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Leading, Coaching & School Improvement VLNS National Partnerships Schools Forum March 2011 Chris Wardlaw, Deputy Secretary Office for Policy, Research and Innovation. Two Views on Education. “ What sculpture is to a block of marble, education is to the soul.”
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VLNS National Partnerships Schools Forum
Chris Wardlaw, Deputy Secretary
Office for Policy, Research and Innovation
“What sculpture is to a block of marble, education is to the soul.”
- Joseph Addison
“I had a terrible education. I attended a school for emotionally disturbed teachers.”
- Woody Allen
High reliability dimension
High performance dimension
The new global environment
“Like never before, you have to be able to hit the target.”
- Simon Dalrymple, Western Bulldogs recruiting manager
(foundation knowledge,learning to learn, generic skills)
(subjects & cross-curricular studies/enquiry projects)
(teachers & students learning together)
What is curriculum?
The core curriculum, comprising those general capabilities that all people need, use and develop through their life and the big issues of the day that all need to know about
The formal curriculum, based on disciplinary rules understandings and methods
The chosen curriculum that individuals students and teachers create through the choices they make
The meta-curriculum comprising those activities, events and traditions that all good schools arrange to promote personal development, character and a community of learners
The Australian Curriculum defines for all students the core and the formal curriculum, but leaves to schools, teachers, parents and students critical decisions about the chosen and meta curriculum
Humanities and social sciences
Health and physical education
design and technology
7 Generic Capabilities
Critical & Creative Thinking
Ethical behaviour Personal & Social Competence
Cross curriculum priorities
3 Cross Curriculum Priorities
‘the fiercest debates in education circles are generally over the falsest of dichotomies …..’
Professor Michael Barber
what is worth learning
Alignment for student learning
how students learn &
knowing what students have learned
Proportion of children developmentally vulnerable by each AEDI domain, 2009
Percentage of children developmentally vulnerable on the Language and Cognitive Skills AEDI subdomains
2009 -2010 English Online Interview Data
In the dark all education systems, all schools, all classrooms look similar….
But with some good data …. Important differences become apparent
What improvement/gaps are we targeting?
… the ‘implemented curriculum’
… conscious, explicit, relentless focus on the task(s)
… implementation planning
… operationalising high expectations.
Closing the gap between …
2nd(14th in 2001)
Note: 26% operating at L1 literacy levels in English
8% in 2001
Students with a mark of 89 failed to answer a single question correctly. They are mostly males who were over the national minimum writing standard in 2008. These grades can be attributed to a lack of motivation rather than lack of ability.
23% at or below the national minimum writing standard
12.1% below the national minimum numeracy standard
Numeracy Teaching P- 6 and 7-10:Differentiating support for all students
The Key Characteristics of Effective Literacy and Numeracy Teaching documents quality differentiated classroom teaching for all students. The resource is organised into four headings:
Planning and Instruction
Three principles which, when incorporated into teaching, result in the improvement of student achievement…..
Bransford, Brown and Cocking (2000) How people learn: brain, mind, experience and school. National Academy Press. Http://books.nap.edu/books
Learning is most effective when it results in well-organised knowledge and deep understanding of concepts and their applicability
Learning is enhanced by the ability to monitor one’s own learning
What evidence would you need to convince yourselves that your school is enacting these three principles?
International Civic and Citizenship Education Study 2009
John Hattie suggests
…it is what teachers get the students to do in the class that emerged as the strongest component of the accomplished teachers’ repertoire, rather than what the teacher, specifically, does.”
(Visible Learning, 2009 pp. 34-35)
Meta research and evaluation……
0.4 is the average size effect of various influences on learning
Think about assessments undertaken in your school.
Do they reflect Bloom’s Taxonomy?
Maths unplugged. Young colleagues compare notes (front row) in an abacus and mental arithmetic contest in Huaibei in eastern Anhui province, on Sunday. The contest for the northern part of the province attracted more than 200 participants aged between 4 and 8 years old. Photo: Xinhua
South China Morning Post Friday May 22, 2007
The Chinese mother
Here are some things my daughters, Sophia and Louisa, were never allowed to do:
• attend a sleepover
• have a playdate
• be in a school play
• complain about not being in a school play
• watch TV or play computer games
• choose their own extracurricular activities
• get any grade less than an A
• not be the #1 student in every subject except gym and drama
• play any instrument other than the piano or violin
• not play the piano or violin.
“There’s no imaginative play anymore, no pretend.”
“Chinese parents and teachers are increasingly aware of the need to encourage children’s individuality, while more educators in the United States are seeking to understand why U.S. children are left in the dust in global testing.”
Zhang Yiwu, Director of Cultural Research Center of Peking University
Confidence in mathematics (Grade 8) (TIMSS)
Besides the maths and science tests, students fill out a survey….a long survey (120 Qs). Many students leave many questions blank
Comparing the ranking on the tests with ranking of the average questions completed…..the rankings are the SAME ( not related!)
Singapore, South Korea, Taiwan, Hong Kong and Japan
Outliers: The Story of Success
a deep understanding of what it means to be a Hongkonger and a citizen of China and of the world.
a sense of responsibility for all in society, regardless of their background, gender, race, social or geographical group.
perseverance and a willingness to take risks (never being defeated by failure).
an acceptance that the answers may not be totally clear at first, and that understanding can be built.
a willingness to collaborate and share, to listen to others’ points of view and to communicate their own viewpoint.
I don’t think about winning either.
I think about what I have to do.”
Olympic Champion 400m 2000
World Champion 400m 1997, 1999
“When locked out of the (class)room, do not peek through the keyhole. Either breakdown the door, or go away.” - Dag Hammarskojld
“The problem with every reform in education is that they have all stopped at the classroom door.” - Dean Ashenden
Demonstration/master teaching (Chinese)
Lesson study (Japanese)
Collaborative school based model (Western)
Professional knowledge and pedagogy upgrading
Specialist teaching in primary mathematics and languages
Professional education community
Teacher education providers key partners
Heavy resource commitment emphasising on-site support
Condition% Take Up
Presentation of Theory
Modelling and Demonstration
Practice and Feedback
Onsite/Ongoing Coaching and Reflection
The organisational and infrastructure arrangements, resources, and professional capacity
The information (communication, consultation, evidence, feedback)
(Focus on what matters most)
(Attention to detail)
Leading Change for Improvement