This happens in many different ways throughout the year, but a particularly significant way is through publishing an in-house journal (publicly & freely available) called Learning in Practice. I am one of its editors.

Each year, the contributions to the journal come from a variety of different parts of the school. Articles on practices that impact learning in Science, History or Languages classrooms will appear alongside articles refining co-curricular activities such as Music, Drama or Sport. Each year, staff from across the school take the time to write about something in learning and teaching that is significant to themselves; they share this willingly, seeking to deepen their own understanding of their craft – and we are all the richer for what they share.

Why post this, out of the blue? Because it is the time of year where the annual journal is beginning to take shape. It is an exciting thing to see happen. At the outset there is a flurry of emails and expressions of interest. It is difficult to see at that point, as members of staff work through whether they can commit to writing something for the journal, how many articles the journal might have or whether there are specific themes or ideas that are going to be a focus. Months later, at this point in the journal’s journey towards publication, my focus is very much on proofreading articles and collaborating with colleagues as they develop their thinking, practice, and projects – a process that eventually gives way to being able to see how the final articles might be presented in the finished product. And this year that finished product is the 2024 edition of Learning in Practice – the eighth volume ready to be released at the start of the academic year in 2025 to impact what we do here and beyond!

I never doubted we would get to this point; but last night was when I could finally see what the journal was going to look like. There is now a shape to it, which, give it a couple of months at the printers over the Christmas holidays, will be something real and tangible by the first day of Term 1. And then there will be further celebrations! From the moment the first article is received following the official call for papers, it is a joy and privilege to bring together the work of colleagues in one volume. Inclusive education, Artificial Intelligence, First Nations Australians, Character – these are some of the topics of discussion to be found in this year’s volume. The breadth and depth of discussion in each of the articles is a testament to the excellence in teaching that takes place in the school every day. Being able to showcase to display the professionalism of Barker’s educational leaders, policy makers and practitioners as they seek to deepen the understanding of their craft is one of the great joys of being an editor.

Dr Timothy Scott

Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the school-based educational research centre at Barker College. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.