Name: Simon H.

Isaacs 
SID: S00288350

EDFD689 - Advocacy & Learning in Specialisation

Assessment Task 2
Simon H. Isaacs S00288350 EDFD689 AT 2

Table of Contents
Table of Contents........................................................................................................................................... 2

Introduction....................................................................................................................................................... 3

Review of Learning Vision............................................................................................................................ 3

Learning and Teaching Context.................................................................................................................. 3

Learning Vision Evaluation & Literature Analysis..............................................................................3

Learning Mission.............................................................................................................................................. 3

Bibliography....................................................................................................................................................... 3

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Introduction.
In a previous essay, I explored pragmatist and progressivist teaching philosophies in the
context of my curriculum specialisation area of literacy. I also constructed a professional vision
statement based on these philosophies and literature analysis on collaborative teaching
planning styles and the AITSIL Leadership profiles. The following essay will review and evaluate
this learning mission in the context of two challenging teaching experiences I faced during my
professional placement. These experiences were the growing prevalence of online or remote
learning and lack of or minimal parent engagement. I will re-evaluate my learning vision based
on these experiences and conduct a literature analysis on democratic school leadership theory.
Using the information from this review and evaluation, I will develop a learning mission. This
learning mission will be used to create a transformative pathway to successfully address the
challenging teaching experience.

Review of Learning Vision.

My professional learning vision was centred around a collaborative teaching team of
grade 1-2 teachers. The educators of the team came from varying backgrounds and had mixed
levels of teaching experience. The focus of the vision was literacy, as per my teaching
specialisation. My learning vision sort to “enhance their (teacher) understanding of how their
students learn and develop, refresh and advance their pedagogical and professional content
knowledge and refine their teaching skills” (Isaacs, 2021, p.8). My learning vision was built on
several foundational goals, these were:

 Foster a lifelong love of reading, writing, spelling and, grammar by providing

lessons that are relevant and based on student interests.
 Create a learning environment that promotes resilience and learning excellence.
 Build a classroom culture that encourages collaboration between teachers and
students.
 Ensure that all students have equal opportunities to receive the best possible
education available to them.
 Build leadership qualities among our staff that encourages ongoing
improvement, innovation and creativity.
 Empower students with skills and knowledge, and dispositions to create positive
life choices.
 Welcome new, creative and innovative ideas and individuals into our teaching
spaces. (Isaacs, 2021, p.8)

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Inquiry-based collaborative learning and teaching formed the core of my learning vision.
This aligned with my teaching philosophy which was centred on Progressive and Pragmatist
philosophical values of collaborative learning/teaching and student-centred scaffolded planning
(Isaacs, 2021, p.3,8-9). The collaborative aspect of my vision was to be expressed through the
shared acquisition of resources for students and teachers alike and via the creation of
“educational experiences and […] and learning activities that have cultural, linguistic, social and
emotional significance” for students (Isaacs, 2021, p. 9). In retrospect, my learning vision, while
certainly reflective of my values as a pre-service teacher, did not consider two issues. The first
of these is the growing prevalence of remote learning in schools. This issue was closely linked to
the second challenge I faced, which was a lack of parent participation and assistance during
remote learning.

Learning and Teaching Context.

During my professional experience, I encountered two challenging learning and teaching
contexts. One challenge was the increasing prevalence of remote learning due to the Covid-19
pandemic—this impacted student learning and teaching in several ways. In the context of
literacy, I found that many students struggled to focus and maintain motivation during online
lessons, even those who were typically high achievers. This resulted in lower levels of academic
achievement and an overall decline in student literacy knowledge. Research into the
longitudinal effects of the pandemic and remote learning on student educational outcomes is
limited, however. Counter to my findings; Gore et al. stated that, surprisingly, students in NSW
government schools showed no significant difference in educational outcomes between 2019-
20 (2021). This begs the question, why were students in my remote learning lessons displaying
such different results. Yuelin et al. suggest that parent involvement or lack thereof may be a
significant factor in student outcomes in online educational settings (2021). They state that
parent involvement, teacher-student and peer interaction could significantly alter educational
outcomes and student satisfaction (Yuelin et al., 2021). Indeed, their study found that parents
had the most significant influence and benefit on student learning and overall achievement.
(Yuelin et al., 2021). This research coincides with observations I made during remote learning.
Frequently I noticed students were either unaccompanied or unsupported by parents during
lessons. This was especially troublesome when students faced technical difficulties or became
disengaged.

This lack of parent involvement during remote lessons was a challenging teaching
context to work with. I found that some students were either unwilling to participate in a class
or struggled to complete tasks and homework during the remote lessons. Some parents were

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often absent from their child’s educational experience or disengaged. There were several factors
that may have contributed to this. A few students who participated in remote learning had
additional needs. This included students of ESL and/or first-generation migrant backgrounds
and students who registered from levels 1-3 on the Autism Spectrum Disorder Diagnostic
Criteria (American Psychiatric Association, 2013). Statistically speaking, such students require
greater support in the classroom (Schleicher, 2006, p.508) which parents were either unable or
unwilling to provide. As my time with the respective families was limited, I was unable able to
fully determine why they were uninvolved.

Learning Vision Evaluation & Literature Analysis.

In the context of these challenging teaching experiences, my learning vision must be
evaluated. For the most part, this vision focused on the empowerment of students and teachers
and the encouragement of collaboration. It bears little if any information on the role of parents;
as their child’s primary caregivers and first educators, parents are in a unique and natural
position to support their child’s education (Rossetti et al., 2021, p. 2). It is, therefore, in my best
interests that I ensure that parents are involved in their child's education as best as possible.

It is important to note that there are many issues that might impede parent
involvement. For example, Bryer et al. identify that parents and educators can have discrepant if
not conflicting views and attitudes towards education (Bryer et al., 2014). This can be a result of
higher parent aspirations, lacking educational information services or training, and a lack of
consensus among stakeholders (2014) In my case, I often found that parents, especially those
who were working from home or were essential workers, we're time poor and focused the
basics of parenting purely, i.e., ensuring their child was fed, clothed and entertained etc. Other
issues may have impeded parental involvement as well, such as cultural and
linguistic differences like language barriers, misunderstanding or misinterpretation of family or
school values and a disparate level of parent education (Burke, 2016, 2016, p. 138).

I found, during my time in remote learning, that some parents struggled or felt
overwhelmed when taking part in lessons. Rossetti et al. reveal that parents feel overwhelmed
when participating in their child’s education. This was, in part, due to a perceived adversarial
relationships between school stakeholders i.e. teachers or school leadership and parents.
(Rossetti et al., 2021, p. 9)  Burke et al. confirm these perceptions, stating that teachers often
received parent involvement and advocacy negatively. In fact, parent involvement often
strained relationships among stakeholders (Burke et al., 2019, 198). Despite this, under the
circumstances of remote learning, parents have proven instrumental in their child’s success.
This was in part due to their role as student motivators and assistants, which would otherwise

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have been fulfilled first and foremost by their teachers (Yuelin et al., 2021). To ensure that
parent-teacher and student relationships are managed correctly, it is imperative that all
stakeholders feel they can equally contribute to and participate on a level suitable to their
needs. In revaluating my learning vision, incorporating aspects of ‘democratic school leadership
theory’ could provide the outcomes required.

Democratic leadership theory posits that to achieve equality, which is a foundational

concept of democracy, all people – irrespective of age, gender, sexuality, race, ethnicity, religion,
family background, social class or status – needs to be seen to have equal value, needs to be
entitled to equal rights and opportunities and needs to be treated with respect. (Whalley et al.
2018, p.4). To achieve this, Whalley et al. state that good leadership is needed. They define good
leadership through three overarching functions that promote development, inspire and contain
ambition and include parents, teachers and leaders. (2018, p.67) These are continuity or
providing a stable and safe environment within which development is fostered, with minimal
environmental changes; confirmation or understanding, accepting and encouraging people,
where they are; and contradiction – allowing people to learn through increased awareness of
physical and social realities and the needs and wishes of others (Whalley et al. 2018, p.67).
Whalley et al. state that democratic leadership, in the context of education and teacher training,
must also challenge and seek to unlock the creativity of individuals and groups – children,
families and communities – in order to maximise their potential for lifelong growth,
development and resilience. It should also be experience-based, encourage reflective learning
and collaboration (2018, p.3-7). Despite these definitions, there is some debate as to how
democracy and, therefore, democratic leadership should be interpreted.

Lees notes that some critical theorists argue that democracy must facilitate shifts in
power from the superior or dominant position to the voices of the oppressed. In contrast, others
see democracy as a moral activity where leaders express societally held values, a framework for
liberty, equality and respect (1995, p. 220). Lee posits that democratic leadership should be
built on the cornerstones of empowerment, emancipation and restorative social justice (1995, p.
221-25). More importantly, however, Lee’s states that democratic leadership must recognise
human frailities and must therefore display humility and compassion for individual freedoms
and happiness (1995, p.225). Democratic leadership must promote public servanthood and
shared governance with a moral philosophy for guidance. This is no less the case for teachers
striving to facilitate a learning mission that integrates all team players. In the context of my
learning vision, implementing democratic leadership theory may ensure that parents feel less
overwhelmed when assisting their children. Parents may also feel like they are part of the team,

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that they are contributing meaningfully to their child’s education, which in turn may motivate
them to assist in other, beneficial ways.

Learning Mission.
As a future primary educator, it is my mission to create an educational environment that
supports students and their families while promoting resilience and independence. I aim to
ensure that all students are provided with the best possible educational experiences available to
them. I therefore aim to foster a love of learning in my future students and motivate them, even
under such circumstances as prolonged instances of remote learning. To this end, I recognise
that a child’s education extends beyond the classroom; I also recognise that parents, no matter
their background, education level or opinion, can provide valuable and unique learning
experiences for their children.

I seek to ensure that families can contribute to their child’s education in meaningful
ways that are appropriate to their needs. In the context of remote learning due to the Covid-19
pandemic, I hope that by encouraging parents to engage with their child’s education that my
students will achieve equal, if not greater, levels of success as they would have in the classroom.
To do this I seek to build strong relationships between myself and my students families.

To create these bonds between my self and my students and their families I must
empower them. To this end, I must ensure that my future students are provided with the
knowledge and skills they need for future success. Furthermore, I must encourage parents to
engage with their child’s education in deeper, more nuanced ways while taking into account
their limitations.

To do this, it is my mission to create a democratic environment where all stakeholders

can voice their concerns, thoughts and experiences free of judgement and/or ridicule. I seek to
promote collaboration between all stakeholders, from fellow educators to community members,
parents and students and their peers. In building an environment where all can work together
towards a common goal I believe I can provide the best educational experiences possible while
ensuring that the needs of my students, co-workers and school community members are met.

WORD COUNT: 2060

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Bibliography.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorder -
Autism Spectrum Disorder Diagnostic Criteria .

Burke, M. M., Meadan-Kaplansky, H., Patton, K. A., Pearson, J. N., Cummings, K. P., & Lee,
C. (2017). dvocacy for children with social-communication needs: Perspectives
from parents and school professionals. The Journal of Special Education, 51(4),
191-200.

Burke, M. M. (2016). The nature, correlates, and conditions of parental advocacy in

special education. Exceptionality, 24(3), 137-150.

Bryer, F. G. (2004). How to use the Parental Attitudes to Inclusion scale as a teacher tool to
improve parent-teacher communication. Issues In Educational Research, 14.

Rossetti, Z. B.-B. (2021). Parent Perceptions of the Advocacy Expectation in Special

Education. . Exceptional Children.

Schleicher, A. (2006). Where Immigrant Students Succeed: A Comparative Review of

Performance and Engagement in PISA 2003. Intercultural Education, 17(5), 507–
516

Lees, K. A. (1995) Advancing Democratic Leadership through Critical Theory, Jounral of

School Leadership, 5,220-230.

Whalley, M., John, K., Whitaker, P., Klavins, E., Parker, C., & Vaggers, J. (2018).
Democratising Leadership in the Early Years: A Systemic Approach (1st ed.). Routledge. 

Yuelin, L., Yujie, L., & Xiaohui, S. (2021). Disrupted Class, Undisrupted Learning: A
Study on the Effect of Online Learning Among Primary and Middle School
Students. Studies in Microeconomics.

Gore, J., Fray, L., Miller, A., Harris, J, Taggard, W. (2021) The impact of COVID-19
on student learning in New South Wales primary schools: an empirical study. Aust.
Educ. Res. 48, 605–637

Isaacs, S (2021) EDFD689 – Adovacy & Learning in Specialisation Assessment

Task One “Document Analysis & Development of Professional Learning Vision”

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