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“There are rare moments in time when you can feel a shift, when you know something extraordinary is unfolding.” These words were spoken by our Chief Executive Officer, Dr Barbara Watterston, at the conclusion of the inaugural ACEL Middle Leadership Summit held earlier this year.

With the landscape of contemporary education standing at a pivotal juncture, traditional paradigms that have previously served our educational institutions are being challenged, reformed, and reimagined. At the recent Middle Leadership Summit, there was a positivity in energy around educational leadership and a feeling of momentum building around shared purpose. We witnessed a professional collective that has now formed a Middle Leaders Alumni, committed to ensuring that conference conversations elicit transformational change.

We now look towards our National Conference in Sydney, 29th September to 1st October, a three day gathering in which we will promote rigour in discussion, ideas, and shared practice.  As educational leaders we know that every conversation and every interaction provides opportunity for influence. Emeritus Professor Frank Crowther AM recently reminded us that to shape our story, we must anchor ourselves in our “why.” This issue of AEL presents a compelling exploration of education that positions our “why”, with all voices, every perspective, not only heard, but respected and amplified.

In amplifying every voice, how might we consider promoting networked models of education that require formal and informal leaders with expertise in learning and teaching from various functions, disciplines, groups and levels? One important way is via educators who are committed to galvanising change through initiatives that transcend cultural, geographical, and institutional boundaries. It also requires an understanding that while principles remain consistent, application can be adapted to suit local contexts, resources, and educational philosophies.

Through the work of John Cleary and Summer Howarth we gain insight and practical application of moving beyond voice to partnership. These authors present us with a comprehensive frame for understanding and implementing student-centred educational practices. Cleary and Howarth’s (2024) P⁴ Model: Partnership to the Power of Four: Students, educators, leaders and policymakers, provides a sophisticated frame for understanding the multifaceted nature of authentic student partnership. Encompassing purpose and alignment, process, perspective and place, power and co-creation, with a focus on students as partners, it also prompts tangible actions in which we can consider the contribution that all people make to the educational landscape.

Cleary and Howarth (2024) distinguish between voice and partnership that challenges educators to move beyond tokenistic gestures toward genuine collaboration. Their model recognises that effective collaboration requires clear roles, shared responsibilities, and mutual respect for the unique expertise that each partner brings. At the heart lies a fundamental shift in how we perceive the role of students within the learning ecosystem. We know that students are not passive recipients of knowledge; learning requires active engagement and active participation, where students as co-creators and partners shape their educational experiences.

Amplifying every voice represents more than pedagogical innovation; it is a consideration of human agency, building skill and will. Cleary and Howarth (2024) provide a scaffold upon which educators can create more responsive and effective learning environments. Learning agility, emotional flexibility, openness to experience, critical thinking, collaboration skills with the ability to receive, provide and action productive feedback are valued. As experienced at the recent Middle Leader’s Summit and presented in this edition of AEL, when all people—students, educators, families and communities—feel heard and valued, the benefits extend far beyond individuals and their environment.

The role of leadership in facilitating voice and partnerships cannot be understated. Leaders who position themselves as active participants signal the importance of initiatives that seek to empower all voices, for the betterment of entire school communities. Their commitment to providing necessary resources, creating supportive structures and maintaining consistent engagement demonstrates that partnerships are not an add on to educational excellence; but, rather, integral to it.

This issue offers both inspiration and practical strategies with a celebration of progress made in educational contexts and the evidence needed for continued innovation. The stories and strategies presented provide ideas for educators seeking to create more responsive and effective learning environments.

As this is the final issue with Barbara Watterston as our CEO, I’d like to take this opportunity to thank her for her unwavering commitment, professionalism, dedicating, and expertise. She has been instrumental in strengthening ACEL’s position as Australia’s premier organisation for educational leaders and her visionary approach has seen ACEL thrive. Her legacy of thoughtful, innovative and collaborative leadership will continue to guide ACEL as we look to the future.

And returning to your words, Barb, you articulated what people are feeling - the sense that something extraordinary is unfolding. Representing the breadth, depth and diversity of all sectors, as the Australian Council for Educational Leaders, we are uniquely positioned in our connectedness to be partners in learning. As partners, we will amplify every voice, shape the narrative of education in Australia, and empower our learners.