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NESLI is proud to launch a newly designed program which focuses on the critical dimensions of adaptive leadership that is relevant to the challenges leaders are facing during this time of great change.

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The digital learning ecosystem that's transforming school leadership

NESLI's powerful digital learning ecosystem is transforming school leadership across Australia by connecting school leaders at disconnected and remote schools into virtual communities of learning.

K-12 teachers, principals, deputy principals and school administrators from some of the most regional and rural schools in the country are now actively collaborating, networking and learning with peers in a dedicated professional practice environment, without having to leave their own school environment.

NESLI's learning ecosystem is designed to improve school leadership practices and create a pipeline for the next generation of educational leaders.

Glenys Maguire, Assistant Principal of the Secondary School at Wudinna Area School is one of many regional participants who have benefited from the NESLI learning system. The school is located 600km north-west of Adelaide, but Ms Maguire was able to successfully participate and complete the Deputy Principals Leadership Colloquium, a twelve month program that focuses on the critical dimensions of effective school leadership.

“In remote South Australia, leaders of my level would get together twice a year at best, and isolation can be a real problem. NESLI’s digital tools meant that I had 24/7 online access to my peers. The staff were knowledgeable, provided excellent examples and engaged the different thoughts and perspectives of people in the program. I was able to implement the learnings into my daily work activities, and I got so much out of it that I suggested that our other Assistant Principal undertake the program, which she is now doing.”

According to Josh Valeri, Director of Professional Learning at NESLI, the key to success lies in a real understanding of the restraints that remote school professionals work within, and a willingness to help them overcome traditional barriers to access.

“Feelings of isolation and overwhelm are regularly reported problems for school teachers, administrators and principals, and these are intensified in regional and remote areas. In designing our learning ecosystem we used this as our starting point. We wanted to provide much more than just smart academic thinking.

“We decided to create a professional development tool that helped participants feel connected and supported, rather than stressed out and isolated, and the results have been phenomenal,” he said.

Along with synchronous webinar meetings, NESLI’s established online learning practice includes video, animation, quizzes, written/recorded submissions, real-time feedback, participant-generated discussion forums and peer coaching frameworks.

“What we’ve been able to achieve is really remarkable,” said Mr Valeri. “We’ve created a situation where the school leaders of today and tomorrow are able to improve their leadership skills and connect with other K-12 professionals to discuss things that are important to them.

“Aside from getting world-class professional leadership training, we see a lot of participants talking to each other on topics such as how can they become better instructional leaders, how they performance manage in a school, or how they can be a better strategic leader. In an era when many school principals and leaders are feeling stressed and alone, this is a win-win situation,” he added.

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