The situation The requirements The benefits What’s needed to make it work How to move forward.
The game-change needed to move our Education system up a major notch
description
Transcript of The game-change needed to move our Education system up a major notch
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The game-change needed to move our
Education system up a major notch
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C H A N G E
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1 BHP Billiton108
2 Wesfarmers171
3 Woolworths175
4 Commonwealth Bank227
5 Westpac Bank229
6 National Bank254
7 ANZ Bank291
8 Telstra438
9. Caltex486
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• Developing people with the right skills and attributes –
entrepreneurship, creative, tenacious, passionate, in pursuit
of new ideas.
• Individuals selected and combined into effective teams –
collaborations, diversity, pursuit of deeper understanding of
impact, respect for others
• Organisations structured to be cross-functional with fluid
organisation roles – Enough order and structure to drive
action but enough ambiguity to keep uninhibited by the past.
• A culture open to new ideas, welcoming diversity so as to
incubate and follow success
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• Autonomy leads to greater division between the best & the poorest.
• Greatest barrier to improvement is the spread of schools
• The variance is greater within than between schools
• The closed nature of sharing and collaboration is among the greatest
damnations of the autonomy agenda
• The centre is scared of taking excellent agendas that have worked in
many schools and rolling them out wider
• Up scaling is the least understood concept in our business.
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StudentsTeachers
HomeHomePeersPeers
SchoolsSchoolsPrincipalPrincipal
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8th 3rd 4th 1st 2nd 6th 5th 7th
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Growth over time ALL = . 40Year 3-5 = .54 Year 5-7 = .35 Year 7-9 = .26
Reading Writing Spelling Grammar Numeracy
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Average (purple) and Growth (red)
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Relation to SESIt is the case that there is a positive correlation
between Achievement score and SFO
SFO and Achievement
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But no relation of SFO and Growth
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Growth comparisons
• Males and female growth similar 0.05
• LOTE higher than non-LOTE 0.13
• Indigenous growth similar 0.04 • Lower parental occupation higher
growth than upper 0.11
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Great vs. Low Growth Schools
Lowest Growth SchoolsHighest Growth SchoolsReading Writing Numeracy Reading Writing Numeracy
School Growth Growth Growth Growth Growth Growth
1 -.14 -.17 .13 312 .53 .48 .762 .83 -1.88 -.02 313 .73 .40 .643 -.06 1.31 .61 314 .60 .72 .484 .17 -.18 .08 315 .68 .59 .615 .54 -.63 .47 316 .76 .48 .676 .10 .24 .23 317 .73 .61 .647 .21 .08 .30 318 .68 .81 .578 .35 .02 .24 319 .66 .74 .719 .41 -.25 .46 320 .94 .72 .8310 .08 .29 .30 321 .50 .88 .47
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High vs. Low Growth Schools
Lowest Growth Schools Highest Growth SchoolsReading Writing Numeracy Reading Writing Numeracy
School Growth Growth Growth Growth Growth Growth
1H -.14 -.17 .13 312 H .53 .48 .762 M .83 -1.88 -.02 313 L .73 .40 .643 H -.06 -1.31 .61 314 M .60 .72 .484 L .17 -.18 .08 315 H .68 .59 .615 L .54 -.63 .47 316 M .76 .48 .676L .10 .24 .23 317 H .73 .61 .647M .21 .08 .30 318 L .68 .81 .578M .35 .02 .24 319 M .66 .74 .719H .41 -.25 .46 320 H .94 .72 .8310H .08 .29 .30 321 L .50 .88 .47
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21
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22
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Percentage of schools well below (Red>.40), below (Orange, d= .40 - .80) and above (Green d>.80)
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Controlling the narrative: Growth for all
The tail, the gap, the disadvantaged, the
low SES
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Reading distribution (N=126,424)
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Socio-economic status and Reading
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Retention
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Retention
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Retention
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Retention
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Differences across teachers
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Percentage of Student Work classified as Surface or Deep
0
10
20
30
40
50
60
70
80
Experienced Experts
Surface Deep Surface Deep
Percentage of Student Work Percentage of Student Work classified as Surface or Deepclassified as Surface or Deep
Experienced Expert
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Ask not how do we best reproduce to meet the needs of schools but
how we work together to transform learning
School 1: Current schools have
• a grammar of learning
• dominated by teacher recitation
• just given ‘em the facts ma’am
• selection to the power roles in society, based on narrow NAPLANPISA type
measures,
• privileging those who want control over their schooling in the name of
autonomy.
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Ask not how do we best reproduce to meet the needs of schools but
how we work together to transform learning
School 2: Diagnose, Intervene, Evaluate
Aspire: What is the student ready to learn and what is the evidence for this?
Anticipate: What is the expected impact and how will you check?
Analyse: What are the possible evidence-based interventions and what is the
implementation process for each?
Apply: What evidence will be sought to modify the application
Appraise: What happened & what resultant decisions were made?
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ExpectationsLow expectation High expectation
Effects = -.03 to .20 Effects = .50 to 1.44
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Expectations Low expectation High expectation
Effects = -.03 to .20 Effects = .50 to 1.44
Expect low performance, see low performance, and this reinforces their views about low performance
Expect improvement, see the errors, and seek negative evidence to enact improvement
Considers Intelligence is fixed Considered Intelligence is malleableSees role as facilitators, constructivists, socializers
Sees role as director, active change agent, academic instructor
Sees great differences between students in class Sees lower differences between students in class
Argues that some are expected to improve Argues that all are expected to improve
Has more differentiated activities in class Has less differentiated activities in classComments on low effort, class behaviour, in-class relationships
Comments on developing confidence, motivation, persistence, and attitude to work
More often seen in higher SES schools More often see in lower SES schools
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• Enhancing pay structures
The growth of learning
Introducing expertise
Driving from success in student learning
The value added revolution
• Enhanced involvement, but need a “bar” & when above YES
• Highlight the concept of ‘expertise’
• A profession of teachers to control this “bar”
• Seeing learning not teaching as success
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Progress and Proficiency
Low Progress High Progress
Profi
cien
cy
Low progressLow Proficiency
Low progressHigh Proficiency
CRUISING
MUST CHANGE
OPTIMALSCHOOLS
HIGH PROGRESSNOW ATTAINMENTGrowth
SchoolsGrowth
Schools/ Students
Optimal Schools/ Students
Cruising Schools/Students
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Progress and ProficiencyBased on Yr 9 Reading
Low Progress High Progress
Profi
cien
cy
Low progressLow Proficiency
Low progressHigh Proficiency
CRUISING
MUST CHANGE
OPTIMALSCHOOLS
HIGH PROGRESSNOW ATTAINMENTGrowth
SchoolsGrowth
Schools/ Students
Optimal Schools/ Students
Cruising Schools/Students27% 45%
18% 10%
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The best school is the neighbourhood school
Progress and Proficiency for all
Expertise in enhancing learning is leveraged
Collaboration, licensing, and evaluation
Identify, esteem & manage collaboration
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The game-change needed to move our
Education system up a major notch