Module 1 Understanding equity. Priority Schools Programs induction toolkit www.psp.nsw.edu.au NSW Public Schools – Leading the Way. Purpose. This module is designed to deepen understandings on equity and outcomes in low socio-economic status communities. Module outcomes.
Priority Schools Programs induction toolkit
NSW Public Schools – Leading the Way
This module is designed to deepen understandings on equity and outcomes in low socio-economic status communities.
The module will enable participants to:
The idea of equality draws on notions of all people in our society being of equal value. This democratic principle underpins the provisions of public schooling.
Equality is the provisions we make for dealing with all equally. Equity is based on a belief in equality and quality. It is the notion of fairness, the moral principles that determine what we agree to be just.
All students are entitled to fair, equitable, and significant opportunities to obtain a high quality education and achieve the achievement standards for their stage of schooling to enrich their life choices.
Equity refers to the arrangements made for dealing with differences among students, while recognising that they are all to be equally valued.
Socio-economic differences are strongly associated with patterns in the outcomes of schooling.
Currently there is a significant and unacceptable gap between the average achievement of low SES students as a group and all students.
Socio-economic status (SES) can intersect with other factors including gender, geographic location, cultural background and literacy and numeracy levels to prevent students from gaining the full benefits of schooling.
Factors over which students have no control should not predetermine the outcomes of schooling for individual students or groups of students.
Students from low SES backgroundsare a diverse group encompassing the full range of learning abilities.
Students from low SES backgroundscan and do achieve high standards with appropriate opportunities and active support.
The equity principles for learning are underpinned by the belief that the outcomes of schooling for individual or groups of students should not be dependent on their gender, cultural, social, economic, geographical and linguistic backgrounds.
Strategic action at the state, regional and school level to identify, challenge and eliminate inequalities will contribute to students from these groups receiving a socially just education which leads to equitable outcomes for each student.
This action will be most effective when:
Equity programs resources maximise the opportunities schools can provide to address the persisting and unacceptable gap in the achievement of many students in the areas of literacy, numeracy and engagement in learning.
PSP inter-related action areas
Quality teaching and learning
Classroom and school organisation and school culture
Home, school and community partnerships
The study demonstrates that the relationship between the quality of classroom pedagogy and tasks received by students, based on their SES and ATSI status, is highly significant at the class level.
Griffiths, Amosa, Ladwig, & Gore (2007)
Schools that made behaviour management strategies a key focus of their PASP initiatives were generally not as successful as they hoped in achieving improvements in student learning outcomes. Indeed, schools that employed versions of productive pedagogies appeared to have greater improvements in classroom and school behaviour as well as greater improvements in student learning outcomes – almost certainly because they focused on improving student engagement in learning, with the effect that fewer students were disruptive.
Teachers, schools and families can and do make a difference.
Professional learning of teachers, and commitment to expertise, is CENTRAL to improving student learning outcomes.