The game-change needed to move our Education system up a major notch

1. The game-change needed to move our Education system up a major notch

3. C H A N G E

6. 1 BHP Billiton 108 2 Wesfarmers 171 3 Woolworths 175 4 Commonwealth Bank 227 5 Westpac Bank 229 6 National Bank 254 7 ANZ Bank 291 8 Telstra 438 9. Caltex 486

8. Developing people with the right skills and attributes – entrepreneurship, creative, tenacious, passionate, in pursuit of new ideas. • Individuals selected and combined into effective teams – collaborations, diversity, pursuit of deeper understanding of impact, respect for others • Organisations structured to be cross-functional with fluid organisation roles – Enough order and structure to drive action but enough ambiguity to keep uninhibited by the past. • A culture open to new ideas, welcoming diversity so as to incubate and follow success

9. The price of autonomy • Autonomy leads to greater division between the best & the poorest. • Greatest barrier to improvement is the spread of schools • The variance is greater within than between schools • The closed nature of sharing and collaboration is among the greatest damnations of the autonomy agenda • The centre is scared of taking excellent agendas that have worked in many schools and rolling them out wider • Up scaling is the least understood concept in our business.

10. Licensing

11. Network of schools

12. Teachers Students Home Peers Schools Principal Dashboards

13. 8th 3rd 4th 1st 2nd 6th 5th 7th

14. Growth over time ALL = . 40 Year 3-5 = .54 Year 5-7 = .35 Year 7-9 = .26 Reading Writing Spelling Grammar Numeracy

15. Average (purple) and Growth (red)

16. Relation to SES It is the case that there is a positive correlation between Achievement score and SFO SFO and Achievement

17. But no relation of SFO and Growth Correlation

18. Growth comparisons • Males and female growth similar 0.05 • LOTE higher than non-LOTE 0.13 • Indigenous growth similar 0.04 • Lower parental occupation higher growth than upper 0.11

19. Great vs. Low Growth Schools Lowest Growth Schools Highest Growth Schools Reading Writing Numeracy Reading Writing Numeracy School Growth Growth Growth Growth Growth Growth • -.14 -.17 .13 312 .53 .48 .76 • .83 -1.88 -.02 313 .73 .40 .64 • -.06 1.31 .61 314 .60 .72 .48 • .17 -.18 .08 315 .68 .59 .61 • .54 -.63 .47 316 .76 .48 .67 • .10 .24 .23 317 .73 .61 .64 • .21 .08 .30 318 .68 .81 .57 • .35 .02 .24 319 .66 .74 .71 • .41 -.25 .46 320 .94 .72 .83 • .08 .29 .30 321 .50 .88 .47

20. High vs. Low Growth Schools Lowest Growth Schools Highest Growth Schools Reading Writing Numeracy Reading Writing Numeracy School Growth Growth Growth Growth Growth Growth • H -.14 -.17 .13 312 H .53 .48 .76 • M .83 -1.88 -.02 313 L .73 .40 .64 • H -.06 -1.31 .61 314 M .60 .72 .48 • L .17 -.18 .08 315 H .68 .59 .61 • L .54 -.63 .47 316 M .76 .48 .67 • L .10 .24 .23 317 H .73 .61 .64 • M .21 .08 .30 318 L .68 .81 .57 • M .35 .02 .24 319 M .66 .74 .71 • H .41 -.25 .46 320 H .94 .72 .83 • H .08 .29 .30 321 L .50 .88 .47

23. Percentage of schools well below (Red>.40), below (Orange, d= .40 - .80) and above (Green d>.80)

24. Controlling the narrative: Growth for allThe tail, the gap, the disadvantaged, the low SES

25. Reading distribution (N=126,424)

26. Socio-economic status and Reading

27. Retention

28. Retention

29. Retention

30. Retention

32. Differences across teachers 32

33. Percentage of Student Work classified as Surface or Deep Experienced Expert

34. Ask not how do we best reproduce to meet the needs of schools but how we work together to transform learning • School 1: Current schools have • a grammar of learning • dominated by teacher recitation • just given ‘em the facts ma’am • selection to the power roles in society, based on narrow NAPLANPISA type measures, • privileging those who want control over their schooling in the name of autonomy.

35. Ask not how do we best reproduce to meet the needs of schools but how we work together to transform learning School 2: Diagnose, Intervene, Evaluate Aspire: What is the student ready to learn and what is the evidence for this? Anticipate: What is the expected impact and how will you check? Analyse: What are the possible evidence-based interventions and what is the implementation process for each? Apply: What evidence will be sought to modify the application Appraise: What happened & what resultant decisions were made?

36. Expectations

37. Expectations

38. Moving from accountability to collaborative improvement • Enhancing pay structures • The growth of learning • Introducing expertise • Driving from success in student learning • The value added revolution • Enhanced involvement, but need a “bar” & when above YES • Highlight the concept of ‘expertise’ • A profession of teachers to control this “bar” • Seeing learning not teaching as success

40. Progress and Proficiency Cruising Schools/Students Optimal Schools/ Students Growth Schools Growth Schools/ Students

41. Progress and ProficiencyBased on Yr 9 Reading Cruising Schools/Students 45% 27% Optimal Schools/ Students 18% 10% Growth Schools Growth Schools/ Students

42. The best school is the neighbourhood school Progress and Proficiency for all Expertise in enhancing learning is leveraged Collaboration, licensing, and evaluation Identify, esteem & manage collaboration

43. The game-change needed to move our Education system up a major notch