Education Matters Secondary April 2023

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LEADING with the HEAD and HEART ALPHINGTON GRAMMAR SCHOOL’S SIX CORE VALUES OF EXCELLENCE

IN THIS ISSUE The modern school principal Making technology inclusive Addressing teacher turnover

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EDITOR’S NOTE

Envisioning the classroom of the future As we take time to reflect on Term 1 and look toward the beginning of Term 2, I think it’s important to recognise how rapidly the education space in Australia has been evolving over the course of just a few months. It’s been a remarkable experience putting this edition together, as there is no shortage of voices spanning the full education life cycle, from technology to diversity and inclusion, to the growing movements toward improving student wellbeing, addressing the nation-wide teacher’s shortage, and developing new ways of thinking about learning.

In this edition’s Principally Speaking, we hear from Dr Vivian Nikou, Principal at Alphington Grammar School, as she reflects on her school leadership strategies and walks us through what life on the Alphington campus looks like, rooted in the classical and humanistic values derived from Ancient Greek Hellenistic ideals, while at the same time taking a global approach to learning in a state-of-the-art learning facility.

More on school leadership, ASPA President Andrew Pierpoint, in his regular column, weighs in on the complex duties and responsibilities that fall under the role of a modern school principal and explores ways to attract more qualified teachers and future leaders to the profession.

In other news, the first round of NAPLAN assessments under the new proficiency standards wrapped up successfully in March, with more than 4.4 million tests completed by more than 1.3 million Australian students. Schools can expect to see those results arrive during Term 2, with parents and carers receiving them shortly afterward in Term 3.

Our Hot Topic this edition, ‘Embracing AI-deas’, explores some of the different perspectives on the subject of AI learning software such as ChatGPT, thus far. Expert Contributor Professor George Siemens, of the University of South Australia, expands further on this topic by examining the implications of AI technology for the future of education.

Speaking of technology, Grok Academy is leading the charge on teaching computer programming. In the Grok feature, we take a deep dive into the growing virtual learning academy that has proved to be a global sensation, offering students opportunities to learn coding concepts, while participating in regular coding challenges, with just a hint of friendly competition between schools.

This year is shaping up as an exciting one for education events that promise to provide opportunities for educators to connect face-to-face, exchange ideas and spark some inspiration around current education trends and technology, as well as the classroom of the future.

This month, we caught up with the organisers of EduTECH 2023 and the National Education Summit Australia, respectively, about their upcoming events in Melbourne and Brisbane this year.

Education Matters is an Official Media Partner for both events and we couldn’t be more thrilled to be covering them.

All of this, and more; our readers can expect this edition to be brimming with topical content and a veritable symposium of the best and brightest minds in Australian education right now.

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Cover Image Alphington Grammar School

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contents

SECONDARY APR - JUN

REGULARS

Editor’s note 4 News

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ASPA column

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FEATURES

22 80 education specialists on a mission

What to expect at the 2023 National Education Summit.

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Spotlight on international learning

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Building reconciliation from the ground up

Dr Vivianne Nikou, Principal of Alphington Grammar School on providing students with a global education.

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A positive approach to POGIL pedagogy

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Examining the unexamined

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Teaching computer programming

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Lightening the load for Australian schools

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Opening doors to sparkling floors

ASPA President Andrew Pierpoint on the increasingly complex role of a school principal.

Principally Speaking

Hot Topic: Embracing AI-deas

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As students continue to embrace ChatGPT, teachers struggle to decide whether they should adopt it or impose a ban.

The Last Word

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Dr Hugh Gundlach on teacher turnover. Julie Inman Grant confronts cyberbullying. Dr Carly Steele examines superdiversity in schools.

Students delve into the traditions of the Far East.

St Virgil’s College’s Reconciliation Action Plan.

Dr Aneeta Dogra on Process Oriented Guided Inquiry Learning.

Dr Adrian Bertolini on introducing educational initiatives.

Grok Academy encouraging a love of coding in students.

School leadership teams have enough on their plate.

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40 Calculating brighter futures

Casio introduces its most advanced scientific calculator.

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EduTECH sparks inspiration

Australia’s largest education conference and trade show.

42 Inclusivity, equity, and accessibility in tech

Making technology accessible to every Australian student.

44 Limitless learning

Trinity College adopts a bring-your-own-device program.

46 The role of GAI in education

Professor George Siemens on the implications of AI.

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Sparking adventure

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Nature’s classroom

Outdoor adventures challenge students in body and mind.

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Getting outdoors for a hands-on educational experience.

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NATIONAL EDUCATION NEWS

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NAPLAN concludes with over 4.4 million tests completed NAPLAN has concluded for 2023, with a record 4.4 million online tests taken by almost 1.3 million students in 9,390 campuses and schools across Australia.

It’s the first time the annual assessment has taken place in March instead of May. ACARA CEO, David de Carvalho, thanked the students, teachers and schools who helped make the transition from May to March as seamless as possible.

“NAPLAN 2023 was a successful test event and that’s due to the close collaboration and preparation by all involved,” Mr de Carvalho said.

“Having the tests earlier in the year means we will be able to return results to schools, parents and carers sooner, and that will help inform teaching and learning programs.

“I congratulate all students and schools for finishing the assessments that help us see whether young Australians

are gaining the literacy and numeracy skills that are the critical foundation for other learning, and that support productive and rewarding lives.”

In addition to the 4.4 million online tests, thousands of Year 3 writing tests also took place on paper throughout the test period. Marking is now underway. EM

The new NAPLAN

“NAPLAN 2023 was a successful test event and that’s due to the close collaboration and preparation by all involved.”

David de Carvalho, ACARA CEO

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NAPLAN’s move from May to March is one of several improvements to the program taking place in 2023.

“Student achievement will this year be reported using proficiency standards, which provide simple and clear information on whether students are where they should be for their year level based primarily on what they have learnt in the previous year of school,” Mr de Carvalho said.

“There will be 4 levels of achievement across numeracy, reading, writing, spelling, grammar and punctuation: Exceeding, Strong, Developing and Needs additional support, so parents and carers can see at a glance if their child has met proficiency.

“A new NAPLAN measurement scale and time series are also being introduced.”

NAPLAN results provide important guidance to teachers, parents and carers. Research recently undertaken by ACARA found the top 3 ways respondents use results were as follows:

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Principals/assistant principals: • Monitor students’ progress over time against the national measure.

• Set goals in literacy and numeracy.

• Target teaching in areas where students need more support.

Teachers: • Target teaching in areas where students need more support.

• Set goals in literacy and numeracy.

• Assess what support students need in the coming year.

Parents/carers: • Understand their child’s strengths and challenges.

• See how their child’s results compare to the national average.

• Be reassured their child is on track.

NAPLAN results will be sent to schools in Term 2 and parents/carers in Term 3. EM

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NATIONAL EDUCATION NEWS

Addressing food insecurity in South Australia

The One Box food relief program, now in its sixth year, has provided over 2500 Australian households in need with a free weekly box of fresh fruit, vegetables, milk, and bread, equating to over 100,000 boxes distributed via public primary schools and community hubs.

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A partnership between Monash Business School and fresh food relief charity, The One Box has laid bare the cost-ofliving crisis and impacts of food insecurity on Australian children, in a new research report. Food prices are increasing at their fastest rate in 16 years, and the report shows that any level of food insecurity has major impacts on children and families.

The report also proves that consistent, reliable fresh food relief has fundamental benefits beyond financial or nutritional benefits – building community connection and trust, inclusion and dignity, and greater family wellbeing.

In collaboration with The One Box, accounting researchers from Monash Business School commenced a survey in 2022 to better understand the prevalence of food insecurity in school communities across Australia. The results from the first state surveyed – 124 primary schools and community hubs in South Australia– revealed alarming levels of food insecurity in 2022.

KEY RESEARCH HIGHLIGHTS INCLUDE: • Findings that 18 percent of households reported severe food insecurity, indicating that household members are reducing their food intake due to a lack of money or resources.

• An approximate estimate is that 29,549 households or 53,165 students are experiencing varying levels of food insecurity in SA based on these report findings and the

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2021 Census.

Physical health, school attendance, participation in school activities, social and emotional wellbeing, behavioural and academic outcomes are all impacted by food insecurity.

• There is little difference in negative impacts whether households experience mild, moderate or severe food insecurity.

The One Box food relief program, now in its sixth year, has provided over 2500 Australian households in need with a free weekly box of fresh fruit, vegetables, milk, and bread, equating to over 100,000 boxes distributed via public primary schools and community hubs.

Results from the report show that recipients of this program experienced a variety of benefits from increased food security, including: • Built new relationships and trust within their school and broader community.

• Connected with extended support services.

• Were able to transition out of the program in some cases.

• Reported feelings of dignity when receiving fresh, rather than rescued food.

• Noted the weekly delivery provided certainty and reduced stress and anxiety.

• Children no longer felt a sense of embarrassment or exclusion from their peers around lunches and food. EM

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NATIONAL EDUCATION NEWS

School program aims to boost financial literacy in students The most recent Household, Income and Labour Dynamics in Australia (HILDA) survey of over 17,000 Australians, undertaken by the Melbourne Institute, revealed a concerning drop in financial literacy levels across all age groups, with the largest declines amongst 15–24-year-olds.

“Financial wellbeing is intrinsically linked to the overall physical, mental and social health of individuals and communities. However, improving outcomes across these domains is almost impossible to achieve if we don’t acknowledge and address the long-standing gaps in financial literacy and capability nationally,” Ms Caroline Stewart, CEO of the Ecstra Foundation.

“The latest HILDA report makes it clear that financial literacy is declining in Australia and this is a significant concern particularly at time when cost of living pressures are starting to hit home.”

The HILDA report provides conclusive evidence that no progress has been made on improving the financial literacy of the Australian population since 2016, and in fact, it reveals that the country has gone backwards.

“While there are a range of consumer advocates, educators, community organisations, academics, and financial institutions engaged in financial capability work, the HILDA data, as well as other similar studies, are a stark reminder that without a holistic approach to financial education, there will continue to be a decline in financial literacy in Australia,” said Ms Stewart.

In Ecstra’s National Financial Education in Schools survey, 98 percent of parents and teachers agreed that financial education is important, but 68 percent of parents didn’t know if their child was not learning about it in schools, or assumed they were not receiving any financial education. EM

The Talk Money program Ecstra launched its Talk Money program in February 2022. The in-classroom workshops teach foundational money lessons for life, are interactive to encourage students to ask questions, discuss what they are learning and take those lessons home to share. The program is offered free to all schools for years 5-10.

The goal of Talk Money is to help Australian school students learn money lessons for life, to be confident talking about money and to make informed financial decisions. Over 110,000 students have participated in the program since launch in February 2022.

“Financial education plays a key role in building financial capability. Schools provide an important learning environment to teach practical money skills, but they also need to be supported with up-to-date resources, tools and incursion opportunities to teach it effectively,” said Ms Stewart.

Although the Australian school curriculum includes financial literacy – mostly

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through subjects such as maths, humanities, economics and business studies – Ms Stewart stresses that there isn’t a consistent approach to designing, teaching, supporting and measuring the effectiveness of financial education initiatives.

“Learning about money is a lifelong journey. School and community programs are a vital part of the solution, but not the whole solution. This is why we believe the Australian Government needs to step up and recommit to the National Financial Capability Strategy, which Treasury took over from ASIC in 2021,” she said.

“A lead agency could drive the strategy and outcomes, coordinate the efforts of the many organisations working to support consumers, and more clearly communicate the benefits of a national approach working to build the future economic security and wellbeing of all Australians.” EM

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ASPA COLUMN // ANDREW PIERPOINT

Good principals develop great schools THE BREADTH, COMPLEXITY, SCOPE AND RANGE OF ROLES AND RESPONSIBILITIES OF A MODERN-DAY PRINCIPAL REQUIRES EXPERIENCED, QUALIFIED, AND HIGHLY SKILLED PROFESSIONALS AND IT’S TIME WE RECOGNISED THAT, ACCORDING TO ASPA PRESIDENT ANDREW PIERPOINT. IN THIS MONTH’S ASPA COLUMN, HE EXAMINES THE ROLE AND HOW TO ATTRACT MORE QUALIFIED CANDIDATES.

Andrew Pierpoint is President of the Australian Secondary Principals’ Association. He has over 38 years of experience working as a secondary level Science Teacher, Head of Department, Deputy Principal, and Principal.

Throughout his career, Andrew has worked in rural and remote, regional and metropolitan schools, and he has led communities and reference groups at district, regional, state and national levels. Andrew’s special interests are the provision of personal and professional development for school leaders, health and wellbeing, and school sport. He has a genuine desire to make a meaningful difference for school leaders in their roles and the broader communities they work in.

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The benefits of a great school are felt well beyond the school gate and well after the bell rings for the day. For those of us dedicated to the education and well-being of our children, there can be no greater reward than leading a school of dedicated and skilled teachers.

As attention rightly falls on the crisis in teacher attraction and retention, we must also be mindful of what this means for the emergence of talented educators contemplating school leadership positions.

Unfortunately, for some years now, being a principal has become a role few teachers aspire to and most want to avoid.

This is perhaps understandable, when they see their school leaders stressed out and burnt out, with less than one in five saying they would recommend the job to others.

Worryingly, a majority plan to leave the role in the next decade.

A recent health and wellbeing survey of principals found they’re working on average at least 55 hours per week, with 20 percent putting in 12-hour days. Disturbingly, almost a third of surveyed principals have been subjected to physical violence or threats of violence.

Also of serious concern, almost one in three principals surveyed received a ‘red flag’ email, indicating that they were at serious risk on

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indicators relating to self-harm, quality of life, or occupational health.

The reasons we’re in this situation are many and varied, but data from workforce surveys and research consistently point to some common factors. They include the increasing complexity of the role and heavy workloads, administrative burden linked to compliance and accountability requirements, and a lack of support and recognition for the nature, scale, and scope of responsibilities.

Principals also say there are insufficient preparation programs or mentoring opportunities, and perhaps crucially, a lack of public regard and respect for the role of school principal. Efforts to date haven’t been enough, and one of the reasons for this is that –– governments at a state and federal level are yet to come to grips with the scale of the problem.

A lack of consolidated national data on school principal retention, recruitment and wellbeing is concealing the extent of the issue.

We need a coordinated, national approach to principal recruitment, retention, and wellbeing.

That starts with getting a clear picture of the issue across all states and territories to understand the scale of the challenges.

A solution such as this would include developing contextually relevant principal

preparation programs for all educational environments and ensuring that these meet the particular needs of rural, regional and remote First Nations schools. These programs must also be designed to encourage a diversity of applicants for leadership positions and ensure we move beyond informal networks that raise equity issues.

We also need to develop new national preparation, induction, and mentoring programs based The increasingly complex and stressful on evidence and best practice, so duties of school principals are discouraging qualified teachers from that teachers who want to lead our aspiring to school leadership roles. schools are trained to do so, not forced to figure it out as they go. of principals’ work and how they contribute to We need to develop a new national approach the health and well being of the wider school to improving principal wellbeing and a national community. awareness campaign to reinforce the importance

Raising awareness of the issues facing students, teachers, and families, and bringing together educational experts to help turn around what the federal Education Minister rightly calls a crisis in teaching is critical to the future of Australia.

Principals play a crucial role in mentoring, supporting, and developing teachers and future leaders, and have the single greatest influence on the culture and performance of a school.

Let’s work together to restore pride and respect in the role of principal, so we can secure a pipeline of dedicated and skilled teachers who aspire to become the school leaders of the future. EM

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PRINCIPALLY SPEAKING // ALPHINGTON GRAMMAR SCHOOL

Dr Vivianne Nikou, Principal at Alphington Grammar School.

Leading with the head and heart DR VIVIANNE NIKOU BECAME THE PRINCIPAL OF ALPHINGTON GRAMMAR SCHOOL IN 2013. IN THIS EXCLUSIVE INTERVIEW WITH EDUCATION MATTERS, SHE REFLECTS ON MORE THAN 25 YEARS OF EXPERIENCE IN SCHOOL LEADERSHIP ROLES, HER PASSION FOR PROVIDING GLOBAL EDUCATION ROOTED IN CLASSICAL AND HUMANISTIC VALUES, AND THE SENSE OF PRIDE SHE FEELS WATCHING STUDENTS BECOME WELL-ROUNDED CITIZENS THAT ASPIRE TO EXCELLENCE. WHAT IS THE SCHOOL’S PHILOSOPHY AND HOW DOES IT GUIDE YOU AND YOUR STAFF? At Alphington Grammar School, our mission is to formulate well-rounded and world ready individuals. As a non-denominational, values-based school, our six core values of excellence underpin everything we do in our pursuit of our personal best. Our six values are: Respect, Responsibility, Integrity, Creativity, Diversity, and Endeavour.

In pursuit of these values, Alphington Grammar has grown into a vibrant and progressive school community which encourages positive, engaging connections between all members. I strongly believe that at the core of everything we do are the relationships we build with each other, connecting both the head and the heart.

The strong sense of community that

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permeates through our staff, students and families underpins the success experienced throughout the educational journey.

HOW DOES THE SCHOOL DIFFER FROM OTHER SCHOOLS? One differentiating factor that sets us apart from other schools is that, due to our history, Hellenic values serve as the foundation of our school identity. These values are based on humanistic and classical ideals associated with ancient Greece and include; reason, the pursuit of knowledge and the arts, moderation, civic responsibility, and bodily development. These are the pillars that inform our key values and our focus on the balance between the head, the heart, and the will. In this way, the Olympic spirit is continuously lived through our curriculum and co-curricular offerings.

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WHAT IS THE HISTORY OF THE SCHOOL? Alphington Grammar was established by the Greek community in 1989 with the aim of being a non-denominational school that embraces all cultures and faiths, but that is still underpinned by Hellenic values. It was always intended to be an academic school, and from the beginning, attracted many aspirational families who themselves may have not had an independent school education.

Many of the staff that worked at the school when it first opened and played an essential role in its establishment transferred here from government schools. In the beginning, the school did not have much in terms of resources or money. Rather, what we did have was the good will of our community and staff that had a deep commitment to growing a unique school that embraced a new multiculturalism.

Over time, our school has evolved as a community. While it originally attracted mainly Greek families, over the generations it has shifted to become a globally focussed melting pot of all different cultures and ethnicities. The school now attracts all different kinds of families, who may or may not be Greek, but who all have an appreciation for Hellenic values and all that they represent.

IN WHAT WAYS HAS THE SCHOOL EVOLVED SINCE IT WAS ESTABLISHED? Despite its humble beginnings, our school has evolved tremendously since its establishment. It has overcome financial challenges, developed its own unique identity, and gained recognition in the independent school sector. Early principals had the challenge of balancing the operational needs of the school and providing the infrastructure and curriculum offerings expected of an independent school. Over time, we have managed to find that balance, and parents seeking an independent school education with pathways to tertiary schooling now consider Alphington Grammar

School a legitimate option. We are now considered a serious contender within the space, supported by our curriculum, teaching and learning, infrastructure, and consistent results.

In the last decade our numbers have increased from approximately 400, across our primary and secondary schools, to over 600, while having lost over 100 international students during the COVID years. Our school has blossomed and grown, and we believe our focus on community and connection is best reflected by the beginnings of the first generation of alumni returning to the school with their own children.

Our school has embraced change. Stronger financial checks and balances, as well as support from our community and government, has seen us able to spend over $20 million in recent years, which is quite significant for a school of our size.

This investment has granted us the opportunity to further develop our infrastructure, including constructing a multipurpose hall and gym, STEM wing, state-of-the-art library and research centre, upper primary and Year 7 wing, a purpose-build

staff room and assembly space, and multiple music and performing arts venues.

HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? At the beginning of my career at Alphington Grammar, a key aspect of my approach was to appreciate each staff member’s journey and help them buy into the vision for the future. For some staff, the path that has since unfolded has been an easier transition than others. At every opportunity it was about reminding ourselves of what our values are and what we stand for. The end goal of any program or initiative has always been to lead to better student outcomes and an improved student experience. This has been at the heart of anything and everything we do.

Overall, I aim to lead with compassion and strength. Some staff require additional support, and others need the space to make their own decisions. One thing we must all agree on is that at the end of the day, it is about wellbeing and student experience.

Alphington Grammar’s six core values of excellence are: Respect, Responsibility, Integrity, Creativity, Diversity, and Endeavour.

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PRINCIPALLY SPEAKING // ALPHINGTON GRAMMAR SCHOOL

Alphington’s music and performing arts venues encourage students to pursue their love for acting, theatre, and music by providing them with a supportive environment to express themselves and cultivate their crafts.

HOW DO YOU ENCOURAGE WELLBEING AMONG YOUR STAFF AND STUDENTS? The social and emotional wellbeing of students and staff is key to everything that we do. Whether it be the connections between teachers and their students, the programs we integrate into the curriculum or the experiences we provide in and out of the school, everything is centred around developing our students into well rounded individuals. One of my core beliefs is connecting with both the head and the heart of our students.

This necessitates having a certain level of balance and prioritising the mental, physical, and emotional wellbeing of each member of our community.

Every individual has different needs and experiences life in unique ways, and at times, we will all need a helping hand. That is why it is so important that within our school, everyone feels comfortable and feels as though they have someone to turn to. To this end, our school employs two school psychologists and one trainee, a school nurse, and fully integrated wellbeing and pastoral care systems. We have dedicated pastoral care meetings for staff to

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discuss things that may be happening in their classes, or patterns and trends they are noticing.

Things such as body image, gender identity, social media, and a host of other topics are challenges, not only for our young people, their parents, and our staff, but for many others in our community– and we provide a forum to tackle them together.

In a time where parents, staff, and children lead such busy lives, we have made an effort to contain our programs within the school day.

This includes academic pursuits, music tuition, sports programs, and camps. By doing so, we aim to allow members of our community to be able to dedicate time to leisure activities that bring peace of mind and serve as an outlet for our anxieties. Particularly after the COVID years, we have all learned the importance of our mental health and social and emotional wellbeing. Our response to the mental health decline many felt after the past few years must not be a one off.

We remain deeply committed to ensuring that all our students’ mental, emotional, and social wellbeing are catered for as a foundation for their academic performance.

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Alphington students have ample space to explore scientific methods in the school’s dedicated STEM wing.

WHAT ROLE DO YOU PLAY IN THE DAY-TODAY ACTIVITIES OF YOUR STUDENTS? A school of our size requires that the role of the principal be very hands on. I am lucky to be able to get to know many of our students quite well. I am involved in all pastoral meetings which allows me to learn about our students as individuals and become familiar with what their struggles may be. We have sophisticated systems for logging pastoral matters, and thus we are all involved in offering support and knowing our students.

I also do duty and study periods along with everyone else. Because students see me around the campus, they feel comfortable enough to approach me, and I often have personal discussions while at the gate or in the yard. Our students have a great sense of social justice, and if they see something they believe is not right, they will respectfully approach others and let them know.

WHAT ARE SOME OF THE CHALLENGES FACED BY TEACHERS IN THE SECONDARY SECTOR AND HOW ARE YOU WORKING TO ADDRESS THEM? While we all acknowledge the changing nature of teaching and the challenges of a very demanding career, one of the biggest challenges we are facing right now, in the wake of the COVID lockdowns, is the impact on students’ emotional wellbeing that has resulted in increased levels of anxiety and feelings of not being in control of their environment, their schoolwork, and their relationships, and an increase in self-harm cases.

That is something we are focussing on within our support services and staff training. We want each student to know that they have someone within the school community to turn to if they need them.

Another significant challenge is burnout amongst our teaching staff, as they do their best to keep up with the changing demands of their profession. Over the last few years, we have asked more of our teachers than ever before, and they have had to consistently learn, adapt, and overcome to put the needs of our students first. We know so much more now about how students learn, and this is a positive as it means we can offer tailored support; but it also results in teachers focusing so much on each individual child that it can become emotionally draining. We need to

make sure to support our staff as much as we do our students, to ensure they are not becoming too enmeshed within the issues of their students. A teacher can only give their best to their students if they are also taking care of themselves.

There are also other challenges; there is always something else. Handling parents who may struggle with boundaries, social media and its impact on adolescents, children who have not learned how to self-regulate or sooth, and how to handle these issues when they occur outside of the school. The nature of our industry is constantly changing, morphing, and throwing us new obstacles.

WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF PRINCIPAL? I think the highlights are always when a student comes to you that is struggling with school or home life and the school can provide the scaffolding they need. To see these students excel, find their niche, graduate and go on to follow their passions must be the most rewarding aspect of this profession. That is why we do this. It is not about cutting ribbons or opening buildings; those

things are all lovely to have, but above it all it is about the human connection and feeling as if you have made a difference in a student’s life.

It is particularly impactful when these students return to the school after graduation wanting to volunteer their time or support the school to show their gratitude. That is a true sign that we have done something right. We have many alumni who volunteer for the school for a number of years after their graduation. This year, two of our alumni volunteers will be going on our experiential learning program, Gateways, to help support our staff and students.

WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? You have to have compassion and empathy, and above all, you need to stand for something; otherwise, you stand for nothing at all. People might not like the decisions you make, but if you communicate the message in simple and effective language, they will understand the ‘why’ behind your decision. When you make your priorities clear, that everything you do is important for our school, students, and the student experience, you will never lose your purpose or direction. EM

Hellenic values underpin Alphington Grammar’s school identity including reason, the pursuit of knowledge and the arts, moderation, civic responsibility, and bodily development.

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HOT TOPIC // CHATGPT

Embracing AI-deas TRADITIONAL SCHOOL ENVIRONMENTS WERE DESIGNED TO ENCOURAGE STUDENTS TO THINK FOR THEMSELVES AND CULTIVATE CRITICAL THINKING SKILLS, PROBLEM SOLVING ABILITIES, AND ORIGINALITY OF THOUGHT. BUT WHAT HAPPENS WHEN ARTIFICIAL INTELLIGENCE MAKES IT POSSIBLE FOR STUDENTS TO GET A ROBOT TO DOING THEIR THINKING FOR THEM? EDUCATION MATTERS REPORTS.

In academic circles, the impact that AI will have on the future of learning has become a good conversation starter. However, in the case of ChatGPT, an AI may very well be the one starting the conversation. Developed by the American tech company OpenAI, ChatGPT is a free online software that has spiked in popularity in recent years because of its ability to quickly convert complex information, ideas, and languages into cohesive text that sounds like natural human speech.

According to the OpenAI website, the ChatGPT language model software has been trained by computing experts on a veritable encyclopaedia of knowledge and developed

to carry ‘human-like’ conversations, answer complex questions, write poems and stories, and analyse ideas across a wide range of areas including science, history and current events.

It can also translate languages for people working across multiple languages, categorise that information by topic, and then interpret the tone or sentiment of the text as either positive, negative, or neutral.

Since the school year has commenced in 2023, schools have been abuzz with extensive discussion and debate surrounding whether ChatGPT indeed has any practical use in any learning environment, or whether regulators should take steps to ban its use in the As students continue to embrace ChatGPT, many teachers are struggling to decide whether to embrace or ban the technology in schools.

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classroom. As students continue to embrace ChatGPT, many teachers are at a loss for how to proceed, struggling to decide whether they should follow suit and keep up with the trend, or act quickly to impose bans on the so-called cheat bots.

In early February, the Sydney Morning Herald published an article in which Open AI backed the use of their AI detection tools in schools and highlighted the role these tools could play for educators, albeit within the parameters of the limitations of the tools.

The article cited ethical concerns as the source of the continued division amongst educators over the use of AI detection tools for producing pieces of academic writing, with some schools initiating plans to return to traditional pen and paper assessments to avoid the implications of ChatGPT altogether.

And yet, for many the question still remains: Does AI have a role in education?

Professor George Siemens, who researches networks, analytics, and human and artificial cognition in education at the University of South Australia, surmises that throughout history the tools that humans have created have typically enabled the species to become more cognitively advanced.

“When information quantity increased, humanity created classification schemes, such as in the Library of Alexandria, and categorisation models to describe nature, such as the Linnean Taxonomy. Storing information has similarly advanced from cave drawings, to tablets, to scrolls, and now to the internet.

Throughout this advancement, the focus has always been on humans using tools,” Professor Siemens says.

ChatGPT can carry conversations, answer questions, write stories, and analyse ideas across a wide range of areas including science, history and current events.

In the current generation he explains that this is starting to change as tools are now starting to use people.

“Our digital interactions are captured, coded, and used to train and refine increasingly sophisticated AI systems. We are in an almost co-equal relationship with AI and where our actions are shaped by AI. The implications of this are enormous for our schools and universities,” he says.

“Coding that used to take hours can now be done by ChatGPT in seconds. Similarly, a functional essay draft can be created almost immediately. For teachers, ChatGPT could create a lesson plan, a rubric, learning activities, and answer sheets.”

AI AS A TOOL FOR SELF-DIRECTED LEARNING Ms Kieryn Bateman – Director of Learning at leading independent Sydney Girls School Loreto Normanhurst – acknowledges that AI detection tools can be used for positive learning outcomes, while having its limitations.

“We as a school community welcome these continuous advancements in AI, and whilst I do acknowledge the limitations of the current detection tools, I also think that it is important that we leverage this technology to strike a harmonious balance between exposing students to the potential of AI software in the classroom, whilst at the same time, mitigating potential risks

around cheating and plagiarism,” she explains.

Ms Bateman furthered that AI technologies, such as ChatGPT, are powerful tools that should be harnessed by educators to facilitate better learning in the classroom, suggesting that positive outcomes can be achieved for an educational environment that embraces AI as a key learning tool, rather than positioning this technology as an enemy.

“When faced with any change, society often responds with fear and suspicion, which results in knee-jerk responses in policy and process,” she says.

“Educators and the associated governing bodies need to explore the power of such tools and develop processes that expose students to the capabilities of these technologies, whilst educating students about the pitfalls and risks of over-reliance on AI. If students learn to utilise AI to enhance their learning, they can springboard from these tools to unlock their creative potential.”

Finally, Ms Bateman emphasised the responsibility that educators must provide a safe and supportive environment for students to engage critically with these tools.

“It is my fear that some schools and educators may respond to such technology in a draconian fashion, reverting to old-school and outdated methods of assessment to avoid the risk of plagiarism. This could set education back 100

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years, something that this country and our future generations cannot afford. We need to respond with curiosity and a critical mindset to determine how to harness these tools for greater learning and creativity.”

A NEW ERA Aside from the initially heightened and reactionary response to using AI teaching practices, Professor Siemens believes that there will be a second wave of response that are more thoughtful and intentional.

“For school systems, an emerging challenge will be to develop AI literacies. Asking questions like: What is AI? How do we use it in knowledge practices? How do we support its effective use?

What do we do when AI completes learning tasks better than humans? Defining and developing these literacies across all of society is the critical first task.”

He concludes: “For the first time in history, humanity has a tool that can impact our knowledge processes. AI tools cause us to question which domains of learning and knowledge remain unique to us, and whether we have been acquiesced to a system that can produce and perform at levels that far exceeds ours – if not in quality of output, then certainly in speed of production. The implications are still emerging, but it is becoming clear that they will be dramatic and transformative for us all.” EM

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CURRICULUM // IEC

The National Education Summit will offer guests a line-up of six individual conferences, at the events happening in Melbourne and Brisbane this year.

80 education specialists on a mission THE NATIONAL EDUCATION SUMMIT OFFERS TEACHERS THE OPPORTUNITY TO ENGAGE WITH THOUGHT LEADERS IN EDUCATION AND DEVELOP NEW SKILLS IN THE CONFERENCE’S KEY FOCUS AREAS INCLUDING STEM, DIVERSE LEARNERS, WELLBEING, LITERACY, AND THE CLASSROOM OF THE FUTURE.

Australian teachers are facing complex challenges at present. These include the adoption of new technologies into the classroom; the development of students’ 21st century skills; the inclusion of diverse learners; the changing nature of literacy, and the wellbeing of their students and colleagues.

“We have been privileged to host the National Education Summit for a number of years now and have seen first-hand the changing landscape of teaching,” says Ms Marie Kinsella, CEO of International Exhibition & Conference Group. “Classroom practice and strategies are always changing and dynamic and part of why we are excited to present educators with all the most up-to-date information all in one place.”

The National Education Summit will present educators with the latest in education research, information, technology and skills. “Our teachers play such an important foundational role in the country’s social and economic growth. The Summit offers a comprehensive program that speaks to the complexity of the work that our teachers do,” says Ms Kinsella.

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The event has drawn key educational organisations including: • The GROK Academy • Australian Education Union • Awards Victoria • Digital Learning and Teaching Victoria (DLTV) • School Library Association Victoria (SLAV) • Berry Street Educational Model • Queensland School Library Association (QSLA) • Eduwebinar • Salutegenics • The Big Sister Experience • Victorian Commercial Teacher’s Association.

COMPREHENSIVE, INTERACTIVE AND INSPIRING The National Education Summit offers guests a line-up of six individual conferences, presented by over 80 leading educational specialists. Each conference is focused on a key pillar, including STEM, Diverse Learners, Wellbeing, Literacy and Libraries, as well

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as the Classroom of the Future. Alongside the conferences, The Education Show (a free trade expo) brings together over 100 exhibitors, showcasing the latest educational resources, products, technologies, programs and tools.

“Registration has both free and paid options, making this Summit accessible to all schools,” says Ms Kinsella. “In addition, attending teachers will earn CPD points for the time they spend at the Summit,” she concludes.

Attending principals and teachers will benefit from the exciting seminars and interactive panel discussions, as well as face-to-face networking opportunities that complement the Summit.

The National Education Summit will be held at both the Melbourne Convention & Exhibition Centre from 16 to 17 June, and then at the Brisbane Convention and Exhibition Centre from 4 to 5 August 2023. EM

For more information, or to register visit: nationaleducationsummit.com.au

Free access to Grok Academy learning platform for all Australian schools Bringing the digital technology experience to all Australian students We’re passionate about fostering careers in STEM, so together, WiseTech Global and Grok Academy are making Grok Academy’s learning platform available for free for all Australian schools, teachers and students. Don’t miss out on this fantastic learning resource.

CURRICULUM // WORLDSTRIDES

Spotlight on international learning WORLDSTRIDES INVITES SCHOOLS TO EXPLORE A RANGE OF EDUCATIONAL TRAVEL PROGRAMS ACROSS ASIA THAT OFFER AN ABUNDANCE OF ACADEMIC AND PERSONAL DEVELOPMENT OPPORTUNITIES FOR STUDENTS TO FULFIL THEIR POTENTIAL AND GROW BEYOND THEIR COMFORT ZONES.

From language, culture, history, humanities, art and science, Asia offers so many academic benefits for students to grow, learn and have fun on an incredible once in a lifetime adventure, while delving into the mysteries and traditions of the Far East.

Educational travel is at the heart of WorldStrides. Founded in 1967, now with offices around the world, including Australia, WorldStrides is a trusted global organisation that has created educational travel experiences for over 9.5 million students.

Traversing Japan offers students to a diverse range of activities to explore such as skiing, practising calligraphy, tea-making ceremonies, and making sushi.

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International travel provides students with the opportunity to learn about other cultures, have fun, meet new people, and practise becoming more independent in the world.

For teachers, organising an educational tour to Asia with WorldStrides is the perfect opportunity to encourage a love of history in students, while they learn first-hand about political dynasties, ideological battles, territorial power struggles and religious traditions that evolved over thousands of years through times of turbulence, growth, and change.

JAPAN Students will experience a fascinating mix of ancient temples, sacred shrines, historic monuments and shiny neon lights as they travel to Tokyo, Kyoto, Hiroshima and Osaka. Japan is an all-around sensorial experience that is one of WorldStrides’ most popular destinations for history, language and art students.

Japan also provides some of the best snow conditions the world has to offer. Whether visiting the areas of Hakuba, Myoko Kogen, Nozawa Onsen or Niseko – students can ski the slopes then explore local street markets, soak in the hot springs or Onsen’s, practise Japanese calligraphy, take part in a tea-making ceremony, or learn how to make sushi.

CHINA Home to the largest population on the planet, China tops WorldStrides’ list for the sheer volume and variety of experiences it offers to students.

As one of the four ancient civilisations, there is endless culture and heritage for students to absorb on an educational travel program in China.

Not only is China rich in history, but it is a major global player at the forefront of industry and innovation in the modern world.

With some of the largest cities in the world, China is constantly pushing the boundaries of

technology. Students will go behind the scenes on guided tours of major manufacturing plants, visit museums, laboratories and organisations devoted to science and technology. They will also learn about China’s use of science and technology in ancient and recent times.

INDONESIA Known for its vibrant culture, diverse natural landscapes and exotic wildlife, Indonesia is the perfect destination for students keen on learning about language, art and humanities. With bustling markets, tiny traditional villages, verdant rice terraces and opulent sultan’s palaces, students will be immersed in the natural environment of Indonesian culture.

Whether it is the ‘Best of Indonesia’ tour or the ‘Language Immersion: Bali’ tour, students can enjoy cooking classes, dance performances, and outdoor adventures, and fast-track their language skills at the Indonesia Australian Language School.

VIETNAM Take in the fascinating history and warm hospitality of this fiercely independent country, which has survived many challenges throughout its lifetime and is beloved by all who visit. On the tour of Vietnam from Ho Chi Minh City to Hanoi, students will deepen their knowledge of Vietnam’s war-torn past as they experience a vibrant culture of floating markets, historical temples, picturesque villages, iconic natural wonders, and fresh, flavourful cuisine.

The best time to visit Vietnam is in the dry season from November to May, however, travel between April and May, will give the best chance for clear skies when rainfall is low and temperatures mild.

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CAMBODIA Cambodia is an enchanting country brimming with culture. It may be small, but this little gem is stunningly beautiful and offers a huge variety of attractions and experiences that cannot be found anywhere else, including its ancient and mystical temples.

On WorldStrides’ Cambodian tour, students will be fully immersed in the diverse culture while engaging in community programs designed to hone their sense of empathy and social justice.

Through service-learning experiences and visits to community not-for-profit centres, students actively engage with and contribute to diverse global communities. Educational theory is put into practice in rewarding, tangible ways that have meaningful benefits. By engaging with the local culture, students cultivate empathy and see firsthand the challenges they face in their everyday lives.

BALI Known for its vibrant culture, diverse natural landscapes and exotic wildlife, Indonesia is the perfect destination for students of language, art and humanities. Students immerse themselves in Balinese culture; enjoying cooking classes, dance performances, outdoor adventures and the opportunity to build on their language skills as they interact with locals. EM

Students can learn first-hand about the political dynasties, ideological battles, territorial power struggles and religious traditions that make Asian history so rich and storied.

For more information, visit: worldstrides.com.au

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CURRICULUM // RECONCILIATION AUSTRALIA

Building reconciliation from the ground up BRIDGET JENKINS FROM ST VIRGIL’S COLLEGE DISCUSSES THE SCHOOL’S RECONCILIATION ACTION PLAN AND INITIATIVES THAT SAW THE COLLEGE RECOGNISED AS FINALISTS IN THE NARRAGUNNAWALI AWARDS IN 2017, AND WINNERS IN 2021.

Students at St Virgil’s College practised traditional bush burning and healing as part of their Reconciliation Action Plan.

St Virgil’s College is a Catholic school in the Edmund Rice Education Australia (EREA) tradition, which, at its core, helps students develop the capacity to walk alongside marginalised peoples, according to Ms Bridget Jenkins, Head of Reconciliation Education at St Virgil’s.

“The Edmund Rice spirit and traditions, coupled with our Reconciliation Education Program, work to teach young men to become critical thinkers and who act for the greater good and serve to amplify the voice of marginalised peoples and communities,” she says. “Rather than just talking about doing good, our school’s identity and motto, ‘by deeds not words alone’ challenges our students to become good men of action.”

RESPECTING THE PAST, INSPIRING THE PRESENT The nipaluna (Hobart) boys’ school stands on the lands of the muwinina (mou wee nee nar) who occupied the land for thousands of years,

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prior to invasion. “The history of the Aboriginal people here is as storied as it is seared by generational trauma,” says Ms Jenkins. “And you don’t have to go very far back to see the effects of that trauma.”

“For the palawa, words and stories continue to carry powerful meaning and connection, and challenge much of the old textbook’s version of Australian and Tasmanian history,” Ms Jenkins explains.

“Sons were reluctant to be forthcoming about their identity, and for many, the word ‘reconciliation’ still carries painful associations with the brutality of colonialism, genocide, and the resulting marginalisation and societal exclusion of their immediate family members.”

From humble beginnings, the school’s Reconciliation Action Plan was born from a desire by many staff, led by the late Mr Mark Waddington, to create a space at the school where boys who identified as Aboriginal could feel culturally safe.

As part of the school’s tunapri makuminya Project, St Virgil’s students identified plant species on the senior campus that are of cultural significance to Tasmanian Aboriginal people.

Ms Jenkins explains. “We wanted it to be a meaningful and authentic place of learning and unlearning where the palawa community would be heard and we could begin to understand the truth of this island’s history.”

THE TUNAPRI MAKUMINYA PROJECT After placing as finalists in the Narragunnawali Awards 2017, the school returned to win the category in 2021, sharing the tunapri makuminya Project with other schools and communities in nipaluna. A biocultural study, the tunapri makuminya Project was created for the school by trawlwoolway and plengarmairenner palawa scientist Mr Jamie Graham-Blair, for identifying plant species on the school’s Senior campus that are of cultural significance to Tasmanian Aboriginal people.

The palawa used botanical and astrological markers as guides to understanding the land and the seasons and expressed their culture in continuous relationship with the land. Palawa bush burning practices are an important expression of ancient traditions, facilitating hunting and cooking; communication; burials; and cleansing of the land to encourage new growth. The land is home to a diversity of native and endemic plants, birds, mammals and reptiles, some of which are rare or endangered.

The tuapri makuminya project includes conservation and regeneration proposals, and at its heart, aims to increase palawa community engagement, access to cultural practice and knowledge reclamation for palawa students, and shared opportunities across a healing landscape.

RECONCILIATION THROUGH ART The first thing visitors to the St Virgil’s College school website see is a striking photograph of several palawa students on the senior campus

St Virgil’s palawa students’ artwork, inspired by the land of the muwinina that the nipaluna (Hobart) boys’ school stands on.

practising traditional bush burning and healing, along with the Acknowledgement by the College of the Traditional Owners and Custodians of the lands on which St Virgil’s stands.

The words of the Acknowledgement of Country were co-written by the RAP Working Group and the artwork on the website was created from designs by palawa students in response to the special environments surrounding the school.

“Creative and artistic expression was an important part of the boys’ and our College’s reconciliation journey,” says Ms Jenkins.

“Throughout these years, I’ve learned the importance of documenting our progress through both expressive and administrative means and I think that’s well represented in the artwork, photos, stories, and events we have experienced through engaging with our diverse College community.”

“Winning the award has given us so much affirmation in the work that we have done, and it has been an inspiration for us to keep going, but we also feel a great responsibility to keep being real, open and optimistic about what we’re trying to do,” she concludes. EM

2023 marks the fourth Narragunnawali Awards, recognising outstanding commitment to reconciliation in education.

For more information, visit: narragunnawali.org.au/awards

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CURRICULUM // DR ANEETA DOGRA – EXPERT CONTRIBUTOR

A positive approach to POGIL pedagogy POGIL IS A STUDENT-CENTRED INSTRUCTIONAL APPROACH WHERE STUDENTS WORK IN SMALL TEAMS THAT ARE SELF-MANAGED, WITH THE INSTRUCTOR ACTING AS A FACILITATOR. DR ANEETA DOGRA EXPLAINS HOW POGIL FITS INTO THE AUSTRALIAN CURRICULUM.

EXPLORATION

APPLICATION

CONCEPT INTRODUCTION

Learning Cycle Model The Process Oriented Guided Inquiry Learning

(POGIL) learning cycle model.

Process Oriented Guided Inquiry Learning (POGIL) is a student-centred teaching pedagogy that can be defined as a hybrid of three learning theories: active learning, inquiry-based learning and constructivism. The typical POGIL classroom consists of 3-4 students working in small self-managed groups on specially designed inquiry-based activity comprised of guided questions.

Dr Aneeta Dogra is a Science Teacher at Thornlie Senior High School. Her research focuses on teaching pedagogy, specifically student-centred learning strategies and philosophies that take particular interest in how students learn best. As part of this work, she conducted a research study to investigate whether POGIL can be adapted within the Australian Curriculum for upper secondary chemistry and lower secondary science classrooms to address specific science inquiry skills within this curriculum, and whether this implementation would aid in its crosscultural transferability.

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WHY IS POGIL VALUABLE IN THE CLASSROOM? POGIL not only enhances the students’ conceptual understanding but also promotes the development of essential process skills.

Research indicates that learners construct knowledge rather than just passively take in information, and that social interaction is a vital aspect in each student’s learning.

Furthermore, a collaborative learning environment promotes essential process skills such as problem solving, critical and analytical thinking, teamwork, and communication. POGIL enhances students’ conceptual understanding and process skills. Moreover, POGIL process skills and Australian curriculum general capabilities align with each other.

HOW DOES POGIL FIT IN THE AUSTRALIAN CURRICULUM? Education has two main components: content and process. Both content knowledge and process skill are equally important, and the learning of one aids in the learning of the other.

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These skills are essential in the 21st century and this is emphasised by the Melbourne Declaration on Educational Goals for Young Australians.

In line with this view, general capabilities were incorporated in the Australian Curriculum to equip Australian students with the skill which will enable to live and work successfully in the 21st century. There are seven general capabilities outlined in the Australian Curriculum: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding, and intercultural understanding.

Teachers can incorporate these general capabilities in their content teaching wherever possible. POGIL also helps to develop process skills such as Information processing, critical and analytical thinking, problem solving, communication, teamwork, management and assessment (self-assessment and metacognition).

Both Australian Curriculum and POGIL process skills align with each other, and some skills are common to both. POGIL serves as an effective tool and provide teachers with opportunities to teach these process skills without compromising the time because the POGIL worksheets can be easily incorporated into lessons.

HOW DOES A POGIL CLASSROOM WORK? In a POGIL classroom, students work in

1 c

The POGIL teaching model promotes a student-led, collaborative, learning environment, where teachers serve as facilitators and guide the learning process.

heterogeneous teams of 3-4 students supporting and helping each other. To generate equal participation and positive interdependence, each team member is designated with a role of either Manager, Presenter, Recorder, or a Reflector.

Before implementing POGIL, teachers are encouraged to discuss with students the importance of student roles and the value of sharing constructive feedback. The teacher serves as a facilitator who moves around and guides students to achieve the desired learning outcome rather than the source of the information.

Students work collaboratively on carefully constructed inquiry-based activity comprised of guided questions based on the learning cycle model. POGIL worksheets consist of three parts to each module: The model, the critical thinking questions, and the exercises and problems. POGIL worksheets facilitate the development of higherlevel thinking skills and the ability to learn and

apply knowledge in new environments.

Like any other teaching strategy, POGIL has its own challenges such as time management and students’ lack of desire to engage in group

discussions and problems associated with group dynamics. However, these problems can be overcome by setting clear expectations and using well-designed activities. EM

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CURRICULUM // DR ADRIAN BERTOLINI – EXPERT CONTRIBUTOR

Examining the unexamined DR ADRIAN BERTOLINI DISCUSSES THE IMPORTANCE OF EXAMINING OUR EXISTING UNDERSTANDING, WAYS OF THINKING, AND LEARNING STRUCTURES WHEN INTRODUCING NEW EDUCATIONAL INITIATIVES.

Dr Adrian Bertolini is the Founder and Director of Learning for Intuyu Consulting Pty Ltd where he coaches teachers and school leaders in curriculum planning and assessment, growing leadership and excellence in practice in schools, as well as supporting the development of STEM in schools. For further information, and to learn about Adrian’s book, ‘Igniting STEM learning: a guide to designing an authentic primary school STEM program’ visit: hbe.com.au.

As every teacher and school leader understands, when a student walks into a school to learn they arrive with a world of pre-existing knowledge, skills, and thinking as well as a raft of unconscious habits and beliefs. Effective teachers and schools invest the time to find out what students know, are able to do, how they think, and what beliefs they have about themselves and learning.

Equally important to mention, is that every teacher arrives with a range of pre-existing knowledge, skills, thinking and unconscious habits and beliefs. These beliefs and thinking are made visible through the language the teacher uses with their students; the way that they plan, deliver, and assess the curriculum; the way they setup and structure learning in their classroom; the teaching and learning strategies that they use or don’t use; the way they interact and communicate with others; and even the way their organise themselves.

So, why do so many schools attempt to introduce new educational initiatives without exploring the pre-existing understandings,

“Effective teachers and schools invest the time to find out what students know, are able to do, how they think, and what beliefs they have about themselves and learning.”

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thinking, and learning structures that could support or act as barriers to change?

Without having these rich collaborative discussions, new educational initiatives are unlikely to be sustainable. This is predominantly why educational initiatives fall apart when key people leave. The initiative is driven by individuals rather than owned by the community.

When I have led these conversations with schools, I normally ask the team (made up of classroom teachers, middle and senior leaders, and sometimes students and parents) to reflect upon the following questions: • What is your perception of the educational initiative and its purpose?

• What do you understand? What do you not understand?

• Whose needs are we particularly trying to address by enacting the educational initiative.

• What are the needs for each of the stakeholders?

• What barriers or challenges are there to enacting the educational initiative in the school?

• What are the current experiences of students and teachers of the educational initiative within the school?

• Are there any other perceptions or concerns in the community we have not yet captured?

These questions begin the process of gaining a deeper understanding of the issues, needs and challenges that will have to be addressed as the educational initiative is rolled out. A second inquiry allows the participants

$

N I

E

T t

T e

Dr Bertolini encourages teachers to examine their pre-existing knowledge, skills, thinking, and unconscious habits and beliefs, before introducing new educational initiatives.

to voice issues, concerns, barriers that were not picked up in the first inquiry and begin the process of articulating a desirable future that addresses the potential causes of the current reality: • What is the current reality at the school around the educational initiative and learning?

• •

What are the possible causes of it being this way?

What would be the desired future for the educational initiative and learning at the school?

The discussions are enlightening because

the team comes to a deeper understanding of the entire system of factors that may influence the embedding and sustainability of a new initiative.

In my experience, this clarity is a foundation for ownership, clear communication, and sustainability of change. EM

than More

$10,R0IZ0E0S IN P

Narragunnawali RECONCILIATION IN EDUCATION Awards 2023 are open!

Everyone can get involved in the Awards. Apply or Nominate now!

The Narragunnawali Awards 2023 celebrate outstanding commitment to reconciliation in education in schools and early learning services.

To find out more, nominate or apply on behalf of a school or early learning service, go to narragunnawali.org.au/awards

NARRAGUNNAWALI

AWARDS

2023

CURRICULUM // GROK ACADEMY

A future-forward approach to teaching computer programming GROK ACADEMY AND WISETECH DISCUSS THEIR NEW PARTNERSHIP THAT’S PREPARING MORE STUDENTS FOR DIGITAL FUTURES, SUPPORTING FURTHER DEVELOPMENT OF COMPUTER PROGRAMMING IN AUSTRALIAN SCHOOLS, AND FUNDING BETTER TOOLS FOR IN-CLASS COMPUTING EDUCATION.

Cultivating curious and agile minds that make the world better through technology is an important part of Grok Academy’s ethos – an Australian educational tech company that specialises in developing cohesive education programs for teaching computer programming at the primary and secondary level.

Following Wise Tech Global’s recent commitment to a five-year partnership pledging an annual sponsorship of 1% of its before-tax profits, Grok Academy announced that all of its computing courses, content, and resources will be free for every Australian student, teacher and parent from 2023.

As part Grok Academy’s mission to make computer programming education more accessible to Australians, the funding boost is enabling the company to remove all barriers to its computing education programs and pour more funding into better tools and technology for in-class computing education in Australian schools.

“We are excited to make our platform free for all Australian students, to help us achieve our goal of making digital literacy an integral part of every student’s education,” Ms Christie McMonigal, Marketing Manager at Grok Academy, tells Education Matters.

“One way we have achieved this is by creating engaging in-class programming

Students from Model Farms High School.

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Grok Academy CEO Dr James Curran working with students as they complete a cyber security activity.

activities that facilitate meaningful learning experiences for students and encourage them to solve programming problems creatively.”

Ms McMonigal said this includes exposing a wider and more diverse group of students to computing education than in the past.

“Historically, many schools would hesitate to reach out to us because they assumed that they could not afford to invest in our programs,” she explains. “But WiseTech’s funding has allowed us to remove those economic barriers and make our learning platform universally accessible to students and teachers from lower socioeconomic backgrounds.”

Grok Academy also offers a flexible range of digital and “unplugged” resources for teachers to build a computing curriculum. In places where internet connection may be an issue, Grok provides resources and activities that teachers can provide to keep students engaged in learning about technology, even if they don’t have access to computer.

Since the announcement reached Grok Academy’s digital channels, Ms McMonigal says there has already been a significant increase in teachers signing up to the platform to explore the options available to them. Additionally, more students have been signing up for the competitions that Grok Academy hosts, such as the flagship NCSS Challenge and Cyber Comp.

Cyber Comp runs twice a year – a competition

encouraging cybersecurity skills and investigating ways to ensure students aren’t sharing too much information online and that their information is secure.

“We have seen a lot of new schools signing up and teachers are excited about what this will allow them to do in the classroom. Groups are forming across our platform to organise after school coding clubs, run by teachers and students,” says Ms McMonigal. “This is equally exciting for us because we want to inspire students to code outside of the classroom too. Ultimately, we want computing to become a life-long passion for young Australians.”

A LONG-TERM SOLUTION TO THE CURRENT SKILLS SHORTAGE According to Mr Richard White, CEO and Founder of the ASX-listed tech titan WiseTech Global, the technology sector in Australia is growing at an unprecedented rate. Therefore, he says it is critical that educators focus their efforts on fostering computing skills in students at the primary and secondary level to ensure Australia has a robust pool of future-ready, local tech talent.

The Tech Council of Australia forecasted that Australia would require an additional 653,000 tech workers by the end of the decade, and tech job vacancies are expected to triple during that period. In line with the tech sector’s

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growth, a diverse range of new and exciting career paths are also expected for those entering the workforce, according to Mr White, who underscores the benefits of working in tech.

“The tech world gives people the opportunity to combine creative thinking abilities with problem solving skills to address real-world challenges,” he says. “In addition to this, the tech industry also offers better job security, greater work-life flexibility, and more diverse areas of interests and specialisations – everything from software development to cybersecurity to data analysis and engineering.”

Mr White’s passion for technology education is evidenced by the depth of his knowledge in the field. To cultivate a passion for technology, he suggests that early exposure to digital and technology in the classroom will be critical for encouraging students to discover a passion for technology.

“Our research has shown that positive learning experiences in primary school and in the early high school strongly influences what students elect to study in tertiary education, and it is our hope that through our partnership with Grok Academy, we can have a positive influence on the next generation,” he concludes. EM

To learn more more about Grok Academy’s learning platform, visit grokacademy.org

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CURRICULUM // WINC EDUCATION

Lightening the load for Australian schools WORKING DIRECTLY WITH MANY SCHOOLS ACROSS THE COUNTRY, WINC EDUCATION UNDERSTANDS THAT NO TWO SCHOOLS ARE ALIKE. THAT’S WHY IT HAS PURPOSEFULLY CURATED ITS SCHOOL SUPPLY OFFERING TO ALLOW SCHOOL LEADERSHIP TEAMS TO TAILOR THEIR DELIVERIES.

Schools have demands placed on them every day and no two days are ever the same. That’s why Winc Education has been working hard to ensure its broad product and service offering takes into account how busy school leadership, teachers and educational support staff truly are, according to Ms Katie Mystakidis, Head of Education at Winc.

“Schools are influenced by current curriculum focus, enrolment numbers and feedback from parents and students,” says Ms Mystakidis.

With this understanding in mind, Winc Education is focusing on six key areas that are aimed at supporting schools and tailoring our products and services to the specific needs of a school and the community.”

Nations Peoples is critical to creating positive social change and equity for First Nations communities. Winc offers support around a school’s procurement strategy to provide ways a school can increase the amount of First Nations products purchased. Schools can further link these products to cross-curriculum priorities to provide students with tangible examples of how to make a difference to First Nations people.

First Nations products to consider: • Mandura Sticky Notes 76x76mm Neon Pack 5 (Product Code: 25000394) • Teter Mek Maxi Coloured Pencil Box 144 (Product Code: 25085646) • Riley Callie Resources Aboriginal Science

DELIVERY DRIVERS Delivering products to schools requires an experienced education provider. Winc understands that the school calendar and ability to receive goods can be impacted by things like school holidays, multiple campus locations or multi-point deliveries at the one location. That’s why in metro areas, Winc utilises delivery drivers who can deliver products to nominated delivery drop off locations at each school. Additionally, the Winc website offers live tracking of orders so schools can keep up to date with the status of an order and keep across expected delivery times.

SUPPORTING FIRST NATIONS BRANDS Supporting First Nations brands is a large part of the focus at Winc Education in the understanding that the economic advancement of First

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Winc Education’s publisher network supplies schools with primary and secondary level textbooks, as well as novels, plays and poetry to supplement curriculum.

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Winc Education offers bespoke products, services, and solutions for supplying educators with what they need to ensure a successful school term.

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Topic Cards Blue Set 25 (Product Code: 25172083) Tjindgarmi Delta Plus Manual High Back Chair 3 Lever Black Fabric (Products Code: 25082573) CCAB Indigenous Heavy Board Hot Cup (Product Code: 18729382) Nallawilli Office Wares Spiral Notebook A5 120 Pages (Product Code 19000730)

AUSTRALIAN MADE AND SUSTAINABLE OPTIONS If a school is looking for sustainable alternatives and Australian made products, Winc Education specialists can help choose the right ones. With a growing number of products being added to Winc’s sustainable and Australian made ranges, schools have access to some of the best alternatives.

“Schools are constantly looking for Australian made and sustainable products to tie in with their own social responsibility objectives and also to help support their curriculum focus,” says Ms Kirsten Hayward, Category Manager at Winc Education.

“Each year we produce dedicated product catalogues, outlining the educational products that are either Australian made or have a sustainable feature, such as being made from recycled materials or able to be recycled. Talking to students about the product life cycle of the items they use in their classrooms can help build good global citizens and lead into other important discussion areas.”

TEXTBOOKS AND E-BOOKS Schools are choosing to deliver their curriculum in a multitude of different ways to accommodate various learning styles and to take advantage

of increased technology access. This includes ordering textbooks in both print and digital formats.

“Winc has an extensive publisher network to supply schools with primary and secondary level textbook requirements, as well as novels, plays and poetry – available in both print and digital formats,” says Emma Lambert, Account Manager at Winc Education.

“We can supply books from all the major and small educational publishers in all states, combining our local expert knowledge and our national infrastructure for the best possible service. Our education team has many years of experience working with schools and students, working for large and small educational publishers as well as with other booksellers.”

BACK TO SCHOOL Preparing for a new year ahead with students transitioning into new levels, staff changes and fluctuating enrolment numbers requires careful management by a school. Winc works as a partner during the Back-to-School season, offering bespoke support, programs and services to suit a diverse range of needs, including: • Bulk ordering – Popular with schools who

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prefer to order in large quantities and consolidate orders across the school.

Booklist – An ordering program that allows schools to standardise book orders for each year level.

Direct to Parent – Allows parents to direct and finalise orders and make payments.

Back to School range – An extensive list of popular educational resources, as well as new and innovative products and teaching resources such as STEM resources.

ESSENTIALS FOR AUSTRALIAN SCHOOLS Winc’s dedicated team works daily with schools across the country. Through vast experience, as well as listening and talking to schools, Winc offers a breadth of range to meet the unique needs of every school.

“We believe in Winc as a trusted partner to schools,” says Ms Pauline Kypreos, Sales Manager at Winc Education. With almost 20 years of experience at Winc, Ms Kypreos has come across many different schools in her time. “We love having conversations with school staff and coming up with clever ways to solve classroom issues, introduce new products or streamline their ordering process. Our dedicated team really love what we do.” EM

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TECHNOLOGY // GODFREYS

Opening doors to sparkling floors GODFREYS COMMERCIAL KNOWS WELL THAT ENSURING THE SAFETY AND COMFORT OF A SCHOOL’S STAFF AND STUDENTS IS IMPERATIVE TO PROVIDING QUALITY EDUCATION. WITH MORE THAN 30 YEARS OF LEARNINGS UNDER ITS BELT, AND THE WORLD LEADING EXPERTS AT COMAC, ITS EXCLUSIVE THIRD-PARTY SUPPLIER, IT CAN PROVIDE EXCELLENT CLEANING SOLUTIONS ACROSS THE EDUCATIONAL SECTOR.

VISPA 35B The Vispa 35 range consists of easy-to-use and highly manoeuvrable walk-behind floor scrubbers that are perfect for congested areas.

Floors are scrubbed, dried and sanitised in a single passage meaning they’re immediately safe to walk on, while a battery-powered option removes the risk of students tripping over messy power cables. The Vispa 35 is suitable for cleaning floors up to 1000 sqm and is the only small-sized scrubbing machine that can easily clean up in corners and along walls.

Additionally, the machine is supplied with

brushes or pad holders to help give school floors their greatest clean yet. Schools looking for a compact and manoeuvrable, yet more hygienic and convenient, cleaning solution to your standard mop, will find all that, and more, in the Vispa 35B. VISPA XL The Vispa XL is a powerful, cutting-edge floor scrubber, that is also extremely easy to use and highly manoeuvrable. A 43 cm working width and an exclusive design make it perfect for both spacious hallways as well as those cluttered

The Antea50 is a professional floor scrubber designed to improve productivity and reduce the cost of cleaning operations.

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The Vispa 35B is an easy-to-use and highly manoeuvrable walk-behind floor scrubber.

areas like storerooms and bathrooms. Applicable for maintenance cleaning of floors up to 1600 sqm and with the option for a battery-powered version, the Vispa XL is set to become a school’s new ally in maintenance cleaning. The Vispa XL is available in the disc version with traction (BT) or without (B) or in the roto-orbital version with traction (BTO) making it tough when it comes to tackling the most stubborn dirt in high-traffic areas of an education facility.

ANTEA 50 With technical characteristics and functions that make it a professional floor scrubber, this robust, resistant and reliable machine is designed to improve productivity and reduce the cost of cleaning operations. Suitable for both maintenance and heavy-duty cleaning of floors up to 2200 sqm, the Antea 50 from Comac is set to revolutionise cleaning operations. Complete with three different brush head types to get optimal results – disc brush (E-B-BT), cylindrical brushes (BTS) and the orbital pad (BTO) – the Antea 50 makes light work of dirt and grime on many flooring surfaces. Models with disc brush heads are available both as battery and electric powered. Better yet, the ECO mode function means schools will be able to reduce noise level and energy consumption, and scrub the halls without disturbing classes. EM

Inspiring professional development designed for Australian educators CHOOSE FROM 6 CONFERENCES

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Discover technology, resources and services for educators and schools from 100+ exhibiting companies. Register free for your Show Pass and receive two days access to the exhibition, Free Seminars and Classroom of the Future sessions.

CLASSROOM OF THE FUTURE Access 38 FREE PD sessions covering major themes including: Digital Technologies, Re-designing Learning Spaces and New Programs and Innovations.

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TECHNOLOGY // CASIO

Calculating brighter futures FOR TEACHERS WHO STRUGGLE TO GET STUDENTS TO GRASP SOME OF THE MORE CHALLENGING CONCEPTS IN MATHEMATICS, CASIO EDUCATION IS OFFERING THEM A NEW SECRET WEAPON. DUE FOR RELEASE THIS YEAR, THE FX-8200 AU IS THE MOST ADVANCED SCIENTIFIC CALCULATOR AVAILABLE IN AUSTRALIA, EXAM APPROVED, AND FULLY LOADED WITH A WEB-BASED SOFTWARE EMULATOR FOR RECORDING IMPORTANT CALCULATIONS FROM ANY DEVICE. The fx-8200 AU is Casio’s most advanced scientific calculator yet, approved by Australian exam authorities including NESA.

With STEM-related job opportunities expected to double over the next ten years, the Australian workforce will require graduating students to have the requisite STEM foundational skills to pursue tertiary studies in these fields.

As a result, teachers are experiencing a lot of pressure to prepare students for future work in the digital economy, improve learning outcomes for students surrounding STEM subjects and ensure the successful development of 21st century skills, such as numeracy and fluency in the core concepts of science and mathematics.

To support improved learning outcomes for STEM subjects and mathematics curriculum across Australia, Casio is introducing it’s most advanced scientific calculator yet for Australian students: the fx-8200 AU, which will be available to purchase from July 2023.

While the much-loved fx-82AU PLUS II 2nd edition continues to be a staple of Australian mathematics technology, Casio has worked with Australian teachers to evolve and design a tool that better suits the needs of scientific calculator users in Australia.

Retaining the well-known and much-loved features of its predecessors, the fx-82AU PLUS II and fx-100AU PLUS 2nd edition, the fx-8200 AU will deliver a significant increase in functionality and user experience, ensuring it will quickly become one of Australia’s leading scientific calculators for students in Years 7 to 12.

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SEAMLESS CROSS-DEVICE FUNCTIONALITY Teaching on the big screen just got easier. One of the fx-8200 AU’s most ground-breaking new features is the web-based emulator software for teachers, ClassPad.net. The web-based fx-8200 AU emulator ensures access to the scientific calculator’s operations anytime, anywhere, and on any device (a device with an internet connection is required).

HIGHLIGHT KEY EQUATIONS ClassPad.net provides teachers with ‘paper’ and ‘sticky notes’ functions. Sticky notes are used to add mathematical formulas, graphs, spreadsheets, and geometric shapes. Additionally, the interfaces allow teachers to create a pop-up screen, displaying key formulas, or steps as they work. All elements are resizable and can also be deleted, giving the option to create a bespoke display.

Teachers can also use the paper to create original teaching materials and attach sticky notes.

GRAPHING FUNCTIONS One new functionality of the emulator is graphing – a first for Casio scientific calculators in Australia, it allows teachers to easily expand computation into a graph and resize the window as necessary.

VISUALISE PROBABILITES It’s now easier to analyse probabilities and statistical data using various approaches within a single screen.

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EXPLORE GEOMETRIC PRINCIPLES Students and teachers can explore geometric principles and create freehand graphics using geometry functions, including the ability to freely alter the shape of graphics and automatically calculate length, area, angle and so on.

COMPLETE SCHOOL PACKAGE WITH PRIME SCHOOLS PLUS Teachers can get more from their fx-8200 AU calculators by joining Prime Schools Plus – a free program run by Casio Education Australia which provides free handheld devices, emulator software and classroom resources. The fx-8200 AU emulator software will be available from July 2023 and is freely available to all approved members of the program.

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Receive a complimentary fx-8200 AU calculators for every school’s maths faculty.

All new resources and classroom activities (all designed by Australian Teachers, for Australian Teachers).

All new “How do I?” manual for the fx-8200 AU, perfect for both teachers and students EM

For more information on the fx-8200 AU, accompanying resources, classroom activities and emulator software, visit www.casioeducation.com.au

TERRAPINN EDUTECH // TECHNOLOGY

EduTECH sparks inspiration AUSTRALIA’S LARGEST EDUCATION CONFERENCE AND TRADE SHOW, EDUTECH 2023, RETURNS TO MELBOURNE THIS YEAR, BRINGING TOGETHER THE SECTOR’S BEST AND BRIGHTEST MINDS FOR WHAT PROMISES TO BE ITS MOST IMPRESSIVE EVENT TO DATE. EduTECH returns in person this year, setting its sights on delivering a bigger and better event than ever before. The two-day conference taking place at the Melbourne Convention and Exhibition Centre, with pre-event workshops happening on 23 August, and a full program on 24-25 August that will showcase the latest technology and trends, and the most cutting-edge solutions impacting the education sector.

Widely recognised as one of the largest networking opportunities for educators in Australia, the event offers attendees working across K-12, tertiary, and professional learning and development the opportunity to participate in ‘one giant festival for education’ including a massive expo floor, hands-on workshops and professional development sessions, speakers’ seminars, and an esports tournament.

“EduTECH is a place for educators to learn together, share knowledge, and exchange ideas; grow their network; meet new people; explore business and partnership opportunities; and connect (or reconnect) with their contemporaries in person,” says Ms Rita Nehme, Marketing Director at Terrapinn, the event organiser behind EduTECH. This year, EduTECH is taking a future-forward approach, essentially doubling its capacity, and expanding its offering to include 10 seminars that will be paid to attend, and 10 free to attend seminars happening on the expo floor, with the aim of further driving learning, teaching, and training forward, while envisioning what the classroom of the future might look like.

“Last year, we tested the waters with a few special interest forums which were very well-received,” says Ms Nehme. So, this year we aim to deliver what we would consider the full education life cycle, by expanding those special

interest forums into key conference focus areas, each with a dedicated zone on the expo floor and speakers’ spotlights.”

EDUTECH 2.0 This year, the paid seminars will still focus on the event’s core dedicated streams: School Leaders, School Teachers, Digital Technologies, School ICT Management, Higher Education, Vocational Education and Learning and Workplace Learning. While the free to attend seminars will focus on the new special interest knowledge areas including Maths, Music and Performing Arts, Sports, Wellbeing, Maths, Diverse Education Needs and Inclusion, Future Forward Libraries, EdTECH Innovation and Tertiary ICT Management.

EduTECH is bringing back the much-loved Gala Dinner, a not to be missed event! The EduTECH Gala Dinner will be in the evening of day one, after the EduPARTY in the expo hall.

Another exciting addition this year will be the esports live tournament, in partnership with The FUSE Cup, which will be happening live on the expo floor during the event.

SPEAKERS SPOTLIGHT With over 455 speakers expected to be in attendance this year, some of the most anticipated presentations include: • Saku Tuominen, Founder, HundrED • Richard Culatta, CEO of International Society for Technology in Education • Dr Gary Stager, Founder of Constructing Modern Knowledge • Erica Southgate, Associate Professor at the University of Newcastle • Laura Overton, Founder of Learning Changemakers

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New to EduTECH are specialty zones for Maths, Music and Performing Arts, Sports, Wellbeing, Maths, Diverse Education Needs and Inclusion, Future Forward Libraries, EdTECH Innovation and Tertiary ICT Management.

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Ethan Hein, Adjunct Professor of Music Education, New York University Professor Sandra Milligan Director, Assessment Research Centre & Melbourne Graduate School of Education at the University of Melbourne Juanita Weissensteiner, Principal Advisor, Pathways and Development, Office of Sport, NSW Government

EXHIBITORS AND SPONSORS The heavily anticipated event has garnered support from, the Victorian Department of Education and Training, and Global Victoria. Other featured exhibitors and sponsors will include big names such as Google for Education, Apple, Lenovo, Asus, HP, Samsung, Lego Education, Adobe, Honeywell, Grok Academy, ASI Solutions, Datacom, Vex Robotics, and many others.

WHEN AND WHERE EduTECH Congress & Expo 2023 Pre workshops: Wed 23 Aug 2023 9-4 Day 1: Thu 24 Aug 2023 9-6 Day 2: Fri 25 Aug 2023 9-4 Melbourne Convention and Exhibition Centre EM

Want an exclusive discount? Register using discount code EM20 for an additional 20% off! For more information, visit: www.edutech.net.au

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TECHNOLOGY // JB HI-FI JB Hi-Fi Education is encouraging secondary schools to explore ways of making technology more inclusive and accessible for all Australian students.

Inclusivity, equity, and accessibility in tech A KEY FOCUS FOR EDUCATORS RIGHT NOW IS EMPOWERING STUDENTS WITH HIGH VALUE SKILLS THAT WILL PREPARE THEM FOR THEIR FUTURE CAREERS. FOR JB HI-FI EDUCATION, THIS MEANS ENSURING ALL STUDENTS HAVE ACCESS TO THE NECESSARY TOOLS, RESOURCES, AND PROGRAMS TO SUPPORT THE DEVELOPMENT OF THE CRITICAL SKILLS REQUIRED FOR WORKING IN A DIGITAL ECONOMY. As technology drives better educational outcomes as part of the evolving digital economy, knowledge of science, technology, engineering and mathematics (STEM) and 21st century learning skills such as critical thinking, creativity, communication, and collaboration have become increasingly important for students, teachers, and education support staff.

To support best practices in STEM education, JB Hi-Fi Education wants to make 21st century learning curriculum accessible to everyone. This means ensuring Australian educators and students have equitable access to computing devices across a diverse landscape of differing learning abilities, geographies, and socio-economic groups.

Ms Sandy Hyland, Head of Education at JB

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Hi-Fi, says: “JB Hi-Fi Education helps schools to create world class educational programs using simple, affordable, and manageable technology solutions. We have highly experienced education specialists across Australia that are backed by our national network of stores and strong partnerships with leading global technology providers such as HP, Microsoft, and Apple.”

By that same token, encouraging students to develop strong proficiency in computing skills and core competencies in STEM has been a primary focus for the Australian Government over the last decade.

To improve STEM curriculum for every school across the country, the Department of Education created the National STEM Education Resources Toolkit – an online hub providing

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educators with a comprehensive strategy for developing a core curriculum based on 21st century learning objectives.

WHAT IS 21ST CENTURY LEARNING? The Department of Education defines 21st century learning as the development of skills that have been flagged as critical for the digital economy.

However, rather than focussing on developing a particular skillset or area of specialisation –21st century learning skills is better defined as a way of thinking. The framework for this is detailed in Assessment and Teaching of 21st Century Skill by defining learning categories for thinking, working, and living in the world:

Ways of thinking • Creativity and innovation • Critical thinking, problem-solving, and decision-making • Metacognition – Learning to learn Ways of working • Communication • Collaboration Tools for working • Information Literacy • ICT literacy Living in the world • Citizenship – local and global • Life and career • Personal and social responsibility – including cultural awareness and competence ADDRESSING THE CHALLENGES Ms Hyland, from JB Hi-Fi Education, conducted an interview with Mr Brett Salakas, Founder of #aussieED, Co-Founder of the ED Poets Society and #TheWalkingED, and HP Education Ambassador for Australia.

Mr Salakas says one of the key challenges is ensuring students living in Broken Hill, Coober Pedy, Esperance and Kalgoorlie have equitable access to the same educational tools and technology as

students living in the Melbourne CBD. “Achieving tech equity in Australia is a multifaceted challenge with many different aspects to consider. One thing we must contend with is ‘the tyranny of distance’,” he says.

“Unlike other countries, Australian educators have a unique set of geographical challenges, with upwards of 80 per cent of our population coastally bound and living in metropolitan areas like Sydney, Brisbane, and Melbourne. Then there are vast areas of land where the other 20 per cent of the population is spread sparsely and often in remote locations.”

Another key issue he highlights is addressing the specific learning needs of students.

“Barriers to learning can include spectrum and sensory-processing conditions; being non-verbal; audio or visual impairments; dyslexia; colour blindness; or difficulties with executive functioning.

Schools need to make the necessary adjustments and tailor the learning environment to make the lessons fully accessible to these students,” Mr Salakas says.

“To truly achieve accessibility for all, we need to be intentional about structuring our education systems around the needs of individual students.

Educational technology enables us to make learning accessible in ways like never before and with smart teaching, smart planning, and clever use of technology, we can ensure all the students have access to a quality education.”

Cultivating 21st century learning skills is a critical part of ensuring students are ready for future careers in the digital economy.

BRETT SALAKAS’ RECOMMENDED ACCESSIBILITY TOOLS AND TECHNOLOGY FOR EDUCATION: Text-Help: A tool for reading and vocabulary that offers visual tracking – helpful for audio-visual impairments or sensory issues and colourblindness.

Text-to-Speech: For students who have executive functioning challenges, such as autism spectrum, attention issues or dyslexia, text to speech enables them to write freely by speaking their ideas rather than writing them.

Artificial intelligence: AI learning tools can be leveraged for better education outcomes.

Synthesia allows students to create virtual visual presentations of their ideas. Mr Salakas has some examples of how this technology can be used on his site: salakas.me/deepfake HP Learning Bytes: This series highlights tools and technology for learning that can make education more accessible for students with various learning needs, visit: reinvent.hp.com/HPLearning-Bytes JB HI-FI EDUCATION AND TECHNOLOGY PROGRAMS As more educators begin to rely on learning technologies, JB Hi-Fi Education is trying to simplify this trend by offering streamlined procurement processes; modern device deployment and management capabilities; and more premium technology options at commercial prices to schools.

The company also facilitates one-to-one or BYOD programs to help parents, students and schools easily access appropriate technology for their school’s needs. Extended warranty and insurance options are in place to help purchasing parties get the most out of their investment.

Understanding that the current climate is tough for households, multiple payment options are offered to parents such as Zip, Afterpay and the flexibility of click-and-collect at participating retail stores.

Additional financing options are available through JB Hi-Fi Finance, backed by JB Hi-Fi’s Asset Finance partner De Lage Landen (DLL) which enables JB Hi-Fi Education to present schools with fixed or adaptable monthly equipment leases and flexible services arrangements, at competitive rates and with true lease transparency. EM

To learn more, visit: www.jbhifi.education

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TECHNOLOGY // LENOVO

Limitless learning TRINITY COLLEGE EMBRACING TECH FOR THE FUTURE

SCHOOLS ARE EMBRACING BRING-YOUR-OWN-DEVICE (BYOD) PROGRAMS TO MAKE EDUCATION MORE FUN AND ENGAGING, AND TRINITY COLLEGE IS NO EXCEPTION. WITH SMART TECHNOLOGY AT ITS DISPOSAL, THE SCHOOL’S 3,950 STUDENTS CAN CONNECT, COLLABORATE, AND ENGAGE WITH THEIR PASSIONS. IT IS ALSO HELPING BRIDGE THE GAP BETWEEN LEARNING IN THE CLASSROOM AND AT HOME.

While most of its senior students are using portable devices in the classroom, Trinity College acknowledges there is still a need for desktop machines to support resource-intensive applications, such as Adobe Creative Suite and AutoCAD, which not all student-owned laptops are powerful enough to do.

Trinity College currently operates eight computer labs across its five schools. Each lab Trinity College is located approximately 35km north of the Adelaide CBD, on the doorstep of Gawler.

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has 30 Lenovo ThinkCentre Tiny-in-One (TIO) PCs featuring 12th Gen Intel Core processors for students, plus another dedicated machine for the teacher. These PCs, accessed mainly by junior and middle school students, make up part of the school’s 2,000 network of devices, and are used for virtual reality game development, animation creation, and rendering 3D objects.

Additionally, the college also has an innovation

Trinity College students enjoy a bring-your-own-device (BYOD) Program.

“The Trinity Innovation and Creativity school represents what we imagine 21st century learning can look like. Those challenges, those obstacles, such as limited accessibility and low-powered machines, have disappeared.”

centre equipped with Lenovo ThinkStation P360 workstations powered by 12th Gen Intel Core processors and features 32GB RAM for students to carry out dedicated virtual reality work.

Apart from being able to support the school’s application usage, the other appeal about the Lenovo ThinkStation P360 workstations has been its compact, space-saving design. The machine is designed in a way that its ports and slots sit behind the monitor, making them more difficult to be accessed by students and ultimately, more durable, according to Trinity College teacher Mr Steve Grant.

“The Trinity Innovation and Creativity school represents what we imagine 21st century learning can look like. Those challenges, those obstacles, such as limited accessibility and low-powered machines, have disappeared. What we are now doing is putting into the hands of the students the best quality equipment that we could possibly imagine, so that their skillset, mindset, and toolset are unmatched,” says Mr Grant.

But it’s not only students who have benefited from these powerful machines. Staff who conduct specific work using Adobe Creative Suite or AutoCAD also have access to a network of ThinkStation P360 workstations. Alongside this, staff are equipped with Lenovo ThinkPad X1 laptops powered by 11th Gen Intel Core Processor and ThinkPad L13 laptops featuring 11th Gen Intel Core Processor and 16GB RAM, which has encouraged them to use more applications in the classroom.

“We’ve noticed that staff are more productive than when they were using desktops. Moving from classroom to classroom is now easier when they

have their own device and a great teaching asset,” said Mr Andrew Larner, ICT Director, Trinity College.

FINDING THE RIGHT TECHNOLOGY PARTNER WITH THE BEST TOOLS FOR THE JOB To help identify what machines were going to be the most suitable for the school, Trinity College surveyed nearby schools and their staff to find out what they were using, what products they had in the past and what was the technical support like. It was a no-brainer when Lenovo consistently topped the list. Serviceability and durability were also feature priorities for Trinity College as it found

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other products in the past had let it down in both areas, according to Mr Larner.

“We have found that we can get parts for the machines quickly and get them fixed quite easily, whereas other devices we had in the past took us a long time to get parts and we were always out hundreds of devices at any one time waiting for them to be repaired. Lenovo support technicians will also come out every couple of weeks, which is fantastic,” he says. “Trinity College’s vision of helping its students discover a world of opportunity is now being enabled by smart technology every day.” EM

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EXPERT CONTRIBUTOR // DR GEORGE SIEMENS

The role of GAI in education GENERATIVE ARTIFICAL INTELLIGENCE WAS A SIMMERING TREND IN SMALL TECHNOLOGY COMMUNITIES, BEFORE BURSTING ONTO THE SCENE EARLIER THIS YEAR, WHEN CHATGPT, THE LATEST GAI TOOL, MADE HEADLINES FOR ITS SOPHISTICATED HUMAN-LIKE TEXT OUTPUTS, COMPLETE WITH ADVANCED ESSAY WRITING AND CODING CAPABILITIES. IN THIS ARTICLE, PROFESSOR GEORGE SIEMENS, OF THE UNIVERSITY OF SOUTH AUSTRALIA, DISCUSSES THE IMPLICATIONS OF GAI FOR THE FUTURE OF EDUCATION.

Professor George Siemens is well known for his research on networks, analytics, and human and artificial cognition in education. He has delivered keynote addresses in more than 35 countries on the influence of technology and media on education, organisations, and society.

His work has been profiled in provincial, national, and international newspapers. He has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks.

Professor Siemens is a Founding President of the Society for Learning Analytics Research. In 2008, he pioneered massive open online courses (MOOCS).

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Humans are a tool-using species. For most of our history we have used tools to extend physical limitations. These range from mundane tools such as using a rock to crack open a coconut, to more complex tools such as tractors and airplanes.

As a species, we have also created tools that enable us to be more cognitively advanced.

When information quantity increased, humanity created classification schemes, such as in the Library of Alexandria, and categorisation models to describe nature, such as the Linnean Taxonomy. Storing information has similarly advanced from cave drawings, to tablets, to scrolls, and now to the internet. Throughout this advancement, the focus has always been on humans using tools.

Now, in the current generation of Artificial Intelligence (AI), this is starting to change – tools are now starting to use people. Our digital interactions are captured, coded, and used to train and refine increasingly sophisticated AI systems. We are in an almost co-equal relationship with AI and where our actions are shaped by AI. The implications of this are enormous for our schools and universities.

For most of 2022, a simmering trend

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grew in small technology communities.

Now classified as Generative AI (GAI), these tools can take a limited information input and produce a reasonably sophisticated output. This includes generating images from simple prompts, to creating essays from an input of only a few sentences. While these advancements weren’t prominent in media at the time, as their outputs began to win state-level art competitions, they raised concerns about how AI could affect education, particularly if student essays were generated by AI. By late 2022 the conversation of GAI burst into the public sphere in the form of a new tool called ChatGPT, a fine-tuned model based on GPT-3 – a large language model trained and developed by Open.AI, with extensive funding and support from Microsoft.

The first month of 2023 has seen a stunning sequence of developments. Schools and universities are now confronting the potential of GAI for cheating in essays. Coding that used to take hours can now be done by ChatGPT in seconds. Similarly, a functional essay draft can be created almost immediately. For teachers, ChatGPT could create a lesson plan, a rubric, learning activities, and answer sheets.

The first media wave focussed on defining ChatGPT, evaluating its utility in teaching and learning, and determining its impact on cheating: all with a sprinkling of existential angst. And perhaps rightly so – if AI can write creatively, produce impressive images, write music, pass law exams, complete an MBA, and generate video, then what is left for humans? As a result, schools, universities, and education ministries have responded variably, with some opting to outright ban the tools and others opting to actively include them in curriculum.

We are now entering a second wave where the response is less reactionary and more thoughtful and intentional. While teachers and academics globally are trying to make sense of GAI, they’re also considering more practical ways to incorporate AI into teaching practices and the

“While teachers and academics globally are trying to make sense of GAI, they’re also considering more practical ways to incorporate AI into teaching practices and the content of what is taught.” content of what is taught. Much like past concerns of the calculator threatening the quality of mathematics, so too are the worries surrounding ChatGPT. But as we know, the calculator didn’t destroy maths, so it’s useful to consider this when looking at how ChatGPT might impact future

teaching practices.

For school systems, an emerging challenge is to develop AI literacies. What is AI? How do we use it in knowledge practices? How do we support its effective use? What do we do when AI completes learning tasks better than humans?

Defining and developing these literacies across all of society is the critical first task.

For the first time in history, humanity has a tool that can think with us. The tool of GAI uses and shapes us in ways that cause us to question which domains of learning and knowledge remain unique to us, and which have been acquiesced to a system that can produce and perform at levels that far exceeds ours – if not in content of output, then certainly in speed of production. The implications are still emerging, but it is becoming clear that they will be dramatic and transformative. EM

educationmattersmag.com.au Education Matters Magazine and educationmattersmag.com.au are informative, valuable resources for decision makers of both primary and secondary schools Australia-wide.

We provide a content-rich, comprehensive buyer’s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector.

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BEYOND THE CLASSROOM // LIVE WIRE PARK

Sparking adventure THE EXPERT TEAM OF OUTDOOR EXPLORERS AT LIVE WIRE PARK ARE PASSIONATE ABOUT ENCOURAGING STUDENTS TO MAKE THE MOST OF THE GREAT OUTDOORS THROUGH ACTION-PACKED OUTDOOR ADVENTURES THAT ARE SURE TO CHALLENGE THE BODY AND MIND, WHILE RECHARGING THE SPIRIT. Nestled in the Otway Forest, just off the Great Ocean Road is where the call of the wild can be answered with a day trip to Live Wire Park. Safe, secure, and full of fun, Live Wire Park is the perfect way for students and teachers alike to enjoy Victoria’s rainforests while learning about the local flora and fauna and participating in the park’s sustainability education program.

CHAMPIONING SUSTAINABILITY EDUCATION As Australia’s first outdoor adventure park, powered entirely by nature, Live Wire Park has been thoughtfully designed to have a minimal impact on the environment. Fuelled by solar power, paired with all water being collected, used, and treated on site, Live Wire Park is a sustainable business.

The park’s eco-approach adds an educational dimension to the experience. The Live Wire team takes student groups through core sustainability principles, explaining how

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they have been implemented them in the building of the park to ensure minimal impact on the environment.

As students scale trees, swing on ropes, and plunge down the park’s bungee circuits, amidst the native gumtrees and lush natural landscapes, they will also learn about the history of the temperate local rainforest, which contains dense biodiversity and several species of trees and plants with some towering Blue Gum Eucalypts estimated to be more than 150 years old.

SOLAR POWER Students will learn about the park’s photovoltaic off grid system and how by harnessing solar energy, it uses a 5.4 kW Solar Array which charges a battery bank, and in turn, powers the entire park.

WATER CAPTURE AND TREATMENT Live Wire Park’s water cycle management plan and the systems in place to capture water

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on-site, negate the need for mains water. The park also treats waste onsite through selfcomposting toilets and recycling grey water.

NATIVE WILDLIFE The Live Wire Park team will also introduce students to the native wildlife including koalas, wombats, and kookaburras, which frequently make an appearance during these outdoor excursions.

SUPERCHARGING SELF-CONFIDENCE Studies show that encouraging secondary school students to overcome their fears and try new activities can help them become more confident and self-assured, in addition to offloading the built-up energy and frustration that comes with adolescence. Ultimately, enabling them to be calmer and more focused when they return to the classroom.

Students will experience the sense of freedom and autonomy that comes from self-directed outdoor learning, while

The native wildlife includes koalas, wombats, and kookaburras.

The Super Circuit features 53 mid-air trails to challenge the physical and mental abilities of students. Credit: Lynton Crabb.

The Canopy Circuit features 120 metres of easy treetop suspended pathway. Credit: Lynton Crabb.

building greater confidence in their abilities, forging friendships with their fellow outdoor explorers, and developing valuable social and communication skills.

Supported by the Live Wire Park team, park activities are the ultimate group bonding experience, bringing students together in a new setting, away from sometimes stressful and familiar environments. At Live Wire Park, students will naturally come out of their shells and become more social, more cooperative, and more encouraging of one another, making them open to meeting and talking to new people and making new friends.

ELECTRIFYING OUTDOOR EXPERIENCES ZIPLINING CIRCUITS Elevated above the Blue Gums, Live Wire Park’s Canopy Circuit features 120 metres of easy treetop suspended pathway, in addition to a five-zone elevated trampolining net park known as the Spring Circuit. For the little live wires, the Short Circuit has been designed with children and smaller teenagers in mind.

THE SUPER CIRCUIT For an electric outdoor adventure unlike any other, the park’s Super Circuit will challenge the physical

Live Wire Park offers challenges that will test even the most seasoned rope lover’s endurance, agility and problem-solving skills. Credit: Lynton Crabb.

and mental abilities of even the most seasoned high ropes lovers. Featuring 53 mid-air trails, suspended bridges, tree scaling activities and an electrifying Tarzan swing, the Super Circuit tree top challenge is designed for thrill seekers and active adventurers ready to test their endurance, agility and problemsolving skills.

THE SHOCKWAVE ZIP COASTER For adrenaline seekers, the Shockwave Zip Coaster is the most extreme zip line in Australia.

The ultimate zip lining joy ride 525 metres long, the Shockwave Zip Coaster pulses forward at electrifying speed, with twists and turns, charged by the sheer force of gravity. Get ready for an outdoor adventure experience like no other.

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ABOUT LIVE WIRE PARK Live Wire Park is a family-owned business, run by locals who are passionate about the environment and sharing the natural wonders of the Surf Coast of Australia with the rest of the world. The park offers school group pricing and activities including a 25% discount for school groups as well as teachers who can attend free of charge. For more tailored, or overnight trips, the Live Wire team also offers catering services and local accommodation recommendations. EM

For more information, visit livewirepark.com.au/school-programs

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BEYOND THE CLASSROOM // NRMA

Nature’s classroom WITH THE NEW SCHOOL YEAR WELL UNDER WAY AND A CHANGE IN SEASON AFOOT, NOW’S THE PERFECT TIME TO GET STUDENTS BACK OUTDOORS FOR A HANDS-ON EDUCATIONAL EXPERIENCE. AND WHAT BETTER WAY TO DO SO THAN AT NRMA PARKS AND RESORTS, WITH ITS EXCITING SCHOOL CAMP OFFERING THAT BRINGS LEARNING INTO THE WILD FOR AN ADVENTURE LIKE NO OTHER. Embrace the call of the outdoors and switch school desks for nature’s classroom this year.

Whether it’s planning a sporting excursion or organising a school camping trip, an outdoor learning adventure can be a great way for students to hone essential skills while building confidence in themselves and their surroundings.

DISCOVER SCHOOL CAMPS IN NATURE Situated beachside, lakeside, in lush bushlands and more, NRMA Parks and Resorts offers an array of incredible locations across Australia. With natural surroundings, schools will have an inspiring backdrop for students’ outdoor adventures. What’s more, NRMA Parks and Resorts offer fully-

NRMA Parks and Resorts is now offering the Bear Grylls Survival Academy to schools, including four exciting outdoor missions.

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customisable hosted programs suitable for students of all ages and abilities.

With organised activities including sports, arts and crafts, environmental exploration and the Bear Grylls Survival Academy, NRMA Parks and Resorts’ wide range of unforgettable experiences offers something for everyone.

Their dedicated Groups Specialist team will

The NRMA Group Booking Team helps educators to plan unforgettable school camping trips for making memories and forging friendships.

work with a school to design a program that perfectly meets its preferences and ensures students have an unforgettable time.

After an exciting day of activities, schools can enjoy a relaxing evening with entertainment options like bingo, trivia, and movie nights.

EASY, CONVENIENT AND ACCESSIBLE Teachers have a lot on their plate, which is why the team at NRMA Parks and Resorts go the extra mile to provide group accommodation, facilities and catering solutions that suit all needs and budgets. Plus, with their Group Booking Team in charge of all the details, teachers can rest easy knowing the team have it sorted.

Schools can pick from an array of accommodation from cabins to bunkhouses and campsites. As for food and beverage, schools will be spoilt for choice with a diverse selection of options, including catered menus, BBQs, and the opportunity to cook in the camp kitchens.

“With organised activities including sports, arts and crafts, environmental exploration and the Bear Grylls Survival Academy, NRMA Parks and Resorts’ wide range of unforgettable experiences offers something for everyone.”

BEAR GRYLLS SURVIVAL ACADEMY NRMA Parks and Resorts have exclusively partnered with legendary adventurer, Bear Grylls, to bring his action-packed four-part survival program to Australian shores.

Ideal for high-school groups, the Bear Grylls Survival Academy is a fantastic way for students to have some good old-fashioned fun in the great

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outdoors. The program instils confidence, teaches team building and leadership skills. Students will also overcome fears and build resilience, all while learning to bond as a team, problem-solve, and most importantly – never giving up.

The program includes learning how to build a bush shelter, tie knots, navigate using a compass, prepare and cook damper, camouflage in the wild and, perhaps the most fun of all, discover bush foods.

As Bear Grylls once said: “It is through adventure in our wild spaces that people, especially children, really learn and grow. When I think about the outdoors, I don’t just see woodlands, rivers and mountains; I see the world’s biggest classroom.

Taking part in an outdoor expedition frees the mind and liberates the spirit. It also reminds us of what we’re truly capable of achieving.” EM

To learn more about NRMA Parks and Resorts’ school camp programs, email: groups@nrmaparks.com.au

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THE LAST WORD // eSafety

Working together to address cyberbullying WITH THE SCHOOL YEAR WELL UNDER WAY, TEACHERS ONCE AGAIN FIND THEMSELVES CONFRONTING A GROWING PROBLEM: CYBERBULLYING. E-SAFETY COMMISSIONER JULIE INMAN GRANT WANTS SCHOOLS TO KNOW THAT ESAFETY IS HERE TO HELP. Complaints to us about serious cyberbullying typically spike as classes begin and students resume face-to-face interaction. But the volume of complaints is also increasing sharply overall, with reports jumping almost 70 percent over the last 12 months alone.

Protecting children and young people from this rising tide of online harm requires greater coordination, and that has prompted eSafety to set up a National Online Safety Education Council.

The Council brings together authorities and peak bodies representing schools in all sectors, both nationally and at the state and territory level. We need such broad collaboration to ensure our response to cyberbullying is effective and to encourage systemic change that boosts safety across the board.

We also need to fully understand cyberbullying as a behaviour; how it happens and the trauma it causes. It can take many forms but typically involves cruel name-calling, distributing offensive images or videos, creating impersonation accounts, threats of violence, or harassment. The experience of being bullied online can feel claustrophobic, allenveloping, and impossible to escape. Unlike physical bullying, where for most children the threat ends at the front door, cyberbullying follows the target into their home.

Recently, we issued our first End User Notices compelling recipients to remove serious cyberbullying material targeting another child. End User Notices are designed to send a clear message that cyberbullying is

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against the law and set out a framework for redressing the harm caused.

In one case the recipient’s school principal served the notice in the presence of their parents and teacher, explaining what it was and why they were receiving it. The school also arranged sessions with a school counsellor to ensure they understood the consequences and effects of cyberbullying.

Our approach in these, and other situations, is always to work in collaboration with schools, parents, and other support professionals wherever possible to ensure the best outcome for all children involved. Through our complaints and investigations data, we see a strong connection between cyberbullying and what is happening in the school community.

Schools, therefore, have a crucial role to play in detecting and correcting behaviours that spill over into online spaces and ensuring appropriate policies are in place.

A separate case reported to us recently involved humiliating online “student awards”. It demonstrates good practice within a school.

The school told us its year coordinator had spoken to the instigator, who did not acknowledge how problematic the material was, and was subsequently suspended. We talked about their approach and advised the school to report any ongoing behaviour, given the potential for it to amount to serious harassment.

Initially, the parent of the responsible child was strongly opposed to the school’s policies and actions. But the school held firm, insisting upon a three-way interview before the student

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could return. At the same time, students who had been targeted were supported by the school, helping avert potential for lasting harm.

We regularly work with schools to help resolve these kinds of issues, as well as engaging with educators more broadly. We have discussed enhancements to teacher professional learning, for example, and developed on-demand professional learning about management of critical online incidents.

Online safety education delivered through our Trusted eSafety Provider program continues to reach hundreds of thousands of students every year and our own webinars have reached many thousands more. Our eSafety Champions Network is designed so that each school has an eSafety point of contact: a teacher, a wellbeing professional or staff member who makes online safety a priority.

Cyberbullying is a difficult and growing problem but, working together across government, schools, households, and peer groups, we are finding ways to address it. In April last year, we also established eSafety’s Youth Council to focus on the challenges young people face online, advise eSafety on solutions and enable a youth voice to government. And of course, we are continually updating our resources, information, and advice online at esafety.gov.au. EM

University of Melbourne // THE LAST WORD

Dynamic career pathways may be the key to teacher retention NEW RESEARCH FROM DR HUGH GUNDLACH, OF THE MELBOURNE GRADUATE SCHOOL OF EDUCATION, REVEALS KEY FACTORS MOST CORRELATED WITH TEACHER TURNOVER AND SOME SUGGESTED STRATEGIES AND INTERVENTIONS FOR RETAINING TEACHING STAFF MOVING FORWARD. A high rate of teacher turnover is a growing issue in Australian education. Retaining staff is a challenge for many schools, particularly in the aftermath of the global pandemic. The 2021 Australian Teacher Workforce Data Report identified that one in four teachers intend to leave the profession before retirement age, and over half plan to do so within 10 years.

While teacher attrition rates can be comparable with attrition in other professions, the stakes are higher in the education industry, as the work they do impacts impressionable young people. Teachers carry institutional knowledge and experience working with students, and excessive turnover can have negative effects on student learning objectives and wellbeing.

Keeping good staff is essential so that schools maintain a strong understanding of their students as individuals and their educational pathways. Furthermore, parents want their child to cultivate a strong positive student-teacher relationship because they understand how crucial this can be to educational outcomes.

With the cost of recruiting and training new teaching staff estimated at 25-35 per cent of a teacher’s annual salary, retaining staff is also a good financial decision for schools. So, what can schools do to improve retention and entice more teachers stay in the profession long-term?

EXAMINING THE CAUSE OF HIGH TEACHER TURNOVER Historically, teacher turnover was viewed as an issue of supply, assuming an increase in the

quantity of teachers entering the workforce, would equal to greater retention. Subsequent studies found however, that early-career and pre-retirement teachers is also a contributing factor. At present day, there is a push for more initiatives for improving the wellbeing and job satisfaction of those in the teaching profession.

In my extensive research on the topic of teacher retention, I discovered that broadly speaking, ‘teacher burnout’ is the most powerful factor correlated with teachers leaving.

The cause of burnout has been linked to feeling unsupported, inadequate induction, insufficient mentoring – particularly for early career teachers – and overall lack of support in the role, to create a stressful environment.

However, it has also been connected to teachers in out of field areas, and experienced teachers who are simply exhausted from workload and other aspects of the job.

Specific indicators of burnout are emotional and physical exhaustion, developing a cynical attitude toward the job, and reduced efficiency, ultimately proving to be indicators that a teacher will find reason to leave.

WHAT INTERVENTIONS CAN BE MADE? An anonymous, online survey of over 1000 Australian teachers, Years K-12, allowed participants to share their experiences. A major theme from the survey data was that teachers are passionate about helping their students, but job dissatisfaction often arises when they feel other elements of the job hinder or obstruct their abilities to delivering successful learning

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outcomes to students.

Another emergent idea from the research was that the person to organisation fit is highly influential. For some participants, it took two or three schools for them to find their ‘best fit’ for a role. Data also indicated that having a dynamic career prolonged an individual’s stay in teaching.

SUGGESTED INTERVENTIONS: • Exit interviews with independent personnel to address reasons for departure.

• An ‘exit room’ program to smooth transitions for departing and replacement staff.

• Secondments and career leave initiatives that allow a teacher to return to a position while gaining new experiences.

• Smoother transition between systems (Government, Independent, Religious) to preserve leave and entitlements.

• Redesigned workloads and duties.

• Alternate models of work such as team teaching and job sharing.

• Wellbeing programs that put responsibility on the system, not just the individual.

Though it appears that most teachers begin their careers with passion, research suggests that rethinking career structures in teaching, with an awareness of and by comparison to other professions, could lead to more satisfying careers and greater retention. EM

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THE LAST WORD // Curtin University

Meeting the challenges of ‘superdiversity’ in the classroom DR CARLY STEELE DISCUSSES HOW DIVERSITY IN SCHOOLS CAN BE BETTER SUPPORTED BY EDUCATION SYSTEMS, PROFESSIONAL DEVELOPMENT FOR TEACHERS, AND MEANINGFUL RESEARCH COLLABORATION. According to the most recent census, there are over 350 languages spoken in Australia, and ACARA reports that over 2,000 different ethnic backgrounds are represented in its population. This is described as a ‘superdiversity’ situation, and it represents a level and kind of complexity increasingly experienced in Australia.

The implications for the classroom are significant. Teachers need to respond to the highly diverse cultural and linguistic backgrounds of their students, which includes teaching many students for whom Standardised Australian English is not their first language, and who are referred to as English as an Additional Language or Dialect (EAL/D) learners.

Currently, there is no national mandate for education systems to report on the number of EAL/D learners in schools, their proficiency levels, or their progress, resulting in little publicly available information. It is estimated that around 25 percent of primary and secondary school students are EAL/D learners, and this can be as high as 90 percent in some schools.

This means that almost every teacher in Australia will have taught EAL/D learners, and if they haven’t, they soon will. Despite this, there has been a failure to adequately meet the challenges that superdiversity presents for teachers at every level – by education systems, by teacher educators and by researchers.

Over the last century, system-level

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responses to superdiversity have shifted back and forth between being assimilatory and embracing of multiculturalism.

In the 1970s, Australia developed world-class bilingual programs for speakers of Aboriginal and Torres Strait Islander languages, and EAL/D programs for migrant language learners. However, current educational policies have eroded these programs.

Moreover, it has been reported by the Australian Council of TESOL Associations that funding specifically tied to EAL/D learners is often being re-directed elsewhere within schools. As a result of these changes to funding structures, amongst other factors, Australia has seen a decline in specialist EAL/D teachers, and specialist programs in schools.

Now, teaching English to EAL/D learners is primarily the role of mainstream classroom teachers. Yet most teachers do not possess this training.

A 2018 survey of staff in five Queensland state high schools reported that only 4.7 percent of staff had received academic training and 10.4 percent professional development on how to teach linguistically diverse students, leaving them feeling ill-equipped to meet the language learning needs of their students.

This is not an anomaly. Currently, most Initial Teacher Education (ITE) degrees only rudimentarily address the requirements set out in the AITSL standards to “demonstrate

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knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds.”

Many do not mandate specialised subjects for teaching EAL/D learners – but they should. Teachers require specialist language teaching knowledge and skills to meet their students’ language learning needs.

Current demands on teachers’ time make it more important than ever to ensure that research is relevant, accessible, and supportive of teachers who seek to enhance their professional capabilities in this area.

To achieve this, there needs to be a shift in focus from research-informed teaching – to teaching-informed research. That is, research conducted with teachers in the classroom in response to their needs, as determined by them.

It is crucial that such research is conducted collaboratively. This way, teachers and researchers can share the responsibility for ensuring both quality teaching and quality research. Such changes are achievable, and would work, as a starting point, to better support teachers as they respond to superdiversity in their classrooms. EM

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