IE #2 2019

independent education issue 2 | Vol 49 | 2019

Kaleidoscope

Michael O’Loughlin P8 GO Foundation creates student ‘ecosystem’ P12 the professional voice of the Independent Education Union of Australia

IEUA NSW/ACT Branch

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independent education issue 2 | Vol 49 | 2019 Executive Editors Deb James John Quessy Terry Burke Managing Editor Bronwyn Ridgway Editorial Committee Cathy Hickey Gloria Taylor Jessica Willis Sue Osborne Journalists Jessica Willis Sue Osborne Bronwyn Ridgway Angus Hoy Design Chris Ruddle Cover photograph

By Nic Walker, courtesy of Australian Institute of Company Directors About us IE is the professional journal of the Independent Education Union of Australia. It is published for members and subscribers and has a circulation of approximately 70,000.

The contents of this journal do not necessarily reflect the views of the IEUA or the editors nor imply endorsement by them.

IE online www.ieu.asn.au/publications/ Contributions Contributions 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 IEUA, or by subscription, contact Tania Yardley tania@ieu.asn.au (02) 8202 8900 Print Post Number 100007506 NSW and ACT Teachers Reading this publication may count as PD. Professional reading can be included as part of your PD or PL for maintenance purposes.

Remember to log your professional reading with NESA or TQI. For more information refer to NESA or TQI websites.

Every child deserves music education

10

AUSWIDE

Teaching: It’s our profession

24

Stolen Generations resource kit

25

Good behaviour bonds

26

Parent bullies: It is time to reclaim respect for the profession

28

Building a new model of schooling – a journey of commitment and discovery

30

Top 10 tips for structuring lessons and sequences

32

I first met Richard Gill on a spring day in 2006, out the back of...

4

News and views from around Australia...

New IB course delves into ‘fake news’

7

Soon students in the International Baccalaureate (IB) Diploma...

KALEIDOSCOPE: Michael O’Loughlin

For AFL legend Mick O’Loughlin one of the proudest moments of his...

GO Foundation creates student ‘ecosystem’

The GO Foundation was formed in 2009 by AFL Sydney Swans stars...

8

12

Why outside matters

14

What is NAPLAN’s future?

16

Twenty five years ago I began my journey in education...

With a review of NAPLAN underway, albeit with limited...

IEUA members know what needs to be done when it comes to...

New lesson plans detailing the lived experience of the...

As reports of the bullying and harassment of teachers...

Abuse of school staff by parents or others at school or school related...

Dom Poppa, the principal of a brand new P to 12 regional college...

Are teachers on the menu?

18

Celebrating students on the autism spectrum

20

Support staff: Examining your values

34

Technology in the classroom: Digital revolution or disruption?

22

Are you listening?

35

There has been a long history of teachers being sidelined...

Research suggests that the prevalence of children being diagnosed...

Digital technology is heavily integrated into our education systems...

There are so many considerations when structuring a lesson or...

The IEUA NSW/ACT Branch Support Staff Conference...

Podcasts. According to recent ABC research 91% of Australians...

independent education | issue 2 | Vol 49 | 2019 | 3

tion independent educa issue 2 | Vol 49 |

2019

pe

Kaleidosco

Michael lin P8 O’Lough s student tion create GO Founda ’ P12

‘ecosystem the professional

dent Education Union

voice of the Indepen

of Australia

Federal government must focus on the future of our sector

Following the re-election of the Coalition Federal Government, many questions remain for the Australian education sector.

IEUA members, our students and our schools deserve answers to a number of questions that remain unanswered when it comes to government-imposed measures and regulations that continue to create concern and uncertainty for so many.

At the top of this list is the future of NAPLAN. As IEUA Federal Secretary Chris Watt writes (pages 16-17) in this edition of IE, and following the recent failings of the system nationally in May, it is time for the Federal Government to seriously consider the viability and purpose of this test in Australian classrooms.

Across the country such government-imposed measures and regulations are creating uncertainty and simply adding an administrative workload which takes teachers away from the very essence of what they do best – teach.

NCCD reporting requirements are another example.

These government-imposed burdens on the profession come as we face a changing society where the role of teachers has never more been questioned by parents and the community.

The report on technology in the classroom (pages 22-23) is testament to this.

At the same time, bullying and harassment of teachers and school staff by students and parents is at an all-time high.

Serious intervention is needed at all levels, including federally, to ensure this insidious behaviour is prevented with educative measures put in place to support and model good behaviour in this context (see pages 26-27 for more).

Without this, the professional and personal toll on our members will go unabated.

The results of the Coalition’s inquiry into the status of the teaching profession were never fully released due to the calling of the federal election in May (as noted on page 24).

This inquiry encapsulated the above issues and so many more, as teachers, our unions and others in the sector told of the reality facing the profession in the classroom each and every day.

With that government now in place for another term, the release of the report and its recommendations, along with genuine engagement of our members, should be the priority of the Coalition and Federal Education Minister Dan Tehan.

The future of our sector and quality education in Australia depends on it.

Terry Burke iemagazine@ieu.asn.au 4 | independent education | issue 2 | Vol 49 | 2019

Australian Capital Territory Teachers afraid to report bullying The inquiry into the management and minimisation of bullying and violence in ACT schools by the Standing Committee on Education and Youth Affairs presented an opportunity for the IEUA NSW/ACT Branch to highlight the findings of a number of recent reports, all of which revealed disturbing trends.

This year’s Principals Health and Wellbeing survey, undertaken by Australian Catholic University Professor Philip Riley, found in 2018 ACT had the highest incidence of threats of violence against school leaders anywhere in the country and that both threats and actual violence were on the increase.

The Union submission highlighted the societal context, quoting Riley’s comment that “this is not just happening in schools, with increases noted in all frontline professions and domestic violence rates that we should nationally be ashamed about”.

There is ample evidence that such violence and bullying is not restricted to those in leadership positions, a fact reinforced by a 2018 La Trobe University study into Teacher Targeted Bullying and Harassment which reported more than 71% of respondents had experienced bullying in the past 12 months.

Of particular concern to the Branch was the number of incidents which went unreported for fear of being blamed for poor management or leadership. There is fear also for the career safety of education staff where they intervene in violent situations and run a real risk of child protection allegations.

The Standing Committee is due to hold hearings shortly.

New South Wales Bringing sustainability to life IEUA NSW/ACT Branch offers annual Environment Grants to its members, who can apply on behalf of their workplace for one of five grants of $3000 each. Teachers Mutual Bank (TMB) is the sponsor of the program and works in collaboration with the Union to bring sustainability projects to life. The highly successful program is in its fourth consecutive year of operation.

Typical projects include habitat conservation, biodiversity and tree planting, outdoor learning areas, vegetable and kitchen gardens, organic produce, water and energy saving, waste, recycling and composting projects and Aboriginal cultural projects.

The grant program is one of the major initiatives of the IEUA Environment Committee and the winning project coordinators have made ongoing contributions to the work of the Union.

Their projects have been featured in IEUA publications and they contribute to the IEUA professional learning program, including the IEUA Biennial Environment Conference and the Environmental TeachMeet. The focus on the long term viability of the projects and their link to curriculum strategy create a cost effective program delivering an important contribution to sustainable education.

Northern Territory Backlog on Ochre Cards Northern Territory members needing to renew their Ochre Cards should lodge their application as soon as they receive their renewal notice, after a massive backlog left hundreds of teaching and non teaching staff out of schools earlier this year.

The NT Department of Education had a major bureaucratic bungle, when it was reported over 500 staff across the independent and public education sectors were temporarily unable to work with children.

The issue occurred as a backlog of hundreds of Ochre Cards, which authorise clearance to work with children, were waiting to be renewed.

In the Northern Territory anyone who works with children must be authorised by Screening Assessment for Employment (SAFE NT), which issues Ochre Cards.

While the problem was much more widespread in the public sector, some independent schools were affected.

Teachers had to be sent home or were told to work from the staffrooms while the Department of Education, SafeNT and Territory Families worked to process temporary exemptions.

Assistant Director of SafeNT Donna Quong explained the backlog was caused by multiple factors including staff vacancies, an unexpected influx of work over the Christmas and New Year period and national delays in the National Police Check Service.

Queensland Reconciliation in action IEUA-QNT has been proudly working on updating our Reconciliation Action Plan (RAP) this year with the consultation and contribution of members of our Union.

Members were invited to participate in a RAP Training and Planning Session during May with paid Union training leave made available to all participants.

A RAP is a strategic document that commits organisations to take practical action and make a contribution to reconciliation with First Nations peoples – both internally and within the communities in which the organisation operates.

IEUA-QNT’s initial RAP was implemented in 2016 and since then we have: • established a working group to monitor and report on the progress of the RAP • increased celebration and promotion of significant events including National Reconciliation Week, Close the Gap Day and NAIDOC Week • developed relationships with First Nations people, communities and organisations • supported the Narragunnawali Reconciliation in Schools and Early Learning program • held regular Yarning Circle meetings to facilitate networking opportunities and identify issues of significance to First Nations members, and • initiated a Message Stick, which travelled across Queensland and the Northern Territory and created points of engagement with school communities to promote our RAP and the importance of reconciliation.

Tasmania Raft of improvements achieved On 29 April the Fair Work Commission ratified the Agreement covering Catholic schools in Tasmania with date of effect back to the beginning of 2019. Amongst the improvements, a new POL structure and additional deputy principal positions in primary schools are rolling out, and the IEUA and TCEO reached agreement on the content of deputy principal contracts to ensure consistency with the Agreement. Term 2 should see a working party established, as per the provisions of the Agreement, on staffing ratios for laboratory technicians.

In addition, some patient IEUA members working in school libraries and doing ICT jobs recently won a significant increase in wages. More than two years after the new support structure was implemented, the Union and TCEO were still in dispute over a number of support staff and their proper classification. The IEUA filed a dispute in the Fair Work Commission to win level 3 classification for a handful of Library Technician members and level 2 for one lCT member.

The case was listed for four days of hearing and 18 witnesses.

The employees concerned and their line managers gave strong and compelling evidence in the Commission about the complexities and responsibilities of their jobs. By the time they had all given their evidence it must have been obvious to all concerned that their case was very strong and overnight, after the second day hearing, the TCEO and Union hammered out an agreement to settle the dispute with all five of the Library Tech and ICT members involved receiving the increase they had claimed. independent education | issue 2 | Vol 49 | 2019 | 5

Victoria Graduate data concern For the past three years, researchers at IEU Victoria Tasmania have conducted an annual survey focusing on the experiences of graduate teacher members. The survey collects data about the type of contracts graduates are on, the severity of their workload, whether they are being supported in their workplace, and how their wellbeing is impacted by work during their first year of teaching.

The most recent results have revealed concerning trends developing in our schools.

The combination of more insecure fixed term contracts and increasing workload pressure reveal why so many graduate teachers are reporting dangerous impacts on their health or are leaving the profession. 72% of graduate members reported to have been on fixed term contracts in 2018, compared with 57% in 2017 and 64% in 2016.

The 2018 cohort of graduate teachers also reported the highest inability to cope with workload (28% reporting ‘not well’) and almost one third of them did not have a mentor or equivalent support.

The highest reported additional workload issues that affected graduates were assessment and reporting (affecting 70% of surveyed graduates in 2018 and 47% in 2017) and VIT/ TRB requirements (affecting 54% of surveyed graduates in 2018 and 53% in 2017).

Last year’s graduates also reported feeling less valued by leadership within the school and were less able to maintain a healthy work/life balance than previous cohorts. 50% of 2018 graduate members felt their mental health was adversely affected by their job compared with 44% the previous year. A whopping 35% of our most recent graduate cohort are either thinking about leaving the profession or are not teaching this year, compared with 11% the year before.

Western Australia Members surveyed on key issues On a fairly regular basis, IEUA members in Western Australia are surveyed as to the key issues that are having a significant effect on their work and workplace conditions.

This is a very effective exercise in tracking the increasing or decreasing relevance and effect of key issues such as work intensification, the effect of violence in schools and security of employment.

This information informs and to a large 6 | independent education | issue 2 | Vol 49 | 2019

extent directs both bargaining priorities and organising at the workplace level.

Key points that came forward strongly in the 2019 Member Survey included: • 22.24% of members are employed on temporary contracts; almost 8% for more than five years • there is a high level of demand for IEUA advice and support on professional issues • members are strongly committed to collective bargaining, including members at schools that are currently ‘award’ schools • increasing workloads and work intensification are the two most significant workplace issues, closely followed by a lack of consultation by school management with staff, and • members feel strongly that their Union should be represented at a peak level on decision making bodies such as ACARA and AITSL. South Australia Teachers Registration and Standards Act The Teachers Registration and Standards Act 2004 has not had a substantial review since it came into operation. The Act established the Teachers Registration Board to provide oversight of the profession to ensure teachers met appropriate professional competency standards as well as being fit and proper persons to fulfil the roles of caring for and educating children. Since its inception there have been a number of reviews into aspects of the profession including the quality of initial teacher education programs, the strengthening of child protection legislation and AITSL’s development of the national teacher standards.

The state government has distributed a discussion paper and held consultation meetings across the state for stakeholders prior to making recommendations to ‘enhance’ the profession.

Two key consultation questions of particular interest to the IEUA related to a proposed shift in focus to the ‘interest of children being paramount in the Board’s function’ and what that might mean, and the composition of the board.

Currently the SA board has the largest number of members of any of the state registration authorities. It has a total of six practicing teachers appointed by the IEUA (two) and the AEU (four).

One of the considerations of the review was to reduce the number of members and include more parent representatives. It is not too much of a stretch to wonder who will be prime targets to lose places. Education unions will obviously not agree to their professional role being eroded.

New IB course delves into ‘fake news’

Soon students in the International Baccalaureate (IB) Diploma Programme (DP) and Career related Programme (CP) will learn about fake news, security, social media algorithms and privacy in the latest curriculum update and launch of the new course, digital society.

The digital society course is a dynamic and concept rich update of the current information technology in a global society (ITGS) offering. It speaks to the ongoing belief of the IB and its educator community in the importance of ethical, social and cultural understanding of technology and media.

The new course will complement the other newly updated courses in the DP and CP, including computer science, global politics, social and cultural anthropology and theory of knowledge.

Joel Adams, Curriculum Manager for the emerging digital societies course, said: “Digital technology and media are changing our world and transforming how we think, communicate and create”.

“For the last two years, we have been hard at work designing for these changes with this exciting updated course. Digital society will allow educators and young people to critically explore the changing world to better understand where we are now and imagine where we might go next.”

The course approaches technologies and media through social, cultural and ethical lenses. Central to the course are

key perspectives and approaches that tap into the rich value that humanities and social sciences bring to a range of contemporary global challenges.

“One of the most important aspects of the digital society course is a core unit on ethics, norms and policies that we are calling values,” Adams said.

“Digital technology and media are changing our world and transforming how we think, communicate and create”.

“This unit asks students to explore a diverse range of ethical frameworks and consider how these frameworks can help inform our understanding of real world digital policies and dilemmas such as privacy, security, intellectual property and political activism.”

As part of the values unit, students will explore global and ethical value systems and match these to pressing dilemmas in digital society through practical exercises and project based activities.

A media project – also part of the course – will ask students to investigate and evaluate the ethical, social and cultural implications rising from the use of digital technologies and media in the world around them.

Higher level students will participate in an extension unit bringing together cutting edge multidisciplinary perspectives in the social sciences and humanities, including those in psychology, history, philosophy, political science and more.

“Through a series of depth studies and projects, students will investigate a global pressing challenge (such as those highlighted by the UN SDGs) and how it impacts their local and personal context and connect to contemporary practical research in order to present possible ‘digital interventions’.

“Interventions are defined broadly and could include making a new app to navigate urban food deserts, suggesting changes to a school’s digital access policy or even tweaking algorithmic recommendation systems to mitigate bias.”

Building on the strengths and expertise in the current ITGS offering, the course will provide additional opportunities to explore contemporary digital society from inquiry-rich perspectives that empower teachers and students to forge connections between their own experiences, real world issues and the new course’s broad multi-disciplinary content. independent education | issue 2 | Vol 49 | 2019 | 7

KALEIDOSCOPE

Michael n i l h g u o L ’ O

r u o e b l il w n o ti a d n u o “The GO F e v ie h c a g n ti r o p s r u o n a th rather 8 | independent education | issue 2 | Vol 49 | 2019

legacy ements.”

For AFL legend Mick O’Loughlin one of the proudest moments of his life had nothing to do with sport, journalist Sue Osborne writes.

It was returning to his old primary and high schools to offer Aboriginal and Torres Strait Islander students scholarships from the GO Foundation.

“Never in my wildest dreams as a kid did I think I’d come back to my old school to support their dreams and aspirations,” O’Loughlin said.

“It was a really proud and personal moment.”

O’Loughlin founded the GO Foundation for the betterment of Aboriginal and Torres Strait Islander students’ education in 2009 with long time Sydney Swans team mate Adam Goodes.

O’Loughlin played for the Swans his whole career, joining them straight from school as a 17 year old.

He attended Salisbury North Primary School and Paralowie R-12 School, just north of Adelaide. Both schools have a high Aboriginal and Torres Strait Islander population and life was tough. Many students ended up working at the Holden factory, which has now closed. O’Loughlin has many friends who lost their jobs.

Footy was part of the DNA and O’Loughlin kicked a footy around in the mornings, in the afternoons, in the lunch break and at recess.

“I went to sleep holding a football,” he said.

“It was a fantastic childhood. I wasn’t the best student, but my effort was there.”

O’Loughlin said his school, family and community instilled in him a philosophy of hard work and resilience which has influenced the GO Foundation.

He remembers hearing his name called out during the AFL draft and turning up to school the next day the coolest kid in the class.

It was a steep learning curve as a 17 year old, saying goodbye to his family to live in Sydney.

“My mum helped me pack my bag. She said you’ve got to go and make the most of this opportunity.

“I had no idea what I was getting into. It was a culture shock; the hard work was only just beginning.”

O’Loughlin said one of the great things about sport is that you are surrounded by role models you can learn from, something else which informs the way the GO Foundation operates.

O’Loughlin looked to senior players and club members for support to survive those early years.

Every week the club would carry out school visits where the players had to

promote not only AFL, but education and a healthy lifestyle.

“I wasn’t much older than the students we were visiting, but older players taught me how to behave in a professional manner.

“In those years I learnt how to talk to kids, how to be a role model, how to articulate a plan and talk to teachers.”

Upon retirement, the GO Foundation was a natural next step for Goodes and O’Loughlin after many years of school liaison, and with both men concerned about the inequities affecting Aboriginal and Torres Strait Islander people.

“When we started we tried to help every community and do everything we could and ended up being jack of all trades, masters of none.

“We soon realised we could achieve the best results by focussing on education.

“While sport has been great for our people, not everyone can achieve through sport. Getting to Year 12, going to university and to leading roles in organisations is the great outcome we are focused on.”

O’Loughlin encourages schools to get in touch with the GO Foundation to have a conversation about how they communicate and interact with their Aboriginal and Torres Strait Islander communities.

Goodes and O’Loughlin spend a lot of time visiting schools, acting as role models to students, encouraging them to work hard and pursue their goals.

O’Loughlin said both himself and Goodes want the GO Foundation to be their legacy, rather than their achievements in sport.

“Our football careers were great, they’ve given us a profile.

“But we need to do more for our people.

This is where we can add value and allow others to achieve their dreams. The GO Foundation will be our legacy rather than our sporting achievements.”

For more on the GO Foundation see p12.

Sporting career highlights AFL Rising Star nominee 1995 Bob Skilton Medal 1998

All Australian 1997, 2000

International Rules Series 1997, 2000 Fos Williams Medal 1998

Sydney Swans Leading goalkicker 2000, 2001 Sydney Swans Premiership player 2005 Outstanding achievement in AFL 2005 (The Deadlys) Indigenous Team of the Century

Outstanding achievement in AFL 2009 (The Deadlys) Male Sportsperson of the Year 2009 (The Deadlys)

independent education | issue 2 | Vol 49 | 2019 | 9

Every child deserves music education

I first met Richard Gill on a spring day in 2006, out the back of Cliff Goodchild’s Kensington home, writes Organiser Pat Devery.

We were meeting to finalise Gill’s appointment as the Patron for the NSW School Band Festival, now the Australian School Band and Orchestra Festival (ASBOF). I didn’t fully appreciate the portent of the meeting at the time. Two great visionaries in the Australian music education scene, trading stories like a pair of old prize fighters.

For me, the vision and energy of the two men was palpable: Goodchild, the founder and driving force behind the Festival; Gill, well on the way to forging his reputation as a national icon in music education, having recently come to the notice of the broader Australian public through his colourful appearances on the ABC’s Spicks and Specks. Gill’s blend of intelligence, musical knowledge, and the great sense of fun with which he approached life, was obvious for all to see on television. But it was nothing compared to seeing him working up close with young people.

I had been lucky enough to witness this first hand in the late 90s while working at a western Sydney school well known for its sporting prowess. A group of players from the First XIII Rugby League team, returning from an afternoon training session, stopped in at the gymnasium where Gill was running a soundcheck for a regional tour of The Magic Flute. Gill spied them in the bleachers and, never one to miss an opportunity to proselytise, he coaxed them down to the stage area and gave them a rapid fire synopsis of the story along with a quick explanation as to what he was trying to achieve in the rehearsal.

Ever alert to his audience, Gill pitched his explanations in terms of the unique physical skills required of the artists: the preparation, teamwork, and attention to detail essential to each performance; and the long hours and incredible discipline required to produce music at an elite level – something which resonated strongly with the gifted young athletes he had before him. I have rarely seen a more unlikely and more engaging teaching moment. It was like watching a master craftsman working his clay.

assessment. Choosing from a set of events which represent a continuum of musical development based on the level of music required, music directors (MDs) self-select the event in which to present their ensemble. The diagnostic feedback they receive from qualified music educators allows MDs to gauge the progress of their instrumental programs and set appropriate goals for their continuing musical development.

Young musicians of all ability levels – from those just starting out on their musical journey, to our most accomplished ensembles – are deeply engaged in this shared creative event where risk taking is encouraged and achievement is celebrated.

Years of lobbying saw Gill set up the national Music Teacher Mentoring Program in 2016, aimed at reigniting the capacity and passion for primary school teachers to deliver music programs. He believed that the very things which promoted literacy and numeracy are the arts, beginning with serious arts education in the early years. If we want a creative nation, an imaginative nation, a thinking nation, and a nation of individuals, he would say, then we must increase the time for arts education, especially music education.

Gill understood that music, when properly taught by trained professionals, requires an extraordinarily high level of listening and concentration from the student. It requires the student to have a capacity to work in the abstract, an ability to work across several skill areas simultaneously and the ability to rationalise this verbally.

“Without music no culture can call itself complete.”

Lifeblood of a nation “Every child deserves a music education,” Gill used to say. He believed the arts are the lifeblood of a nation and that music was at the heart of the arts. “Without music,” he asserted “no culture can call itself complete”. It followed, then, that an education with little or no music at its core was an incomplete education, and Gill set about convincing the nation.

Gill and Goodchild were united in their shared understanding that the musical endeavours of young people ought to be celebrated; that authentic music education is not about competitions, judging and ranking, winners and losers.

Back in the 1980s, well before it became the norm in our schooling system, the Festival had moved to criteria based 10 | independent education | issue 2 | Vol 49 | 2019

Government commitment Rather than relying on individual parent communities, how much better would it be, he reasoned, to see our governments commit to appropriately fund the training of specialist music teachers who will pay our community back a thousandfold by enriching the lives of hundreds of thousands of children. It is noticeable that there is a constant push to ensure we have qualified maths and science teachers in our classrooms. All the evidence points to the study of music being no less significant to a child’s learning outcomes.

We currently have no comprehensive national instrumental music program in place. Queensland is often touted as the leader in the field, with every government school theoretically entitled to a qualified music teacher.

Conversations with practitioners in the field, however, would indicate that the delivery of these programs is uneven, largely dependent on the availability of suitably trained teachers and a supportive school leadership team and parent community.

Despite the lack of a system wide approach, Gill’s philosophy of winning people over, one conversation at a time, is having an effect. More than 10,000 students from over 320 primary and secondary school concert and big bands, string ensembles and orchestras from NSW, interstate, and international schools perform at the ASBOF each year, and

there are some great things happening in schools.

Music alive and well If anyone needs to be convinced that instrumental music is alive and well in our schools, despite the inherent obstacles MDs and students face, one only need attend the Percy Grainger Premier Event for secondary school concert bands at the ASBOF in July. The incredible musical proficiency on display, from schools such as Manly Selective High, Sydney Grammar, Barker College and Newtown High School of the Performing Arts, regularly astounds audiences and never ceases to elicit praise from our international adjudicators who struggle to comprehend how we produce such excellent results against the odds. As Gill would say, how much more will we achieve when we are given the resources to do it properly?

Gill and Goodchild both possessed a burning passion for Australian music. In 2016, in what was probably an Australian first, the Festival made it compulsory for all ensembles to perform a work by an Australian composer, the idea being to support our local talent and to promote a homegrown music culture. Gill loudly applauded this idea.

Goodchild also insisted all the Festival events be named in honour of Australians who had made significant contributions to the Australian music or music education scene: the two most recently initiated events honouring Jodie Blackshaw (concert bands) and Judy Bailey (big bands). The Premier Secondary School Orchestral Event, implemented in 2016, was named in honour of Gill, despite his protestations. “You’re not going to be around forever,” I quipped at the time.

Legacy The music education legacy of both men continues to this day. The ASBOF has an annual $5000 scholarship in honour of Goodchild, and Gill’s impact continues both with his National Mentor Program and the Muswellbrook Richard Gill Music Academy; a school set to open in 2020 with a small cohort from K-3 with Gill’s music education philosophy at its core.

Richard Gill passed away on 28 October 2018. He leaves a significant legacy as an inspiration to, and mentor for, conductors, musicians, composers and music educators nationwide. His work is an example of how we must never give up the idea that every child in this country should have access to the best education we can provide, and that music must be an essential part of that idea.

We will leave the final word to Richard: “We teach music because it is unique and good. We teach music so that children can make their own music. We teach music because it acts in a unique way on the heart, mind, soul and spirit of the child, stimulating thought and imagination in very special ways. These are the real reasons for teaching music.”

Pat Devery is an IEUA NSW/ACT Branch Organiser with 26 years teaching experience.

Pat first became involved with the NSW School Band Festival in the 1980s, working alongside Cliff Goodchild. After Cliff’s death in 2008, Pat became General Manager. In recent years Pat worked with Richard Gill for the 2019 relaunch of the Australian School Band and Orchestra Festival.

independent education | issue 2 | Vol 49 | 2019 | 11

GO Foundation creates student

‘ecosystem’ The GO Foundation was formed in 2009 by AFL Sydney Swans stars Adam Goodes and Michael O’Loughlin to close the gap for Aboriginal and Torres Strait Islander students through education, journalist Sue Osborne writes.

It started in the NSW town of Dareton.

With a population of approximately 600, around a third of whom were of Aboriginal or Torres Strait Islander heritage, Dareton was GO’s initial foray into community work.

For three years, GO participated in various community programs, including presentations on healthy lifestyle, vocational training for Aboriginal and Torres Strait Islander students, the donation of sports uniforms and

equipment to local schools and the donation of $20,000 worth of playground equipment and fencing for the local community centre.

In 2014, the GO Foundation refined its focus to education, believing that education was the key to creating a brighter future for Aboriginal and Torres Strait Islander Australians.

The GO Foundation established its board of directors and partnered with a number of individuals and organisations who believed in the mission of the GO Foundation. The Sydney Swans, Allens Linklaters, QBE and KPMG are all Founding Partners.

Initially it provided scholarships for students to attend independent schools. It has evolved into something much more holistic over the years,

“When we partner with a school, it’s not enough for the school to take in a student and do nothing else. It’s not a box ticking exercise.”

12 | independent education | issue 2 | Vol 49 | 2019

creating what it calls a "student ecosystem”. The GO Foundation now works with public schools too.

Better with support CEO Shirley Chowdhury said research shows students do better when they are supported holistically, from the home, the community and culturally.

GO Foundation does not support sending students to board far away from their country. Rather, they want families to be deeply involved in their children’s education. When they do provide a scholarship, parents and the schools contribute to the cost.

“We know when the families are involved, the long term outcomes are better,” Chowdhury said.

GO Foundation partners with Ascham School, Barker College, Knox Grammar

School, Pymble Ladies College, St Catherine’s School Waverley, St Gregory’s College Campbelltown and Waverley College.

“When we partner with a school, it’s not enough for the school to take in a student and do nothing else. It’s not a box ticking exercise,” Chowdhury said.

“The school needs to show respect for the history and culture of Aboriginal people, with everything from Welcome to Country, to flying the Aboriginal flag, to teaching Aboriginal culture and history to non Indigenous students in a respectful way.”

Any schools that partner with Go are expected to contribute financially to AIME Mentoring coming to the school on a weekly basis to provide homework support to any Aboriginal and Torres Strait Islander students attending, not just those on a GO scholarship. In Year 12 they would support CareerTrackers coming in to provide help with the transition to university.

Backed by research This ecosystem philosophy supported

by GO Foundation stems from their own research which shows Aboriginal and Torres Strait Islander students have a better chance of going on to higher education if they are well supported in all areas of their life.

Their ecosystem puts culture at the centre of its model, believing that

to walk in two cultures successfully Indigenous students have to know who they are and know more about their heritage.

Their Promotion of Further Education to Indigenous Communities report suggests that promoting early engagement in education may better prepare students for further education, as will having positive role models in the community.

Role models Goodes and O’Loughlin, as well as having corporate roles with the Foundation, provide hands on support mentoring students, acting as all important role models promoting education.

Several times a year they attend mentoring sessions working closely with students.

“We want to talk directly to Indigenous students and their families, their teachers and those people helping them make the decisions. Year 12 is not enough. Go further. Go into further education. Pick the pathway that is right for you, that matches your skills. University, VET, entrepreneurial training. It doesn’t matter, just go further. It will change your future,” O’Loughlin said.

Chowdhury said:” Our partners are very involved, it’s a two-way process. The Sydney Swans are our main supporter.

They provide all the backroom support for us such as IT and accounts and we are housed on their premises.

“They also provide internships for some of our students and we are involved in the Indigenous round.

“Our partners need to be committed to working towards reconciliation over the long term.”

The GO Foundation website states: “We work with our ecosystem partners to make their workplaces culturally safe and inclusive. We believe that our Indigenous culture and heritage should be shared and celebrated within our workplaces so that all Indigenous Australians can take their authentic selves to their work, every day. This is how we will create long lasting systems change”.

The GO Foundation website provides videos from Goodes and O’Loughlin which can be used as resources for school projects. There are also videos by students talking about the importance of culture and education.

References https://www.gofoundation.org.au https://aimementoring.com http://www.careertrackers.org.au Below left: Adam Goodes with student Tanisha Below: student Wayne Quilliam

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“Learning outside the classroom provided my students with the ingredients they needed to be more successful back inside it.�

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Why outside matters Twenty five years ago I began my journey in education.

I started at a school in western Sydney, not far from where I grew up, Principal Stephen Papp writes.

Like many beginning teachers I initially struggled with the demands of the job. I felt overwhelmed by the day to day administration, planning and curriculum requirements that all underpinned the actual teaching of students.

As I grew as a teacher I tried lots of different strategies to ensure my students loved to learn and were excited by school. One of my favourites was to augment classroom learning by taking students outside.

We would go to the shops when we were learning about money. We investigated the local creek when we were learning about water. We would explore school buildings when we were learning about angles.

I learnt that if I wanted my students to be engaged, inquisitive learners we could not sit in the classroom completing worksheets, we needed to use the real world to support learning in authentic ways.

By taking my students outside they were being provided with a range of rich experiences, knowledge and understandings that they could apply to the curriculum.

Happy learners Essentially learning outside the classroom provided my students with the ingredients they needed to be more successful back inside it. The end result being a class full of engaged, happy learners.

The transformative value of these experiences shaped my own career path and led me to Field of Mars Environmental Education Centre in East Ryde Sydney, where I am now the Principal.

The Field of Mars Environmental Education Centre is one of 22 Environmental Education Centres operated by the NSW Department of Education to help students and teachers with fieldwork, environmental education and education for sustainability.

Every year my amazing team work with about 20,000 K-12 students to deliver curriculum based, open ended, diverse and meaningful authentic learning experiences in nature.

At the beginning of my career I discovered first hand how authentic learning could have a positive effect on student engagement.

Body of evidence Clearly I am not the only one, because there is significant research and a growing body of evidence to suggest learning outdoors, and particularly learning in natural areas, can have a positive effect on engagement, learning and wellbeing. This applies just as much to adults as to young people.

Research shows that taking students outside, particularly in natural environments has multiple benefits for students, including: • increased interest, engagement and accessibility for a variety of learning styles • improved team work, co-operation and communication, which is translated into the classroom

• decreased anxiety, stress and negative behaviours • improved questioning and problem solving skills • use of richer language in writing and verbal communication, when describing environments and experiences, and • the development of environmental stewardship values and stronger sense of concern and care for the environment later in life.

My love for outdoor learning did not happen after one lesson. It was a slow journey I took with my students over many years to discover what types of learning work in outdoor contexts.

If you are just starting your own journey I would look at what you are currently teaching to identify what could be enhanced by taking the learning outside.

Start small and build upon your success or failures (I have had many). Remember fail is just an acronym for First Attempt in Learning. Even without a formal lesson using school gardens and natural areas as a location for silent reading, art or story telling can have positive benefits.

Just being in nature helps students learn to observe living things and the changes that occur throughout the year.

Most importantly it helps students learn to value nature and develop connections to it.

There are now many special days and events that could be used to kick start your outdoor pedagogy journey, these include: https://outdoorclassroomday.com.au, https://www.aaeensw.org.au/our-work/take-me-outside-nsw, https://treeday.planetark.org, https://www.environment.nsw.gov.au/greendates/ During Term 3 and 4, I am very proud of the fact that the Field of Mars EEC is hosting the 2019 IEUA NSW/ACT Branch Environment Conference.

Fun and active This is a hands on, fun and active conference that will focus on taking learning from a variety of syllabus areas including Geography, Science and English, outdoors.

Participants will walk away with a range of strategies, ideas and pedagogical approaches that can be applied to their own teaching and learning context.

Whatever journey you take it is really important to think about why you are doing it. For myself I am always guided by the words of Sir David Attenborough: “No one will protect what they don’t care about, and no one will care about what they have never experienced”.

As an educator I feel one of my greatest gifts has been to help thousands of young people experience nature and to develop a love and appreciation of it.

IEUA NSW/ACT Branch Environment Conference see https://www.ieu.asn.au/event-list/event-detail?eid=3742 Field of Mars Environmental Education Centre see https://fieldofmarseec.nsw.edu.au independent education | issue 2 | Vol 49 | 2019 | 15

What is NAPLAN’s future?

With a review of NAPLAN underway, albeit with limited terms of reference, it is timely that we ask if this national assessment is still fit for purpose, IEUA Federal Secretary Chris Watt writes.

Since the introduction of the current assessment and reporting arrangements in 2008, IEUA has argued the program’s intended utility and value is questionable and confused.

Some have suggested that the program serves as a diagnostic tool for individual students, a ‘health check’ on Australian school education and a comparator of school-by-school achievement and success.

In relation to the latter, we have seen some media outlets distill the snapshot of a section of school education outcomes by adding disparate columns of scores and averaging the same to produce league tables.

In relation to the former we have seen the continued failure of the system to deliver student results, if they are indeed diagnostic, in any sort of timely fashion that would allow teachers and support staff any chance of strategic intervention.

However, more problematic for many is the idea that this thin sliver of school activity somehow represents in any adequate way a ‘health check’ on the achievements of schools against the breadth of the Australian curriculum or the aspirations of the Melbourne Declaration.

Member survey To inform IEUA’s submission to the current inquiry a survey was sent out to IEUA members across all our branches.

The IEUA online survey was completed by over 2800 members between 1-13 March 2019.

Some of the most powerful information was provided in the comments recorded by members completing the survey.

While a number of IEUA members completing the survey see value and utility in the current NAPLAN arrangements, it is evident that an overwhelming number have major concerns about the value and accuracy (in describing their individual students’ abilities) of the tests and have little support for the use of the MySchool website.

Overwhelmingly IEUA members support a formative assessment program that is created by and for teachers, that could be used when and where needed, as determined by the classroom teacher.

The IEUA survey utilised a sliding scale ranking system for most of the questions. The scale used ‘strongly disagree’ to ‘strongly agree’ as the end point parameters. The results were scored and then averaged. A score close to zero would indicate almost all responses were ‘strongly disagree’ while a score close to 100 would indicate ‘strongly agree’. On the question “do you believe the results of NAPLAN tests provide an accurate evaluation of your individual students’ abilities in numeracy and literacy” an average rank of 35 was scored, meaning IEUA members generally disagreed with the statement.

When asked “are the NAPLAN results useful for your planning for student

16 | independent education | issue 2 | Vol 49 | 2019

learning” members indicated that overall they disagreed.

Data too late IEUA members believe strongly that the NAPLAN data and results currently arrive too late in the year to be of high value. IEUA members agreed that “a national assessment tool, either in its current form or continuously available, should be accessible from early in the year for teachers to use according to their professional judgement”.

Similarly, IEUA members supported the notion that the “timeliness of the assessment and data should be determined by the classroom teacher”.

Over 70% of respondents indicated that their school spent time in the classroom ‘preparing’ for NAPLAN, with members indicating that this preparation impacted negatively on time available for teaching the curriculum, with participants scores ranging from ‘not much’ to ‘significantly’.

Less than 30% of respondents indicated that their school had collaborated with other schools in the last 2-3 years on how to improve literacy and/or numeracy as a consequence of the NAPLAN results/ data. Two thirds of respondents agreed with the statement that they would “support the notion of a sampling process (in lieu of mass standardised testing in Years 3,5,7 and 9) to provide ongoing confidence in a needs based funding model (ie, accountability) and to confirm benchmarks for the use by classroom teachers”.

Overwhelmingly, 88% of respondents supported the proposition that “the

“This fundamental re-shaping of NAPLAN must be done in consultation, with respect for the teaching profession.”

development of formative assessment tasks, created by and for teachers, that would be available online for use in classrooms when and where needed (as determined by the classroom teacher) would enable valid teacher assessment of student outcomes against national benchmarks.”

The IEUA believes that schools, students and classroom teachers will be much better served by an assessment arrangement that provides for continual assessment with tools to support teacher professional judgement and allows for teachers to reflect and check their own judgements.

External checks Unfortunately, the current arrangements are seen by many teachers as an external check on their professional capacity because of an erosion of trust, inflamed by ideological positions adopted by some education ‘commentators’.

Increasingly, teacher professionals and education researchers are reflecting on re-designing student assessments that are authentic and valuable to the student, the parents (carers) and the classroom teacher, by integrating the continual assessment in the classroom with a ‘student voice’.

This approach, requiring time for the teacher to sit with the student and discuss what has been learned, and what they perceive and recognise as needs, would provide greater value to the data.

There is already a significant amount of data being collected on students.

Teachers are currently overwhelmed by

the data collection required and if the assessment program is not meaningful and valuable it is just a further impost that interferes with the teaching/ learning opportunities in the classroom.

The following represents a snapshot of standardised in-school testing/ assessment processes in one member’s kindergarten class: • Best Start Kindergarten Assessment • reading/ comprehension – running records • literacy – observational survey • sight word recognition – Oxford Word List • mathematics – clinical interviews • vocabulary/reading • The BURT Word test and spelling – The South Australian Spelling Test.

It is worth noting that none of these tests/assessments are generated by teachers within the school. They are either endorsed by the system of schools, or selected by the school following professional development or direction from leaders of learning. There are also, of course, teacher-generated tests such as end-of-unit assessments or weekly spelling tests.

In short, there is no shortage of data currently available to teachers. If anything, our members are drowning in data and data collection requirements and NAPLAN seems to provide little additional value, if any.

The question as to whether NAPLAN has a useful and productive future in schools will depend on the willingness of state, territory and federal education ministers to broaden their consideration of the current review parameters (being only the reporting

of NAPLAN on MySchool) and engage fully and frankly with the profession.

Not fit for purpose IEUA believes that NAPLAN is not ‘fit for purpose’ and that there has been a departure not only from the stated objectives of the program, but from the role of assessments and the reporting on the MySchool website, from the nature of the assessments and the utility for classroom teachers.

A future NAPLAN should utilise a sampling process rather than full cohort, census style assessment.

Similar school comparisons need to be replaced with comparisons of similar student cohorts; that is, students with similar socio-economic, educational advantage, language and other backgrounds.

IEUA believes that there is already a plethora of quality diagnostic tools available to schools and that ACARA could assist in reviewing, testing and rating the utility of these diagnostic tests against expected curriculum outcomes and learning progressions.

This fundamental re-shaping of NAPLAN must be done in consultation, with respect for the teaching profession.

If there is a political willingness by education ministers to respect the professional judgement of classroom teachers, then an evolved NAPLAN may indeed have a useful and productive future in the Australian school landscape.

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Are s r e h c a te e h t on ? u n e m 18 | independent education | issue 2 | Vol 49 | 2019

“Teachers need to organise and develop the power to take control of their profession so that they are the arbiters of how teaching is governed.�

There has been a long history of teachers being sidelined from discussions about teaching and education in general, Keith Heggart writes.

This seems odd, but it’s not uncommon. For example, the recent parliamentary inquiry into the status of the teaching profession, led by Andrew Laming, often held public hearings at times that were impossible for teachers to attend and present their thoughts.

Even in the current discussions about literacy and numeracy tests for teaching students, bursaries and ATAR cut offs, the key figures leading the discussion are politicians, bureaucrats and policy makers, as well as other education stakeholders like parent groups or initial teacher education providers, rather than teachers themselves. This is something that the IEUA has constantly challenged, aware of the well known adage ‘If you’re not at the table, you’re on the menu’.

This was the case at a recent forum organised by the Australian Council of Deans of Education (ACDE) in Melbourne.

The event’s stated purpose was to identify ways to improve the status of teachers in the community. There were a lot of related issues, including some of the recent calls to impose artificial ATAR cut offs for teaching students.

Teachers status The ACDE had organised a wide ranging and diverse group of attendees, including a number of initial teacher education providers, professional organisations, parental groups and peak bodies. In addition, they had organised for a range of panels to present their ideas about improving the status of teachers.

There is no doubt that the issue of the status of teachers, and how it might be improved, is a thorny one, and there are vested and often competing interests between stakeholders. Equally, it must be recognised that not all of these stakeholders actually have an interest in improving the status of the profession. This was something that was made clear during the ACDE forum.

Some of the solutions suggested were political in nature. For example, the Federal Government suggested the best way to improve the status of teachers was by ensuring that there is more autonomy for schools and principals.

This is not a particularly clear line of thought, but I understand it to mean that if principals have more authority to determine the structure and the make up of staff at their school, then this will lead to an improvement in the status of teachers because the ‘bad’ teachers will be weeded out and removed. While this approach is no doubt appealing to some, there isn’t a great deal of evidence suggesting that it works. Rather, what it does do, if we learn from the UK, is create a disparate and widely segregated system where poor governance of schools becomes a real threat.

Autonomy for whom?

Such approaches get the importance of autonomy right, but that autonomy is in the wrong place. To improve the status of teachers we need to trust teachers as professionals and recognise their autonomy, rather than the autonomy of schools.

Another suggestion from the ACDE forum was the need for more good news stories about teachers and education.

This, it was argued, can be done by teachers pitching stories to journalists about the fantastic things they are doing in their schools. While this sounds like a good idea, it’s an idea that’s also profoundly ignorant of the limitations under which teachers work.

Such ideas ignore the workload considerations for teachers, as well as the dangers of breaching sector policy by speaking to the media without permission. Having said that, some media

"If you’re not at the table, you’re on the menu." outlets have started trying to publish more good news stories about education. Recently, one newspaper has focused on schools that work – highlighting schools that have improved examination results and how they’ve done it. While this is important and worth reporting on, it limits the scope of work that teachers do. In much the same ways that teachers are concerned that ‘datafication’ of students reduces them to a number, newspapers and media companies are reducing schools and teachers to a simple metric of exam success.

Schools are incredibly complex places; more than that, they are representative of the societies and communities in which they are situated. A focus on school success as measured by exam results overlooks such contextual concerns and instead foregrounds a limited measure of academic success as the only measure of value.

Teach for Australia There have been some new developments in teacher education too. For example, there is the heavily promoted (and equally heavily criticised) Teach For Australia model, which takes high achieving science and mathematics graduates, gives them a modicum of teacher training and then places them into disadvantaged schools.

Despite the apparent lack of success and the concerns about how much this costs, this model is becoming increasingly popular. Some universities have adopted similar approaches, and there are even approaches to initial teacher education which do not require teaching students to have a degree; rather, they learn ‘on the job’ as associate teachers.

It is difficult to see how such approaches are going to improve the status of teachers. Instead, they actively work against it by suggesting that teaching is not a skill. It is something that can be picked up by anyone and not something that is developed over time and practice. Equally, such approaches deprofessionalise teachers and are being used in other countries, and even parts of Australia, to deliver scripted or direct instruction models of teaching where the only requirement for the ‘teacher’ is that he or she speaks English.

Solutions What are the possible solutions to improve the status of the teaching profession? It needs to be said that any such discussion needs to have practicing teachers at its centre. In fact, what was evident from the ACDE forum – and other, similar events, was how little education ‘experts’ understand about the practice of school education and the work that teachers do. They fail to recognise the overwhelming workload that is present in schools, and also that teaching is not something that you can dip in and out of; rather, it’s a profession where developing expertise takes years.

At its heart, this is less a conversation about status than it is about power: teachers need to organise and develop the power to take control of their profession so that they are the arbiters of how teaching is governed. Of course, there is always a place for outside input, but teachers need to be the final authority about their profession. Until that’s the case, I think the arguments about improving the status of the profession are moot.

Keith Heggart is an organiser with the IEUA NSW/ACT Branch.

He has worked for the Union for five years. Before that, Keith was a high school teacher in Western Sydney. independent education | issue 2 | Vol 49 | 2019 | 19

Celebrating students on the autism spectrum Research suggests that the prevalence of children being diagnosed on the autism spectrum is increasing, with a recent study estimating that 1 in 68 school aged children are being identified as on the spectrum. Journalist Jessica Willis writes about recent work in this field.

In Australia, the majority of children on the autism spectrum attend mainstream schools so it is likely a teacher has at least one student on the spectrum in their class.

Students on the autism spectrum have diverse needs when it comes to learning support, which can sometimes be challenging for a teacher to address.

However, there is a wealth of knowledge in our school and broader communities that can equip teachers and teacher aides to help their students succeed.

Helen McLennan is a Professional Learning Facilitator at Autism Queensland and part of a team that provides evidence based training for anyone who supports and works with people on the autism spectrum.

She has a long background in teaching and occupational therapy and her area of expertise is in classroom practice.

McLennan discussed the importance of embracing the strengths and supporting the challenges of students on the autism spectrum.

McLennan said that being on the autism spectrum means that a person has a different way of perceiving and experiencing the world around them.

“However, it is important to understand that the spectrum is very fluid and each student will be unique in how they perceive and react to the world,” said McLennan.

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How being on the autism spectrum affects students McLennan said students who are on the autism spectrum have some difficulties that impact their day-today life in two broad categories: social communication and interaction; and restricted, rigid and repetitive behaviours.

Within the first category, students might have difficulty with: • understanding what you say • eye contact and other nonverbal body language • making conversation • navigating social interaction and maintaining friendships, and • taking things literally.

In the second category, students might exhibit: • resistance to change and the need for predictability

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PROGRAM 2: THE SCHOO

• hypersensitivity to sensory information in the classroom (such as intense reactions to certain sounds, movements, lights and patterns) • outstanding skills in certain areas • preoccupation with certain topics, and • repetitive behaviours (such as flapping, body rocking).

Students on the spectrum, especially adolescents, have a higher prevalence of conditions like anxiety and depression.

“Students may also present differently in different environments which means that how support is structured in a classroom matters,” McLennan said.

Classroom support structures According to the 2015 Australian Autism Educational Needs Analysis, students on the autism spectrum rated the following school activities as the 10 most difficult: • planning for assignments • working as part of a group • handwriting and being neat • coping with change • coping with bullying or teasing • speed at which they completed handwriting • copying information from the board • doing homework • staying calm when other kids annoyed them, and • staying calm when the classroom is very noisy.

McLennan refers to the findings of this study when developing classroom support structures.

“Firstly, incorporate technology such as laptops or tablets to help students complete basic school work, for example as an alternative to handwriting.

“Second, support executive functioning skills and the need for predictability by helping with planning and organisation as much as possible.

“Visual schedules that are referred to throughout the day provide a plan to follow, support transitions and show any changes to regular timetables, such as a relief teacher.

“It can be as simple as a teacher writing on the board the three things that will be taught today or what equipment is needed for a lesson.

“One-on-one support is also a great strategy so that a student has extra time to go through and understand tasks.

“This also extends to additional support for any big changes, like moving to secondary school, which need to be planned for well in advance.

“Another strategy is ensuring students can take a break to calm down if they need to.

S EDUCATIONAL NEED – W IE RV ANALYSIS OVE IVES STUDENT PERSPECT

“I don’t ever see a teacher who thinks it is a burden to have a student on the spectrum in their class.“

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“Many schools make sensory rooms or spaces, like a small cubby in the classroom, available to help with sensory needs and emotional regulation.

“Identifying a key person that a student can go to at any time is also a good strategy – someone who they feel comfortable with.

“Teachers should be aware of students who may be high functioning in the classroom but struggle navigating the playground – which can be hard for anyone,” she said.

“A student might find themselves always on the outer of friend groups or being bullied for their differences.

“Finally, students on the spectrum usually have special interests and passions, so when designing tasks teachers should use these to full advantage.

Embracing strengths and supporting challenges McLennan said an increase in awareness and acceptance has led to more positive mindsets throughout the community.

“In the first instance, look to school leaders, such as heads of inclusion and heads of special education, and teacher aides as they have a lot of expertise in supporting students on the spectrum.

McLennan said teachers and teacher aides are fantastic role models who

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celebrate and open conversations about diversity.

“I don’t ever see a teacher who thinks it is a burden to have a student on the spectrum in their class.

“Rather, they are thinking strategically about embracing student strengths and supporting student challenges – because that will result in the best possible learning outcomes.

“Teachers shouldn’t feel alone when working with students on the spectrum, there’s a lot of support both within and outside of schools to draw on.

“It’s very important – especially for early career teachers – to seek support, ask questions and go to professional development.

“Above all, strategies need to be centred on the student and talking with the student and their family is crucial to creating successful learning environments.”

References: https://autismqld.com.au/page/ what-is-autism https://www.autismcrc.com.au/ knowledge-centre https://www.autismcrc.com.au/sites/ default/files/inline-files/Educational%20 needs%20analysis%20-%20Final%20 report.pdf

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: m o o r s s a l c e h t n i y g o l o n Tech

DIGITAL R O N O I T U L O V RE ?

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Digital technology is heavily integrated into our education systems; schools operate on network connectivity and are heavily reliant on the internet, Journalist Jessica Willis writes.

Staff and students not only have digital devices for learning but bring personal devices like smartphones to school.

Beyond this, edutech companies continue to develop education resources with cutting edge technologies like artificial intelligence and virtual reality.

The 21st century classroom is without a doubt immersed in technology; however, it remains subject to contentious debate over how effective it is for learning.

It begs the question: is technology revolutionising the classroom or disrupting it?

Nicola Johnson is an Associate Professor of Digital Technologies and Education at Edith Cowan University.

She studies how digital technologies are used within schools by students and teachers.

Johnson talks about the practicalities and messy realities of digital devices in the classroom, a lot of which are beyond the teacher’s control.

Johnson and her colleagues recently studied how and when secondary students used digital devices they brought into classrooms.

“Most Australian students are expected to have access to a digital device for learning, whether the school provides one inclusive of school fees, or there is a Bring Your Own Device (BYOD) scheme in place,” said Johnson.

“We found that more often than not, devices were being used to disengage rather than engage in learning or not being used altogether.

“Reasons for this included inconsistent software, different expectations and teaching approaches, and technical obstacles.

“This is reflected across many Australian secondary schools.

Impact of implementation “If [schools] are going to incorporate digital devices, there needs to be a lot of consideration to the practicalities of it and how it’s going to be done,” said Johnson.

“Implementing consistent and realistic internal policies takes people that are not just tech enthusiasts, but people who ask ‘how is this going to work in practice?’

“There needs to be leadership within the school that promotes and supports digital devices, with ongoing professional development for teachers.

“This includes providing a network that works well – one that staff and students don’t have trouble using – internet connectivity that works well and devices that work well.

“Students need devices with the same capacity and the same software.

“Teachers need to be able say ‘I want you to open this app’ or ‘open this program’ and know that everybody can do it.

“And there also needs to be technological support.

“When something goes wrong, you need somebody there to be able to fix it.”

This shouldn’t be solely left to the teacher, Johnson says.

“Teachers are trained and paid to teach but yet they find themselves having to be able to fix [digital] issues.”

This should not come at the expense of teaching and engaging with students.

Exercising professional judgement “What is important to remember is that great lessons should not depend on using devices and that teachers use their professional judgement of when to incorporate devices, without outside pressure,” said Johnson.

“For example, a drama, visual art or physical education lesson doesn’t need to be in front of a screen. You want those students interacting with each other and learning from each other because that’s how we learn.

“It’s that socialisation process and interactions that are important in the school setting.”

Teachers should also be wary of the commercialisation of education, especially in regard to digital technology.

Education is not a commodity that companies should be able to exploit for shareholders profit.

When it comes to ‘edutech’ companies advertising high tech solutions and advancements for student learning, it is teachers who must decide whether they belong in the classroom.

“We found that more often than not, devices were being used to disengage rather than engage in learning or not being used altogether.”

Parental pressure “There is a general misbelief in the community that technology automatically creates better learning outcomes,” said Johnson.

“This is not necessarily the case.”

Johnson said there is often high pressure on teachers from parents to use devices to achieve higher learning results for students.

“Parents can get really frustrated because they’ve spent a lot of money on a device and so think it’s a waste of time and money if the device isn’t being used,” Johnson said.

“So there’s pressure then placed on teachers.”

Even if students have devices there can be ongoing problems such as broken, uncharged or forgotten devices.

“If those are the realities, how is the teacher supposed to depend on using them?” Johnson asked.

“Where there’s dysfunction with devices they need to have a fall back plan (doubling workload by creating alternative lesson plans) or they won’t bother using them because there’s too much risk.

“They need to get through the curriculum and they don’t have time to fix devices, so they do something they know will work.”

Despite these experiences, Johnson says digital technology can be used successfully in classrooms.

“Technology can allow transformational learning beyond what a ‘paper and pen’ could achieve; however, there are a number of factors that contribute to how effective they can be in a learning environment.”

Education Futures survey

Monash University Education Futures conducted a national survey of 2052 Australian adults to gauge public opinions on digital technology use in schools.

The survey found that most respondents believed technology use in schools is a ‘good thing’, with over half agreeing that digital technology makes a positive contribution to schools (66%) and support investment in it (65%). 79% support schools banning mobile phones as digital devices in classrooms, while only 32% support school wide mobile phone bans.

References https://www.monash.edu/__data/assets/pdf_ file/0005/1653548/Education-Futures-Research-ReportPublic-Opinions.pdf independent education | issue 2 | Vol 49 | 2019 | 23

: G N I H C A E T ION S S E F O R P R U ’S O

IT

IEUA members know what needs to be done when it comes to reinforcing the status of teachers in Australia, IEUA-QNT Branch Secretary Terry Burke writes.

At public hearings for the federal inquiry into the status of teachers held at the beginning of 2019, by the then LNP Federal Government, it came as no surprise to IEUA members to hear story after story of teachers increasingly placed under significant workload pressures and frustrated by a data-driven learning environment that impinges upon professional autonomy in teaching.

IEUA members have long raised concerns about the erosion of teachers’ ability to make professional judgements in the interests of students and these were outlined in detail in our federal Union’s submission to the inquiry.

The full findings of the inquiry were never released due to the closure of the 45th Parliament of Australia ahead of the federal election.

Instead, only a short four page paper was published which simply outlined the many and varied concerns IEUA members, and our respective union colleagues in the public sector, have been raising for over a decade.

Real change is needed to restore and reclaim our profession and reaffirm the unique and critical role of teachers in our schools and our society.

Empowering teachers in the classroom Teachers have a fundamental task in their classrooms and that is to craft, differentiate and deliver learning experiences for each student.

A standardised test cannot measure the impact of these interventions and indeed when administrative exercises become too onerous it is at the expense of true teaching practice.

This means it is time to re-assess the current teaching culture, which includes too great a focus on standardised

testing, data reporting and additions to the curriculum without an appropriate consideration of teacher workload and students’ best interests.

All too often the Federal Government has used 'edu-business’ led research to justify unwarranted impositions on the profession.

Successive governments have exacerbated these problems by conflating education funding with NAPLAN results and PISA outcomes.

How can any government expect meaningful data to be drawn about a student’s progression from one particular test, conducted at one particular point in time, that in no way reflects the vast array of skills that form a well rounded education?

Instead, teachers need to be empowered as the professionals they are to make autonomous judgements about what is best for their students, while being freed from the unnecessary

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administrative burden of data reporting for reporting’s sake.

Community support critical At the same time we need to build greater understanding within the broader community of just how hard teachers work to provide quality education to every student in Australian classrooms.

For too long, we have seen an erosion of the professional respect for teachers and it is time for that to change.

It is critical that our governments, both state and federal, as well as parents and the broader community, acknowledge the needs of teachers and their students to support meaningful learning in classrooms and respect teachers’ professionalism.

Our judgement and perspective must always inform our profession because teaching is our profession.

Stolen Generations resource kit New lesson plans detailing the lived experience of the Stolen Generations are now available to schools.

Developed by The Healing Foundation in consultation with Stolen Generations members, teachers, parents and curriculum writers, the Stolen Generations Resource Kit for teachers and students promotes greater understanding about an often overlooked part of Australia’s history in a safe and age appropriate way.

Including compulsory modules on the Stolen Generations in school curricula was first recommended in the landmark 1997 Bringing them Home report. The report identified education as an important part of the reparation process, with awareness of the history of child removal seen as key to preventing a repetition of such human rights violations.

The Healing Foundation’s Chair Professor Steve Larkin said sharing the truth of Australian history is an important part of healing for the thousands of children who were forcibly removed from their families between 1910 and the 1970s.

“Despite the traumatic impact that the Stolen Generations policies continue to have on Aboriginal and Torres Strait Islander people and communities, very little about this chapter of our history has been taught in schools – particularly from an Indigenous perspective,” Larkin said.

“We hope these resources will foster greater respect and understanding of the past and influence a different relationship with our communities,” he said.

The Healing Foundation’s Stolen Generations Reference Group Chair Ian Hamm said the activities draw heavily on the stories, music, dance, art and writing of Stolen Generations members and their descendants and showcase the strength and resilience of Aboriginal and Torres Strait Islander people and culture.

“While the policies and suffering of the Stolen Generations is only one part of the ongoing story of Aboriginal and Torres Strait Islander people, it is an essential one to learn as part of developing a full understanding of the history of Australia,” Hamm said.

The kit includes suggested lesson plans for Foundation Year through to Year 9, mapped to the Australian Curriculum, as well as professional learning tools for teachers.

Each year level includes four activities that can be taught over a day, week, month or term and align with National Reconciliation Week and NAIDOC Week.

To mark the launch of these important new resources, The Healing Foundation is offering $700 micro grants for schools to hold events about the Stolen Generations between National Reconciliation Week and NAIDOC Week 2019.

To find out more or apply, visit www.healingfoundation.org. au/schools The lesson plans, case studies and other resources are available on The Healing Foundation website. Hard copy versions of the kit can be ordered by emailing community@healingfoundation.org.au.

“While the policies and suffering of the Stolen Generations is only one part of the ongoing story of Aboriginal and Torres Strait Islander people, it is an essential one to learn.”

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Good behaviour bonds As reports of the bullying and harassment of teachers continue to make headlines around the country, journalist Jessica Willis reports on what measures are needed to ensure parents and students are supporting teachers, not abusing them.

Today, teachers are 8.4 times more likely to experience violence than the average Australian, causing exponential increases in stress and anxiety.

Marcela Slepica, Director of Clinical Services at AccessEAP, a psychology organisation which supports and develops positive organisational behaviour, said that over the past five years there has been a 36% increase in the number of teachers seeking support from their counsellors.

“There are many more pressures on today’s teachers, including increasingly demanding or aggressive parents and escalating levels of classroom violence,” Slepica said.

“This behaviour is unacceptable and there are severe impacts for teachers’ wellbeing when they are unsupported.

“If there isn’t support at a school level and teachers are expected to manage bullying and harassment alone – it starts to be on their mind constantly and wears them down.

“If the harassment continues it can start a spiral of self doubt and anxiety.

“Teachers start to blame themselves for not being able to resolve things and it can lead to mental health issues.

“That is a cost to our community as well, because if a teacher leaves the profession, there are other knock-on costs and implications.

“This is a community wide issue that needs to be resolved together, not just left to teachers.”

Latest research In April 2019, researchers from La Trobe University published Teacher Targeted Bullying and Harassment by Students and Parents: Report from an Australian Exploratory Survey.

The project analysed teachers’ experiences of feeling bullied and victimised while working in Australia’s independent and public schools and presented findings on the incidence and impact of Teacher Targeted Bullying and Harassment (TTBH).

The report found overwhelming evidence of teachers with ongoing incidences of student and parental TTBH. According to the report, “TTBH by students and parents has detrimental effects on a teacher’s sense of selfefficacy and wellbeing and may contribute to an unsafe workplace”.

Lack of acknowledgement While evidence suggests that there are disturbingly high incidences of student and parental TTBH, the negative impacts on teacher safety and wellbeing are largely unacknowledged across Australia.

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The La Trobe study is believed to be the first of its kind in Australia, with the researchers finding scarce academic studies, government reports, policies and media items focusing on teacher safety.

This is problematic as it perpetuates the traditional pedagogical narrative wherein teachers are portrayed as being in a position of power and therefore more likely to be instigators of bullying rather than victims.

However, contrary to popular belief, evidence suggests teachers often feel powerless in the classroom and parental and student TTBH is a common daily occurrence.

“Australian cultural attitudes and public discourse resist identifying certain student behaviour as having an adverse impact on teachers and problematic behaviours are contextualised in terms of teachers’ ability (or lack thereof) to manage increasingly complicated classrooms,” the report read. “…while teachers are vulnerable to frequent episodes of bullying and harassment… they also feel compromised by reporting such incidents.

“Many teachers feel their professional capacity may be questioned if they disclose occurrences of TTBH.” Good behaviour modelling “Teachers play a vital role in the community and we collectively need to support them so that they can do their job,” said Slepica.

“Teachers start to blame themselves for not being able to resolve things and it can lead to mental health issues.”

“This starts with parents modelling good behaviours and supporting teachers’ roles.”

After a recent investigation, The Age’s Good Weekend Magazine reported situations which would be well known to many teachers.

Journalists Melissa Fyfe and Henrietta Cook wrote, “Parents are staging sitins, hatching coup-like plots to topple principals, and tailgating educators in the car park.

“There are parents who undermine through gossip, often online, others with threats of legal action.

“And some are persistent, vexatious complainers, who pen 10-page emails with more capital letters and exclamation marks than Donald Trump’s Twitter feed.”

This behaviour is unacceptable and often occurs in the presence of students who then adopt this behaviour themselves.

Members take action Our Union recognises that targeted bullying and harassment extends to both teaching and non teaching staff.

One of the most significant supports for staff is knowing that their school has a clear policy outlining acceptable and unacceptable approaches to resolution of conflicts, concerns or criticisms and these work best when they are frequently and consistently reinforced to the whole school community.

Staff should be able to consult on and contribute to any policy under review.

Strategies to prevent abuse can also include schools setting clear communication boundaries; such as ensuring all parent-teacher communications are arranged by appointment with an identified agenda and reasonable preparation time.

Any meetings should always be on school grounds and within hours of duty.

If school staff are subjected to parental abuse, as a first line of action, the seriousness of the parent’s conduct can either be explained to them by a member of school leadership, or via formal letter from the school.

In cases involving assault, attempted assault and threats of assault it is important to note that these constitute criminal offences and staff can make a complaint to police officers, requesting they initiate proceedings to prosecute the parent for assault.

In Queensland, this is also applicable for children who are 10 years or older.

In the case of students, staff have a duty of care to ensure they have taken all reasonable steps to manage student behaviour within the school’s behaviour management framework.

At times, employers may attempt to place responsibility for student behaviour on the staff member rather than focusing on their responsibility to provide a safe workplace and this is unacceptable.

If you are unsure or uncomfortable with an employer’s response to student or parents’ behaviour, contact our Union immediately.

Key points: • All staff working in a school generally come across problematic student behaviour that requires a response.

• Abuse of teachers and non teaching staff by parents or others is unacceptable.

• Your employer is obliged to assist you in dealing with problematic parental and student behaviours.

• Be aware of your duty of care towards students and your employer’s duty of care to you.

• Be aware of your school’s policies and procedures for communication with parents. In cases involving assault, you may make a complaint to police.

• Make contact with your Union for further advice and support.

References: https://www.theage.com.au/national/ the-new-school-bullies-aren-t-childrenthey-re-parents-20190416-p51ej1.html Billett, Paulina & Fogelgarn, Rochelle & Burns, Edgar. (2019). Teacher Targeted Bullying and Harassment by Students and Parents: Report from an Australian Exploratory Survey

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Parent bullies:

It is time to reclaim respect for the profession Abuse of school staff by parents or others at school or school related activities, often in the presence of students, is not uncommon, writes Rachel Drew.

This is a difficult area for the law to address adequately, but there are a number of remedies worth considering in appropriate cases.

This article focuses on remedies available to teachers and school staff for conduct of parents and school community members, not students. Many remedies available against an abusive parent are not available against a student.

Assault, attempted assault and threats of assault Any form of physical violence or threats of violence constitute criminal offences. A parent committing an assault or threatening a teacher or school staff is a criminal offence.

School staff members are entitled to make a complaint to police officers requesting that they initiate proceedings to prosecute the parent for assault. It is not for the principal or for the school to report the matter to police; the staff member should personally contact police.

If you are the victim of a physical assault, or if threats lead to feelings of anxiety in connection with your employment, we recommend you consider making a workers’ compensation claim. A damages claim against the parent is also an option, although care would need to be taken to ensure such a claim was worthwhile.

Assaults against teachers and school staff in the course of their duties are taken more seriously by the criminal law because of the nature of schools and the right to safety.

Online threats Online threats of physical harm can be criminal and police can respond in the same way as a verbal threat.

Additional protection exists under Section 474.17 of the Criminal Code Act 1995 (Cth): 28 | independent education | issue 2 | Vol 49 | 2019

“(1) A person is guilty of an offence if: (a) the person uses a carriage service; and (b) the person does so in a way (whether by the method of use or the content of a communication, or both) that reasonable persons would regard as being, in all the circumstances, menacing, harassing or offensive.

Penalty: Imprisonment for three years.”

A carriage service is a service for carrying communications, which includes telephone, email and all online social media.

Online threats to reputation, not threats of harm, are dealt with under the defamation law.

Abusive or disruptive behaviour Queensland law has a specific provision making it unlawful for parents to insult school staff members.

Section 333 of the Education (General Provisions) Act 2006 (Qld), reads as follows: “Wilful disturbance (1) A person must not wilfully disturb the good order or management of a State educational institution.

(2) A person must not insult a staff member of a State educational institution in the presence or hearing of a student of the institution, who is, at the time in question – (a) in or about the institution; or (b) assembled with others for educational purposes at or in any place.

Pursuant to subsection 333(2), this section applies not only in the school grounds, but also when students are “assembled with others for educational purposes at or in any place”.

Clearly, this would include school sporting events, visits to art galleries and museums etc.

Other states have similar provisions under legislation such as the Summary Offences Act 1966 (Vic) which makes it a criminal offence to do any of the following in or near a public place:

(a) Use profane, indecent, or obscene language, or threatening, abusive or insulting words; or (b) Behave in a riotous, indecent, offensive or insulting manner.

While this is not school specific legislation, the definition of ‘public place’ includes any government school, or land or premises in connection with the school.

There are similar protections applicable to school staff, although not always school specific, which are available in every Australian state.

Bullying conduct over telephone or through social media can also be dealt with under Section 474.17 of the Criminal Code Act 1995 (Cth) as set out above.

Personal Safety and Good Behaviour Orders All Australian states have a court process available, usually through the magistrate’s court, for school staff members who are concerned about their safety to apply for a protection order or restraining order.

The name of the order varies between states and the description of the level of assault or threat is also different from state to state.

In Victoria, Personal Safety Intervention Orders Act 2010 (Vic) provides the procedure for these orders. In Queensland, it is the Peace and Good Behaviour Act 1982 (Qld). The Justices Act 1959 in Tasmania provides the application and approval process for restraining orders. The NSW Crimes (Domestic and Personal Violence) Act 2007 allows the court to make an Apprehended Personal Violence Order.

Under each law, school staff are entitled to apply for a magistrate to make an order to protect themselves from physical or mental harm caused by a person in the school community.

The type of threat that needs to be proven differs but generally the court needs to be satisfied on the balance of probabilities that: • The respondent has committed some form of aggressive behaviour against the affected person, such as a physical assault, a direct threat or by stalking the person. The aggressive behaviour can be towards the person or towards the person’s property • That the person is likely to continue to do so or do so again, which may require a pattern of past behaviour or specific threat of repeating the behaviour, and • The behaviour would cause a reasonable person to fear for their safety.

The order will impose conditions on how the parent can behave towards the applicant. The respondent must follow the conditions of the order.

Orders of this nature can be initiated by any school staff member and does not rely on support from police to bring the charges.

A letter to the parents The institution of legal action is not necessarily the appropriate step, at least in the first instance.

The seriousness of parents’ conduct can either be explained to them by the principal or other appropriate administrator or can be explained in a legal letter.

Considerable care must be taken to ensure the tone of the letter is appropriate and that the school staff member has the support of the school for the letter.

Unlawful stalking Stalking laws may be helpful to a small number of teachers and school staff who find themselves in more extreme situations.

Stalking is a crime everywhere in Australia under state laws. Stalking involves a persistent course of conduct or actions by a person which are intended to maintain contact with or exercise power and control over another person. These actions cause distress, loss of control, fear or harassment to another person. The stalking needs to be a pattern of behaviour to attract police response.

Victims of unlawful stalking may make a complaint to the police. While the problem is a difficult one, there are a number of options open to teachers and school staff who are abused by parents in or in relation to the discharge of their duties.

Advice can be sought through the Union and careful consideration will be given to any particular case.

School staff are entitled to a safe workplace. You are entitled to be safe, and more importantly, to feel safe.

Most staff-parent relationships are positive, supportive and respectful. For the small number which are not, it is time to reclaim respect for the profession from all parents.

Rachel Drew is a Partner at Holding Redlich independent education | issue 2 | Vol 49 | 2019 | 29

Building a new model of schooling – a journey of commitment and discovery IE interviews Dom Poppa, the principal of a brand new P to 12 regional college doing things differently. Poppa has been a primary school principal for many years and outlines the key philosophy underpinning the new school and why he took up the leadership role.

St Anne’s College is a Catholic Prep to Year 12 school opened this year to serve the community of Kialla, a rural area of the City of Greater Shepparton, Victoria. What are the specific needs of that community and why was a P to 12 college established there?

Kialla is an outer suburb of Shepparton and is in a growth belt. Shepparton is a vibrant city with much to offer and under two hours away from Melbourne.

As the city grows there has been a need

for additional educational options for our Catholic families. With the existing Catholic secondary college to capacity and with no room to grow, and the three primary schools full, families are looking for a choice. St Anne’s is meeting the needs of the community with the bonus of being a ‘one stop shop’ with an early childhood centre planned along with allied and maternal health services being explored. St Anne’s is a viable option for families.

How is the overall development of the school into a full P to 12 college being planned and rolled out?

Opening in January 2019, with Foundation and Year 7, St Anne’s will add two year levels each year until it offers P12. This will allow for sustained growth along with a consistent building plan that enables construction to occur

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before the capacity is reached. Fully operational St Anne’s will have a student population of 1200. As the population grows, so too will the facilities.

Your background is in primary education and you have been a successful and committed primary school principal for many years. What do you think was the catalyst and motivation for the Canonical Board in appointing an experienced primary education leader to principalship of a P to 12 college?

Good question! I am passionate. I have a pedagogical understanding that is not stuck in the ‘industrial’ mode of education and I am committed to meeting the need of the learner not the system. I am willing to learn, explore the possibilities and give it my best. I still wonder.

and parents, and generally how does the college endeavour to meet these needs?

They are no different for any other student in any other school. What are they looking for? Parents want happy children. Students want to be listened to and valued. We want learners that will respect everyone and everything, do their best and help others succeed.

Our biggest request is to know the learner, develop learning plans that will meet their needs and reduce the pressures of having to be tested to the hilt without any dedication to real life, point of need learning. We must ask ourselves "what does the learner know and how do we build capacity?"

Can you explain to our readers the ‘philosophy for learning’ which underpins St Anne's teaching, learning and curriculum development, and how does this result in the college adopting particular approaches which may differ from the more mainstream provision of education?

Our underlying philosophy is that of the pedagogy of inquiry. This underpins all we do. Play is a valid and authentic learning stance – for young and old. How do we explore the world about us? Can we answer our wonderings? Why do we all have to read the same text at the same time? We are not freelance or do as you please. We are structured. Direct and explicit learning is planned and delivered. Our aim is to deliver it to the point of need of the learner. Isn’t this what all schools are about?

Why did you personally and professionally want to take up this new opportunity?

It is a new challenge and an opportunity to start something that will meet the needs of the learner.

We are not out to produce doctors, plumbers or financial advisors. This is an opportunity to create a learning community that will give the learner skills, capabilities and attitudes to fulfil their personal needs and the capacity to make a real difference in this global community. It’s exciting and nerve wracking at the same time.

What are some of the great benefits in building a school from scratch? What are the biggest challenges?

The biggest benefit is being able to work with a team of like-minded people that want to create a learning

place that is not a reproduction of what is already in place. Don’t get me wrong we are not radical or knocking what we already have in place. We are asking the question ‘What is a school?’ and more importantly ‘Are we listening to our learners and meeting their needs?’

From building design, staff selection and inquiry pedagogy, we can make a difference. This is also the biggest challenge. I don’t know how many times I’ve been asked ‘Where’s the woodwork room?’ I do have to bite my tongue – show me in the Vic Curriculum where woodwork is. ‘My child wants to be a builder.’ Yes, and what would they like to build? Computer hardware, aeroplanes, ships, bridges, roads, skyscrapers, houses, apps, cars, or….

What are some of the greatest needs/ challenges for your particular students

Effective education leadership – what do you think are the essential ingredients?

Being authentic to what you believe.

Being willing for trial and error. Own your mistakes and learn from them.

Listen with an open heart, act with a just manner and be your best. And never forget I am a learner and a teacher.

What are you looking forward to over the next couple of years?

Seeing the growth of the students and staff as we create a culture of learning, enriched by the Catholic faith and the willingness to be open to the many possibilities that may come our way.

Getting the facilities to enhance the learning and seeing the community and college come together as a dynamic and inclusive place to gather.

To be happy and enjoy the ride – and may I say it has been one big rollercoaster.

Dom Poppa is a member of IEU Victoria Tasmania.

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Top 10 tips for structuring lessons and sequences There are so many considerations when structuring a lesson or sequence of lessons that sometimes we can feel overwhelmed by decisions, Lori Pereira writes.

While there are vast differences in classroom settings and especially in students, there are some elements in my lesson structures and sequences that are always present.

Designing sequences of lessons The first three tips/strategies rely on backwards design (Wiggins & McTighe, 1998). Before we begin planning learning experiences for students, we first consider where we want students to end up at the end. “Effective curriculum development following the principles of backward design... helps avoid the twin problems of textbook coverage and activity-orientated teaching in which no clear priorities and purposes are apparent” (Tomlinson & McTighe, 2006, p6).

Tip 1: Identify desired results The first question we ask ourselves is, ‘What should students know, understand and be able to do at the end of this learning sequence’? Consider the core skills you want

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them to master, essential questions to explore and key concepts to understand. Carol Ann Tomlinson (2014) said “A fuzzy sense of the essentials results in fuzzy activities, which is turn results in fuzzy student understanding. That’s the barrier to high quality teaching and learning” (p62).

Tip 2: Determine acceptable evidence We’re now asking ourselves, ‘How will we know whether students have learned those things that were chosen as priorities? What will we accept as evidence of student understanding and proficiency’? This means we are thinking about assessment. Many teachers find themselves nearing the end of a unit or sequence before making a clear decision about assessment. Deciding at the beginning sharpens our teaching.

Tip 3: Work out what they already know/understand/can do At this point we’re asking ourselves the question, ‘What have they done or what could I ask them to do that will show me where they already are in relation to this new learning’?

If students have recently demonstrated similar skills you

may already have data to draw on, otherwise it is beneficial to design a short task that will enable you to elicit this information. In doing so, you are able to focus your lessons appropriately.

Structuring lessons Tip 4: Learning intentions – shared and visible The learning intention is a statement which clearly describes what the teacher wants students to know, understand or be able to do as a result of the teaching and learning activities eg, ‘We are learning how to design inquiry questions to form our research’. When learning intentions are visible and referenced, students know where to focus their energies in a lesson and they’re more likely to achieve.

Tip 5: Success criteria – shared and visible Success criteria reveals to students what it would look like if they met the learning intention. I share the criteria with students at the beginning of a lesson or task and then use it continually throughout the lesson for tracking and feedback.

Example: Learning intention: We are learning how to write an introduction to an essay.

Success criteria: I can write an introduction that has: • a hook that is engaging for the reader • a statement of contention that clearly responds to the essay question, and • a succinct summary of the key points that will be made in the essay.

Gradual Release of Responsibility (GRR) The GRR framework (Fisher & Frey 2008) is always in my mind as I structure lessons. Put simply, in each lesson I work toward having a balance of what I do as a teacher, what students do collaboratively with me and with each other, and what I ask students to do independently.

Tip 6: Explicit teaching and modelling In preparing for the ‘I do’ section of my lesson, I’m considering ‘What am I asking students to do in this lesson and how can I provide for them a model of success and/ or a worked example’? I can be modelling for students the product they’re working towards, the writing style they need to use, or the processes I’m asking them to undertake during the lesson.

Tip 7: Collaborative task – ‘we do’ We can think about this in two ways. Firstly, what can I do with the students to enhance their understanding? And secondly, what can two or more students do collaboratively that will enhance their understanding? Taking the time to add in opportunities for students to work with you and with each other greatly enhances their understanding and troubleshoots many misunderstandings before students begin independent work.

In a Geography lesson where the learning intention was, ‘We will understand that physical features aid or limit connections’, an opportunity for ‘we do’ might be to display some photos of physical features and discuss collaboratively how each aids or limits connections. In this time, the teacher guides the questioning, clarifies understanding and explains key ideas. A second opportunity for ‘we do’ might then be to have students in pairs discuss or research one of three physical features and write a few sentences about the ways in which they aid/limit connection.

Tip 8: Independent work – ‘you do’ If I have sufficiently released responsibility, students should be well equipped to work independently. During phases of independent work, another of my favourite strategies is to gather a small group of students together for a particular

purpose. It might be students who need further explanation or it might be students who need pushing ahead.

Tip 9: Feedback (checking in during the lesson) and Tip 10: Feedback (checking in at the end/after the lesson) Feedback is essential at every step of the learning process to keep our teaching and learning on track. Some feedback strategies are helpful in the immediate lesson for acting upon, others are helpful for collecting evidence to think about after the lesson before planning future lessons. For this reason, tips 9 and 10 are together. We need to take every opportunity during and after lessons to reflect upon current progress and make a better next decision. The research is clear that when we regularly take the time to collect feedback from the students about how they’re progressing with their learning, the quicker the improvement. Leahy and Wiliam (as cited in Hattie, 2012, p143) said “when formative assessment practices are integrated into the minute-to-minute and day-by-day classroom activities of teachers, substantial increases in student achievement – of the order of a 70 to 80% increase in the speed of learning – are possible”.

Feedback strategies • Use the Success Criteria for feedback during the lesson.

• Find ways to select students at random to participate in questioning and class discussion (rather than ‘hands up’).

• Plan questions in advance. We’re asking ourselves ‘What do I really need to find out from my students at that point in the lesson in order to move forward with the learning’?

• Exit tickets are a tried and tested method of collecting feedback from students at the end of a class and can be incredibly helpful for planning where to go next.

References Frey, N. & Fisher, D. (2013). Gradual release of responsibility instructional framework (Online). Retrieved June 1, 2018 from http://pdo.ascd.org/lmscourses/pd13oc005/media/for mativeassessmentandccswithelaliteracymod_3-reading3.pdf Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd Ed.).

Alexandria, Virginia: ASCD. Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design.

Alexandria, Virginia: ASCD. Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum Development.

(1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.

Lori Pereira is a secondary school teacher with 15 years experience. She has been a leading teacher in a number of different curriculum areas, including whole school Curriculum/ Teaching and Learning Leader at North Geelong Secondary College. Lori currently teaches part time while also designing and delivering professional learning opportunities for teachers through her business, On the Ground Professional Learning.

She also presents professional learning for the Teacher Learning Network.

She can be contacted at: pereira.lori.j@edumail.vic.gov.au or on https://www.facebook.com/OnthegroundPL

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T R O P P U S F F A T S

EXAMINING YOUR VALUES

The IEUA NSW/ACT Branch Support Staff Conference My Values – My Work is a fitting theme in a year when there has been a federal election, Carolyn Moore writes.

The first half of 2019 has been awash with campaigning politicians and pollsters asking the people of Australia to look at what is important to them.

But how do we decide what is important? How are we, as individuals, guided to find what we determine is important. Not only in the politicians we vote for, but in the work we do, the actions we take and the contributions we make.

We are guided and driven by our values Values are a fundamental part of us – they are our guiding principles.

Although ‘values’ can seem abstract and undefined, they influence our thoughts and drive our actions – often unknowingly affecting how we think, feel and behave. They implicitly guide our decisions and influence how we view our world.

Whether we are aware of them or not, everyone has a core set of personal values. It is these core values that

influence the judgements we make, our attitudes and actions, as well as having an impact on how we engage with others.

Our values represent our highest priorities and are a deeply held driving force. They determine not only how we vote, but what we buy, the friends we make, the work we do and the organisations we belong to.

The conference will explore these ideas and how they relate to our work as support staff, while allowing participants to reflect on their own values and motivations – both personal and professional. It focuses on how our core personal values impact on the type of work we do and the organisations we work for.

Those attending will have an opportunity to share in the personal journey of keynote speaker Richard Boele, KPMG Partner for Human Rights and Social Impact Services.

Boele has spent most of his life, both professionally and personally, championing the causes of the vulnerable and underrepresented.

To say he is passionate about human rights is something of an understatement. He will speak candidly on his personal experiences and

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how he has forged a global career that enables him to maintain strong personal integrity through an ongoing commitment to his personal values.

And one where he gets to see the impact of these core principles in action every day.

Participants will then work with Kristyn Crossfield on unpacking traditional ideas of leadership and how self leadership is linked to strong values. How by knowing our values we can intentionally let them guide how we think, how we behave and the actions we take.

A selection of smaller group workshops will be offered which build on the earlier sessions. Workshops include, Values for the Common Good, Bringing out Your Inner Superhero, Values in Action and Developing Values for Participation in your Workplace.

The IEUA NSW/ACT Branch Support Staff Advisory Committee presents the eighth Biennial Support Staff Conference My Values – My Work on 13 September in Sydney. Details: www.ieu.asn.au.

Carolyn Moore is an Industrial Officer for the IEUA NSW/ACT Branch.

Are you listening?

Podcasts. According to recent ABC research 91% of Australians know what a podcast is, and 33% listened to a podcast in the prior month, Lisa Bryant writes.

It appears if you are a fan of podcasts, you are really a fan – like the woman I overheard recently who said her family has been trained – if her earphones are on, she is NOT to be disturbed. The ABC research also showed that of those who listened to a podcast in the previous week, they listened for an average of 6.1 hours.

So, what is it that appeals about podcasts? Is it the portability? Is it the fact that it can be done while doing otherwise boring/ tedious activities? (Apparently activities that are often accompanied by podcasts are ironing, driving, cooking and vacuuming!) Regardless, it is clear that an increasing number of us are listening in to podcasts – and listening regularly.

Podcasts are also being used as cheap or free professional development by teachers. It is a simple way of accessing expert information and connecting with people with similar specialised educational interests as yours. More and more teachers have also moved past being podcast consumers to being podcast producers. There are podcasts for new teachers, podcasts for humanities teachers, maths teachers, STEM teachers, early years teachers and primary teachers.

Had enough of learning? Then there are crime podcasts, entertainment podcasts and cooking ones.

The 2019 Australian Podcast Award winners have just been announced. Podcast of the Year is Wrong Skin a crime podcast from The Age about the disappearance and death of two young Indigenous adults in the Kimberleys. Popular podcast Chat 10 Looks 3 where ABC journalists Annabelle Crabb and Leigh Sales talk about, well everything, won both

the Literature, Arts and Music Category and the TV, Film and Popular Culture category.

Education podcast Teachers Education Review – which bills itself as the Australian podcast for teachers that bridges the gap between research policy and practice’ – won the Career and Industry award. This podcast is hosted by Cameron Malcher, Head Teacher of English and Drama at a NSW high school, and Corinne Campbell, an assistant principal at a NSW primary school.

A great podcast for early childhood teachers is The Early Education Show. (And I’m not just saying this because I am one of the podcast’s co-hosts.) Each week, early childhood teachers Leanne Gibbs and Liam McNicholas and I talk early childhood education with a strong advocacy bent. IEUA NSW/ACT officers have been interviewed on this show.

We must be doing something right because the podcast has been downloaded over 80,000 times and we have just published episode 100.

If you have not yet ventured into the world of podcasts, why not try now? They are more accessible than ever – check your podcast app on your phone (normally it’s a pre-installed app) or check out Spotify. Simply search for a podcast via the app and start listening. If that sounds too complex just Google the name of the podcast you are interested in and listen straight from their web page.

A few weeks ago the head of the NSW Department of Education, Mark Scott, started his own podcast Every Student – a series of conversations with outstanding teachers.

When the bureaucrats begin to see the benefits of a communication medium, it’s probably just past its peak, so if you are not already, jump on the podcast train now.

Lisa Bryant is an early childhood consultant and journalist. independent education | issue 2 | Vol 49 | 2019 | 35

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