Ie #2 2015 lr

issue 2|Vol 45|2015

Ged Kearney’s passions from politics to AFL p3 Teaching in Nauru p8 Teacher preservice education found lacking p18 the professional voice of the Independent Education Union

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Contents 4

Kaleidoscope

6

Australia wide

8

Learning from each other

Ged Kearney’s ambition as ACTU President is to build respect from political leaders and Executive Editors John Quessy Deb James Terry Burke Managing Editor Bronwyn Ridgway Editorial Committee Cathy Hickey Fiona Stutz Gloria Taylor Sue Osborne Journalists Sue Osborne Fiona Stutz Design Chris Ruddle About us IE is a tri-annual journal published by the NSW/ACT, VicTas and Qld/NT Independent Education Unions for members and subscribers. It has a circulation of more than 65,000. IE’s contents do not necessarily reflect the views of the IEU or the editors nor imply endorsement by them.

Email NSW: ieu@ieu.asn.au VIC/TAS: info@ieuvictas.org.au QLD/NT: enquiries@qieu.asn.au IE online www.ieu.asn.au/publications/ Contributions Contributions and letters from members are welcome. Printing does not reflect endorsement and contributions may be edited at the editor’s discretion.

Email iemagazine@ieu.asn.au Advertising Chris Ruddle (02) 8202 8900 Advertising is carried in IE in order to minimise costs.

Advertising does not in any way reflect endorsement of the products or services.

Subscriptions IE is available free to members of the IEU, or by subscription.

Kayla Skorupan: (02) 8202 8900 Print Post Number 100007506 Printing Print & Mail: (02) 9519 8268 ISSN 1320-9825

News and views from around Australia.

Queensland Catholic teachers are providing their skills and support to children...

10

Robogals embrace the future

Are we exposing students to technology studies early enough?

12

Registration and induction not the same

The accreditation* process should not dictate the way beginning teachers receive induction and...

13

Building capacity or eavesdropping?

The District Inspector chose Parkdale Primary School as the last school he...

14

Mentoring – collaborative approach

Founding editor 15 IEHarry Stephens

The launch of IE Magazine in 1971 was an integral part of the development of union representation...

A good mentor and mentoring partnership is absolutely crucial...

and support for 16 Respect transgender students How should teachers react if a student at their school comes out as transgender?

18

Teacher preservice education found lacking

In February 2014, Education Minister Christopher Pyne appointed the Teacher Education Ministerial...

23

Business managers advance teaching and learning

While business managers usually have little contact with students, their role is...

24

What gets the job done these days?

This year, I stepped out of leadership after 16 years as a school principal in the Catholic education primary...

26

Putting the personal first

With the world’s oldest surviving culture existing in our country, everyone has a responsibility...

a hoot 27 Literacy for Tiwi students

Indigenous students from Tiwi College in the Northern Territory may have English...

28

Getting it right for students with serious and complex health needs

Increases in the number of students with serious food and other allergies and chronic asthma...

30

Financially savvy students on the money

A new professional development program will equip...

31

Guide helps children save lives

32

Latest research

A new resource being adopted by schools tells primary school students when to call triple zero.

Latest research from Australia and Internationally

33

Top 5 apps

For years, I’ve suffered from a horrendous disease known as ‘food envy’

34

Talking point...

Should we ‘dum’ down language to make it easier to learn? independent education| issue 2|Vol 45|2015|3

Kaleidoscope

5

issue 2|Vol 45|201

’s Ged Kearney passions fromL p3 politics to AF

Nauru p8 Teaching in service Teacher pre nd lacking p18 education fou ion Union the professional

voice of the

Independent

Educat

Editorial

IE was established in 1971 and in this edition, founding editor Harry Stephens tells us what the political environment was like at that time and the way IE broke barriers and became the leading academic education publication it is today.

With around 70,000 copies distributed to members and subscribers throughout Australia, it’s clear to see that in 44 years, IE has gone from strength to strength.

In Kaleidoscope, Ged Kearney talks about her teachers and her Catholic schooling and those who have influenced her throughout her life. Now with over 2.5 million workers to represent as ACTU President, Kearney follows the likes of Bob Hawke, Cliff Dolan and Jenny George. Passionate about many things, she learnt to importance of the collective at an early age as one of nine children. Kearney joined with IEU members recently to campaign around policies for refugees and children in detention.

Key issues facing teachers throughout Australia at present are covered in the pages of this magazine; best practice, mentoring, induction, preservice education as well as the increasing number of issues principals are expected to deal with and the balancing acts they perform every day, week and term.

Queensland teachers working in Nauru tell of their experiences, so different from those in schools throughout Australia. How would you cope, what resources would you create or be able to use?

Would you be strong enough to face the challenges of teaching children in detention? They talk of the most valuable resource: how they learn from each other.

On behalf of the editorial committee and publications team, I commend this issue to you.

Terry Burke iemagazine@ieu.asn.au

4|independent education| issue 2|Vol 45|2015

Gerardine ‘Ged’ Kearney Ged Kearney’s ambition as ACTU President is to build respect from political leaders and the broader community for the values of fairness and the role played by unions in delivering social change.

She wants people to feel the need to join their union and she wants to help unions to continue to be at the forefront of public debate in Australia.

Ged Kearney talks with IE Journalist Bronwyn Ridgway.

I loved my school days, absolutely loved them. I had a fantastic school life, loved primary school at St John’s East Melbourne with the Sisters of Charity, then with other girls at The Academy of Mary Immaculate in Fitzroy, run by the Sisters of Mercy.

I’m the second youngest of nine children, six girls and three boys. Five of us went to the same girls’ school, while the other sister had special needs so went to another school in Melbourne. My parents ran a pub, the Lord Raglan Hotel in Melbourne, a small working-class pub with counter dinners and counter teas. We all worked for dad as we were growing up, it was really hard work.

There were two teachers who had quite a profound effect on my life and me; one was a music teacher Julie Piggin who taught me piano. She took everything on in a big way, nothing was too challenging nothing was too hard. Huge productions were broken down into workable pieces and her motto was ‘it will be all right on the night, just work hard and it will be fine.’

And it was! She was personable, took an interest and that made all the difference, she was just amazing.

Then there was the head nun Sister Mary McAllen, who was a powerhouse as well. Sr Mary would encourage independence but also that we work successfully as a group. She would encourage you to ‘go with an idea’, discuss the logistics then encourage you to ‘just do it’. I remember I wanted to run for school captain and came to talk with her about it. She said “have you got the numbers dear? Better sure up the numbers if you want to be school captain!” It was a great lesson, good advice and yes I did had the numbers and I did become school captain.

I went to University and was doing a BA in Economics but wasn’t really enjoying it. A fellow I was in love with said he was going to change over and do nursing – he did and I did – he lasted three minutes in nursing but I loved it and stayed and completed. I think I had a strong sense of social justice from my Catholic family and my Catholic schools. It certainly was a strong sense – perhaps a bit over the top when I was young but once in the union it all fell into place. There have been other people who have influenced my thinking, mentors you might say. Belinda Morieson from the ANF who believed I would be a good union representative when we were negotiating Enterprise Bargaining Agreements at The Austin, the hospital I was working at the time. Belinda thought I was unorthodox but a good rep none-the-less. That was 1995, then in 1997 I became Branch President. Other significant people have been my sister Margaret, who has been a wonderful supporter throughout all these years, as well as Dave Oliver of the AMWU, now with the ACTU and fellow trade unionist Lee Thomas of the ANMF and Leigh Hubbard who was Secretary of the Victorian Trades and Labor Council. Leigh Hubbard is now my partner

and we have a lot of healthy discussion and debate on a range of things while we walk the three dogs, eat good food and enjoy a glass of wine or play scrabble, would you believe.

Two of my children are teachers and IEU members; they love teaching and their union.

So I feel quite close to the IEU, especially as I’ve just come from speaking at the IEU National Officers Forum in Torquay today. I’m very impressed with the growth of the IEU, it’s growing in numbers every year – it’s great to see and gives your union so much more strength in negotiations. But that’s what comes when people love their union and feel part of it - they want to join and that’s how it should be.

Teachers are so valuable and they have so much influence over so many, second only to family I believe. That position of influence should never be underestimated; teachers have the responsibility to create safe, creative and positive environments within schools and wherever they work for a whole range of students from different backgrounds, cultures and persuasions. I’m very proud that two of my children are teachers.

Ged Kearney Gerardine (Ged) Kearney is President of the Australian Council of Trade Unions (ACTU), representing 2.5 million union members across Australia. She is the third woman to hold this position, elected in 2010 and reelected in 2012. Kearney is also a director of Cbus, an industry superannuation fund, which manages approximately $30 billion of membership funds.

2008 elected Federal Secretary of the Australian Nursing Federation (ANF). The union represents more than 250,000 nurses and midwives, and is one of Australia’s fastest growing unions.

1997 elected official with the ANF, also serving as Assistant Federal

Secretary, Federal President and Victorian Branch President.

1985 became a registered nurse and worked in public and private health sectors. She has a Bachelor in Education and was a nurse educator then manager of Clinical Nursing Education Department at Austin Health Melbourne.

The mother of four adult children and soon to be a grandmother, Kearney is a passionate supporter of Richmond in the AFL. The second youngest of nine children, Kearney grew up in Melbourne, where her father was a publican. She was brought up in a household where the importance of the collective, both in politics and society, was emphasised from an early age.

Ged Kearney is passionate about changing the debate, the politics and Australia’s policies around refugees and children in detention. At a rally in Sydney in April, Ged Kearney spoke to the crowd: “ Imagine going back to the Tampa time and imagine if one of our political leaders chose words such as ‘we can help’ or ‘come be safe’ or ‘welcome to Australia’ instead of ‘stop the boats’. Ged Kearney has acknowledged the work of the IEU Federal Secretary Chris Watt on the ACTU’s Refugee Policy, See SMH 19 April http://www.smh.com.au/national/ stop-the-boats-three-words-thatshame-the-country-says-actu-boss-gedkearney-20150419-1mobjd.html independent education| issue 2|Vol 45|2015|5

Australia wide

NSW|Advancing the agenda of induction and mentoring Securing Our Future, a major IEU conference held in Sydney on 21 and 22 May 2015, gathered together a wide range of academics and school practitioners to focus on best practice in induction and mentoring (see pages 12-14).

Teacher mentors and educational leaders in schools and early childhood centres in NSW and the ACT had the opportunity to explore a broad range of topics by expert speakers presenting current research and practical strategies.

The Union has been a long and strident advocate for effective induction and

mentoring for new teachers and those undergoing accreditation. Over the last decade, with accreditation of teachers enshrined in legislation in both NSW and the ACT, the issue of induction and mentoring has become a key issue at the NSW Quality Teaching Council (QTC) and the ACT Teacher Quality Institute (TQI).

The establishment of broad policy, however, is only a first step. Guaranteed resourcing and clear employer policies are essential to ensure the success of induction and mentoring programs.

In the finalisation of matters for a new Enterprise Agreement (EA) covering

school staff in Catholic systemic schools across NSW and the ACT, teachers working towards accreditation at Proficient level and their mentors will have support guaranteed in the EA for the first time. A number of the related Diocesan Work Practice Agreements specify entitlements. The IEU will continue to advance both the professional and industrial agendas in the area of induction and mentoring.

Victoria|Private VET colleges under scrutiny The Victorian Government is in the process of carrying out a funding review of Victorian Vocational Education and Training (VET), particularly focusing on the growing problems in private VET colleges.

IEUVicTas has union coverage of staff in private VET colleges and Registered Training Organisations and made a submission to the government review highlighting systemic problems in the sector. In particular, the industry is characterised by precarious, casualised employment and employees are certainly subject to significant pressure to train students in overly short courses which rely

on fast-tracking students and fast churn of numbers in and out of the colleges.

The industry is also rife with sham contracting where those delivering training are required to provide an ABN so that employers are able to avoid obligations provided by the relevant industrial instruments.

Through the IEU’s extensive experience in supporting its members employed in private VET colleges, it believes that a number of serious, inherent problems such as easy availability of funding under the current funding mechanisms, the highly casualised and vulnerable

workforce, the massive growth of the sector over a relatively short period of time, tied to an inability of regulatory authorities to effectively regulate this sector, have resulted in a crisis of quality and confidence in VET training which is neither serving industry nor students and the community in Victoria.

The IEU believes that the Victorian Government needs to ensure tighter regulation and monitoring around the marketing and delivery of courses. In addition, stronger regulation is needed in respect to ensuring that course content and standards are appropriately delivered.

South Australia|Governance and accountability in schools An interesting, and probably unprecedented, dispute has arisen between a significant group of parents and the school management.

Rather than just pulling their children out and going elsewhere, the parents have mounted an ongoing series of demonstrations complete with placards, megaphones and noisy slogans that would make any Union proud. Students are being used in organised boycotts of the school. The parents are calling for the

6|independent education| issue 2|Vol 45|2015

replacement of the school board; the board is resisting all approaches.

The structural issues go the accountability of the school to the parent community, the school registration authority and ultimately to the federal and state ministers. The federal minister called on the state minister to intervene.

The state minister asked the school registration authority which says it only has power over safety and curriculum. Noone wants this hot potato.

It would seem that no civil authority has the power to intervene in some fundamental issues which go to the proper governance of a school in terms of industrial relations, effectiveness of teaching practices, proper use of government funding and management by people without teacher accreditation.

Maybe ‘independent’ schools shouldn’t be quite so independent when in receipt of significant public funding.

Queensland|Research to explore decline of male teachers The Queensland College of Teachers (QCT) will undertake major research in 2015 to analyse the continuing decline in the proportion of male teachers in Queensland.

In recent years QCT has undertaken research to analyse data held on past and present registered teachers, including the decline in the number of males entering the profession.

Teachers 20 years ago were made up of 30% male, 70% female; today, 25% of registered teachers are men, according to QCT.

QCT believes this will decrease to 20% in 10 years time, due to fewer men entering the profession and those in the profession aging and retiring.

Currently 43% of male teachers are 50 years or over, with one in three male teachers aged over 60 years old.

This is almost twice the proportion than those aged under 25 years old, at one in six.

Another factor to the diminishing proportion of male teachers is higher attrition rates.

In 2015 QCT will undertake a major

research initiative to further investigate these trends around male teacher registration numbers.

Male teachers will be surveyed, along with consideration given on previous research, analysis of QCT data and obtaining information from stakeholder groups.

Information from the research will help inform policy development, relevant stakeholder consultations and activities for QCT to pursue to address these concerns.

Northern Territory|Teachers face new registration requirements Northern Territory teachers must provide evidence of their professional learning under new registration requirements to come into effect this year.

The new teacher registration renewal process will see fully registered teachers needing to demonstrate they have completed 100 hours of professional learning over the previous five years in order to have their full registration status renewed.

These same requirements will also apply to fully registered relief teachers and teachers on short term contracts.

The required professional learning consists of at least 100 hours of

professional development that aligns with the Professional Standards for Competent Teachers in the Northern Territory.

The renewal process will require teachers to formally declare that they meet the registration renewal requirements as published on the Teacher Registration Board of the Northern Territory (TRB) website www.trb.nt.gov.au Random audits will be undertaken by the TRB from 2016 with selected teachers asked to provide evidence of their professional learning; this evidence must then be retained for 12 months after registration is granted, to back up

their declarations. Detailed evidentiary requirements and standards, including what types of professional development the Board will accept, are published on the TRB website.

IEUA-QNT representative on the Board, Elsabe Bott, said members needed to be aware of the full professional development requirements and be able to produce records showing they have done the required learning to avoid having their registration downgraded until they complied with the requirements.

Western Australia|Building on success Long serving IEU Secretary Theresa Howe retired in May and was replaced by VicTas Assistant Secretary Angela Briant.

Theresa started as WA branch secretary in 1996. Under her leadership the branch got its first office. Initially there were just a handful of staff and a few hundred members. Now there are nearly 5000 IEU members and 20 staff. After years of

hard work Theresa achieved pay parity for non-government school teachers with government teachers. Teachers in WA are the highest paid in Australia. Paying tribute to Theresa’s many achievements in the role, Angela said she planned to consolidate on the good work.

“I’ve met many of the team at IEU officers’ meetings and they are a strong

collegiate group,” Angela said.

“There are more independent schools than Catholic schools in WA compared to Victoria and Tasmania, so that in itself presents some challenges.

“I am looking forward to working with the team and membership and building on their success in a tightening economic environment.”

independent education| issue 2|Vol 45|2015|7

Learning from each other Queensland Catholic teachers are providing their skills and support to children in need in Nauruan schools.

IE Journalist Fiona Stutz looks at a new project enhancing both teacher and student learning in these schools.

Reports of refugee and asylum-seeker children in Nauru and the harsh conditions they allegedly face often makes the news.

The opportunity to participate in mainstream education with local Nauruan children was considered essential and necessary to a group of Brisbane Catholic archdiocese teachers who worked in Nauru to enhance children’s literacy skills throughout Term 1 this year.

Queensland Catholic Education Commission (QCEC) and Brisbane Catholic Education (BCE) were invited by the Commonwealth Department of Immigration and Border Protection to develop and deliver a range of supports to the Nauruan education system to assist with the integration of refugee and asylum seeker children into local schools.

Their response included deployment of a small group of teachers to provide classroom based curriculum support in Nauruan schools focusing on English as a Second Language (ESL) in three schools: Nauru Secondary School, Nauru College and Kayser College.

Manager of the Nauru Project, Denis Anthonisz, said the commitment from the teachers was to help both Nauruan and refugee children to improve their literacy and to strengthen local teachers’ ESL skills.

“The children have a lot of needs, because English is a second language, both for the refugees and for the Nauruan children, and we can be of great help to both the teachers and to the children.

The relationships formed with the Nauruan staff have enhanced teacher professional capacity in these schools and enhanced the learning of all students in these schools,” Denis said.

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Facing challenges While the Nauru Government provides the students with a free education, which includes textbooks, exercise books and lunch, difficult internet access results in limited computer use in schools. However, he commended the BCE teachers for their willingness and capacity to teach literacy and numeracy to the children, considering the facilities and challenges they faced.

Denis highlighted the differences in teaching children in Australian compared to children in Nauru.

“In Australia fewer children have significant literacy and numeracy needs; in Nauru, most of the children do.”

With more than 40 years of teaching experience and as a Principal in schools, Denis admits visiting Nauru to help in educating the children there was “the most challenging and the most rewarding experience I have ever been involved with.”

BCE Education Officer Languages Bernadette Barker provided professional development in ESL for the teachers prior to arriving in Nauru and on a continual basis while there. During her first visit to the country she led the language assessment team who assessed the refugee and asylum seeker students in English language proficiency to help provide information to the local schools about the students to best support their learning.

With education in Nauru taught in an ESL context, the curriculum sets out that students in Year 1 receive only 15% of their instruction in English. It is not until Year 10 that classes are conducted entirely in English, Bernadette said.

Spending time outside of the classroom listening to the locals and refugees tell their stories was a great experience.

“However, there are classrooms where the teacher is not a native Nauruan so rather than the classroom being bilingual it is an ESL/EFL classroom. There is a wide range of achievement in both English and mathematics in all classrooms. This consideration means that teachers need to utilise strategies that will support all students’ learning.”

Building on experience Bernadette Barker said teachers needed to be resourceful in using what was available at the schools.

“Laptops and electronic whiteboards that teachers would use widely here (in Australia) are not a feature of classrooms in Nauru. So it is important that teachers think carefully about what resources they can use and which strategies they can utilise to support students to learn English and the content of the subject areas. Using very practical strategies consistent with English language teaching pedagogy such as Language Experience and building on the prior knowledge of students are vital strategies.”

St Patrick’s Primary School teacher Damien Lynch was one of the teachers who took part in the project this year. The Gympie teacher taught in the primary and middle schools, assisting the local teachers by upskilling them and modelling different teaching.

“Resources were limited. We were forced to get creative and make the most of what we had,” Damien said.

With more than 19 years teaching in Australia, England, Thailand, Canada and Fiji, Damien said that although the work was challenging, he found many positives to teaching in Nauru, including meeting and working with the locals and learning about the Nauruan culture and history.

“It was rewarding making a difference for the students, teachers and education system in Nauru.”

St Francis Xavier School Goodna teacher Courtney Hill said she was excited to be involved in the project as she enjoyed immersing herself in different cultures and working with students from different countries.

“I enjoyed working and socialising with the local teachers and students. There was so much respect and appreciation that the families showed towards us. Spending time outside of the classroom listening to the locals and refugees tell their stories was a great experience,” Courtney said.

She said she packed “whatever we could fit in our suitcase” for the eight-week experience.

“I took handwriting books for Year 2 and 100 pencils. These came in very handy. We also took over some great picture books which the students loved.”

Courtney is now back in Australia working at her primary school, but admits she would love the opportunity to visit Nauru again.

QCEC executive director Mike Byrne said the teachers’ involvement was an opportunity for Catholic education to assist Nauru and all school children in a practical way.

However, it was made clear to the Federal Government that this should not be seen as support for the Government’s asylum-seeker policy of offshore processing.

A further group of teachers are taking up the program in Term 2 at two additional schools: Yaren Primary School which teaches Years 1 to 3, and Nauru Primary School which teaches Years 4 to 6.

BCE Executive Director Pam Betts said the initiative would move forward in carefully managed stages and in close cooperation with the Nauru Education Department to ensure “we provide the skills and support that meets the children’s needs and is in keeping with existing plans and structures.”

independent education| issue 2|Vol 45|2015|9

Robogals embrace the future Are we exposing students to technology studies early enough?

Could a gap in the curriculum be leaving Australian children behind while their international peers race towards a bright technological future?

IE Journalist Elise Cuthbertson writes.

Last year’s Review of the Australian Curriculum, led by Kevin Donnelly and Kenneth Wiltshire, proposed technology studies commence from Year 9 as the subject area was viewed as “not appropriate for primary schools”.

The reviewers said “we are not convinced that a separate [technology] subject of the kind that has been designed needs to be mandatory at any level. However, it definitely should be an elective subject from lower secondary school onwards.”

Keep students in step But critics of the review’s position suggest the proposal would not come soon enough to keep Australian students in step with peers in countries that teach technology in the early years such as New Zealand, Britain and the Netherlands.

The review’s position sits in contrast that of the Australian Curriculum, Assessment and Reporting Authority (ACARA), which advocates for technology to be embedded into the curriculum from the foundation years.

In 2010, ACARA was tasked with developing a Foundation to Year 10 curriculum, which led to the development of a model covering eight curriculum learning areas. One of the eight areas was technologies.

By 2013 ACARA had completed development of the proposed Foundation to Year 10 curriculum, which included a period of consultation with relevant stakeholders.

Only some of the model learning areas, English, Mathematics, Science, Humanities and Social Sciences (in part) and The Arts, are now ‘endorsed’. The other learning areas, including the technology curriculum, remain in limbo as they await ‘final endorsement’.

The Federal Government has indicated some support for an increased focus on technology in the curriculum. In its initial response to the Donnelly and Wiltshire review, the Government said it “recognises the importance of Science, Technology, 10|independent education| issue 2|Vol 45|2015

Engineering and Mathematics (STEM) and strongly supports a greater balance in the Australian Curriculum to ensure sufficient focus on teaching the key concepts in these important areas of student learning”.

Ultimately, agreement from state and territory governments is needed to bring about significant change to the national curriculum and it is unclear how the Federal Government will address the issue of technology in the wake of these conflicting perspectives.

With the future of technology in school curriculum in limbo, some advocates are taking matters into their own hands.

Building a generation of Robogals Robogals is an international, predominantly student-run organisation that aims to increase the number of young women pursuing careers in technology and engineering. It was founded by former Young Australian of the Year Marita Cheng in 2008.

Robogals Chief Executive Officer Nicole Brown said Robogals stemmed from a presentation Marita gave to Year 6 students about robotics and the positive response it created. “Marita thought ‘well if we can do this at one school – why not all schools’?”

Nicole said.

Robogals has expanded rapidly since its foundation and now has 31 chapters across three global regions, including the Asia-Pacific then Europe, Middle East, Africa and North America.

Robogals is run by a volunteer cohort of female and male tertiary students, primarily engineering and technology students, which Nicole said reflects the organisation’s belief in equality.

“We’re not all females in engineering. We are male and female volunteers who all believe in the importance of creating pathways for women in the fields of engineering and technology and we’re working together to make it happen,” Nicole said.

We’re not all females in engineering. We are male and female volunteers who all believe in the importance of creating pathways for women in the fields of engineering and technology and we’re working together to make it happen.

At the heart of Robogals’ work are its visits to schools. During these visits, Robogals volunteers run workshops that introduce girls to engineering and technology skills such as robotics and computer programming.

“The workshops foster a positive culture so girls don’t feel hesitant to join in. Research indicates that girls may be intimated to approach physical or problem-solving tasks while boys are in the room. So the Robogals workshops make girls feel comfortable to undertake these tasks,” Nicole said.

Nicole said the most important outcome of Robogals workshops was increasing awareness among girls about studying and pursuing a career in technology or engineering.

Opening up possibilities “A lot of the challenges for girls and women stem from the fact that they are not aware of the possibility,” Nicole said.

“During Robogals workshops, we will ask girls questions like ‘what is engineering?’ or ‘what subjects do you need to study to do engineering at university?’ and it’s generally the girls who have family members or friends who work in these fields that will know the answers.”

Nicole said surveys completed before and after the workshops showed just how significantly girls’ understanding increased following a visit from Robogals.

“We use surveys to assess girls’ awareness of engineering and technology studies and generate a rating out of 10. Before the

workshop, the average awareness is 2.7 out of 10. After the workshop, that figure goes up to 7.8 out of 10.

“So the workshops really do help girls to feel comfortable in heading down the path of a career in engineering or technology in the future, if that’s something they’d like to do.”

Nicole said the discussion around technology and curriculum was important, particularly given the experience of Robogals for both students and volunteers.

“We’ve found that the best age group to target with the Robogals program is girls who are in Years 4 to 9. Girls of this age are old enough to understand the concepts, but not too old that they’re already beyond the point of making a decision [about pursuing a career in engineering or technology]”.

“I believe embedding technology in the curriculum early would be beneficial. We need to expose all children to technology at a younger age and make them feel more comfortable. It’s not necessarily that these skills are for everybody but that everybody should be introduced to the possibility.

“That way, students will be more informed and empowered to make the right career choice for them in the future.”

For more information about Robogals or how to run a workshop at your school, visit www.robogals.org. To read more about the on-going Review of the Australian Curriculum, visit www.studentsfirst.gov.au/reviewaustralian-curriculum.

independent education| issue 2|Vol 45|2015|11

The stories on the following three pages are based on presentations and workshops that took place during the NSW ACT IEU Securing our Future Conference, Exploring Best Practice: Induction and Mentoring in the Teaching Profession in May in Sydney.

The aim of the conference was to advocate for and improve the conditions of early career teachers and their mentors.

The conference drew together academics and practitioners to explore what best practice induction and mentoring looks like. We hope these stories may assist teachers and principals developing induction and mentoring at their school.

Amy Cotton NSW ACT IEU Professional Officer

Registration and induction not the same

The accreditation* process should not dictate the way beginning teachers receive induction and mentoring, University of Notre Dame Dean of Education Sean Kearney told IE Journalist Sue Osborne.

Dr Kearney was among the cohort of teachers who were the ‘guinea pigs’ of the new accreditation system in 2004 in NSW and he said his experience of induction and mentoring at that time was not positive.

He was inspired to undertake PhD research examining best practice induction in NSW independent high schools.

He undertook case studies in six high schools in 2011 and found induction and mentoring haphazard.

“Administrators knew they weren’t doing it well and they blamed lack of time and resources rather than lack of knowledge about induction and mentoring,” Dr Kearney said.

“With professionalisation and the introduction of big’s standards the sink or swim approach to beginning teachers no longer applies.

“Research shows many teachers leave in the first five years of their career, and good induction and mentoring can help stem the flow.”

Key characteristics of effective induction include: • teacher release • mentor training • allowing beginning teachers to collaborate with each other, and • the appointment of a qualified mentor, not relying on experienced teachers with no indication of quality.

A proper framework in schools for the induction of new teachers is required. Dr Kearney believes education authorities such as BOSTES in NSW should be checking the induction processes in schools.

“Handing the classroom keys to new teachers and wishing them good luck is not

12|independent education| issue 2|Vol 45|2015

protecting government’s investment in their training.

“Schools have to have a vision for how they will transition beginning teachers. The accreditation process should not dictate the induction program.

“Accreditation should be built into it, but its backwards to allow one to dictate the other.

“We need to look at what’s best for teaching and learning and not accreditation.

“Beginning teachers should know what to expect in their induction and that should be done through a research-informed framework that’s accessible to them.”

Research has found that only three lessons are observed by a new teacher on average.

While this fulfils the accreditation requirements, it is not appropriate for induction and mentoring, Dr Kearney said.

Training for teachers to become a mentor is not widespread, and often heads of department are given the role by default.

Dr Kearney said having a line manager mentoring a beginning teacher is not the ideal situation. The beginning teacher may be nervous about asking questions or showing weakness to the ‘boss’.

Mentor/mentee relationships that evolve naturally are best practice. Dr Kearney suggest schools have identified mentors and beginning teachers be encouraged to choose from that group in their first five weeks of teaching. Someone from their own KLA may be ideal, but it’s not crucial.

“Principals have a responsibility to make sure the new teacher can get the right mentor, and access a process that is separate from accreditation.” *Accreditation in NSW has the same meaning as registration in other states and territories.

Classroom observation:

building capacity or eavesdropping?

The District Inspector chose Parkdale Primary School as the last school he was to inspect before his retirement in 1959. As was the practice at that time, no prior warning of his intention was given to the staff of the school. He just arrived.

Some months later each teacher received a blue slip containing a pithy statement about his or her performance and an assessment or teaching mark.

“Manages his class efficiency, keen to succeed.” Most were to receive a rating of ‘good’ some ‘very good’ and a select few ‘outstanding’. This latter mark was prized because it allowed the teacher to be placed on a seniority or promotion list ahead of teachers without such a mark. This gave them a better chance of gaining a promotion to a school high on their priorities and perhaps in a less remote location in the State. (http://localhistory.kingston.vic.gov.au/htm/ article/36.htm accessed 21/04/2015) England now It is to be hoped we have experienced ‘continuous improvement’ since 1959.

Although teachers in England might be entitled to ask if there has been progress, “eight in 10 schools are now judged to be ‘good’ or ‘outstanding’ … we have acted on your concerns about no-notice inspections, about the drawbacks of outsourcing inspections and the need to avoid making every inspection the same ‘cliff-edge’ experience.”

Sean Hartford on behalf of Office for Standards in Education, Children’s Services and Skills to a Leaders Conference 20 March 2015 (https://www.gov.uk/ government/people/sean-harford accessed 21st April 2015) What is classroom observation Michael Victory, Executive Officer, Teacher Learning Network, presented on classroom observation in a workshop at the Securing our Future conference. He said these two anecdotes raise important questions about classroom observation in schools. Firstly should professionals be inspected at all? If inspection occurs what should be the relationship between the ‘inspector’ and the teacher? What should the conditions be for the inspection or observation? What criteria should be used for the observation?

Teaching is a profession. The characteristics of a profession generally include: • requiring initial qualifications and ongoing licensing

• a high degree of autonomy • expertise not available in the wider population • a sense of shared purpose and common interests, and • self-regulation of performance.

It is this latter criterion that is most relevant to classroom observation. Teachers are the experts in teaching and should be involved in building one another’s capacity and performance. Classroom observation is a legitimate form of professional development that leads to improved performance but more so when it is collaborative, cooperative and collegial.

True collegiality (reciprocity and equality) can be difficult to achieve in a mentor arrangement between an experienced and a graduate teacher. However, where colleagues agree in advance on what is to be observed for what period of time, about the data collected and the criteria for analysis of performance, then clear goals for improvement can be set, criteria can be established for making judgements and genuine performance improvement can be achieved.

The Teacher Learning Network has developed a pilot App about questioning technique using Bloom’s taxonomy. The free App (search EdCoach Questions or https://itunes.apple.com/au/app/edcoachquestioning/id687196262?mt=8) uses touch screen technology for the collection of data about the type of questions asked in a lesson.

The App collates the data into a graph in real time and prompts the users with potential questions for the analysis of the data, such as ‘Did the type of questions you asked support the learning objective for that part of the lesson?”

The App promotes criteria based discussions between colleagues based on data, it promotes evidence based feedback over subjective observation and minimises workload by collating and graphing the data for immediate discussion. Whether you use this App or another technique the key elements of productive classroom observation are a collegial approach using evidence based feedback focused on performance improvement rather than surprise, detached, summative assessments (with salary implications) conducted by external parties.

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Mentoring – collaborative approach

A good mentor and mentoring partnership is absolutely crucial for a beginning teacher. It can help make the difference between success and failure in their career, University of NSW Education Lecturer Neville Ellis told IE Journalist Sue Osborne.

It’s not just a one-way thing. They should be equal partners sharing ideas in a collegial setting.

Dr Ellis’ research and teaching interests are in teacher development, professional learning, practitioner research, and the quality of feedback students receive from mentors during professional experience.

Dr Ellis said over time the role of the mentor has evolved.

“Across the globe teacher quality has become a focus of education bureaus and governments, including in Australia,” he said.

“The idea is that to improve student outcomes we must improve the quality of teachers. With that comes the idea that once you graduate from your teaching degree, you embark on a lifelong learning journey.

“We have moved away from the model of ‘professional development’, where an outside expert such as a university lecturer might come into a school and give a presentation, to one of ‘professional learning’.

“With professional learning we acknowledge there is expertise within the school, teachers share with each other, they reflect on their ongoing learning in the classroom or from other’s practice.

“The needs of the learner are taken into consideration, within the context in which they function so that they might improve practice in that context.

“Nowadays, the majority of professional learning often incorporates some form of mentoring,” Dr Ellis said.

Traditionally a mentor was seen as a coach or an ‘imparter of wisdom’ but that role was now changing, with the mentor/mentee relationship becoming much more collegial and collaborative.

“The contemporary discourse sees both parties as having something to offer. It’s not just a one-way thing. They should be equal partners sharing ideas in a collegial setting.

“For instance someone fresh out of uni or a preservice teacher could have a lot to offer in terms of fresh ideas and theory or use of technology. I’ve seen that happen myself.”

Dr Ellis was recently involved in a program at Macarthur Anglican School on the outskirts of Sydney, where a group of preservice teachers from UNSW joined experienced teachers at the school to take part in a team mentoring project.

“The preservice teachers were valued for their input and everyone, experienced teachers and students, reported very

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favourably on the project and the learning they gained from the experience,” Dr Ellis said.

There was some funding provided by the Association of Independent Schools for the project, which allowed the working teachers release time for the project.

Macarthur Principal David Nockles said: “The training of preservice teachers is the responsibility of the wider teaching profession as much as it is that of the tertiary provider”.

“The mentoring program provided wonderful opportunity for outstanding teachers to pass on their expertise and yet, in the spirit of a learning institution, be prepared to reflect on their own practice through the mentoring of the preservice teachers and thereby continually seek to improve their own teaching.”

Dr Ellis said: “Time, or lack of, is a major barrier to successful mentorship, and time usually equates to funding to allow for release”.

Mentoring, and particularly collaborative or team mentoring, can be a matter of survival for beginning teachers, who can be overwhelmed by their new role, and need that support and guidance to build resilience.

A good mentor or mentor team should be advising a beginning teacher to: • maintain a life balance • seek nurturing and supportive relationships • persevere to achieve goals • work through difficult situations • sustain an optimistic outlook, and • rebound after a setback.

A good mentor or co-mentoring team can make all the difference to a start of a teachers’ career, but there are limitations.

Not all expert teachers who are great at teaching students are good at teaching adults.

Mentor and mentee may have unmatched expectations of what the roles entail.

Dr Ellis said there is an element of luck to a mentor and mentee being able to work well together.

Not everyone enjoys being observed while they are teaching in the classroom, and beginning teachers may not ask for help because they do not wish to appear incompetent or unprepared.

But overall Dr Ellis said there are a lot of selling points to a mentoring partnership, which generally overrides the limitations.

Founding editor of IE The launch of IE Magazine in 1971 was an integral part of the development of union representation for non-government school teachers in NSW, IE Journalist Sue Osborne writes.

Founding editor Harry Stephens is still a member of the IEU today and still teaching, albeit on a relief basis in schools.

Harry was a young teacher of English and History at Christian Brothers High School Lewisham when he became involved with a group of teachers who knew John Nicholson, the future General Secretary of the Independent Teachers Association (ITA), the forerunner of the IEU. At that time, the Assistant Masters and Mistresses Association (AMMA) represented teachers in non-government schools.

Harry said not everyone was happy with that situation.

“The group I was with were among those who thought the AMMA was biased towards GPS association schools and felt the increasing number of lay teachers in Catholic schools were not well looked after by the AMMA,” Harry said.

“The ITA developed out of that feeling. The AMMA had a journal called Inter-AMMA that was pretty ordinary. We felt that we could do better. That’s how Independent Education was kicked off.

“I was the initial editor and I can claim credit for coming up with the name Independent Education.

“Our aim was to broaden the appeal to lay teachers, with more emphasis on the professionalism of teachers.”

In the September/October 1971 inaugural edition Harry wrote in his editorial: “Education in the 70s is increasingly being recognised as being in dire need of the necessary resources to properly equip the nation’s children for the task ahead of them. The note of vocation is fainter and the note of defensive solidarity is rising. The marks of profession have not

been weakness but strength – not a need for protection but the ability to guarantee it.

Profession also implies a responsibility towards those people to whom one is the servant. In the case of the teachers, these people are the employing bodies, and more importantly, the children. The AMMA is firmly committed to the concept of professionalism, in all its aspects, for all teachers in the independent school system.”

Harry said an increasing emphasis on professionalism, especially with the move to accreditation, has characterised teaching over the years.

He put together the publication as a sideline to his teaching job, with articles and input from John Nicholson.

A year or so later Harry moved to a job at a country school and gave up his editorship.

While teaching at Lewisham Harry had a debating team of three boys. One became a priest, one became a Catholic school principal and one became current IEU Organiser Peter Bishop.

Over the years IE has evolved and is now put together by in-house journalists based around the country, with input from Union members and staff.

“I still read it and although I’m no longer teaching full time, I find it of interest,” Harry said.

Harry has recently achieved a Doctorate in Education specialising in education history and has written a history of Our Lady of Lebanon School Harris Park and Christian Brothers Lewisham.

He also supervises prac teaches at the Australian Catholic University so finds IE useful in keeping up-to-date with teaching trends.

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Respect and support for transgender students How should teachers react if a student at their school comes out as transgender? How do they reconcile it with their personal world view? Gender Centre Senior Case Manager Liz Ceissman told IE Journalist Sue Osborne what advice she usually provides in a workshop for school staff.

The Sydney Gender Centre is funded to provide support to transgender people experiencing homelessness rather than as an education and training provider.

However, Liz said keeping children at school until Year 12 lessens their chance of homelessness later in life.

“I see going into schools as very early intervention,” she said.

“If we can make transgender people feel safe and supported and stay in school, they are more likely to be successful and less likely to be homeless.”

Liz presents the workshop to schools at their behest, or when asked to do so by a student who is planning to come out at school, or their parents. The workshops have mainly been run in public schools, but in the nine years that Liz has worked at the centre demand from Catholic school students and families has increased.

She recently presented in a Sydney Catholic school after representations from the family. The student in question was very unhappy presenting as a certain gender but did not want to change schools. The family discussed the matter with the school counsellor and the principal and it was agreed Liz would present to the school staff.

Anecdotal evidence is that the student is now much happier presenting as the new

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gender and transition has been successful.

Liz said when a student attends a single sex school the family generally changes to a co-educational school, and as many nongovernment schools are single sex this might lower the incidence of students coming out in those schools.

Who are you?

During her presentation, Liz gives teachers a ‘101’ explanation of what transgender actually means.

“I start by asking people how they know who they are and they usually say it’s from what they’ve been told.

“I present a scenario where everyone tells a female teacher that they are now male.

They are ridiculed for coming to work dressed as a female, and laughed at by their family at home.

“I ask them how soon they would start dressing as a male and they usually say pretty quickly, to fit in. Then I ask them if they would actually feel like a male, and they say no.

“This is how it is for a transgender person.

The anatomy or ‘shell’ does not represent the true identity. Their ‘knowingness’ of themselves is different from what the exterior presents.

“Biology is not the self – is a women who has a double mastectomy less of a woman?”

Liz, who is a practicing Christian, tells teachers to think about tolerance rather than acceptance.

“Many school mottos seem to have the words respect, tolerance and dignity in them and that’s what it’s all about.

‘You have to respect and tolerate cultural diversity of all sorts in our society. While I’m a Christian I respect other religions. If a Muslim woman came to my house I would not ask her to remove her hijab.

Biology is not the self – is a women who has a double mastectomy less of a woman?

“In fact, in the workplace, antidiscrimination laws make it illegal to behave without tolerance and respect.

“This applies to a transgender person as much as anyone else. Even if their situation does not fit in with your world view, you need to treat that person with respect.

‘There has been one case I know of where a teacher ridiculed a transgender student in front of other students, and the students copied the behaviour and all sorts of problems arose.

“Teachers are role models for students. They need to watch the language they use. Use the identified name that the student chooses and the correct pronouns. If I ask someone not to call me Lizzie because I hate it then I expect them to do that.

“The power of language is very strong.

Names can be important.”

Careful preparation Liz is aware of one small regional school where they prepared for a transgender student to come out for six months before the event.

Every newsletter that went home to the parents would feature information on a different diversity group, be it Aboriginal, refugee, migrant, gay and lesbian or transgender.

High levels of homophobia among boys at high school are harming the mental health of young gay people and putting them at risk of suicide, according to a study commissioned by beyondblue.

The findings, released in March, reveal young males have more homophobic attitudes than the general public.

Beyondblue has been prompted to launch a campaign to end lesbian, gay, bisexual, transgender and intersex (LGBTI) discrimination among teenagers, particularly boys.

It revealed a third of boys aged 14 to 17 would not be happy to have a same-sex

When the student finally came out the school community already had the idea that the school culture was one of acceptance.

“The school received two phone calls, one asking if it was ‘catching’, but on the whole the community has been supportive, because of the long preparation.”

Liz said problems often stem from other parents rather than students or staff. She cites the example of one transgender student who had a 16th birthday party which was attended by a group of friends. She had invited the friends back for a sleepover too, but none of them were allowed to attend by their parents.

‘The transgender student’s parents were worried about what sort of messages the other parents were giving to their children.”

Education and information for parents is the key to tackling this, she said.

Liz can provide workshops in Sydney and regional areas of NSW. The Centre can give advice over the phone to anyone in Australia, and has recently employed a former teacher who can help with this. It can provide resources or direct schools to other centres in their area.

Call Liz on 02 9596 2366, email casemanagement@gendercentre.org.au or see gendercentre.org.au

attracted person in their friendship group and one in five found it hard to treat a gay person the same as others.

Forty per cent agreed they felt “anxious” or “uncomfortable” around same-sex attracted people.

A quarter said derogatory terms such as ‘homo’ and ‘dyke’ are “not really that bad”.

A television ad by beyondblue shows a group of boys bullying a left-handed teenager to highlight the absurdity of discriminating against people for being themselves.

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Classroom ready graduates

Teacher preservice education found lacking

In February 2014, Education Minister Christopher Pyne appointed the Teacher Education Ministerial Advisory Group to examine and make recommendations on how initial teacher education in Australia could be improved to better prepare new teachers with the practical skills need for the classroom. This is the 102nd inquiry into teacher education in Australia.

Cathy Hickey of IEU VicTas asks “have we got it right yet?”

Headed by Professor Greg Craven of the Australian Catholic University, the advisory group considered 175 public submissions and undertook consultations with key stakeholders including the education unions.

The advisory group’s report Action Now: Classroom Ready Teachers makes a number of hard hitting criticisms of current programs and recommends changes to the university course accreditation process, selection of students, including a controversial literacy and numeracy test, a focus on stronger assessment of graduates in respect to ‘classroom readiness’ and stronger partnerships between schools and universities. Induction programs in schools are also found wanting.

IE looks at the findings in the report and the government’s subsequent response, and tests these out with a range of practitioners in the field. Is the verdict correct? What’s your view?

What is wrong with teacher preservice education?

The Report of the Teacher Education Ministerial Advisory Group Review Action Now: Classroom Ready Teachers, outlines

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what the advisory group identified as key problems: Selection of entrants to teaching programs: the report states that there is a need to lift public confidence in initial teacher education, “Australians are not confident that all entrants to initial teacher education are the best fit for teaching”. This criticism includes the balance of academic skills and personal characteristics needed to be suitable for teaching. The report states that there are diverse views regarding selection of initial teacher education students and there is strong evidence for the use of more sophisticated processes to select students.

Quality of teacher education programs: Evidence of poor practice in a number of programs, “not all initial teacher education programs are equipping graduates with content knowledge, nor evidence-based teaching strategies and skills they need to respond to different student learning needs; initial teacher education programs include content not informed by evidence; programs are not preparing preservice

students with knowledge to use assessment data to inform or improve their practice”.

Classroom readiness: Inadequate application of teaching standards –“ initial education programs are not rigorously or consistently assessing the classroom readiness of their preservice teachers against the graduate level of the professional standards; teacher employers are dissatisfied with the classroom readiness of initial teacher education graduates; stakeholders advocate models of assessment of classroom readiness to establish readiness for the profession; innovative models for assessment of classroom readiness are increasing but not widely implemented; genuine assessment of classroom readiness must capture the complex skills required for teaching”.

Practicum/professional experience: Insufficient integration of teacher education providers with schools and systems, “are not working effectively working together in the development of new teachers.

Claims this is particularly evident in the professional experience component of initial teacher education, which is critical for the translation of theory into practice. Supervising teachers should have the training and skills required to effectively supervise and assess professional experience placements”. There are challenges in ensuring sufficient number of professional experience placements of appropriate timing and length are available for all preservice teachers. The quality of professional experience is limited by lack of integration of theory and practice, and by lack of integration of the work of providers and schools.

Induction: Insufficient support for beginning teachers. The report states that not all graduate teachers are adequately supported once they enter the profession.

This means beginning teachers do not reach their full potential, and some may choose to leave the profession. There is no nation-wide approach; quality and quantity vary; induction is inadequate for those in temporary employment/casuals.

What has the Federal Government decided to do?

There are five major areas of work and much of this work is to be overseen by the Australian Institute for Teaching and School Leadership (AITSL).

A. Selection for entry: • Universities to publish information on selection criteria • All students must pass a literacy and numeracy test before graduating • Identify best practice in sophisticated selection processes • Identify examples of selection tools which examine the personal attributes of candidates, and • Develop criteria to assist universities to select the right applicants, making clear the academic qualities expected of teachers.

B. Robust assessment of graduates to ensure classroom readiness • Develop a framework for the assessment of teacher education students • Provide a guide to unis and schools in how teacher education students should be supported including collection of evidence of classroom readiness • Require universities to make sure every new primary teacher graduates with a subject specialisation (priorities Maths, Science, LOTE), and • Develop a consistent national approach to induction.

C. Practical experience for student teachers • Prac to occur early in programs • Identify best practice examples • Develop essential requirements of effective prac experience • Develop model partnership agreements and other supporting materials regarding schools and universities and practicum • Outline and publish clear expectations of teachers supervising practical experience, and • Commonwealth funding for professional experience must be used to support placements.

D. Stronger quality assurance of teacher education courses • Adopt model of Provisional and Full accreditation of university courses • Clear and explicit instruction for providing evidence of impact • Work with state jurisdictional accreditation panels to improve the rigour of the accreditation of university courses, and • Ongoing monitoring and revision of the Graduate level of Teaching Standards.

E. National research and workforce planning capabilities • Establish a national focus on research into teacher education effectiveness and teaching practice, and • Co-ordinate existing data sources, to support managing workforce needs.

What do the practitioners have to say?

The beginning teacher Meghan Walton St Columba’s Soldier’s Hill, Victoria This is my second year of teaching.

Growing up, I was inspired by some amazing teachers and I have always loved to learn and help others. I felt that teaching was the right profession for me because I could continue to learn from both staff and students as well as help others learn.

As a beginning teacher, I have found learning “on the job”, particularly dealing effectively with student behaviour, to be the most challenging aspects of teaching. Every day the students are different, and they all have different needs. From the first, I have really enjoyed seeing students succeed and achieve, no matter how small the task. I also independent education| issue 2|Vol 45|2015|19

feel privileged to build partnerships with staff, parents and students to achieve this success.

My friends from university and I all face different challenges as we teach different children. But we all love the milestones and success, whether it is knowing times tables, writing on the lines, or reading at a higher level than when we first met them. We agree that our students are who we go to work for and help us see the world differently, perhaps even as it should be.

I see ‘classroom readiness’ as being prepared for, and having a sound understanding of the curriculum and how to assess students. It also encompasses how to engage in professional dialogue and partnerships with colleagues and parents, and how to manage a class full of children while building relationships.

I honestly feel there is only one main skill that you need to be classroom ready and that is how to build relationships with your students.

Knowledge, however, is more complex, because curriculum (or at least how to navigate your way through it), behaviour management and what to do when you are in there on the very first day and your fantastic plan isn’t working, are all things that are so vital, and beneficial to know.

Looking back on my teacher education course and the experiences, I’m not sure you can ever be fully prepared for being alone with a class full of children, with one who has forgotten their lunch, two who are upset because something happened at home, and a few making poor choices for reason you haven’t worked out yet, while the majority glide along doing the right thing as your program goes out the window because of unexpected timetable changes.

I do, however, feel that my course prepared me for many of the aspects of teaching and placement rounds gave me an insight into the duties of teachers. Before stepping into a classroom of my own, I felt as though I was prepared for building relationships with my students, working with parents, navigating the curriculum and, overall, felt I had enough practical experience to support me when things became difficult. I’m not sure I was truly prepared for being by myself in a classroom without another staff member to clarify with ‘on-the-go’, and how to handle things when they didn’t go to plan.

However, I feel I was not prepared for behavioural, psychological or socioeconomic issues relating to children and their families, and how to support them effectively.

In terms of assessment I was unprepared for how to effectively run guided reading groups and that impacted on my junior classroom.

My advice to universities about helping graduates be ‘classroom ready’? We need more information about resilience, and behavioural and family issues, as well as how to support children and families through difficult times. I also needed more assessment practices for literacy later in my university training, for example guided reading and running records, Concepts About Print and 20|independent education| issue 2|Vol 45|2015

the diverse range of testing available in schools. Experience in difficult conversations with parents would also have greatly assisted my transition into the classroom.

Professional experience placements throw up a number of challenges for preservice teachers. Classroom students I had on rounds tended to struggle with who was ‘in charge’, and who to ask questions to, particularly during early rounds when I would take two or three lessons throughout the day.

It is hard on placements to have a true experience of children’s behaviour, and the expectations placed on teachers by parents as well as all those invested in the student’s success. I was able to put a lot into practice at placement, and trial various ways of teaching. I especially enjoyed team teaching on one of my placement rounds in open-plan classrooms.

On reflection, I wish I had seen more data collection, and a variety of ways to collect data. I also believe I would have been more prepared for the classroom if I had seen more guided reading groups, and if I had a group of my own to work with on their reading.

The experienced teacher John Waldock St Virgil’s College, Austin’s Ferry Tasmania The focus on classroom readiness is pretty strong in the report. Classroom readiness to me means a teacher being able to go into a classroom, manage (in essence, control) the class, communicate clearly to a class, and being able to deliver a well-structured and student focused lesson that forms part of a cohesive suite of learning experiences.

I believe that more in-class experience certainly improves classroom readiness, which means more observation and guidance from practicing teachers and more time in schools. It raises the issue of longer blocks in schools so that preservice teachers can actually experience the day-to-day life of a teacher and see how their supervising teacher/mentor is able to manage the varied expectations on them. The preservice teachers I work with are consistent in saying that their time in school is a big part of how they have readied themselves for entering the profession.

There is also a strong need for as much behaviour management/behavioural psychology coursework as possible.

Beginning teachers I know have complained that there was little teaching of behaviour management in their courses and thus they felt very under prepared for facing a class and managing the learning and behaviour of their students.

One of the biggest challenges that does not get factored in is the proper resourcing of practicum. The key problem is that schools are already very busy. Taking on pre-service teachers is often seen as a burden. It takes considerable time to talk to them, observe and assess their progress while giving them useful and meaningful feedback on their performance. The answer is Time, Time and Time. Teachers need time to handle a

normal teaching load and also work with a pre service teacher is challenging. You need to be on top of the university’s assessment documents, understand at what Level of progress the pre service teacher is at and what level of support they need. You also need to help them plan their work, observe them and feedback strengths and areas that need improving.

Preservice teachers deserve to have the time and resources spent on them so that they are fully ready when they graduate to enter the profession.

The elephant in the room here is that the Government wants higher standards, but isn’t prepared to put in the resources to train teachers to a higher level of competency.

It’s okay to restructure courses, put more prac experience in the early years of the course, but its also resourcing the time in schools that is an issue.

The principal Catherine Misson, Principal Melbourne Girls Grammar Just as schools have had to respond to the current period of reform in education, universities are under scrutiny for their part in this space. I believe that current teacher education programs are switching on to equipping graduates with discipline-based knowledge and fundamentals of assessment design and implementation.

However there are challenges for teacher education, such as sharpening the focus on developing graduates who are professional educators with sophisticated knowledge of how students learn, transdisciplinary curriculum design, contemporary student wellbeing practices, and provision of extended practical experiences through internships.

Numeracy and literacy testing of entrants or graduates? I find the idea of literacy and numeracy tests after being accepted into teacher preparation programs curious. I believe this should form part of the entry requirements and be offered in a bridging program if a motivated applicant has not acquired the standards necessary. Teaching is a complex and demanding profession, and as a profession we should not be reticent to state that certain capabilities are necessary for success.

Readiness to enter any profession is a complex issue, and so it is with ‘classroom readiness’. Until a graduate experiences the full responsibility of class loads, student wellbeing issues, parent communication and complaints management, marking schedules, assessment and reporting deadlines etc, they cannot be ‘classroom ready’. Theory and practicums provide snapshots, insights, and ‘trial runs’, and graduates test their commitment to pursuing a career in education. A beginning teacher comes in to the profession with knowledge and expectations, and the school takes on the responsibility of fashioning these through experience into a repertoire of effective practices. Is the knowledge base broad

and deep enough? We see graduates, surprisingly, coming through with limited knowledge and skills in ICT, for example, folder structure, file management, an understanding of computer drives, backing up etc that need to be understood and taught by every teacher in every subject. We also would like to see graduates with much greater knowledge of curriculum design principles and frameworks.

Ensuring modern and adequate professional experience placements throws up some key challenges. Schools have been pushing ahead with contemporary educational practices, with teaching staff upskilling on the job through agendas such as evidence-based practices, transdisciplinary and inquiry focused curriculum, and diagnostic feedback cycles. The shift in what it ‘looks and feels like’ to be a teacher has been quite significant. Are teacher preparation programs keeping pace with this? Not as effectively as schools need. We have entered a period of time in which close cooperation between universities and schools would benefit both parties. We see greater growth and development of training teachers when they spend ongoing and sustained practicums with us: we get to understand the individual and team them up with a staff member who will best facilitate their suite of experiences.

The reports focus on induction as part of the continuum of teacher education important.

The effective induction of beginning teachers makes a real and positive difference to their development and wellbeing. I believe induction should be viewed as a formal part of the cycle of training, maximising the investment made in the first two parts of the cycle, theory and practicums. To be effective, the beginning teacher needs time built in to their workflow to meet with an expert mentor, and to plan and execute observations and professional learning experiences that align with their context.

The academic Professor Deborah Corrigan, Deputy Dean Faculty of Education Monash University The report and government response focus to a significant degree on evidence-based practice and what they say is an overhaul of the national accreditation process for initial teacher education programs with full accreditation contingent on evidence of successful graduate outcomes.

What counts as evidence is going to be the interesting question. Accreditation is based on gaining accreditation for a proposed program for the next five years.

So accreditation is in the future, while evidence is from data in the past, there is a mismatch here between expectation and implementation. The consistency of judgement made by accreditation panels needs to be based on whether the designed course will produce the evidence for the required practices, The report calls for greater transparency of selection criteria used by universities. independent education| issue 2|Vol 45|2015|21

Monash University publishes their selection criteria. In 2015 we did not accept students with an ATAR below 75 and all students have Mathematics (to Year 11). We encourage the use of personal information forms on application and also read them so that we can gain some insights into personal attributes for teaching. In future, we will probably insist on the completion of these forms as part of the application process. The issue of personal literacy and numeracy tests is in response to the requirement that entrants should be in the top 30% of the (adult) population for personal literacy and numeracy. The notion that ATAR as some measure of knowledge and skills is being tested here, if an additional test is required. It is also an entry requirement, not a graduating requirement and so would need to be at the cost of the applicant as part of the application process. Universities develop courses under some tight guidelines for the award of a degree; this requirement for personal literacy and numeracy is about a measure of whether an applicant is suitable to undertake an initial teacher education program. Universities would not be accepting the cost of these tests as part of their remit to provide award programs.

There is little agreement about what classroom readiness means across the profession. There is significant work to be done from all stakeholders to provide some clarity around this, although it may be a difficult task as each context is different. The professional standards for teachers has attempted to define what is required across the different career stages and perhaps more attention needs to be paid by the profession as a whole as to what classroom readiness means at all levels of expertise of teachers (and not just at the graduate level). Are there expectations around what would be a classroom readiness for an expert or lead teacher?

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 A consistent approach to beginning teacher induction actually needs to begin as students enter ITE programs - not when they enter the workforce as for many entry to the workforce is about CRT work and multiple short term contracts. Current data indicates new graduates are taking about 5 years to gain ongoing employment and that there entry to the profession is through CRT work most probably and if they are luck - short term and multiple contracts.

Regarding strengthening school/university partnerships in professional experience and given the strong focus on evidence, then professional experience partnership agreements will form part of this - it will need to be clear what each of the partners will be expected to provide as part of this process.

This means that the models of professional experience need to be different - and that one teacher to one student will no longer be the expectation. What schools will provide to the professional experience and what universities will provide will need to be documented as part of the evidence trail.

It will also ensure dialogue between schools and universities, but the models need to be tailored for different contexts. No one size fits all is possible here.

National research and workforce planning capabilities is an area for significant work.

There is little data provided about supply and demand and what data does exist has so many gaps that it bears little recognition of the situation. Even with a number of reports released recently, there is clearly an inadequate view of the current situation. If there are no job prospects for graduates, it will be difficult to provide some data about the effectiveness of teacher education and teaching practices.

Business managers advance teaching and learning

While business managers usually have little contact with students, their role is still crucial in benefitting teaching and learning.

The role of business manager in schools is still evolving. Andrew Noney was one of the first business managers employed by the Diocese of Parramatta in Sydney’s rapidly expanding western suburbs.

He started at St John Paul II Catholic College (then called Terra Sancta College) in 2003, after an extensive career as an accountant in the health field.

He also spent several years as Financial Controller of the Commonwealth Public Sector Union, (CPSU) and Soccer Australia, before starting at St John Paul II Catholic College.

Andrew feels a strong affinity with the teaching profession as he himself has taught part-time for over 15 years at TAFE, teaching accountancy, small business and event management. Most members of his family are teachers including his daughter who teaches at the same Catholic College.

The business manager’s position is responsible for all the non-teaching activities of a secondary high school. St John Paul II Catholic College is a large dual campus college with the junior and senior campuses separated by 4kms.

The senor campus is located within the Nirimba Educational Precinct which includes UWS College, Nirimba TAFE and a senior DET high school. Andrew says that part of his role is to liaise with all three institutions, especially the state high school as several of the precinct’s facilities are shared.

Apart from managing the college’s finances and budgets, collection of

school fees and dealing with parents are important parts of Andrew’s job. He also has responsibility for the maintenance of building and grounds, including purchasing and the engagement of contractors, managing the cleaning contract and support staff, the uniform shop and the canteen.

“We have a great team here, with low staff turnover, and our two cooperating principals have fostered a happy and caring environment.“ “Because of my corporate experience and qualifications (Andrew has a Masters in Health Administration) both principals and staff seek my advice and respect my opinion.”

Before the diocese began hiring business managers, principals were responsible for chasing fees and managing finances, while a teacher might manage various administrative tasks.

Andrew said employing qualified business managers has allowed teachers and principals to concentrate on what they are good at: teaching students.

Since his employment, nearly all high schools in the Parramatta Diocese have followed suit and hired a business manager.

Andrew feels that in the future, business managers can play an important role in assisting principals of feeder primary schools in providing advice and support and this has been borne out by the development of K-12 schools.

With the increasing demands on principals and the extra compliance issues they now have to deal with, it was considered a good idea to employ a business manager.

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Principal Professional Learning

what gets the job done these days?

This year, I stepped out of leadership after 16 years as a school principal in the Catholic education primary sector in Victoria to take up the role of Principals’ Officer for IEU VicTas, Maureen Shembrey writes.

In my new role I meet with and talk to principals about many aspects of this complex work and continue to be impressed by the commitment, knowledge and professionalism on show. How do these people get to know so much about so many things?

I reflected on my own experience and had to smile inwardly at the brief ‘induction’ into the world of principalship provided by the system at that time. It included a halfday on finances, a session on governance telling me who was the boss just in case I didn’t know, advice on how to deal with difficult people and another half day on legal liability. Thank goodness I was well prepared having spent 10 years as deputy principal with a leader who was a wonderful mentor. She involved me in all aspects of leadership and allowed me the freedom of responsibility for key areas within the school – the best grounding I could have received. One huge plus of my limited induction process was the collegiality of the ‘baby principal’ group themselves. Sharing experiences, trusting in the group and problem solving together with just the right mix of humour and despair (and the odd glass of red) was reassuring and provided great learning.

Times have changed, with systems providing quality professional development opportunities for aspiring and current principals. The various forms this takes allows leaders to connect with that which is most effective for them, thus allowing them to take responsibility for their own

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leadership development. Systems can sometimes, however, expect ‘buy in’ from all constituents around new initiatives or trends which can be an added burden, given the time constraints around principals’ day-to-day working life. Many principals I meet are committed to postgraduate studies which may or may not actually lead to improved practice but, rather, merely to a qualification enhancing employment opportunities. Principals can, also, be deeply involved in the professional learning of their own school community as they navigate their way through School Improvement Plans which set future direction and the development of quality teaching and learning for students. Do any of these professional development avenues actually link into the principal’s personal professional needs and, thus, growth as a leader?

The advent of the Australian Professional Standard for Principals and Leadership Profiles describe the leadership requirements of professional practices of principals in great detail and outline what these practices look like at increasing levels of proficiency. The Profiles, in particular, “allow users to review their current leadership practices, to recognise their strengths and focus effort where development is most needed”. Could this model be the impetus for quality, targeted professional development for principals or will it become another measure of performance in which principals feel obliged to participate in order to progress in their careers?

Published standards have had little effect on the type of professional learning I have undertaken. I suspect that this is because there is no promotional or incremental incentive linked to the achievement of standards.

Standards not incentives John Connors, Principal of St Anne’s Catholic Primary School in Kew East, Victoria, said: “To this point in time, published standards have had little effect on the type of professional learning I have undertaken.

I suspect that this is because there is no promotional or incremental incentive linked to the achievement of standards. I certainly do not support the linking of the standard to any form of industrial agreement. The skills and talents most principals bring to their schools can be well outside the scope of any published standard”.

“As an experienced principal, I have found that the opportunities to meet with my colleagues via network meetings, clusters and the like to be the most valuable form of learning I’ve had. The chance to hear what is happening in others’ schools, to discuss issues in a collegial manner and to hear from experts with the chance, then, to discuss with peers, has the greatest impact on my professional learning.”

Fundamentally I believe it to be critical that school principals themselves are, and are publicly viewed as, learners who engage in a variety of professional development opportunities at any given time. It may not always be the ‘formal’ courses or study but could include professional reading, collegial conversations, involvement in shared interest clusters, openness to shadowing type activity for reflection and analytical purposes, interpersonal workshop opportunities or, indeed, any type of activity identified as being capable of enhancing

the professionalism and performance of the principal. Effective principals lead the way and will often investigate new programs or initiatives prior to taking them to staff for discussion as to the possibility of introduction into the school. This is, in essence, professional learning at its best.

Balancing act The delicate balancing act around professional development is definitely about meeting personal, school and systemic requirements while still attending to the dayto-day rigours and unpredictability of school life. We would all love to devote regular designated time each week to professional development but the truth is that the experience gained each day is real learning.

Is it enough though or do we need standards and profiles to identify, direct and evaluate growth? I believe these types of formalised, public statements are starting points but the next step would be to link a range of appropriate resources, activities, courses or experiences to them so the learning is targeted to effectively meet the needs of the individual and contribute to their professional and personal growth. Do systems provide this flexibility and scope and do they trust principals to be responsible for their own professional development or is it more a matter of checking up on our leaders? I suggest that, currently, the question may well be ‘is the professional development being offered really cutting the mustard’?

Maureen Shembrey can be contacted at mshembrey@ieuvictas.org.au. independent education| issue 2|Vol 45|2015|25

Putting the personal first With the world’s oldest surviving culture existing in our country, everyone has a responsibility to know about it, Edmund Rice Centre Indigenous Education Consultant Cassandra Gibbs tells IE Journalist Sue Osborne.

As an Aboriginal woman and mother of two Aboriginal girls it’s scary to me that, as a nation, we don’t value the culture we have here in our country.

A Gamilaraay woman, Cassandra conducts workshops in schools for teachers and students; teaches a unit on Aboriginal Studies for preservice teachers at Australian Catholic University (ACU); carries out an immersion program for Armidale CEO in NSW and works two days a week at Yalbalinga Indigenous Higher Education Unit for Aboriginal students studying at ACU. However, embedding Aboriginal perspectives into the curriculum should not only be the domain of people like her, or the Aboriginal Education Worker (AEW) or equivalent or Aboriginal teacher at a school.

Everyone in a school should have an awareness and understanding of Aboriginal culture that is embedded in themselves, not just the curriculum.

“It becomes spiritually draining if the AEW or Aboriginal teacher has to support all the other staff all the time on embedding Aboriginal issues. Staff should have the confidence to do it themselves.

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‘It’s not okay not to know any more. The information is out there.”

Cass said Aboriginal stories in the media tend to be on the negative side. She recommends the personal approach.

“Having a relationship with an Aboriginal person is the best way to understand the variety of culture and the stories from community and country.

“That way we can overcome the stereotypes,” she said.

Preservice students at ACU often feel barriers about saying inappropriate things or causing offence when approaching Aboriginal people.

“Once you form a relationship of mutual trust you will open doors and what is behind that door is magical,” Cass said.

“As an Aboriginal woman and mother of two Aboriginal girls it’s scary to me that, as a nation, we don’t value the culture we have here in our country.

“An elder once said to me that we are only 2.3% of the population so the white fellas need to start walking our journey with us.”

As a 16-year-old Cass left her traditional home at Goodooga in NSW to attend Mackellar Girls High School at Manly as a boarder.

“It was a time when I was struggling with my identity as an Aboriginal woman. The art teacher used to let me paint in the classroom at lunchtimes.

“I enjoyed the tranquillity of that. I don’t think I realised the importance of that at the time, but it gave me a safe space.”

Cass said any teacher who has Aboriginal students in their classroom must support them, understand their culture and work to engage them.

“Keep trying. It may not be obvious that you’re making a difference at the time but know that you are changing their lives.

“If we are talking about closing the gap then we need to work out how to empower young Aboriginal people to makes changes in their own lives.

“Walk my journey alongside me. That’s where the magic happens.”

The Edmund Rice Centre is a Sydneybased social justice, awareness and advocacy organisation with a focus on refugees and Indigenous Australians.

To find out about the programs Cass runs go to www.erc.org.au and click on Indigenous Programs.

Literacy a hoot for Tiwi students Indigenous students from Tiwi College in the Northern Territory may have English as a Second Language (ESL) but that hasn’t stopped them becoming published authors. IE Journalist Fiona Stutz discovers how writing a children’s book helped the students gain confidence and improve their literacy skills.

“They used to be so shy and scared of reading in front of other people, even their own classmates.

After writing this book I have seen them give speeches in front of boardrooms full of people.

Writing success began for the Tiwi College students with a plastic owl, when author John Danalis came to the school with the Indigenous Literacy Foundation (ILF) in 2013.

Initially to be used as a conversation starter, the owl was given a name and the students came up with its life story. This imaginative story saw ILF give the students a chance to write a book based on the owl. After a weeklong writing workshop in Sydney the story was completed and printed by Allen and Unwin publishing company.

Lessons learnt Assistant teacher at Tiwi College Dianne Moore said the students learnt a great deal from preparing the book.

“The girls learnt things like how to make ‘the best’ sentence, how to make things interesting, as well and exploring descriptive text. They learnt about relating the story to their target audience.”

Dianne said the students drew inspiration from children’s books, with Dr Seuss becoming a favourite.

“We also learnt about the whole process of making a book from start to finish. Allen and Unwin publishing company had their editors and promotional staff come and talk to the girls and show them exactly what they do.”

Dianne believes the biggest positive to come out of the whole process is the confidence it has given to the students.

“They used to be so shy and scared of reading in front of other people, even their own classmates. After writing this book I have seen them give speeches in front of boardrooms full of people, talk to complete strangers about their book, and read their book to 300 students at the Sydney Opera House. They are proud of themselves and everyone around them is proud of them too.”

At the end of 2014 the students began writing a second book about a young Tiwi Girl who has to make life choices.

“When we were brainstorming, the girls came up with a lot of different situations where this young girl has to make hard choices. We may have to scale this back, or just write a longer book.”

Challenges to literacy While literacy is important for all students, Dianne said being ESL already puts these students behind everyone else.

“Some of these kids have to try and translate everything in their head to make sense of it, then try and translate it back to answer questions or do their work. You also have to think about whether they can relate to what they are reading. The other problem is that the English language has some letters and sounds that Tiwi language doesn’t have.

So when the kids start school, they now have to learn new sounds.”

Positive programs The school also boasts other programs to help improve students’ literacy skills by having whole school reading groups four days a week.

“At the beginning of school, all students go to their designated reading group for 30 minutes of reading. All staff are assigned to a group, and all students are encouraged to read as much as they can.

We also have literacy lessons five days a week in every class.”

She said her reading group is made up of low level readers, who have recently made massive improvements.

“Being a part of this and seeing the girls grow into young ladies has been a privilege.

I am very proud of what they have achieved and how much they have grown. There is something special about watching their faces when they show people their book, or read it to a little kid.”

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Getting it right for students with serious and complex health needs What are the legal obligations of schools and staff?

Increases in the number of students with serious food and other allergies and chronic asthma, and a number of tragic student deaths, have heightened the need for schools to be vigilant and thorough in managing their students’ health needs. No school wants to find itself in a situation where a student becomes seriously ill, or dies as a result of a known health problem and the school is found responsible.

But what are the legal obligations on schools and individual staff members?

IEU VicTas Assistant Secretary Cathy Hickey looks at what you need to do to get it as right as possible.

Essentially the obligations on schools derive from three areas of law – common law duty of care, work, health and safety laws and discrimination legislation. Privacy legislation is the fourth area that is often quoted by schools in relation to obligations around student health. However this is often misunderstood and incorrectly used in ways that can put schools at risk of not meeting their legal obligations.

Duty of care Schools are all too familiar with the term ‘duty of care’. This area of common law requires schools to take reasonable steps to protect students from foreseeable risks of harm. Some states such as NSW add to the reasonableness criteria “and where a reasonable person would have taken those precautions”.

A school is required to undertake strategies that will minimise or eliminate the risks of harm, and this includes those related to complex or significant health needs. A failure to discharge the duty of care can result in student injury or death, and schools will find themselves the subject of civil litigation.

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Work Health and Safety requirements Similarly, schools are required under Work Health and Safety laws to as far as is reasonably practicable, ensure the health and safety of all their students and staff. Regardless of the specific WHS legislation in the various Australian states and territories, a school is required to identify risks of harm, undertake standard risk management assessments and put in place risk management plans.

It would be expected under this legislation that in respect to a student with a complex or significant health needs, there is a specific risk management plan for this student. This would need to cover all the circumstances when the student is under the care of the school, for example general classroom activities, sporting events, off-school site activities, staff training, expectations of volunteers etc.

Under the plan the staff and appropriate volunteer training would need be identified and delivered. Schools would also consider procedures and circumstances that might be appropriate to involve the student’s classmates in, and how teachers would raise awareness. Obviously discussion with the student’s parents and the student is important.

Discrimination law Serious and/or complex health needs are defined as a disability under the Commonwealth Disability Discrimination Act 1992 (the DDA) and therefore the obligations under this Act apply to the school in respect to these students.

This means that a school cannot unlawfully discriminate against a student at enrolment, nor deny them access to a benefit or service.

The school must consider what reasonable adjustments can be made to enable the student to enrol and participate on the same basis as a student without the disability.

Reasonable adjustments would include measures the school would need to take in respect to medication, medical intervention, the employment and level of training of staff required in respect to the various school activities and settings, and modifications to the physical environment and equipment.

It may be that a school is able to argue that the adjustment(s) required pose an unjustifiable hardship. However, schools would be advised to take specialist legal advice in respect to this.

Other specific health-related legislation There are some other forms of legislation that deal with students’ health. In Victoria, for example, there is specific legislation under the Children’s Service’s Act 1996 outlining the management by school/children’s’ service of a student’s anaphylaxis, including policies, individual plans, training of relevant staff, and storage of anaphylaxis medication.

Privacy legislation Schools are sometimes confused about what they see as conflicting obligations arising from different areas of law. There are limits imposed by privacy legislation on the collection, use and disclosure of a student’s personal and health information. However these do not prevent a school from using and disclosing personal and health information for the purposes of meeting requirements of other legislation.

Individual staff obligations Staff often feel vulnerable about whether they will be sued if something goes wrong in relation to their dealing with a student with complex and/or significant health needs.

The requirements on staff under duty of care require them to essentially take reasonable steps to protect students from reasonably foreseeable risks of harm.

While an individual member of staff would be unlikely to be affected financially in litigation around failure to discharge the duty of care, no one would wish to be involved in such a case. The best remedy for schools of course is prevention.

The most common complaints to unions from their members are that they feel inadequately trained or individually carry an unreasonable (and unmanageable) degree of responsibility. In these circumstances is a directive from the principal reasonable?

Whether a direction by a principal to an employee to undertake specific duties is ‘reasonable’ relates to the inherent nature of the job they have contractually engaged in, the skills and knowledge that it is reasonably expected that a person undertaking that job would have, and the capacity of the employee to undertake the specific task safely and effectively. Teachers are employed to deliver an education program and have a duty to take reasonable measures to protect students from harm. They are not employed as medical officers.

It may be ‘reasonable’ to expect that a teacher would have the general skills and knowledge to administer a tablet at a set time to a specific student, but one might argue that a direction to undertake a specific medical intervention requiring a level of medical knowledge and skills beyond general first aid and basic instruction may not be.

Additionally, the level of responsibility placed on an individual staff member to monitor and medically intervene in managing the significant health issue of a student may be what is ‘unreasonable’. Teachers who may have a number of students with complex health needs and other special needs in their class at any given time, may be overloaded and believe they are unable to give the close medical-related attention to a student because of the interplay of circumstances going on in the average classroom day.

It is the school which bears the overall duty of care to have systems in place to manage the risks and this would include providing the training, time and resources for an employee to safely and effectively undertake the duties they are asked to undertake.

If a staff member believes they are not sufficiently trained, or are unable for any reason, to safely and effectively manage a health risk, it is important that they raise this with the employer in writing. There are a couple of reasons for this. Firstly, the school cannot put steps in place if they are unaware of the specific difficulties. If a teacher is not sufficiently trained, or has too many competing obligations to manage health risks, the school needs to know exactly what the problem is so they can address it. Teachers may be making themselves liable: a reasonable person would raise their concerns about health risks. Failing to do so could expose the teacher to a claim of negligence – and when it comes to proving it, an email is infinitely better than assertion about a discussion that cannot easily be proved.

If the employer fails to put in place effective mechanisms and training etc, one of the most immediate ways to deal with this is for the employee to contact the WHS Rep in their school and their union in respect to dealing with the issue as a Work Health and Safety problem. The WHS provisions will enable measures to be taken in respect to an employer’s refusal to manage the risks.

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Financially savvy students on the money

A new professional development program will equip Queensland teachers with the skills and knowledge to assist students to adopt responsible financial behaviours.

Knowing how to manage money is one of the most important and challenging features of everyday life. Students are growing up in a world where money is less visible, online shopping is prevalent, and access to credit is easier than ever. A new program called MoneySmart Teaching, run by the Queensland Department of Education and Training, is a comprehensive strategy to develop consumer and financial literacy capabilities in young people throughout their schooling.

The program consists of a fully funded onehour professional learning session for current and pre-service teachers across Queensland schools to assist teachers with the skills and knowledge to assist students to adopt responsible financial behaviours.

Teachers who complete the training will be introduced to MoneySmart Teaching resources aligned to the Australian Curriculum (P-10); be better equipped with the tools and confidence to engage students on consumer and financial literacy issues through the ‘financial health for teachers’ resources; and contribute to a generation of young people who demonstrate responsible consumer and financial literacy behaviour characterised by informed decision making. Workshop participants also learn about the benefits of becoming a MoneySmart school.

The program has been embraced by King’s Christian College on the Gold Coast, which has been recognised as a MoneySmart school.

Head of Business Department Jason Knight said the school has had a long-term commitment to developing the financial and consumer literacy of their students in order to set them up to lead successful adult lives, by developing and implementing a variety of in-house programs.

“The program gives us the opportunity to formalise this work, through being recognised as a MoneySmart School and implementing a nationally recognised framework. By being a MoneySmart School we have access to a wide range of Australian Curriculum aligned units (plus the accompanying resources), as well as indexed databases of various supplementary resources to incorporate into our teaching units,” he said.

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Jason said the program also gave the opportunity for staff to undertake professional development to ensure they stayed at the forefront of current thinking in this area.

“This professional development provided two streams. The first level provided teachers from departments who are not explicitly involved in ‘teaching financial literacy,’ a general overview of the need and strategies for including financial literacy education in their teaching, with staff commenting that it opened their minds to possibilities in subtly embedding financial literacy messages into their lessons.

“The second level, tailored to teachers directly involved in delivering explicit financial literacy education, provides a fantastic formalisation of thinking around the ‘why’ and ‘how’ of teaching financial literacy.”

Senior Events Coordinator at St Andrew’s Anglican College in Peregian Springs, Amy Nieuwenhuis, recently completed the training program. Amy said the school believes that no matter what students want to be or do, the principles of commerce and financial literacy will affect their daily lives and it is essential that students are confident in their financial decisions and transactions.

“The program has been a great addition to our commerce faculty resources. In 2014, we hosted a combined session for business teachers in the area and were provided with a variety of hands-on lesson plans and materials that we have since adapted to our existing courses and student cohorts. For schools who are introducing the economics and business curriculum or looking to provide students with essential real-world skills, the ready-made units and lesson plans are easy to embed in maths, English and sciences or are a great starting point for business and commerce subjects,” she said.

MoneySmart Teaching sessions are planned across Queensland schools in remote and regional areas. For more information contact Robyn Bergmansons robyn.bergmansons@ dete.qld.gov.au

Guide helps children save lives A new resource being adopted by schools tells primary school students when to call triple zero.

The resource recommends teachers deliver the lessons in the order presented due to the concepts and skills taught in each lesson building on those in the preceding lessons.

The Triple Zero Kids’ Challenge Teacher’s Guide is a resource for teachers of students in Prep, Grade 1 and Grade 2. Aligned with the Australian Curriculum for English, science, arts and health and physical education, it is designed to teach children the practical steps on how to identify, confidently react to, and report emergencies by calling triple zero.

An initiative of the Triple Zero Awareness Working Group, a national forum representing emergency services across Australia, the resource consists of 14 lesson plans, each containing a series of classroom learning activities (see lesson plan list below).

Many of the lessons include interactive homework extensions that are aimed at further consolidating children’s learning and increasing safety within their households.

While the learning activities directly address the serious topic of emergencies, they have been designed to be as fun and engaging as possible.

The resource recommends teachers deliver the lessons in the order presented due to the concepts and skills taught in each lesson building on those in the preceding lessons.

All materials needed to deliver each lesson are also provided to reduce the amount of preparation time required. The resource details each lesson and is guided by discussion points and games.

Lessons learnt An example is the first lesson plan, which asks “what is an emergency?’ This incorporates the English curriculum and asks students to listen to and respond orally to texts and to the communication of others in informal and structured classroom situations. This is in contrast to the second lesson plan, ‘Police, fire, ambulance’, which integrates the health and physical education curriculum as a movement and physical activity which sees

students practise fundamental movement skills and movement sequences using different body parts in response to stimuli.

Interactive participation The resource complements the key concepts in the Triple Zero Kids’ Challenge interactive online safety game http://kids.triplezero.gov.au.

The online/app game consists of 12 different scenarios addressing a range of emergency situations including medical emergencies, major accidents, house fires, bushfires, serious crimes and suspicious behaviours. The game can also be downloaded for free as an app from iTunes or Google Play.

While the guide and lesson plans are informative and a great start to introducing responsibility in emergency situations to children, the resource recommends contacting your local emergency service with any questions relating to any of the content in the resource. Conveniently, a list of state emergency services is located at the back of the resource.

This resource contains the following 14 lesson plans: What is an Emergency?

Police, Fire, Ambulance Hoax Calls Big Accidents and Small Accidents Triple Zero Heroes Calling Triple Zero to Report a Big Accident or Medical Emergency Describing a Suspicious Person Calling Triple Zero to Report a Suspicious Person Calling Triple Zero for a House Fire House Fire Safety Bushfire Danger Ratings Bushfire Alerts Preparing for Bushfire Making a Bushfire Plan

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latest research...

Why do students pick teacher A or teacher B? Who would you pick?

What if we asked our students about the type of work they would prefer to do while in class? It may reveal a lot about what choices they would make for assignments and activities and why they make these choices.

Article by Alan November, 11 March 2015 http://novemberlearning.com/educational-resources-foreducators/teaching-and-learning-articles/ Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parentschool relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service program, and although the study recognises gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents.

Sue Saltmarsh, Jenny Barr and Amy Chapman Asia Pacific Journal of Education, Vol 31, Issue 1 22 April 2014 http://www.tandfonline.com/doi/abs/10.1080/02188791.2014.

906385 Defining a coordinated approach to gifted education Many teachers, schools, and education systems are committed to providing high-quality services for students identified as gifted, and it is not difficult to locate examples of engaging, challenging classes and programs designed for this group. However, strong alignment between a philosophy and definition of giftedness, identification practices, program models and evaluation practices are not always evident, and this can result in fragmented services with unclear goals. In addition, the potential for gifted education programs, practices and pedagogies to improve standards and outcomes for all students is rarely considered in the design and development of specialised programs. This paper draws from current literature to discuss selected elements of effective program design in gifted education and to define a coordinated approach to gifted education at school and systems levels.

Jane Jarvis and Lesley Henderson Australasian Journal of Gifted Education Volume 23 Issue 1 June 2014 http://search.informit.com.au/browsePublication;py=2014;vol= 23;res=IELHSS;issn=1323-9686;iss=1 32|independent education| issue 2|Vol 45|2015

Clearing the confusion between technology rich and innovative poor: six questions In a recent webinar, more than 90% of school leaders responded that they were leading an innovative school as a result of the implementation of technology. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school. The complete reversal was due to a presentation of the questions that you will read about in this article. This list of questions was developed to help educators be clear about the unique added value of a digital learning environment.

Test your own level of innovation. If you answer no to all six questions when evaluating the design of assignments and student work, then chances are that technology is not really being applied in the most innovative ways. The questions we ask to evaluate implementation and define innovation are critical.

Alan November, 12 January 2015 Full free article: http://novemberlearning.com/educationalresources-for-educators/teaching-and-learning-articles/ Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus People with dyslexia are currently under-represented in higher education throughout the world, though the extent of the shortfall in Australia is not known. Students with dyslexia face particular challenges in higher education due to the heavy reading loads required for most courses. All Australian universities offer services for students with dyslexia through a generic ‘equity’ or ‘disability’ unit. However, it is unclear from the current literature whether these services are appropriate for students with dyslexia, or what proportion of students with dyslexia are accessing such services. This literature review summarises and critiques the Australian and international literature regarding participation and experiences of students with dyslexia in higher education, including representation, strengths, challenges, current support practices and potential strategies to promote more equitable access in the future. It provides a foundation for discussion and action on this important issue among members of the Australian higher education community.

Lois MacCullagh Australian Journal of Learning Difficulties Volume 19, Issue 2, 16 June 2014 http://www.tandfonline.com/toc/rald20/current This selection of abstracts was found at www.aussieeducator. org.au/education/other/educationjournals.html#ausjour and November Learning http://novemberlearning.com/educationalservices/educational-consultants/alan-november. There may be a fee to source some of the full papers.

Top 5 apps recommended by Lee ‘The Tech Guy’ Sullivan For years, I’ve suffered from a horrendous disease known as ‘food envy’. You know that terrible feeling when your dish comes out and you suddenly realise that the person across from you has a much better looking meal. Unfortunately, this disease affects my iPad /iPhone app selection process. I always seem to find an app that I love, only to discover that someone else’s app seems to do what I want much better.

I get asked all the time which apps would I recommend and I always struggle with answering that question. This is due in part because I’m never fully satisfied with the apps I’m using and also because, much like with food, everyone has different tastes. However, with those two caveats in place I’ve put together a list of some apps that I use regularly and can happily recommend. iDoceo 3 This little beauty has to be my ‘go to’ app at the moment. It is the closest thing to the old school teacher’s chronicle that I could find.

It has a fantastic seating plan, gradebook, calendar, resource organiser and can even link with a variety of cloud based services.

I can link my Google calendar with the app and even show lesson slides via Google Drive straight from the app. The import and export facility is really functional and easy unlike many other apps that I’ve used.

The gradebook function allows you to customise your grades and create tabs so you can organise your grades into sections to avoid the ‘scroll of death’ that you get with other gradebook apps. My favourite aspect of the gradebook is the icon list you can use instead of numbers for the gradebooks.

This is the added sparkle that kind of makes checking homework fun again (well, sort of, at least).

Zondle My students get a kick out of using this app.

It works well through laptops as well, so it is multifunctional. Basically, I set out a list of vocabulary or questions that I want students to study. Then I assign the ‘set’ to the students who then answer the questions and get a chance to play games while they do it. My students most favourite aspect of this is the ‘teacher goodies’ section where students get to purchase things through the ‘zollars’ they earn playing the games (studying) I set them.

You’d be amazed how much time kids will spend playing these games in a race to be on the ‘zondle leaderboard’.

Quizlet Here is another vocabulary/topic learning tool that I regularly use. The premise is much the same as most other flashcard type apps. The beauty of this one, is that once the students download the vocabulary set, they can study it without connecting to the internet. I basically set up a class with various ‘topics’ and students can access them via the app or via the internet. This allows for multifunctionality if you have pernickety firewalls to deal with.

KanjiBox I’m a language teacher, so this particular one is subject specific. I love this app and my students and I regularly have mini competitions with this app. The app has a few in-app purchases that I’d recommend. The ability to draw the symbol along with just memorising the meaning is a fantastic tool for anyone learning Kanji. This particular app also has a web-based version which means that again you have that added functionality to really utilise this app. You can create classes, import specific vocabulary lists, search for other lists and really improve your knowledge of Japanese. iButtons Okay, my own little guilty pleasure. Let’s be honest here, how many times have you needed your own personal drummer on the side to do the old ‘badum tish’ at one of your jokes in class? I regularly have this little beauty on to add personality and make the lessons fun for both myself and my students. Basically the app has buttons which turn on and off little sound effects to accentuate the best parts of your lesson. I often let students ‘earn’ the right to be my ‘sound’ technician during class. They really enjoy that responsibility and everyone tends to pay attention just that little bit more, waiting for the right sound. Look, it’s not for everyone but if it sounds (badum tish) like you, then I’d definitely consider it.

Lee is a teacher at McCarthy Catholic College, Emu Plains, NSW. independent education| issue 2|Vol 45|2015|33

Talking point...

Should we ‘dum’ down language to make it easier to learn?

Sallyanne Stanbridge Assistant Principal, St Therese’s Primary School, New Lambton, NSW The UK’s spelling society has proposed that the English language should be modernised, including getting rid of the silent letters and double consonants that make English such a tricky language to learn.

This would mean that the word ‘knee’ would be written ‘nee’, ‘cough’ would be ‘cof’ and ‘dumb’ would be ‘dum’. Some words would disappear altogether. The Spelling Society have asked a range of professionals to give the proposal serious thought ahead of the first international spelling congress which will be taking place later on this year.

Over time the meaning of words, their grammatical use and spellings have drifted and changed, as English language

enthusiasts and teachers very well know.

So suggestions such as the one proposed by the UK Spelling Society may not seem too strange from the perspective of the evolution of the English language.

Although, it must be said, it’s a move that wouldn’t be supported by purists such as this one.

It also would not seem so illogical to another section of our population – but for a totally different reason! For the digital natives, living in an online world of chatrooms, posts, Instagram, Twitter, Facebook and texting to name a few, such ‘modernisation’ of the English language (including spelling) is already understood. This generation has already adopted these ‘changes’ and have, in

fact, created a total new and unique grammar and punctuation. As for spelling, these users would surely argue that, when in need, spell check and the like take care of any confusion over spelling rules they may have.

Alas it would seem that our language will continue to evolve, perhaps in a way that many of us may not endorse!

So a final word to the professionals who are contemplating this change to a simplification of our spelling rules from the young audience who will be most affected by it. What would they say? @TEOTD 2G2BT (for those of you still perplexed, that is text speak for: At the end of the day, this is too good to be true)…LOL

Illustration by Michael Fitzjames

Environment Conference | Mercure Sydney 16 October 2015 Are you running an environmental sustainability program in your school?

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NSW ACT IEU | Environment Conference | 16 October 2015

34|independent education| issue 2|Vol 45|2015

English will outlive its detractors

Chris Carlill English, Humanities, and Languages Curriculum Leader at St Benedict’s College, Mango Hill, Queensland James Nicoll is a name synonymous with an oft-misinterpreted observation on the nuances of the English language.

In 1990, during the innocent days of the internet, this accidental enfant gâté made a sardonic comment on the (im) purity of our lingua franca that echoed around the then small, online world. The slightly edited version recounts that the “problem with defending the purity of the English language is that English [doesn’t] just borrow words; on occasion, English has pursued other languages down alleyways to beat them unconscious and riffled [sic] their pockets for new vocabulary”.

English may not be pure, but it is survivor.

Its nuances, in particular its impossibly inconsistent spelling conventions, are like battle scars and trophies of its triumph over all of the European languages.

Learning English can be a harrowing experience, even for native speakers. In a commentary on the Herculean heuristics faced by English learners, Catherine Rodie responded to the most recent plea from the English Spelling Society to simplify spelling rules. The Society, founded in 1908, cites a range of cognitive, social, and economic deficits that arise when children, from terrified tots to tempestuous teens, struggle with silent letters and

double consonants. Rodie reports that the Society’s proposes, among other potential atrocities, that ‘knee’ be amputated to ‘nee’, presumably simultaneously relegating the French interloper née to the commonly misspelled lists. Even the Germanic, and staunchly resolute, ‘cough’ and ‘dumb’ will be streamlined to ‘cof’ and ‘dum’, as if they were advertising neologisms. Zounds and egad! What an imbroglio.

Ov corss, theez ar just egzampuls ov tha laytist kulchooril panik. It wud nevah hapin in owir lyfetyme. Yes, that was as difficult to conceive and compose as it looks. What is often missing in this debate is the clear acknowledgement that all languages, including their grammars, symbols, gestures, and cultural importance, are difficult to learn. This is a function of not only our neurolinguistic wiring, but also a rite of attaining membership to certain groups and, in many sad realities, a right to attaining power therein.

Any attempts to innovate or to sidestep the induction process, namely through graphemic, phonemic, and morphemic reduction or the removal of rules, have been underwhelming thus far. The hope of Esperanto to share a common language

to promote peace and international understanding is yet to materialise. The glimmer of Globish is yet to truly shine, despite its pop-linguistics pizazz. English is destined to outlive its detractors. It will evolve and manifest anew, with successive generations of true believers who will dutifully learn the arcane secrets of where to place ‘i’ and ‘e’ when ‘c’ is nearby.

References

BBC News January 2015, English Spelling Society’s chairman on word phonetics. http://www.bbc.com/news/ uk-politics-30698266 McCrum R 2006, So, what’s this Globish revolution? The Guardian. http://www. theguardian.com/theobserver/2006/ dec/03/features.review37 Nicoll J 1990, The King’s English Posted: Tue May 15 1990, Newsgroups: rec.arts. sf-lovers.

Polony A 2012, La Universala Lingvo: The Rise and Fall of Esperanto. The European Magazine. http://www.theeuropeanmagazine.com/anna-polonyi/6399-therise-and-fall-of-esperanto Rodie C 2015, Should we ‘dum’ down language to make it easier to learn?

Essential Kids, January 28, 2015. http:// tinyurl.com/peqtgjd.

In a word

Maria Nicholas Lecturer in Language and Literacy School of Education, Faculty of Arts and Education, Deakin University, Victoria is an interesting proposition.

This question has me reflecting Writing was invented to meet on a 2003 study conducted by societal needs and has changed Gontijo, Gontijo and Shillcock as those societal needs have who found that there were 195 changed. From pictographs ways in which to put the 26 represented on cave walls to letters (graphemes) of the English the textese of today, language language together to represent changes naturally. A quick read the sounds (phonemes) used in of Chaucer’s Canterbury Tales, British English. written in Middle English (more Many of those graphemes readable than Old English, which could represent more than was more Germanic) highlights one sound, resulting in a total how English has evolved in the of 461 grapheme-phoneme past several hundred years: correspondences. Consider the Chaucer: “Ye seken lond and letter ‘a’ for example, in the see for your wynnynges”. words angel, was, panda and Modern translation: “You seek any, or the cluster ‘ough’ in the land and sea for your winnings”. words rough, cough, through, Also consider that Modern dough, ought and hiccough.

English has adopted words There’s no doubt that from other languages. Are compared to more phonetic we to change ‘spaghetti’ to languages such as Finnish and ‘spugeti’, ‘façade’ to ‘fusard’ Italian, English is tricky to learn to and ‘schnauzer’ to ‘shnawzu’ in read and write. It’s therefore no an effort to make English easier to surprise that the question of how learn, or will borrowed words be best to approach the teaching exempt? Then we have logistics and learning of reading and to consider. How will current British spelling is always a hot topic English users be informed and with our student teachers. The supported during the transition suggestion that a body should phase? What of the expense? I meet and decide on how to for one will certainly be watching modernise the English language this space with interest. in one fell swoop in an effort to make English easier to learn

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independent education| issue 2|Vol 45|2015|35

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