disciplinary knowledge with leadership theories to design:
- A teaching program aimed at extending learners in Technologies, and
- A professional learning initiative to enhance their own practice and support colleagues’ professional growth.
The unit aims to prepare pre-service teachers to take on curriculum leadership roles in Technologies, contributing to improved teaching practice and student learning outcomes within their school communities.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Investigate and synthesise contemporary theories a...
Learning Outcome 01
Articulate an integrated understanding of processe...
Learning Outcome 02
Critically analyse contemporary research evidence,...
Learning Outcome 03
Synthesise and apply knowledge and instructional p...
Learning Outcome 04
Implement and reflect critically upon planning, le...
Learning Outcome 05
Content
Topics will include:
Early Childhood Leadership, Administration and Advocacy
- Managing and leading people: interacting/communicating with families, children and staff, ethically and effectively; including conducting effective staff meetings, working with parent committees, induction of families and staff, developing family and staff handbooks
- Policy development including - the purpose of policy, the process of developing and revising policy, using the expertise of recognised authorities, and monitoring the implementation of policy
- Understandings of legislative requirements, regulations, licensing procedures, quality improvement and accreditation systems affecting early childhood education and programming
- Managing, developing and leading staff
- Principles and concepts to guide a research informed investigation in early childhood
- Authentic engagement in an early childhood setting leading the development of a research informed investigation on an aspect of early childhood leadership, the topic of which will be collaboratively negotiated with the setting.
Advanced Pedagogy
- Examination of current literature and practitioner research to critically evaluate successful education programs in Technologies.
- Designing evidence-based teaching programs to improve learning outcomes and extend learners in Technologies.
- Differentiating teaching and assessment to meet the specific needs of diverse learners, including extending and challenging students gifted and talented in Technologies.
Assessment
- The role of assessment in the planning, teaching, learning and evaluation cycle and improvement of teaching and learning.
- Nature, purposes and forms of assessment, including formal, informal, diagnostic, formative and summative, specific to Technologies.
- Construction of quality and diverse assessment tasks informed by contemporary assessment theories, policies, approaches and curriculum.
- Approaches for providing timely, focused and constructive feedback to learners.
- Processes for gathering, moderating and interpreting evidence of learning.
- Interpreting student assessment data to evaluate learning and modify teaching practice.
- Reporting student progress to learners, colleagues, parents/carers and other significant stakeholders.
- A range of communication strategies to engage sensitively and confidentially with parents/ carers and involve them in the educative process.
Teacher Leadership and Professional Development
- Defining characteristics and actions involved in teacher leadership.
- Importance of being and becoming a leader in practice as a teacher in Technologies.
- Developing knowledge, skills, attributes and strategies for effective leadership and advocacy.
- The connection between leading learning and improving teacher practice and student learning outcomes in the curriculum specialisation in primary learning contexts.
- The role of the Professional Standards in identifying professional learning needs
- Relevant and appropriate sources of professional learning for teachers in Technologies.
- The role of reflective practice, external professionals, community organisations and continuing professional learning in becoming a leader of teaching and learning in Technologies.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes, develop graduate attributes, and align with professional standards and ACU assessment requirements. The assessment strategy focuses on deepening specialist knowledge and teacher leadership in the primary school context.
Task 1 develops research, analysis, and critical thinking skills. It builds pre-service teachers’ understanding of current theories and innovations in their specialisation area.
Task 2 fosters critical reflection and goal-setting for professional growth. It draws on learning from Task 1 to develop a plan aimed at improving teaching practice and student learning. Pre-service teachers use their specialist expertise to articulate a vision for professional learning, identify and explain classroom-relevant practices and resources, and design a professional learning opportunity for peers. This promotes the application of both specialist and leadership knowledge to enhance teaching and learning.
A 15-day professional experience placement (PEP) serves as the final hurdle, connecting unit content to authentic school settings and preparing pre-service teachers for the profession.
Minimum Achievement Standards
To pass, pre-service teachers must submit all tasks, achieve a combined score of at least 50%, and pass two hurdle requirements: PEP and Professional Experience Assessment (PEA). Tasks 1 and 2 contain Critical Tasks.
Overview of assessments
Assessment Task 1 Literature review and evaluati...
Assessment Task 1
Literature review and evaluative report on current research literature and practitioner research.
Critical Task
Part 1: Compose a brief literature review that summarises high quality instruction, teaching and assessment approaches in Technologies, with reference to relevant theory and contemporary practitioner research.
(CC2.1.1)
Part 2: From the literature, describe and critique two specific successful learning and teaching initiatives (defined in the literature) in Technologies in primary school contexts. For each initiative:
- Describe the educational contexts and learner characteristics and explain how the context is a predictable and safe environment for students (CC 3.3.3)
- Describe the teaching and learning strategies implemented, including the following:
- represent the initiative as a sequence and process diagram, highlighting the sequence of lessons that incorporate spacing and retrieval practices that build upon each other and meet students where they are in their learning (CC 2.1.2)
- Identify the formative and summative tasks for assessing student learning (including ICT-based)
- Analyse their efficacy of the selected initiatives with respect to the following:
- extending student learning opportunities across the full range of abilities in the curriculum area
40%
Assessment Task 2 Pedagogical initiative, and vi...
Assessment Task 2
Pedagogical initiative, and vision and plan for teacher leadership for enhancing student learning
Critical Task
Part 2A Professional learning program (Group)
As a team, design a plan for professional learning to improve collective teachers’ practice and extend student learning in a specific area of Technologies for potential implementation in primary schools. Describe your practical plan for innovation and change informed by research and evidence gathered, including a summary of activities with a hypothetical timeline.
Create an annotated bibliography (1-3 papers per dot point) which forms part of your professional learning program with potential to be delivered at the group member’s schools to build colleague capabilities. The annotated bibliography will include research evidence highlighting the positive impact of high-quality teaching on learning outcomes (CC2.6.3) and the importance of building positive relationships. (CC 3.3.2)
Gather evidence from at least two schools and relevant research to address the following as it relates to your specific professional learning focus:
- Strategies for differentiating teaching and assessment to meet the needs of students across the full range of abilities, including extending learning for students gifted and talented in the learning area
- Strategies for assessing student learning, record keeping and interpretation of assessment data to modify teaching practice
- Ways of collaborating with students to set ambitious and achievable goals. (CC 3.3.1)
- Strategies for incorporating high quality instruction strategies in Literacy and Numeracy that reduced the need for further intervention (CC 2.6.3)
- A range of resources to support learning and engagement, including ICTs
- Strategies for engaging with parents/carers to promote learning appropriate to student stage of learning (CC4.3.1)
- Strategies for providing feedback as learning to students and parents/carers
- Strategies to maintain sensitivity and confidentiality when working with parents/carers
- Strategies to evaluate teaching programs
- Engaging with colleagues and relevant external professionals to collaboratively plan and problem solve, to broaden professional knowledge, teaching practice and teacher leadership in Technologies. (CC1.3.2)
Select and use an appropriate digital platform to showcase your Professional Learning program.
Part 2B Personal learning plan (Individual)
Develop a plan for your own professional learning. Explain your rationale for continued professional learning to improve your teaching practice for enhanced student learning and your development as a leader in your selected curriculum area. In your professional learning plan think about your upcoming placement. Demonstrate how you will:
- plan to sequence tasks within a lesson that build upon each other, meet students where they are at in their learning and help them understand the progression of skills need to attain mastery (CC 2.1.3)
- Use multi-tiered framework to support all students (CC 2.6.2) that demonstrates your understanding of the underpinning theory of the multi-tiered system (CC 2.6.1)
- use effective rules, routines and cues within lessons to support student participation and engagement in learning activities (CC 3.1.1, CC 3.1.2, CC 3.1.3, CC 3.1.4)
Using the Australian Professional Standards for teachers, identify your professional learning needs, and, relevant and appropriate sources of professional learning within the school context and externally.
60%
Hurdle Requirement 1: Preparation for the Profess...
Hurdle Requirement 1: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current.
Hurdle Requirement 2: Professional Experience Ass...
Hurdle Requirement 2: Professional Experience Assessment
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a lower primary school setting. Refer to Professional Experience Handbook and Report.
A pass grade for this task will be awarded following:
- the successful completion of 15 professional experience days and,
- submission of a satisfactory Professional Experience Assessment Report
Notes:
- Multiple attempts at this hurdle task are not permitted.
- Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
This unit includes guided instruction, independent study, assessment preparation, and a 15-day professional experience placement.
Teaching Strategy Objectives:
- Specialist Expertise: Pre-service teachers deepen their knowledge of curriculum, pedagogy, and assessment through critical engagement with research and practice to improve learner outcomes.
- Leadership Development: Leadership concepts are explored alongside specialisation content through case studies of school-based change, particularly in disadvantaged contexts.
- Experiential, Self-Directed Learning: Grounded in adult learning theory, the unit blends guided and independent study to link research, best practice, and application in school settings.
The unit is delivered online or in multi-mode over 12 weeks. Technology Enhanced Learning includes Learning Management System (LMS) resources, recorded lectures, webinars, and discussion boards. Support is provided via Learning Management System (LMS) and teaching staff; online learners require broadband and a headset.
Professional Experience Requirements:
Pre-service teachers undertake a 15-day placement in a primary school, including up to 5 non-consecutive days and a 10-day block. Activities include observation, assisting teaching, planning, and delivering 1–3 lessons per day. They reflect on teaching, assess student learning, and build towards managing whole-class responsibilities while self-auditing progress and aligning with professional standards.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Transitions and continuity of learning (including transition to school)
Relevant Learning OutcomeLO4, LO5
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
The Australian curriculum
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO4, LO5
Relating to
Language and literacy
Relevant Learning OutcomeLO4, LO5
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO1, LO4
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO1, LO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO2, LO4, LO5
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO2
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO2
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO2
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO3
Relating to
Educational leadership
Relevant Learning OutcomeLO3
Relating to
Management and administration
Relevant Learning OutcomeLO3
Relating to
Professional identity and development
Relevant Learning OutcomeLO3, LO5
Relating to
Advocacy
Relevant Learning OutcomeLO3
Relating to
Research
Relevant Learning OutcomeLO2, LO3, LO5
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO5
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO1, LO5
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO5
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO1, LO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO4, LO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO3, LO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.
Relevant learningLO1
Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.
Relevant learningLO1
Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.
Relevant learningLO1
Relating toHow to develop and deliver appropriately challenging recall practice to promote retention and plan to include ample opportunities to practise in a lesson or sequence of lessons.
Relevant learningLO5
Relating toWhy independent problem-solving is only effective once a student approaches proficiency (i.e. after ample opportunities to practise progressively challenging tasks) and why independent problem-solving should not represent a large proportion of teaching and learning time.
Relevant learningLO5
Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.
Relevant learningLO5
Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.
Relevant learningLO1, LO2
Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.
Relevant learningLO2
Relating toHow to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.
Relevant learningLO2
Relating toThe fundamental elements and underpinning theory of a multi-tiered system of support and why it is effective.
Relevant learningLO5
Relating toHow a multi-tiered framework works in a classroom setting, with the opportunity to observe implementation of a multi-tiered framework.
Relevant learningLO5
Relating toThe research evidence showing the positive impact of high-quality instruction delivered by the classroom teacher as a protective measure in reducing the need for further intervention.
Relevant learningLO5
Relating toHow to develop and use effective rules and routines, or cues that are focused on creating learning habits that encourage students to respond quickly to instructions to reduce wasted learning time.
Relevant learningLO4
Relating toWhen and how pre-service teachers can practise using rules and routines in a professional experience setting so that they are best supported to transition to the classroom.
Relevant learningLO4
Relating to
The research evidence that shows the impact of developing and reinforcing clear and well-defined rules and routines and why rules and routines need to be explicitly taught and reinforced to students to be effective.
Relevant learningLO4
Relating to
Specific examples of rules and routines that are shown by the research to be effective and how to use them in a lesson. This could include what can be used at the beginning and end of lessons (e.g. ‘do-nows’, lesson reflections), for different types of learning activities (e.g. protocols for small group or class discussions such as ‘pair shares’, ‘jigsaws’ or ‘I do, we do, you do’) and for transitions (e.g., protocols for moving quickly from one activity to the next).
Relevant learningLO4
Relating toThe research evidence that shows the positive impacts clear and high expectations have on student behaviour and achievement and why it results in improved motivation, better self-accountability and understanding of consequences.
Relevant learningLO3
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.
Relevant learningLO3
Relating toPractices should include the use of structured lessons, clear and explicit instruction, effective questioning that encourages participation, reducing cognitive load and use of specific and positive feedback that acknowledges student effort.
Relevant learningLO5
Relating toHow to effectively set ambitious and achievable student goals including how to collaborate with students to set goals, and what consistent and persistent reinforcement looks like in the classroom so that those goals can be realised.
Relevant learningLO2
Relating toThe research evidence that shows the positive impact of building positive relationships on classroom behaviour and student outcomes.
Relevant learningLO4
Relating toHow to plan and implement practices that create a predictable and safe environment for students by reducing variance in classroom environment – for example, classroom arrangement, consistent location of prompts, consistent use of space, visible rules, and routines.
Relevant learningLO3
Relating toExamples of common ‘whole school approaches’, processes or frameworks for positive behaviour and how a teacher engages effectively with these frameworks.
Relevant learningLO3, LO4
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO4
Relating toPractices schools may employ, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices.
Relevant learningLO4
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum documents.
Marzano, R., Heflebower, T., Hoegh, J., Warrick, P., Grift, G., Hecker, L., & Wills, J. (2016). Collaborative teams that transform schools: The next step in professional learning communities. Hawker Brownlow. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013201241302352
Recommended references
Cleak, H., & Wilson, J. (2019). Making the most of field placement (4th ed.). Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012824765202352
Day, C. (2017). Teachers' worlds and work: Understanding complexity, building capacity. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013012700302352
Eacott, S., & Evers, C. (Eds.). (2016). New directions in educational leadership theory. Routledge.
Frost, D. (Ed.) (2017). Empowering teachers as agents of change: A non-positional approach to teacher leadership. University of Cambridge Press.
Frost, D. (Ed.) (2014). Transforming education through teacher leadership: University of Cambridge Press.
Harris, A. (2015). Teacher Leadership. International Encyclopedia of the Social and Behavioural Sciences, pp. 60-63. https://go.openathens.net/redirector/acu.edu.au?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FB9780080970868921354
McCrea, N. (2015). Leadership and managing early childhood settings. Cambridge University Press. (Chapter 7).
Morrison, G., Ross, S., Morrison, J., & Kalman, H. (2019). Designing effective instruction (8th ed.). John Wiley and Sons https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963799202352
Owens, R., & Valesky, T. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Pearson.
Rodd, J. (2020). Leadership in early childhood: The pathway to professionalism (4th ed.). Allen & Unwin. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013229228002352
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership: Contexts and complexities in early childhood education. Oxford University Press. (Chapter 1-3). https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012786127602352
Wenner, J., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research 87(1), 134-171. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_proquest_journals_1873915162