EDUC6353 Leading and Managing Educational Change

Topic 5: Educational Change in AustraliaAAcknowledgement: Jennifer Clements

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OutlineIntroductionInnovation and Best Practice ProjectIDEAS and RAISeChange at Rooty Hill High SchoolPresent context Reflection

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Beliefs and understandings

For consideration – design for improving learning outcomes

Adapted from Figure 1. General design for improving learning outcomes(Hill & Crévola, 1999, p. 3)

Innovation and Best Practice Project

107 schools (government, Catholic and independent)Purpose:

• “to understand how schools respond to both internal and external sources of pressure and support to improve learning

• and the nature of the evidence they can provide about the improvement of learning outcomes” (Cuttance & Stokes, 2001, p. 18)

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Innovation and Best Practice Project (cont’d)

School management of project:• Developed the innovation (= practical action to resolve problems) (Cuttance & Stokes, 2001, p. 3)

• Controlled funds• Selected consultant researcher• Monitored the quality of the research support provided

Time constrained for demonstrating improved student outcomes

• Changes in teachers’ strategies and professional learning

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Innovation and Best Practice Project (cont’d)

• Findings (Cuttance & Stokes, 2001, pp. 23f)

• Critical role of leadership “focused on action, culture-building and organisation-wide learning” (p. 26)

• Association between extent of innovation and degree of self-management in the school systems

• “The significant deficit of data analysis skills in schools across the nation” (p. 27)

• “Teacher-based research and evaluation of their practice is a necessary component of successful school innovation” (p. 28).

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IDEAS and RAISeRefer to previous discussion on the IDEAS project (Topic 3)The article by Wildy & Faulkner (2008) is included for those who would like to

• read more about IDEAS• follow up on school improvement in literacy achievement (RAISe)

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Change at Rooty Hill High School1997 – present - 3 phases

Phase 1 (1997-1998) (Cawsey, 2002, pp. 73-76)• Definition of school’s Learning Principles (core values) by a conference of students, parents and staff

• statement of purpose• Analysis of culture

• Artefacts changes in ‘little’ things that people notice

• Socio-facts – e.g. teaching and learning framework, outcomes-based assessment, technology

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Change at Rooty Hill High School (cont’d)

Phase 2 (1999-2000) (Cawsey, 2002, pp. 76-80)

• Emphasis on values• “At RHHS we absolutely believe that students need a rigorous academic curriculum complemented by an integrated program of social development” (p. 76).

• Community conference identified desirable exit behaviours portfolio project

• Skills for lifelong learning, individual achievement, and living in a civil society (pp. 76-77)

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Change at Rooty Hill High School (cont’d)

Phase 3 (2001-2002) (Cawsey, 2002, pp. 80-82)

• Approach to behaviour and discipline• Based on collection of data over 5 years (QSLS) + portfolios

• 30 teachers trained in Choice Theory and Reality Therapy (Glasser)

• Community conference – quality behaviour• “Schools need to be able to teach students about values and about how to behave for success” (p. 81).

• “The deepest levels of learning occur at the level of values” (p. 82).

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Change at Rooty Hill High School (cont’d)

Positive outcomes for students:• Social outcomes (Cawsey, 2002, p. 79)• Academic performance (Anderson & Cawsey, 2008, p. 53)

Leadership:• “…principals must have the courage to articulate their own values and beliefs in support of improving education for students” (Cawsey, 2002, p. 83)

Journey messy and difficult (p. 77)

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Australia: Present ContextSchools:

• Education Revolution (ER) 2008• NAPLAN• My School website• New Australian Curriculum for Kindergarten to Year 10

• Technology to schools• National Teaching Professional Framework• National Partnerships• Monetary rewards for expert teachers and schools• Local Schools Local Decisions• Australian Professional Standards for Teachers

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Australia: Present Context (cont’d)Higher Education (Bradley Review, 2008)

• Transforming Australia’s HE System (Commonwealth of Australia, 2009)

• $5.4 billion over 4 years• Support high quality teaching and learning• Improve access and outcomes for students from low socio economic backgrounds

• Build new links between universities and disadvantaged schools

• Rewards for meeting quality and equity outcomes• Improve resourcing for research and invest in world class tertiary education infrastructure

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Australia: Present Context (cont’d)

Higher Education (Harvey & Kamvounias, 2008) • Teacher-as-learner approach to implementation of teaching and learning policy – focus on students

• A positive and well-intentioned initiative had a minimal effect on teaching and learning practice and student learning.

• Need for a more integrated approach to teaching and learning changes in higher education context

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Australia: Present Context (cont’d)

Early Childhood• Early Childhood Development Strategy (2009-2020) (DEEWR, 2011)

• Australian Government working with states and territories to develop a national Early Years Development Workforce Strategy

• Aim: to improve supply and quality of early childhood education and care workforce

• Best Practice Guidelines for the Planning and Development of Child Care Facilities – surveys completed July 2013

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Features of Sustainable ChangeFocus on improving teaching and learningReform agenda appropriate to the schoolTeachers direct the change process in a community of trust and collaborationData are used to guide changes in pedagogyA long term perspective is taken (5-7 years)School leaders guide the innovation

(Fullan, 2011; Goodson, 2001; Hargreaves, 2010; Louis, 2007; Meiers & Ingvarson, 2005; Smith, 2008)

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Anderson, M., & Cawsey, C. (2008). Learning for leadership: Building a school of professional practice. Camberwell: Australian Council for Educational Research.

Cawsey, C. (2002). Naming, measuring and modelling the values of public education. In S. Pascoe (Ed.), Values in education: College year book 2002 (pp. 71-84). Deakin West, A.C.T.: Australian College of Educators.

Commonwealth of Australia (2009). Transforming Australia’s higher education system. Barton, ACT: Australian Government.

Cuttance, P., & Stokes, S. A. (2001). Innovation and best practice. In P. Cuttance & Innovation and Best Practice Consortium (Eds.), School innovation: Pathway to the knowledge society (pp. 1-29). Canberra, ACT: Commonwealth of Australia.

Department of Education Employment and Workplace Relations (2011). Early childhood workforce. Retrieved August 20, 2012, from http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/EarlyChildhoodWorkforce/Pages/home.aspx

Harvey, A., & Kamvounias, P. (2007). Bridging the implementation gap: A teacher‐as‐learner approach to teaching and learning policy. Higher Education Research & Development, 27(1), 31-41. Hill, P. W., &

Hill, P. W., & Crévola, C. A. (1999). Key features of a whole-school, design approach to literacy teaching in schools. Australian Journal of Learning Difficulties, 4(3), 5-11.

Wildy, H., & Faulkner, J. (2008). Whole school improvement Australian-style: What do IDEAS and RAISe offer? Leading and Managing, 14(2), 83-96.

References