Co-designing educational policy: Professional voice and policy making post-COVID

The closing and re-opening of Australian schools during the COVID-19 pandemic exacerbated educational inequities. At the same time, it brought into sharp focus the critical leadership role of school principals and teachers in providing responsive and contextually relevant educational continuity. This paper explores two related reflections: first, that school leaders and teachers are best positioned to respond effectively to community needs, and, second, that their professional knowledge and experience should assume greater significance to wider educational policy. More direct and constructive input by educational professionals to the newly formed National Federal Reform Commission (NFRC) can contribute to policy aimed at reducing inequity.