The science of learning and development provides strong and clear guidance on how children and young people learn.

The advancements in this knowledge and understanding provide a critical opportunity for us to consider what all young people need to thrive and succeed in the classroom - and accordingly how we can leverage this understanding to strive for greater education equity.

This forum will explore exciting work led by the Learning Policy Institute and an alliance of organisations in the US to establish and implement the Guiding Principles for Equitable Whole-Child Design, while also considering case studies of how schools in Victoria have leveraged the science of learning for more equitable learning environments.

This Forum is for Principal-Class and Middle Leaders across Victorian low-SES schools.

Agenda:

Guest Speaker: ‘Guiding principles for equitable whole-child design’ with Laura E. Hernandez
Case studies on leveraging the science of learning to establish equitable learning environments
Workshop on working systemically to apply the science of learning to drive equity

Guest Speaker: Laura E. Hernandez, Senior Researcher – Learning Policy Institute

Laura E. Hernández is a Senior Researcher at the Learning Policy Institute and co-leads the Whole Child Education team. She specializes in designing and conducting qualitative research on whole child approaches and the systems and structures that enable them.

Together with Linda Darling-Hammond and leaders from Turnaround for Children, Laura developed the Guiding Principles for Equitable Whole-Child Design. More information on the principles can be accessed here and here

Guiding Principles for Equitable Whole-Child Design

About the Education Equity Alliance's School Network
The Education Equity Alliance (EEA) is a not-for-profit led by educators. EEA’s School Network brings together school leaders in low-SES communities across Victoria to focus on what matters most to drive change in their communities at both the school and system level. It provides support to school leaders to pursue these priorities both individually and collectively.