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School leaders influence how collegiality, collaboration, and dialogue are interpreted and enacted. This study uses an Appreciative Inquiry lens to interview school leaders about social capacity building within the Professional Engagement domain. Findings show inspiration alongside uncertainty, lack of clarity, and practical difficulties, supporting the value of more explicit social context in AITSL’s wording, implications, and application for an aging teaching workforce.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2020\u003Cbr>Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity\u003Cbr>Geoffrey M. Lowe\u003Cbr>Edith Cowan University, [g.lowe@ecu.edu.au](g.lowe@ecu.edu.au)\u003Cbr>Peter F. Prout\u003Cbr>Edith Cowan University, [p.prout@ecu.edu.au](p.prout@ecu.edu.au)\u003Cbr>Christina C. Gray\u003Cbr>Edith Cowan University, [c.gray@ecu.edu.au](c.gray@ecu.edu.au)\u003Cbr>Sarah Jefferson\u003Cbr>Edith Cowan University, [sarah.jefferson@ecu.edu.au](sarah.jefferson@ecu.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Leadership Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nLowe, G. M., Prout, P. F., Gray, C. C., & Jefferson, S. (2020) . Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity. Australian Journal of Teacher Education, 45(9) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n9.4](http://dx.doi.org/10.14221/ajte.2020v45n9.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss9/4](https://ro.ecu.edu.au/ajte/vol45/iss9/4)  \nReappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity  \nGeoffrey Lowe  \nPeter Prout  \nChristina Gray  \nSarah Jefferson  \nEdith Cowan University  \nAbstract: The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as ‘collegiality, collaboration and dialogue’, we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant (1977) which highlight the importance of workplace social connection in terms ofjob satisfaction and career longevity. Using an Appreciative Inquiry lens, we interviewed a number ofpositive school leaders about social capacity building among their staff against the Professional Engagement  \ndomain. While interviews affirmed many inspiring examples of its application, we also uncovered a degree of uncertainty, lack of clarity and practical difficulties experienced by these exemplary leaders. As per our research approach, we do not suggest that there is any fundamental problem with the Professional Engagement domain perse. However, findings indicate value forAITSL in reappraising this domain in relation to its wording, implications and application. Amore explicit emphasis on the social context may in turn help address some of the issues confronting Australia’s aging teaching workforce.  \nIntroduction  \nIn 2018, the Australian Institute for Teaching and School Leadership (AITSL) revised the Australian Professional Standards for Teachers. The Standards were originally developed to regulate the profession, improve teacher quality and streamline teacher mobility (Gray & Lambert, 2019). They provide “a framework which makes clear the knowledge, practice and professional engagement required across teachers’ careers”, and key to their application is that “teachers can use the standards to recognise their current and developing capabilities, professional aspirations and achievements”(AITSL, 2018, p. 3) . Th","cbCaicIxtLAVsvta","https://ap.wps.com/l/cbCaicIxtLAVsvta","pdf",306638,18,"English","# Abstract\n# Introduction\n## AITSL standards and professional engagement domain\n## Social capacity building and interpretive focus\n## Study aims and methodology","[{\"question\":\"What does the Professional Engagement domain (Standards Six and Seven) require teachers to do?\",\"answer\":\"It emphasizes identifying personal learning needs and expanding professional learning collegially and individually, along with lead teacher expectations to initiate activities that improve educational opportunities and colleagues’ professional practice.\"},{\"question\":\"Why do the authors focus on social capacity building in relation to professional engagement?\",\"answer\":\"They argue that teaching is a social enterprise and question how school leaders understand the implied social capacity building embedded in terms such as collegiality, collaboration, and dialogue.\"},{\"question\":\"What did the interviews reveal about implementing social capacity building in the Professional Engagement domain?\",\"answer\":\"Interviews confirmed many inspiring applications, but also uncovered uncertainty, lack of clarity, and practical difficulties experienced by exemplary leaders.\"}]","Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity - Article 4 | PDF",1792078278,45]