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A content rich, comprehensive, buyer’s guide for schools. NOV 2014 - APR 2015The importance of class sizeEquity in the Australianschool systemFor students to flourish wemust cherish teachersAutonomy in Australianprimary schoolsTRANSFORMATIVE TECHNOLOGYUSE AT SILVERTON PRIMARY

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Editor’s NoteIn this issue we look at teacher health and wellbeing. Psychologist, academic, author, speaker and Publisher: John Murphyfounding member of Wellbeing Australia, Sue Roffey, explains that in order for teachers to connect [email protected] with students they must establish a good-quality relationship. However, when teachersare suffering high levels of stress and are in danger of burning out, it can negatively affect their Editor: Kathryn Edwardsrelationships with students. Roffey says it can be hard for a teacher who feels badly about themselves, [email protected] school and/or their colleagues to promote the positive with students. Art Director: Michelle Weston I certainly wouldn’t have this editor’s note published in this magazine if it were not for my Year 12Social Studies and English teacher who identified my passion for getting out in the community, and Designers: Blake Storey, Sarah Doyle talking to people about the issues that mattered. Following his advice and encouragement I put mediadown as my number one preference for university study and here I am today. And as Roffey writes, Group Sales Manager: Brad Buchananalthough teachers may never know the difference that they make, and mine is probably unaware [email protected] the impact he had on me, all students learn best in a respectful, warm and supportive classroom where they are encouraged to ask challenging questions and teachers aren’t afraid to answer them. Advertising: Chelsea DanielThis is of course best achieved with a happy and healthy teacher that connects positively with [email protected]. You can read more on the topic from Roffey and learn how to harness staff wellbeing on 0425 699 878page 46. Production Coordinator: Michelle Weston Also inside Norm Hart, President of the Australian Primary Principals Association (APPA), discussesfindings of a survey it conducted earlier in the year that measured the levels of autonomy available to Administration Assistant: Justine NardoneAustralian primary schools. Education Matters is a division of I speak with renowned author and educator Dr Pasi Sahlberg about equity in the Australian school Prime Creative Media Pty. Ltd.system, the need to value teachers, and the ‘excellent’ Gonski model. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Academic and public education advocate Dr David Zyngier looks at the importance of class size Fax: (+61 3) 9682 0044and says the debate should now be more about weighing up the cost-benefit of class size reductionsand how best to achieve the desired outcomes of improved academic achievement for all children, Subscriptionsregardless of their background. Education Matters is available by subscription from the publisher. Author and independent educational technology consultant Sam Gliksman writes about The rights of refusal are reserved by the publisher.communicating with new media in the iPad classroom and that it’s imperative that teachers prioritise Ph: (+61 3) 9690 8766effective media creation in schools and incorporate it as an integral part of daily student learning. E: [email protected] Cyber safety expert Leonie Smith reviews the importance of cyber safety education for teachers, Articlesparents and students, and argues that unless all parties are educated and vigilant about cyber safety, All articles submitted for publication become the propertychildren cannot stay safe online. of the publisher. We reserve the right to adjust any article to conform with the magazine format. Academic Bob Burstow looks at professional development in schools today and what couldbe done to make it more appropriate and effective. And Kirsty Costa writes about education for Coversustainability. St Joseph’s Primary School, Boronia VIC I’m delighted to bring you this edition of Education Matters – Primary and we’d love to hear your Copyrightfeedback. Please feel free to pass on any comments or questions to me directly via email kathryn. Education Matters is owned by Prime Creative Media Pty. Ltd. and [email protected] or get in touch via Twitter @edumattersmag. by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, Education Matters editor electronic, or mechanical including information retrieval systems) without the4 written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au. education matters primary

Acer recommends Windows.Is your schoolready for BYOD?Visit BYOD.acer.com.au and choosewhich devices are best for your school.With the conclusion of the governmentfunded Digital Education Revolution in 2013 and noplans for further funding, schools are looking at ways ofcontinuing with 1 to 1 learning programs. Acer and itsAuthorised Education Partners have built a BYOD program thatensures each school gets the best possible outcome for their needs.Aspire Switch 10The Aspire Switch 10 with keyboard and active stylus offers the perfectblend of flexibility. With notebook, pad, display and tent modes,you can work anytime, anywhere. • 10.1” Full HD 1920 x 1200 with IPS technology with active stylus • Windows 8.1 • Intel® Atom™ Processor Z3735F • 64GB eMMC Solid State Drive | 2GB Memory • Battery life: up to 10 hours Aspire Switch 10 Education RRP $579 inc with 12 months warranty Buy it now from byod.acer.com.auPlease contact your local Acer BDM to see what options are available for your schoolNew South Wales South Australia Western AustraliaWilliam Borg - 0481 023 660 John Winter - 0418 825 951 Julia Sinton - 0418 680 [email protected] [email protected] [email protected] Victoria TasmaniaMason Wong - 0439 179 511 Jaime Vallejo-Rojas - 0412 406 779 Marissa Pook - 0411 081 [email protected] [email protected] [email protected]

contents PRIMARY NOV 2014 - APRIL 2015 DEPARTMENTS SPECIAL FEATURES Editor’s No te 4 19 The importance of class size The class size debate should now be more about weighing up8 Advertisers’ Directory the cost-benefit of class size reductions, and how best to achieve Foreword 9 the desired outcomes of improved academic achievement for all children, regardless of their background, writes David Zyngier. Kate Ellis MP, Shadow Minister for 23 Equity in the Australian school system Education Renowned author and educator, Dr Pasi Sahlberg, speaks to Primary School Column 10 Education Matters about the need to value teachers, the ‘excellent’ Norm Hart, President, Gonski model and why it makes sense to invest in equity. Australian Primary Principals 26 Communicating with new media in the iPad Association (APPA) classroom National Education News 12 Events Diary 18 It’s imperative that we prioritise effective media creation in schools and incorporate it as an integral part of day to day student learning, writes Sam Gliksman. 30 How mobility and the cloud transforms learning at Silverton Primary School No traditional classrooms, no traditional classes, games consoles in the playground; Silverton Primary School continues to set the bar for innovative teaching and learning practices. 46 For students to flourish we must cherish teachers Teacher wellbeing is critical to student wellbeing and if we are serious about our children doing well we must cherish our teachers, writes Dr Sue Roffey. 56 But is it any good? Professional development in schools today Bob Burstow looks at what could be done to make continuing professional development more appropriate and effective. 62 Education at CERES – heart, head, hands Education for sustainability encompasses a vision for society that is not only ecologically sustainable but one which is socially, economically and politically sustainable as well, writes Kirsty Costa. 74 Cyber safety education is the key for keeping students safe online Unless all parties are educated and vigilant about cyber safety, children cannot stay safe online, writes Leonie Smith. 78 Which school? When it comes the time for parents to ask this question, how does your school rate? Good marketing can ensure your school’s message will get into the hands of potential future students and parents, writes Kathryn Edwards.6 education matters primary



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ForewordKeeping theGonski model aliveIt has been quite a year in the education space the argument for the Gonski school funding modelsince the election of a new government, and not alive, to ensure it will eventually be delivered.necessarily a good one. As more information aboutthe $80 billion cut to schools and hospitals in this From the 2018 school year, the Budgetyear’s Federal Budget emerges, I wanted to take confirms school funding will move in line withthe opportunity to write to you about the long-term the Consumer Price Index – assumed to be justimpacts on our schools. 2.5 per cent, which the Federal Government has equated to a $30 billion cut over 10 years. With Last year in the lead up to the election, the the ABS Education Price Index currently increasingGonski school funding model looked safe after both by 5.1 per cent a year, this is a significant andmajor parties pledged to deliver it. compounding cut in real terms, and is equivalent to: Devastatingly, late last year the Federal Sacking one in seven teachers, or buildingGovernment reneged on its commitment to honour 1,800 new schools from scratch;the Gonski agreements, and promised a new schoolfunding model. One can’t help but think a model $3.2 million less per school, or $1,000 lessdeveloped by the Minister of Education alone in a support per student per year, on average.matter of months may not match up to the modeldeveloped by a panel of experts over years with The prospect of these cuts, and the associatedintense consultation with the education sector. uncertainty, is having an impact on the ability of schools to plan and implement programs now. Vital funding for the fifth and sixth years ofthe Gonski reforms has been cut, and state and We know our schools face challenges, butterritory obligations under the signed funding after completing the biggest review in 40 yearsagreements will no longer be enforced. With state – the Gonski Review – we also know many ofbudgets under enormous pressure as a direct result the solutions. We still have the opportunity to seeof sharp reeducations in federal funding, the door our children benefit from the Gonski reforms,has been opened for jurisdictions to abandon their but it will require teachers, principals, schoolco-contribution and indexation obligations. sectors, state and territory governments, and the Commonwealth to work together with the broader It is up to those in the education sector to keep education community towards a vision of equality and excellence.In 2004 Kate Ellis became the youngest woman ever elected to the Australian House of Representatives whenshe defeated the Liberal Party’s Trish Worth to become the Member for Adelaide. When the Labor Government was elected in 2007, Kate was elevated to the Labor Government’sfrontbench as the Minister for Youth and Sport. In June 2008 Kate was given extra ministerial responsibilities,becoming Minister for Early Childhood Education, Childcare and Youth; and Minister for Sport. Following the re-election of the Gillard Labor Government in 2010 Kate became the Minister forEmployment Participation and Child Care and the Minister for the Status of Women. Kate is currently the Shadow Minister for Education and the Shadow Minister for Early Childhood.education matters primary 9

APPA ColumnAutonomy in Australianprimary schoolsTHE AUSTRALIAN PRIMARY PRINICIPALS ASSOCIATION (APPA) HAS RELEASED ITS FINDINGS OF A SURVEY ITCONDUCTED EARLIER IN THE YEAR THAT MEASURED THE LEVELS OF AUTONOMY AVAILABLE TO AUSTRALIANPRIMARY SCHOOLS TODAY.There is a bipartisan view in Australian education student learning outcomes. school autonomy of primary school leaders, APPApublic policy debate that increased principal or Also, although the terms are used conducted a survey earlier in the year.school autonomy will improve student learningoutcomes. The Australian Primary Prinicipals interchangeably by some commentators, primary This survey was developed by APPA withAssociation (APPA) has always approached this principals see an enormous difference between the generous support of Camp Australia todebate with caution. For a start, we know there school and principal autonomy. APPA endorses discover what levels of autonomy are availableis clear evidence that autonomy per se does not greater freedom to decide some issues for primary to Australian primary schools today according tohave an impact on improving the quality of student schools. We do not believe autonomy needs to be respondents and what levels of autonomy thoselearning. Having said that, there is OECD research an all or nothing option. Where school autonomy school leaders consider would be ideal in thethat connects freedom to decide some aspects is extended, local decision making should not be future. School leaders responding to the surveyof education at the school level with improved vested in the principal alone. were also asked to evaluate the readiness of their students for secondary school as a measure In order to best represent other views on10 education matters primary

of student outcomes. First, the degree of freedom to make decisions APPA was very interested in the perceptions of at the school level tends to be greatest in the independent sector. Principals in the Catholic sectorprimary school leaders on this topic because in The often report less freedom and the government sectorCoalition’s Policy for Schools: Students First increasing school leaders report the lowest levels of freedom toprincipal autonomy is highlighted as a strategy for make decisions at the local level.improving student learning outcomes. Indeed, thisdefinition of autonomy developed by peak principals Second, there was a consistent pattern ofassociations, including APPA, is quoted in the policy to Victorian principals reporting higher degrees ofsupport the strategy. freedom than those in other states and territories. Principals in South Australia, and to a slightly lesser “Autonomy is transformational and contextual. extent Queensland, reported the lowest freedom toProfessional, operational and personal autonomy make school-based decisions.for school leaders enables them to improve schooland student performance in collaboration with their Third, while principals tended to view moreschool community. It requires school leaders to freedom of decision making as ideal this wasunderstand the changing global environment and to differentiated by sector. There were a small number of“Autonomy is transformational and contextual. Professional, NORM HARToperational and personal autonomy for school leaders enables AUSTRALIAN PRIMARY PRINCIPALSthem to improve school and student performance in collaboration ASSOCIATION (APPA) PRESIDENTwith their school community.” Norm Hart has been President of thehave ‘the freedom to innovate and the capacity to areas such as setting salary and conditions for staff Australian Primary Principals Associationact’. With autonomy, the capacity of school leaders to where many respondents indicated no freedom to (APPA) since January 2011. Norm begantransform, personalise learning, embed partnerships, decide at the school level was ideal. his teaching career on Palm Island,optimise teacher performance and drive sustainable Queensland in 1975 and, a few short yearsschool improvement is enriched and shared through The key findings from this survey show with later, commenced in the role of schoolnetworks of professional support.” high levels of statistical significance that Australian principal. Over the last 30 years he has primary school leaders value many aspects led small one-teacher schools through to While primary principals agree with this definition of school autonomy. Their responses strongly large 700+ schools and has received statethey also know that being more autonomous takes correlate freedom to decide at the school level recognition for his contribution to schoolsextra resources. particular questions of teaching and learning, school and school communities. Norm brings with governance, school administration and school in him a good understanding of the demands Analysis of the data collected through this survey the community with student learning outcomes as of the principal’s role in metropolitan,will inform everyone interested in Australian education demonstrated by readiness of students to transition regional and remote schools of variousabout those elements of teaching and learning, school to secondary school. complexities. He has also held thegovernance, school administration and school and positions of president of the Queenslandcommunity where increased freedom of decision There were 804 respondents to the survey Association of State School Principalsmaking is desired by primary school principals. It will representing all sectors and jurisdictions. This is an and the Australian Government Primaryalso indicate those elements where increased freedom excellent response rate providing a sample size that is Principals Association.of decision making appears to make a difference to representative of the profession.student readiness for secondary school. As APPA President, Norm represents The findings in the report are significant. They are principals in Government, Catholic and There are a number of general findings that may available on the APPA website (www.appa.com.au) I Independent primary schools acrossbe drawn from the survey responses. recommend them to you. Australia. education matters primary 11

National Education NewsFederal Government education system reviewrevealedThe Federal Government has released the long-awaited Review of the Australian and well considered piece of work” and said a strong national curriculum is a keyCurriculum which has revealed the curriculum is overcrowded and not enough time pillar in the Government’s Students Frist policy.is spent on numeracy and literacy. “The review confirms what all education ministers are hearing from parents and Federal Education Minister Christopher Pyne said he will bring the review and teachers that there’s simply too much to try to learn, and students and teachers arethe Initial Australian Government Response to an Education Ministers’ conference in swamped,” he said. “This is an opportunity for my state and territory colleagues toDecember and begin negotiations with the states. work with me to ensure the curriculum is delivering the outcomes we want for our students.” The review found the curriculum was overcrowded in the early years and thatthere needs to be a greater focus on literacy and numeracy and phonics. It also Emeritus Professor of Education at the University of Western Australia, Billrecommended a more parent-friendly curriculum and that teachers needed to be Louden, told The Conversation that on the whole the review is a fair and thoughtfultaught grammar and punctuation. response to the almost 1600 submissions received. The review also called for more emphasis on Australia’s Judeo-Christian “The recommendation that the “cross-curriculum priorities” and “generalheritage, the role of Western civilisation in contributing to Australian society, and capabilities” be more firmly anchored in subject content will not please everyone,the influence of the country’s British system of government. It also recommended but it will help simplify the curriculum,” he said.a restructure of the Australian Curriculum, Assessment and Reporting Authority(ACARA) should take place so it is “at arm’s length” from education ministers and Lecturer in Literacies Education at the University of Southern Queensland,the education department. Stewart Riddle, told The Conversation the review has been little more than a political distraction from addressing serious concerns about equity in our schools.  The Federal Government’s Initial Response focusses on five key themes of thereview: “This is a review where the outcome was pre-determined by the minister’s• Addressing the identified concerns of an overcrowded curriculum; choice of reviewers and a long-running media campaign of promoting a “back to the• Improving parental engagement around the curriculum; basics” approach,” he said. “Yet, reading through this “balanced” and “fair” review,• Improving accessibility for all students – particularly those with disability; the first thing that struck me was the staggering lack of engagement with empirical• Rebalancing the curriculum – ensuring that a range of views are taught; and, research. Apart from government reports and curriculum documents, there are only• R eviewing the governance of ACARA – ensuring its members have the highest a handful of references to research literature. Given the scope and scale of this review, such a limited engagement with evidence is troubling.” expertise and that it operates independently of government. Minister Pyne commended the review’s authors for a “valuable, well researched, Visit http://docs.education.gov.au/system/files/doc/other/review_of_the_ national_curriculum_final_report.pdf to read the review in full.Proposal seeks further teacher training to‘bridge the gap’Graduate teachers would need to complete an additional two years of training “You need to think about the beginning teacher from the pre-service teacheraccording to a proposal by the Australian Council of Deans of Education (ACDE). through to their first few years in the profession,” Cherednichenko told Education Matters. In its submission to the Federal Government’s review of teacher education,the Council recommended that a professional learning framework be “This is about implementing a learning framework, a supported, scaffoldedimplemented that underpins a graduate teacher’s transition from university into professional learning framework that bridges the gap between graduating athe profession and supports a teacher through their first few years until they degree – whether it’s a four-year degree or a master’s degree – and becoming aobtain full registration. fully competent and capable operating teacher. ACDE President, Professor Brenda Cherednichenko, has defended the proposal “We know that when I leave university, whether I’ve done four years or twosaying it’s not a bid for extra cash for universities but about framing, rewarding years or one year, I am ready to teach – but am I ready for any school and anyand recognising teacher professional learning in the early transition years. classroom in any part of the country? Possibly not. So this proposal is about12 education matters primary

when I’m in that space, how do I go on connecting my pre-service learning to teaching to their knowledge base, builds their capability and confidence andmy professional learning to my community and to the student sitting in front then recognises that with an award.”of me whether they’re aged 14 or eight. That’s the vision we have with thisframework,” Cherednichenko explains. Training would be in the form of a graduate certificate undertaken online with professional development modules and would be credentialed to “Most beginning teachers engage in quite a lot of professional learning universities.so this is about trying to shape it and frame it so that it comes from theirHigh school student on fetish website:this is the world that I live inAustralia’s foremost cyber safety expert, Susan McLean, speaks candidly with Education Matters editorKathryn Edwards about the worrying online trends of Australian school children and how principals andteachers can keep their students safe online.With almost three decades of fighting cybercrime up her sleeve Susan McLean says greater awareness can begin with simple steps such asMcLean speaks with a certain ease about the awful websites and online talking to your children about online strangers and going through their friendsactivities parents have caught their children partaking in, after all there’s and contacts list on social media sites regularly to see who appears. Childrennothing left to shock her, it’s just another day. should be taught the difference between an ‘online friend’ and physically knowing somebody. If ever in doubt parents should also research a website “I took two calls yesterday,” McLean says. “One from a principal wanting and check whether it’s appropriate for their child.to know when I could get to their school because they’ve got an issue with theYear 6 girls and boys sharing naked pictures on Instagram and one was the McLean also recommends that schools integrate cyber safety into themother of a 15-year-old girl, who on the outside was the perfect blueprint of curriculum at all levels and encourage everyone to work together – teachers,a child, but then checked her phone to find he daughter’s on a fetish website parents and students – to keep children safe online.meeting guys with an hourly rate in a city hotel. “Cyber safety education is not one session ticks a box,” she says. “You’ve “Nothing surprises me anymore, this is the world that I live in but the got to get the school working towards it. You’ve got to have policy and educategood thing is I suppose people come to me seeking advice.” staff, students and their parents.” As Australia’s top cyber cop McLean has seen every example of McLean also recommends that teachers identify and report inappropriatetechnological misuse and says the implications are often lost on young behaviour that has been brought to their attention.generations. She has called on parents and teachers to have greaterawareness and involvement in the online activities of children. “This issue normally manifests itself visibly in schools with either a visible change in friendship or they might see a child acting out behaviours, “Parents are not parenting – that’s part of the issue – parents who are especially sexual behaviours, which are not age or developmentallytrying to be their child’s best friend, and the overtly sexual nature of the world appropriate,” she said. “Teachers have got a legal duty of care to students sowe’re in,” she says. “Technology is such an integral part of our world, and inappropriate sexual behaviour comes under mandatory reporting. A teacher’sprimarily a really good part of our world, but parents need to get themselves duty of care means that when they’re told about these issues they’re obligatedup to speed and they need to learn because if you don’t know what you’re to deal with it. They cannot say, ‘It happened at night, it’s not my problem’. I’mtrying to protect your children from you can’t do it. getting less of that now bit there’s still too much of it.” “You also need to be involved and need to be there with them, watching, In her new book about online safety, Sexts, Texts and Selfies, McLeanadvising and guiding – and stop trying to be your child’s best friend. You are provides examples of the destructive impacts of cyber bullying, to fallouts ofthe parent, you are the adult, and you’re the one that has to make the tough ‘sexts’ gone viral and the hidden lurks on online predators, and shares advicedecisions that your children don’t have the cognitive ability to make. Yes it’s a on how to keep children safe in the 21st century. It is available in book storeshard job, and you’re not always going to be liked, but that’s how it is.” now for $29.99, published by Viking.education matters primary 13

National Education NewsScience education and Australia’s futureEarlier this year, Australia’s chief scientist Professor Ian Chubb released his maths teachers are in short supply in some areas and this results in teachersrecommendations for a strategic approach to science and its related fields. untrained in science, teaching science. This is exacerbated in rural and remoteIn the report entitled Science, Technology, Engineering and Mathematics: areas, and contributes in part to the low achievement levels of students fromAustralia’s Future Prof Chubb outlines his vision for a stronger and more Indigenous and disadvantaged backgrounds in science.competitive Australia. Of additional concern is the potential uncertainty on the implementation of “Science is infrastructure and it is critical to our future,” he said. “We must the Australian Curriculum by the recent announcement by the Commonwealthalign our scientific effort to the national interest; focus on areas of particular Government to review the Curriculum.importance or need; and do it on a scale that will make a difference to Australiaand a changing world.” ASTA considers the review to be premature and recommended that more time be allowed to implement the current national curriculum. Part of Prof Chubb’s report focuses on supporting high-quality Science,Technology, Engineering and Mathematics (STEM) education and training. The Australian Curriculum: Science is still in the early stages of being phased in with different states and territories at differing stages of implementation, “We are the only OECD country without a science or technology strategy,” ranging from initial introduction to three years of implementation.he said. “Other countries have realised that such an approach is essential toremaining competitive in a world reliant on science and science-trained people.” ASTA has a strong view that all teachers of science across Australia need more time to become familiar with the current national curriculum that was Education Matters magazine spoke with President of the Australian Science developed through an exhaustive consultation process, agreed upon by each stateTeachers Association (ASTA), Robyn Aitken, about how science education in and territory, is truly comprehensive, is academically rigorous and has a dynamicAustralian schools is faring and how can Prof Chubb’s plan to ‘give every framework. Consideration needs to be given to the time and expertise ASTAAustralian child an outstanding science education’ best be achieved. member associations contributed to the development of the current curriculum. ASTA welcomes Prof Chubb’s strategic approach to STEM education and To facilitate and support teachers in the implementation of the Australiansees that this report and the national focus on STEM, opens new opportunities Curriculum: Science, ASTA strongly advocates for a greater focus be placed onfor collaboration, partnerships and investment in supporting existing and new up-skilling teachers on the knowledge, skills and understandings that are requiredteachers of science in building their confidence, capacity and expertise to to teach and assess the new curriculum and senior courses of study. In Physicsinspire and encourage students to seriously consider the opportunities STEM for example, there are many teachers who are from an era when such topics ascan offer in the short term and in the longer career scenarios. Relativity and Quantum Physics were not included in their university courses.How is science education faring in the Australian primary school In your opinion how can Ian Chubb’s plan to ‘give every Australian child anlandscape? outstanding science education’ best be achieved? There are some very passionate science teachers in primary schools. The First by highlighting and making accessible what is already effective withBHP Billiton Science Engineering Awards science teacher awardee in 2014 was teachers. All state and territory science teacher associations support anda primary teacher from Victoria and every year the PM science awards recognise promote inquiry-based learning in science through providing professionalan outstanding primary educator. However, a recent survey of primary teachers learning for teachers and competitions where students’ open endedhighlighted that science is rated as a significantly lower priority than literacy and investigations are celebrated and shared. However, there are still many teachersnumeracy and is often given little time in the school week. Survey respondents who lack the confidence to allow students to learn in this way.say they average between one and two hours of mandated time to teachscience each week, but it is clear from comments made that these times are not Teachers are change agents. Their influence on student interest and passionalways achieved. Interruptions to the weekly timetable, low confidence levels in for specific subjects, including science, is well documented. Our teachers mustteaching the subject as well as a lack of accountability all result in fewer hours remain relevant and able to reflect the nature and issues of our changing worldtaught over the course of any year level. in their teaching and ultimately increase student engagement in science. Resources are also important; many teachers conduct science in the A greater focus must be given to providing routine teacher professionalclassroom without access to any wet areas. PISA feedback from Australian learning. ASTA and the National Youth Science Forum (NYSF) run a summerprincipals indicated lack of resources as a problem especially in the Northern school for teachers at ANU which puts teachers in contact with cuttingTerritory. edge science and the scientists working in that area. This experience is overwhelmingly positive with teachers re-energised and breaming with newHow is science education faring in Australian secondary schools? knowledge to share with their students. The situation is a little different in secondary schools, with timetabling of ASTA also advocates initiatives that focus on increased networking andsubjects and the availability of specialist science teachers. However, science and mentoring opportunities that connect teachers with teachers and teachers with research and industry. ASTA in partnership with one of the state and territory14 education matters primary

associations hold a yearly conference (CONASTA) that enables delegates to significant role in influencing students pursuing science careers (Choosinghear from leading scientists and science educators as well as participate Science, Lyons and Quinn 2010). Supporting teachers through resourcesin numerous workshops showcasing best pedagogy in science education. and professional learning is critical if our teachers are to remain relevantIn 2014, CONASTA was held in Adelaide and attracted over 500 delegates and able to reflect the nature and issues of our changing world in theirfrom across Australia. teaching and ultimately increase student engagement in science. As the peak national body representing teachers of science across Australia, ASTAHow do you think more Australian school students can be encouraged strongly advocates increased support and professional development ofto pursue science as a career? teachers of science. Passionate teachers! Past surveys have shown that the teacher plays aQueensland introduces new mandatoryannual performance reviews for teachersfrom 2015A new mandatory teacher performance review process will be introduced Matters magazine.in Queensland public schools from the start of the 2015 school year. “What this process is about is recognising professionalism, respecting Queensland’s Minister for Education, Training and Employment John- the role that teachers play and it will be a negotiated process betweenPaul Langbroek said it would make sure every school teacher is performing teachers and principals that will outline a set of goals for professionalat their best. learning and practice that teachers will embrace over the course of 12 months.” “This new performance process will make a real difference to ourchildren by focusing on the most important person in their classroom – the Bates said the mandatory performance review process will build on theteacher,” Langbroek said in a statement. existing teacher performance review framework that has been in place in Queensland’s public schools since September 2012, but that has not been “The Government and the union recognise that great teachers play a applied appropriately, or even at all, at every school.critical role in giving young Queenslanders the educational experience theydeserve and preparing them for the future.” “We’re hoping it will lead to engagement in professional development, supported by the school or the employer and by teachers in their own right, Queensland Teachers’ Union (QTU) President Kevin Bates said which is something teachers already do to a very large extent, particularlythe agreed process emphasised the collegial nature of teaching and in their own time at their own cost,” Bates said. “That’s fundamentalrecognised the complex nature of the profession, although he added that it because you can’t expect growth unless there’s opportunities for learningwas important to focus on a wide range of data sources – not just student that are going to be provided for teachers in this process.”achievement. Langbroek said the annual review process will have three distinct “That’s a critical difference for us in terms of the agreed process, phases: reflection and goal setting, professional practice and learning, andthat it doesn’t unfairly over-emphasise a particular data source, that it feedback and review. Alignment with the Australian Professional Standardsembraces a wide range of data sources, and teachers and principals for Teachers will provide benchmarks for the career stages to whichcooperatively have developed an approach that will see those real-time teachers can aspire.issues built-in to whatever process is undertaken,” Bates told Educationeducation matters primary 15

National Education NewsACARA reveals NAPLAN tests better onlineThe Australian Curriculum Assessment and Reporting Authority (ACARA) has ACARA, with our partners, to continue to fine tune our approach to movingrevealed key findings from its research, funded by the Federal Government, that assessment online. We need to keep investing in the research so that whenonline NAPLAN testing will deliver better quality results that will benefit schools, the Education Council makes its decision about the country’s move to onlineparents, teachers and students. assessment, we are ready to go. The National Assessment and Surveys Online Program, Tailored Test Design “The sooner we get online, the quicker the benefits can appear for2013 Study also found that as many as 50% of students will experience an governments, schools, parents, teachers and students. This research shows usenhanced assessment experience, particularly for high- and low-achieving the future of assessment for Australian school students and we know it works.students. We now need to get on and implement it.” “The tailored test design and online assessment in general has been proven Federal Education Minister Christopher Pyne said the Government iseffective in the NAPLAN context,” Dr Stanley Rabinowitz, ACARA’s general committed to moving NAPLAN online.manager – assessment and reporting, said upon the research’s release. “ACARA’s research suggests that by encompassing a ‘tailored test design’ “We will get better quality results that will be returned quicker which will – the assessment could deliver questions based on a student’s answer to thebenefit government, schools, parents, teachers and students. We expect to see previous question,” Pyne said in a statement. “This would provide studentsmore engaged students and better informed teachers and parents.” better opportunities to demonstrate their knowledge, as well as increase their engagement with tests and their sense of achievement. According to ACARA, as students concluded the trials of online tailored testdesign, they reported feeling more positive and accomplished, regardless of their “Moving NAPLAN online will improve the quality of student performance dataabilities and educational background. The trials also provided an opportunity at the national, state and territory level.for students to be assessed by tests catering to their needs, as well as moreaccurate and timely diagnostic information about student learning needs. “Online delivery of NAPLAN will also provide significantly faster turnaround on student results. Schools and parents will be able to see results sooner, and “ACARA is continuing research into online assessment and further research develop appropriate strategies to support and extend their students’ literacy andresults will be available in 2015,” Dr Rabinowitz said. “The research allows numeracy skills.”‘Nonsense’ not to have a national schoolstarting ageThe issue of whether to introduce a uniform school starting age across Australia readiness, school preparation and transition to parents.has been put under the spotlight again as the country’s peak primary principals’ “One of the things I can categorically say is that with a national curriculumassociation revealed a plan to introduce a standard national starting age of five-and-a-half. now in place and with the transient of parents moving between states and territories it is a nonsense not to have a national starting age,” Walker said. The Australian Primary Principals’ Association (APPA) wants the age to bestandardised across all states and territories now a national curriculum has been “It’s really imperative for support and consistency for families, for childrendeveloped. and for teachers.” Currently the various states and territory education departments control how Walker says a higher school starting age, such as five-and-a-half, would easeold a child must be upon starting school and that age varies widely across the the mind of parents instead of having them wonder whether their child is ready orcountry. mature enough. Under the proposed plan, children would be at least five years old when they “We need to become more aligned with most countries across the world, westart school. have and continue to have one of the youngest age entries of school in the world at the moment and we have had for many decades,” Walker said. “It helps parents Many education professionals, such as Kathy Walker, are disappointed that a have a more definitive starting point, it gives children a few more months ofdeal on a national school starting age is not being worked towards by the Federal maturity overall, and whilst there will always be some children on the continuumGovernment. that may be requiring a little more time, it’s just an easier thing for families, easier for preschool teachers and easier for prep teachers.” Walker, one of Australia’s leading parenting and education experts, publicspeakers and authors, says she spends most of the year talking about school16 education matters primary

High school students - Over 5000 exclusive titlesdemonstrate passion - Distribution in Australia & New Zealandtowards gaining realwork experience Marcom Projects - Educational DVDA recently-held online competition has demonstrated that Victorian high schoolstudents are passionate about gaining access to work experience in order to take Resourcescharge of their own career path. Phone (07) 3340 8900 Victoria University’s Work Experience of a Lifetime competition – open to Year 10 Fax (07) 33408999and 11 students across the state – saw creative entries from students vying to win ahigh-profile work placement and mentoring opportunity with some of Australia’s top Email: [email protected], including Mushroom Group, Leo Burnett, Nova FM and Honda. Web: www.marcom.com.au Launched in partnership with agency Leo Burnett Melbourne the initiative SPECIAL OFFER:aimed to help open doors for high school students who often struggle to identifytheir career passion and gain meaningful work experience.  35% OFF ANY ORDER PLACED BEFORE DECEMBER 5 2014 Vice-Chancellor and President of Victoria University, Professor Peter Dawkins,said that school students should have the same opportunities as university QUOTE: EDUCATION MATTERSstudents when it came to work experience. NEWPERDDOUIDCSNUAETCYITOIONANLS “The opportunities presented through this competition gives students invaluableinsight into what it’s like to work in some of the most exciting local industries andthen make an informed decision about what they want to study or do after school,”Dawkins said. “Most Year 10 and 11 students try to secure two weeks of workexperience each year which means that, in any given year, there may be more than60,000 kids undertaking in excess of 4 million hours of work experience. “We believe it’s important to help ensure that every hour of this is well-spentand that participants get the real world experience they need to succeed in theirfuture professional lives.” One of the competition winners, Mike Schumann from Camberwell GrammarSchool, undertook a week-long placement in July at Honda to work in themarketing field. He said the experience has furthered his interest in pursuing amarketing career and also helped him understand what he would and wouldn’tenjoy about being a marketing professional. “Work experience was fantastic, because not only did it give me theopportunity to work with those directly involved in marketing, but it gave me achance to see the tasks which they do on a weekly basis and the work that isinvolved,” Schumann said. “As a result of work experience, I acquired a greatunderstanding of the work ethic, but more importantly, the type of personalityrequired in marketing to be able to negotiate with a range of people. “I learned that in marketing you have to be able to work as a team, listen toeach other, and be open to creative, fresh ideas.” Professor Dawkins said the quality and quantity of competition entriesreceived demonstrated that Victorian high school students are passionate aboutgaining access to real world experience and to help support this determinationVictoria University will be looking to make the Work Experience of a Lifetimecompetition an annual offering.

Events DiaryUpcoming events in educationA RANGE OF EVENTS ARE COMING UP ACROSS AUSTRALIA FOR PRINCIPALS AND TEACHERS – FROM PROFESSIONALPRACTICE CONFERENCES TO TECHNOLOGY EXPOS – CHECK OUT THE LIST BELOW.NOVEMBER 2014 Australian Association for 2-4 November 2014, Sustainability: Smart strategies for the 21C Environmental Education Conference Hobart TAS aaee2014.com.au/DECEMBER JANUARY Australian Council of State School 7-8 November 2014, Future Unlimited: Public education for Australia Organisations National Conference Melbourne VIC www.acsso.org.au/events/2014/november/7/national- 2014 conference-2013/ DATTA 2014 Conference 27-29 November 2014, Sydney NSW Technology Education: Learning for life English Teachers Association Annual www.techedconferenceaustralia.com/ Conference 2014 28-29 November 2014, Sydney NSW Countdown 2015! www.englishteacher.com.au/ Australian Society for French Studies 3-6 December 2014, 22nd Annual Conference australiansocietyforfrenchstudies.com/events/asfs-2014-conference/ 2014 Conference Melbourne VIC Re-energising maths in the classroom The MAV 51st Annual Conference 4-5 December 2014, www.mav.vic.edu.au/activities/professional-learning-opportunities/ Melbourne VIC annual-conference.html 8th Australia New Zealand 8-12 December 2014, Combined meeting of the AustMS and NZMS held every six years Mathematics Convention Melbourne VIC www.austms2014.ms.unimelb.edu.au/special-sessions/ 10th Annual Teachers Matter 21-22 January 2015, Start your year with inspiration, practical ideas and great team Conference Sydney NSW building teachersmatter.com.au/MARCH Future Schools Conference 11-12 March 2015, A strategic look at the future of education Creative Innovation 2015 Sydney NSW www.futureschools.com.au/futureschools.html 23-25 March 2015, From disruption to sustainable growth Melbourne VIC www.creativeinnovationglobal.com.au/Ci2015/APRIL 2015 ACHPER International 13-15 April 2015, Values into action – a brighter future Conference Adelaide SA www.achper2015.com/wb/pages/national-conference/home.php MAY CeBIT 2015 5-7 May 2015, Sydney The global business technology event NSW www.cebit.com.au/ 2015 Early Childhood Education Conference 29-30 May 2015, Together we grow investing in our future Melbourne VIC www.togetherwegrow.com.au/TO HAVE YOUR ORGANISATION’S EVENT LISTED IN THE NEXT EDITION OF EDUCATION MATTERS MAGAZINE PLEASEEMAIL THE DETAILS TO [email protected] 18 education matters primary

Education overhaulThe importance of class sizeTHE CLASS SIZE DEBATE SHOULD NOW BE MORE ABOUT WEIGHING UP THE COST-BENEFIT OF CLASS SIZE REDUCTIONS (CSR), ANDHOW BEST TO ACHIEVE THE DESIRED OUTCOMES OF IMPROVED ACADEMIC ACHIEVEMENT FOR ALL CHILDREN, REGARDLESS OFTHEIR BACKGROUND, WRITES DAVID ZYNGIER.Class size research has a protracted and Most of this policy advice and commentary Shanghai, Hong Kong, South Korea, Taiwan andcontroversial history, especially in the USA, relies heavily on Jensen’s report (2010) on Singapore, where large class sizes are the norm,England, and Australia. Is there evidence that Australian education and teacher quality. Jensen as evidence that reducing class sizes is a futilepupils taught in smaller classes do better in suggests that the majority of studies around the exercise. But research indicates that studentsacademic and other non-cognitive outcomes than world have shown that class size reductions do from Confucian heritage cultures are socialisedpupils in larger classes? not significantly improve student outcomes, and in ways that make them amenable to work in that the funds should have been redirected toward large classes, so that management problems are Many policymakers and political enhancing teacher quality. Although the results minimal and teachers can focus on meaningfulcommentators suggest that funding isn’t the of individual studies are always questionable, a learning using whole-class methods. Anproblem in Australian education. They claim that range of peer reviewed studies on the effects of educational system forms a working whole, eachmuch of Australia’s increased expenditure on small classes have now emerged, and they throw component interacting with all other components.education in the last 20 to 30 years has been into doubt this advice. Isolating any one component (such as class size)‘wasted’ on efforts to reduce class sizes, arguing and transplanting it into a different system showsthat this extra funding does not lead to better In Australia commentators and politicians a deep misunderstanding of how educationalacademic results. alike point to high performing systems such as systems work. Reducing class size to increase student achievement is an approach that has been tried, debated, and analysed for many decades. The premise seems logical: with fewer students to teach, teachers should achieve better academic outcomes for all students. For those who choose private education for their children in Australia, it is often cited as a major consideration. However, for policymakers there are three major questions to answer with the adoption of any change or new program: how effective will the change be; how much will it cost; and what are the problems of implementation, including the support or opposition of the stakeholders – in this case principals, teachers and parents – and those who implement it. An accurate determination of actual class sizes in Australia is problematic. Moreover, different states and territories collect data on class sizes at different times of the year; students and teachers come and go; and teaching groups change. Student-teacher ratios (STRs) are calculated by dividing the full-time equivalent education matters primary 19

Education overhaulstudents on a school’s roll by the full-time equivalent If CSR is introduced in the current policy context of high-stakesnumber of qualified teachers. STRs are different from testing, together with the inadequate funding highlighted by theclass sizes because they also count teachers who Gonski Review, we can expect minimal achievement outcomes.are not at the ‘chalk-face’, such as library, welfare, Additional resources to support class size reduction acknowledgecareers teachers and principals. All the enrolled the deep-seated inequities at the core of Australian schooling, butstudents are divided by all the teachers in the school, would not be enough.yet it should not be assumed that teachers enteredinto the ratio are teaching for all of the time. Past Many esteemed education researchers have where class-size issues are debated. And in return,research has too often conflated STR with class size. refuted the work of Hanushek and Hoxby. They Hanushek has embedded his conclusion about the point out that Hanushek (and Jensen) do not lack of class-size effects in a broader endorsement In 2010 Australia’s average public primary class examine class size directly, but rather through a of a conservative educational agenda.size (not STR) was 23.2 – above the OECD average proxy measure intended to represent it (student-of 21.3 and EU average of 20. This compares to 15 teacher ratio). While teacher quality (and the The highly selective nature of the evidencein Korea; 17 in Germany and the Russian Federation; quality of teacher preparation) is at the heart of supporting current policy advice to both state and19 in Finland; 20 in the UK, Poland and Luxembourg; the effectiveness of almost any reform, conflating federal ministers of education in Australia is basedand 26 in India (OECD 2013). Class sizes are also STR with class size reduction fails to focus on on flawed research. The class size debate shouldsmaller in both the Independent and Catholic sectors the mechanisms thought to be at work in smaller now be more about weighing up the cost-benefitin Australia. classes. of class size reductions (CSR), and how best to achieve the desired outcomes of improved academic Policy makers, politicians and media too often Hanushek has not responded well to such achievement for all children, regardless of theirdiscuss data about class sizes and their impact on criticisms; rather, he has found reasons to quarrel background. Further analysis of the cost-benefit ofstudent learning without an evidence base, relying with their details and to continue publishing reviews, targeted CSR is therefore essential.largely on second-hand research or anecdotes. Too based on methods that others find questionable,frequently, advocates for particular positions select claiming that the level of school funding and the Many creditable and peer reviewed researchtheir evidence, conveniently ignoring research that things those funds can buy, such as smaller classes, projects have concluded that:raises questions about their favoured position. have few discernible effects. Political conservatives • T he extra gains found for long-term attendance have extolled his conclusions, complimented his Advocates for and against class-size reduction efforts, and asked him to testify in various forums in small classes (in the early grades) continued tohave engaged in or been accused of engaging in such appear when students were returned to standardcherry picking for as long as there has been research classes in the upper grades;on this issue (Whitehurst and Chingos 2011, 3). In a review of over 120 research papers from1979 to 2013 I found only two authors who supportedthe notion that smaller class sizes do not producebetter outcomes to justify the expenditure on them.Hanushek and Hoxby seem to stand alone in theirfindings that class size reduction has little or noimpact on student academic outcomes – yet theyare disproportionately referred to for evidence herein Australia. In a 2011 court case in the USA aboutschool funding the Judge commented on Hanusheck’sevidence submitted to that trial: Dr. Hanushek’s analysis that there is not much relationship in Colorado between spending and achievement contradicts testimony and documentary evidence from dozens of well-respected educators in the State, defies logics, and is statistically flawed. … The data underlying Dr. Hanushek’s opinions [are] questionable or problematic and I found him to lack credibility.20 education matters primary

•E xtra gains associated with long-term attendance CSR is about equity – any policy debate must of Australian schooling, but would not be enough. in small classes (in the early grades) appeared not start with the basic inequality of schooling, and aim CSR is part of a system of reforms and problems only for tests of measured achievement, but also to ameliorate the damage that poverty, violence, for other measures of success in education; inadequate child care and other factors do to our that need to be considered in a coordinated manner, children’s learning outcomes. It must look at the in relation to both the practice and research of• T he greater gains experienced by students from strategies, pedagogies and practices that could schooling. It necessitates implementation that groups that are traditionally disadvantaged in mediate those differences, and ‘the investments that ‘connects the utilisation of the resources for class education were retained when those students were we are willing to make as a society to put success in size reduction with all curricular, administrative, and returned to standard classes; reach of all children’ (Graue et al. 2005, 31). institutional efforts that shape teaching and learning’ (Graue et al. 2005, 32).• When it is planned thoughtfully and funded If CSR is introduced in the current policy Recommendations for policy change adequately, long-term exposure to small classes in context of high-stakes testing, together with the the early grades generates substantial advantages inadequate funding highlighted by the Gonski Review, The strongest hypothesis about why small for students, and those extra gains are greater the we can expect minimal achievement outcomes. classes work concerns students’ classroom longer students are exposed to those classes; Additional resources to support class size reduction behaviour. Evidence is mounting that students in acknowledge the deep-seated inequities at the core small classes are more engaged in learning activities,• E xtra gains from small classes in the early grades and exhibit less disruptive behaviour. are larger when class size is reduced to fewer than 20 students; In a review of over 120 research papers from 1979 to 2013 I found only two authors who supported the notion that smaller class sizes• E vidence for the possible advantages of small do not produce better outcomes to justify the expenditure on them. classes in the upper grades and high school is so far inconclusive. Reducing class sizes or adding extra teachersrequires a new approach to teaching – withoutadequate professional development, the innovative21st century teaching spaces provided as part ofthe Building the Education Revolution can do moreharm than good. As Hattie explains, the problem isthat teachers in smaller classes are adopting thesame teaching methods as in their previously largerclasses. Many of the more powerful influences Hattieidentifies clearly show that teachers would be evenmore effective with smaller classes.Class size reduction and equity It is evident that for certain groups of children(indigenous, low SES and culturally, linguisticallyand economically disenfranchised (CLED) studentsin the early years, and children with learning andbehavioural difficulties), smaller class sizes andincreased STRs are very beneficial. This holds forstudent learning outcomes, behavioural modification,and teacher satisfaction. As Lamb, Teese and Poleselhave shown, with the increasing residualisationof public schools caused by the flight of culturalcapital – itself a result of years of federal and stateneglect and artificial choice programs promotingprivate schools – public schools have a largerproportion of problematic learners, disadvantagedand refugee families, and students at risk of schoolfailure, but have larger class sizes than ever before incomparison with most private schools. education matters primary 21

Education overhaul The following policy recommendations and principles are therefore suggested: Dr David Zyngier was a teacher• Class size is an important determinant of student outcomes, and one that can be directly and principal, and now is a senior lecturer in curriculum and pedagogy determined by policy. Any attempts to increase class sizes will harm student outcomes. at Monash University, Australia. (Schanzenbach 2014) His research focuses on teacher• T he evidence suggests that increasing class size will harm not only children’s academic pedagogies that engage all students results in the short run, but also their long-term success at school and beyond. Money but, in particular, how can these saved by not decreasing class sizes may result in substantial social and educational costs improve outcomes for students from in the future. (Schanzenbach 2014) communities of disadvantage. In• T he impact of class-size reduction is greater for low-income and minority children; 2012 he was awarded an Australian• W hile lower class size has a demonstrable cost, it may prove the more cost-effective policy Research Council fellowship of overall in closing the widening gap between the lowest and highest achievers, even in tight $365,000 to research Democracy and Education. He is Co-director budgetary conditions; (with Dr Paul Carr) of the Global Doing Democracy Research Project,• Professional development for all staff involved will increase their knowledge of, and an international project examining perspectives and perceptions of preparedness to use, techniques that are particularly suited to small class environments; democracy in education to develop a robust and critical democratic• T argeting of specific classes and specific year levels for CSR; education with over 60 researchers in 20 countries. A book based• Further research into the exact cost of targeted CSR for CLED communities and other on that research, Can Education make a difference? Experimenting disadvantaged learners; with, and experiencing, democracy in Education, was published in• Further research into the specific teacher pedagogies that are more appropriate for smaller June 2012. The ruMAD Program which he developed with teachers in classes. 2001 was awarded the Garth Boomer Prize in 2009 for its excellence in collaborative teaching and learning. He developed the E-LINCs Schools should look at ways to produce the class size effect by lowering class size (Enhanced Learning through Networked Communities) program,specifically for certain periods of instruction in numeracy and literacy classes. If class size winner of two prestigious School’s First Awards, in 2010 $25,000could be reduced just for these lessons, using a combination of redeployment of existing seed grant and a National Impact Award of $50,000 in 2011. Thisstaff with the addition of special literacy and numeracy teachers, it would be theoretically project researches new approaches and innovative solutions to studentpossible to have small classes (average of 15 pupils) with a much lower additional cost. disengagement using grass roots partnerships rather than top downWhile this approach is used by some principals to deliver smaller class sizes in literacy government interventions. Dr Zyngier received a $22,000 grant fromand numeracy, it is not yet a general practice for disadvantaged groups and learners the Department of Education and Early Childhood Development and awith higher needs. Targeted class size reductions combined with other proven methods $30,000 grant from the Telematics Trust to pilot an on-line mentoringof improving achievement would be a more cost-effective means of increasing student of graduate teachers in 2010-2012. Dr Zyngier was awarded anachievement. Erasmus Mundi Fellowship from the European Union to study in Paris in 2014. He is also on the editorial board of a number of prestigious Writing about the USA, a researcher concludes: education journals and a regular commentator for The Conversation and an expert commentator for the Australian Council of Education Many of the individuals who are driving education policy in this country … sent Leaders’ online journal. their own children to abundantly financed private schools where class sizes were 16 or less, and yet continue to insist that resources, equitable funding, and class size don’t matter — when all the evidence points to the contrary (Haimson, 2009). Might the same might be said of Australia?This is a summary of a major review published in April 2014 and available free online in the ANZSOG Journal Evidence Base: http://journal.anzsog.edu.au/publications/9/EvidenceBase2014Issue1.pdfAll references are to be found there.References:Graue, E, Oen, D, Hatch, K, Rao, K and Fadali, E 2005. Perspectives on Class Size Reduction, Annual meeting of the American Educational Research Association, Montreal, Canada, viewed 17 April2014, <varc.wceruw.org/sage/Perspectives_on Class_Size_Reduction.pdf>. Haimson, L 2009. Why Class Size Matters, viewed 20 January 2014, <parentsacrossamerica.org/what-we-believe-2/why-class-size-matters/‎>. Hanushek, EA 1998. The evidence on class size, Earning and Learning: How Schools Matter, 131–168. Hanushek, EA 1999. Some findings from an independent investigation ofthe Tennessee STAR experiment and from other investigations of class size effects, Educational Evaluation and Policy Analysis, 21(2): 143–163. Hanushek, EA 2003. The failure of input‐based schoolingpolicies, The Economic Journal, 113(485): F64–F98. Hanushek, EA, Mayer, SE, and Peterson, P 1999. The evidence on class size, Earning and Learning: How Schools Matter, 131–168. Hanushek, EA, andRivkin, SG 2006. Teacher quality, Handbook of the Economics of Education, 2, 1051–1078. Hattie, J 2005. The paradox of reducing class size and improving learning outcomes, International Journal ofEducational Research, 43: 387–425. Hattie, J 2008. Visible Learning: A Synthesis of Over 800 Meta-analyses Relating to Achievement: Routledge. Hoxby, CM 2000. The effects of class size on studentachievement: New evidence from population variation, The Quarterly Journal of Economics, 115(4): 1239–1285. Jensen, B 2010. Investing in Our Teachers, Investing in Our Economy, Melbourne: GrattanInstitute. Lamb, S 2007. International Studies in Educational Inequality, Theory and Policy, Springer. Schanzenbach, DW 2014. Does class size matter? In D. Weitman (ed.), Policy Briefs, National EducationPolicy Center, School of Education, University of Colorado, Boulder. Teese, R, and Polesel, J 2003. Undemocratic Schooling: Equity and Quality in Mass Secondary Education in Australia, MelbourneUniversity Publishing. 22 education matters primary

Industry Q&AEquity in the Australianschool systemRENOWNED AUTHOR AND EDUCATOR, DR PASI SAHLBERG, VISITED AUSTRALIA THIS YEAR AND SPOKE ABOUTTHE NEED TO VALUE TEACHERS, THE ‘EXCELLENT’ GONSKI MODEL AND WHY IT MAKES SENSE TO INVEST INEQUITY. DURING HIS VISIT HE SPOKE WITH EDUCATION MATTERS MAGAZINE’S KATHRYN EDWARDS.In your opinion, what caused Australia’s awareness of educational opportunities. This, ineducation system to lose its equity? turn, more often than not is harmful for equity of the education system. This is what has happened Let me say first that many education systems in Australia more rapidly than in any other OECDare losing equity, including Finland. This may countries. Up to a third of all students in Australiabe due to overall increasing income inequality now go to non-government schools based onin almost every nation. Inequality often affects choice. So, one could say that the price you payeducation in negative ways as research by for greater school choice is weaker equity. GlobalRichard Wilkinson and Kate Pickett in their book evidence suggests that the most successfulSpirit Level shows. Equity is often defined as it education systems are those that combine equityis eloquently described in David Gonski’s Panel with quality. Declining equity seems to be draggingReport as how much children’s learning in school also quality of the system down. Whether thereis determined by their family background, in other is an equity problem in Australia is like askingwords their parents’ education, occupation, wealth whether there is a climate change problem inand some other aspects. More equitable education affecting Australia. Denying the former is likesystems are those that are able to weaken this turning a blind eye to the latter.association of socio-economic situation andlearning achievement in school. What future could Australia’s education system face if the full Gonski recommendations are Equity in the Australian school system is still not implemented and the current segregationa bit above the OECD average. But OECD’s latest continues?PISA survey found that Australia is the only countrywhere differences in learning mathematics I think that the Panel that David Gonski ledbetween advantaged and disadvantaged students did extraordinary work in bringing more light intoare large, while the strength of the relationship the issue of why equity matters in Australia andbetween students’ achievement in school and what it takes to get equity back on growth tracktheir family background is weaker than average. again. Gonski’s key finding that fair allocationThis indicates that there is an equity problem in of resources to schools is the key condition ofAustralia rather than a genuine lack of quality in more equitable education is not actually new orits public schools. revolutionary. Same appeal of investing more resources in schools with more difficult conditions International evidence suggests that adoption and therefore more special educational needs hasof market-based education policies that rely on been repeated by commissions and reviews in theschool choice and competition between schools US, Europe, and also in Finland.over enrollment often leads to segregation ofchildren into different schools according to their Well, I often say that successful education issocio-economic background, race or parents’education matters primary 23

Industry Q&Anot primarily about how much money is spent but proclaimed that the Australian governments “must have set such a goal have succeeded to get to thehow it is spent. Indeed, there is a weak negative ensure that socioeconomic disadvantage ceases top. There are much smarter national goals thancorrelation between cost and quality of outcomes to be a significant determinant of educational being in the international Top 5. One such goal is toamong OECD countries. There are several education outcomes”. Gonski’s recommendation for fairer have great school for every child.systems that spend far more money in schools than funding of schools clarifies how to accomplishAustralia but get less quality out of the system that this important national goal. From an outsider’s Standardised testing can be a good servant butis also less equitable. But as Gonski’s Panel notes perspective it would be unfortunate if either or both it certainly is a bad master. This is a clear lessonAustralia’s public school system is underfunded of these would fail because of lack of political will from many countries that have over-relied on suchcompared to most other OECD countries. It also and appropriate funding that Australia as one of the tests in recent decades. As a natural scientist I haveraises a question of how non-government schools wealthiest nations surely can afford. It would almost always been excited by Heisenberg’s Uncertaintyshould and could be funded within a fairer school certainly mean that raising the learning outcomes Principle that, roughly speaking, says that in thefunding scheme. of Australian students in international comparative quantum world exact simultaneous values to the surveys would not happen even if investments in position and momentum of a physical system It is adequate to conclude, from an international ‘quality’ would significantly be increased. cannot be assigned. These quantities can only beperspective, that the most disadvantaged schools, determined with some ‘uncertainties’ and thusespecially those serving large proportions ofaboriginal children and other children with special “Australia is in a unique situation, compared to many otherneeds, should be much better resourced if equity is countries, with its previous joint agreements that provide excellentto be enhanced in Australia. Those claiming that the frameworks for the betterment of education for all Australians.”best way forward for Australia is more choice forparents and further privatisation of public education Despite striving to be the best, PISA results cannot be determined exactly simultaneously. In thesimply speak more from an ideology and mythology show that Australian students are being world of education the Uncertainty Principle couldstandpoint than from available evidence and facts. outperformed. What advice do you have for the mean that due to these uncertainty relations the act government and education professionals with of observation (or a standardised test) affects the We know now enough about how further regard to standardised testing? quality of the object (student learning) of education.segregation of children is not only jeopardising In other words, the more precisely one tries to testprinciples of equity and equality, but is also harmful First of all, my advice would be not to aim to what a student has learned, the more uncertain theto the overall quality of education systems. Australia be among the best in PISA in the first place. Such quality of that learning becomes.is in a unique situation, compared to many other a goal often derails policies from focusing oncountries, with its previous joint agreements that strengthening equity and learning opportunities of This said, in national testing policies weprovide excellent frameworks for the betterment of all children instead of following the race-to-the-top should have a smart balance between census-education for all Australians. The clearly articulated mentality. Interestingly, none of the current leaders based standardised testing and sample-basedand widely shared idea of Educational Goals for in PISA within OECD countries have had a goal to standardised assessments. When teachersYoung Australians in the Melbourne Declaration be in the Top 5, and furthermore, none of those who report that they cannot teach their studentsprovides a basis for development that othercountries can only dream of. The Declaration24 education matters primary

Photo credit: Paolo Bona / Shutterstock.comas they think this would be the best for them also holding teachers and schools to account Pasi Sahlberg is Finnish educator and scholar.because of standardised tests in the horizon, I of outcomes through standardised test scores. He worked as a school teacher, teacherthink we have a problem. Similarly, if students Such administrative autonomy rarely enhances educator and policy advisor in Finland and hascomplain that there is too much studying-to- teachers’ access to the most critical judgments of studied education systems and reforms aroundthe-test in school, we should rethink current their work – curriculum, teaching, and assessing the world. His expertise and research intereststesting policies. Authorities should keep in students’ progress. include global education reform movement,mind that some of the most valuable outcomes future of schooling, and teaching and learning.of schooling – deeper understanding, critical OECD that reports the findings of tri-annual His best-seller book “Finnish Lessons: Whatthinking, creativity, teamwork or empathy – are PISA surveys concludes that education systems can the world learn from educational changebeyond standardised tests currently employed in that grant more autonomy to schools to define in Finland” (Teachers College Press, 2011)Australia and other countries. and elaborate their curricula and assessments won the 2013 Grawemeyer Award. He is a tend to perform better than systems that don’t former Director General of CIMO (Centre forThe Australian Government is pushing for grant such autonomy. So, what is my answer? International Mobility and Cooperation) at thegreater school autonomy and ‘school choice’. If the Government grants more administrative Finnish Ministry of Education and ScienceDo you believe this is the right approach? Or is autonomy to schools without increasing teachers’ in Helsinki and currently a visiting Professorit simply just a matter of how the Government access to the most essential part of decision of Practice at Harvard University’s Graduatecan better distribute funds across the sector making regarding their work, it is likely to School of Education in Cambridge, MA, USA.based on student needs? remain just a bureaucratic change. But if school autonomy means more flexibility at school 25 Again, international evidence suggests that level to think of and react on the needs of thegreater autonomy for schools is often associated community by crafting curriculum, teaching andto better learning outcomes. The question is, assessment so that they benefit all children,however, what do we mean by ‘autonomy’ here? then I think more autonomy can really enhanceIn Australia and many other countries schools both quality and equity of education. At the endhave recently received more autonomy to manage of the day, improving education is about howtheir budgets, hire and fire staff, and even select empowered teachers and students are in schooltheir students. This autonomy almost always to do what they desire for the best of themselvescomes with tight bureaucratic accountability and one another.not only in terms of checks and balances but education matters primary

TechnologyCommunicating with new mediain the iPad classroomIT’S IMPERATIVE THAT WE PRIORITISE EFFECTIVE MEDIA CREATION IN SCHOOLS AND INCORPORATE IT AS ANINTEGRAL PART OF DAY TO DAY STUDENT LEARNING, WRITES SAM GLIKSMAN. The evolution of media had an enormous impact on It’s imperative that we prioritise effective media worldwide culture in the 20th century. The development of creation in schools and incorporate it as an integral part of media technologies and distribution channels revolutionised day to day student learning. Mobile devices such as iPads communication, news, information access, entertainment offer increasingly more powerful and accessible tools for and more. This new media world was largely controlled creating media. Here’s an overview of some of the more by large corporations until the last decade or so when innovative new media tools and how they can be used to we’ve started to see the dramatic convergence of two enhance learning. game-changing trends. Social networking has transformed the internet from a place to access information to an ANIMATION unparalleled vehicle for communicating and sharing. The art of animation – a series of related images that Secondly, the tremendous rise in mobile computing has placed cameras and microphones in the hands of large depict movement – is arguably several thousand years old. percentages of people around the globe. We have evolved The use of equipment that could display animated images from consumers of media to prodigious producers of media in rapid succession to create the illusion of motion is a and the age group leading the charge is predominantly teens. more modern phenomenon that gained wide popularity with the development of motion pictures. Cartoons and animated26 education matters primary

movies from the studios of companies such as Disney, mechanics of the animation – “what settings and The virtual museumWarner Brothers, Nickelodeon and others have had a objects do we need?”, “how do we break up the I’ve worked with teachers at several schools totremendous impact on modern culture. Production of process to illustrate our concept?”, “how can wean animated movie requires skilled artists, expensive create a boat with a fisherman?”, “how do we set created virtual museums – student created exhibitsequipment and an investment of countless hours of up the iPad to maximise the lighting and minimise that use augmented reality to display studentlabor. No longer. Mobile devices with built-in cameras shadow?” Other discussions related to the analysis videos when a device is pointed at an exhibit. Insuch as the iPad enable budding animators to use and presentation of the educational content – “what one such project, students researched elements ofa variety of easy to use animation apps to capture are the important stages in the life cycle of salmon?”, their community’s culture and created exhibits forand stitch together photos of characters and objects “when exactly do salmon swim upstream?”, “what a museum display. At the same time, they createdinto seamless, fluent animated movies. Further, percentage swim out to sea and what happens to videos detailing the relevance of each exhibit and thethe process of designing, scripting and staging the others?” They even managed to touch on the process that went into creating it. The museum wasanimations has tremendous educational potential. issue of salmon fishing as a potential introduction set up in a large hall and several hundred members ofAnimation can be a wonderful mix of art, science, to discussions about the impact of fishing on the the school community attended.collaboration and problem solving. dwindling number of wild salmon. We used a popular augmented reality app called At a recent professional development workshop If Art is at least partly about developing creative Aurasma. Visitors were sent an email asking them toI challenged teachers to create short animated visualisation and representation then it’s a process download the free Aurasma app and bring their device.sequences that would illustrate and teach a concept. we use throughout all academic disciplines at school. A small supply of iPads was also available at theThey had the equivalent time of an average school Animations can be used just as effectively in Science, museum entrance. Visitors opened the Aurasma app,lesson to devise a concept, build their props and History or Art. It requires breaking down a concept pointed their device at a tagged object and watched itrecord a sequence of photos in an animation app on into essential stages and parts, then representing morph into a video as shown in one example below:an iPad. We used Animate It, a simple and relatively the development of a process visually. Some of the https://www.youtube.com/watch?v=wNVuE4yj7X0inexpensive animation app. Here’s an example of one many, many ways in which animation can be usedgroup’s animated movie. See if you can grasp the effectively include: Augmented reality offers many ways for studentsconcept before I explain it to you: • History – journeys of an explorer, animating key to create media and delve deeper into their learning.https://www.youtube.com/watch?v=_QLmNzk7aso Here are some simple ways that augmented reality elements of a famous speech can be used in education: They did such an outstanding job that it’s • S cience – life cycles, water cycles, photosynthesis, • C reate a live timeline that displays videofairly obviously about the life cycle of salmon. Theanimation was the result of collaborative discussion, principles in physics documentaries when devices are pointed at imagescollective imagination and creativity, problem solving, • M aths – visual presentation of the concept of fractions along the timeline.critical analysis and a lot of very obvious teamwork. If • English – telling a story with visuals • H ear or watch students review books when yousome of those terms sound familiar, it’s because they • Foreign language – developing a story around key point a device at printed images of book coversintersect with a lot of the learning skills we’re trying hanging on a wall.to develop in our students. vocabulary words • S chool visitors point a device at an image outside a classroom to watch student video explaining what The group quickly came up with a scheme to AUGMENTED REALITY they’ve been learning.divide up the work. Some group members shaped You’re browsing the exhibits at your local art • C reate a “wall of heroes”. Print and hang images ofthe figures and set up the background stage, some famous people and have the students create shortworked on setting up the iPad and testing the lighting, museum. If you’re anything like me, you’d probably videographies of each person.and others researched the details of the salmon life appreciate the art a lot more if you could bring • Create live student portfolios for open house.cycle and salmon run. During the setup you could someone along that could explain the history and Students display their work on a wall and eachsee and hear them interacting and asking questions nuances of the pieces on display. Now imagine piece triggers a video they’ve created that goes intoof each other. Discussions were focused on the pointing a device at the painting and seeing it morph additional depth about the process and learning that into a dynamic video giving you all the information you took place. wanted about the art. Welcome to augmented reality. An augmented reality app uses your device’s camera to view the immediate environment and displays information or media when it sees a “trigger” object it recognises. It’s been utilised as a marketing and informational tool by many industries. Point your device at an advertisement in a magazine and get detailed product demonstrations. Aim it at a sign outside a house for sale and get a virtual walk- through the property. There are also many ways augmented reality can be used in education. education matters primary 27

TechnologyGREEN SCREEN VIDEOS an even cheaper alternative, clip a large sheet of reports, interview famous historical figures at the One of the first places I visited in the United green butcher paper to a wall. I’ve even worked scene of an accomplishment, walk on the moon… with teachers that have painted a small section of a imagine and create any scene. Ever thought of cloningStates was Universal Studios. Of course, being wall for green screen video shoots. yourself? Take two videos on a green background anda relatively young and willing tourist, my hand • A green screen video editing app. I’d recommend layer one over the other while you talk to yourself!automatically shot up when they asked for a volunteer Green Screen by DoInk. It only costs $2.99 and it’sto put on a cape and “fly” like Superman in front of extremely easy to use. Here’s a green screen poetry project I did witha green screen. Needless to say it didn’t springboard • (optional) An external microphone. If you purchase a one class. The end result is a wonderful poetryme into an acting career but it did spark my interest USB mic then purchase a camera connection kit to performance that extends the traditional writingin how movie magic could be used for education. use it with your iPad. project to include visual and presentation elements.What once required tens of thousands of dollars in https://www.youtube.com/watch?v=T9MA_dZWGAMequipment and training can now be accomplished Take the video and import it into your greenwith an iPad and some inexpensive props. Move over screen app. The app detects and removes the green Sam GliksmanSuperman... here’s a few ways that green screen so that you can layer any image or video in the [email protected] can be integrated into some engaging background. Students can put themselves in any Twitter: @samgliksmaneducational projects. location. Create “on the scene” weather or news Website: www.EducationalMosaic.comSetting up your classroom studio education matters primary Author of iPads in Education for Dummies  You won’t need to break the bank in order to set www.amazon.com/iPad-Education-For- Dummies-Gliksman/dp/1118375386up your studio. Here’s what you need:• An iPad or other mobile device for taking and editing Contact Sam for workshops and professional development at [email protected] the video.• A n iPad stand that holds the iPad steady for taking video. The average cost is between $40 and $100.• A green screen kit – search Amazon for “green screen kit” and you’ll find reasonably inexpensive kits that even include lighting. If you’re looking for 28

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TechnologyHow mobility and the cloudtransforms learning at SilvertonPrimary SchoolNO TRADITIONAL CLASSROOMS, NO TRADITIONAL CLASSES, GAMES CONSOLES IN THE PLAYGROUND; SILVERTONPRIMARY SCHOOL CONTINUES TO SET THE BAR FOR INNOVATIVE TEACHING AND LEARNING PRACTICES. Taking a look around Silverton Primary it would be having a mobile technology solution with the latest easy to think the school has huge budgets above technology is a big priority. and beyond its state peers. There are Windows tablets and PCs, Xbox consoles and Kinect devices Tony explains that having the right technology throughout the school and even a robotics lab. The from an early age is key to giving his students the media room has its own radio station, news desk and best possibility of success when they leave for high camera as well as a very impressive green screen school. It’s important for them to understand the full set up so the children can make their own movies, opportunity these IT solutions deliver in an increasingly documentaries and news programmes. connected world. It’s about giving the students the skills they need in the 21st century. They are learning Tony Bryant, Principal of Silverton Primary how to create and publish information using a School, explains that the budget at Silverton is the variety of Microsoft programs so they know how to same as every other similar school across Victoria. collaborate with each other and even work remotely. Touring the school it is clear that Tony has made very savvy decisions with every dollar he spends and that “It’s interesting, because Silverton Primary School sits in the bottom 10 per cent of the country socio- economically, and yet we perform in the top 5 per cent in the country, so the results are extremely high,” Tony said. “I think there’s a number of reasons for this – number one, the use of technology plays an important part in our curriculum – but I think we do things a lot smarter, and I think we’re focusing on the children’s needs more so than what we did in the past.” TRANSITIONING TO ONE-TO-ONE For many years Tony used the philosophy of one device to many children. Students across every year were allowed to choose the device that best suited their needs for each project. Last year, Silverton trialled a one-to-one device program with the Acer 510 tablets and Microsoft Windows 8 operating system and saw amazing results very quickly. “I trialled the Acer 510s with a group of children in year three and four to see what impact it would have on the children’s’ learning. They did all their30 education matters primary

“I trialled the Acer 510swith a group of children inyear three and four to seewhat impact it would haveon the children’s’ learning.They did all their work on it,they took them home, andthey used them at schoolall day. At the end of theyear, we found that thosechildren had advancedfurther than the otherchildren, their work was ofa higher quality, and therewas more of it.”work on it, they took them home, and they used them ones use a lot more devices for different purposes.” which are meetings with our parents.”at school all day. At the end of the year, we found that Even the students love working with the Microsoft A digital portfolio is a PowerPoint template that allthose children had advanced further than the otherchildren, their work was of a higher quality, and there Office 365 suite. David in Year 5 loves to collaborate Silverton Primary School students use. “The childrenwas more of it,” Tony said. and research with his partner in real time. He says store audio recordings, video, any digital media they both have a section each, they write it at the projects that they are doing,” Tony explained. “It’s used “They collaborated more at home, and they same time and he loves that they can see what each a lot in the parent teacher interviews, so at mid-yearconnected with their peers whilst they were at home other is writing. we run a three-way conference where the child runsas well. We use Office 365, so the children would the conference with their parents and their teachers,use the collaboration features to talk to each other, “We use the computer for researching. It’s a and the digital portfolio is a significant part of that; itthey were using Lync, they were using OneNote to project that we do every term based on different becomes a record of their learning for the year.work together so you had multiple children at home, topics,” David said. “This term we’re doing economics,working together, on the one project.” which is like marketing and selling products. We also “The children are very proud because it’s have digital portfolios that we use every week. We something they can show off themselves – it’s their The results were outstanding so Tony decided write our goals for every term, and then we reflect work, it’s the things that they see as valuable, and theto roll out the one-to-one program across the on the year. We do the digital portfolio in PowerPoint things that they want to share with their parents; andgrade three and four classes. Over the next three and we use it when we have student led conferences so then the discussion is all about the learning, whichyears Silverton will implement it across the school,starting with the higher years. The students love theinteraction of Windows 8 and intuitively know how toselect the different tile icons to go straight into theirfavourite apps. “We will keep multiple devices for K to two’sbecause the children at that age like using differentscreens,” Tony said. “They particularly like some ofthe apps which are really quite engaging with touch.The older students like doing different things frommaking movies, to using them as a laptop, and thevoice recorders and things like that, whereas the little education matters primary 31

Technologyis the most important thing of the lot. More important “This environment benefits the children because because they’re able to communicate not justthan the assessment.” they get the positives from all the different teachers inside the classroom but at home, so it’s taking and the different skills that they can teach. They their learning outside of the classroom. They useOPEN CLASSROOMS like going to the different groups and they mix with Outlook to email me and they can put up a post on Silverton has transformed its traditional school different students of different ages and they also our online site and other students respond almost get to try different subjects. Last year my grade was immediately. They share ideas and share their work.building into an environment of open flexible learning a trial grade for the Acer program and it was really Using OneNote they can work on a project togetherspaces called learning centres. The learning centres successful and now all of the students love having and save it to OneDrive – they don’t have to be sittingfacilitate group learning where teachers can share, their own tablet.” next to each other,” Julie said.collaborate and work closely with smaller groups ofstudents within the same area as up to 140 students. The Acer 510 tablets come with Windows 8, “We’ll have a discussion going within our secure which is the same operating system used across the site, just within our grade, and they can be writing “I had taught for two years in a single classroom variety of PCs across the school. questions or posting things they’ve found, then one ofschool and it’s completely different to Silverton them can then jump on the link and immediately addbecause there you just stayed with your grade for the The school uses the Microsoft Office 365 it to the word document or PowerPoint that they’remajority of the week except for specialists, so you collaboration platform to enable teachers to tailor presenting their work in.were teaching just one subject,” Silverton teacher their approach to individual student needs. They canJulie Saunders explained. “At Silverton the kids easily store data such as grades and homework and “They love using their stylus. They use it forchange so depending on the subject or the group you thanks to OneDrive and OneNote they can work from certain tasks like for drawing or maths. You wouldmay have a different teacher so I may see my grade home and collaborate anywhere, anytime. think they’d need paper and pencil to do algorithmsonly for a few hours each day. but they use their styluses to do that on just blank “The kids love using Office 365 and collaborating32 education matters primary

“Technology is always engaging, and children are very quick to take up any new thing; so what we’re finding here, the engagement of the children is so much higher because they’ve got the technology, and if you can get the children engaged in their learning, then you’ve got a chance to accelerate their learning.”sheets on their computers. The split screen feature makes it a lot easier,” Julie added. new things. When they see what’s happening to thein Windows 8 is also really helpful for when they’re All of the personal devices across the school learning, the acceleration, and the way the learning isresearching. They can have their information up and changing, they are very quick to take it up,” Tony said.then next to it a note taking chart, so they have lots of are touch and there are also Microsoft Surface RTsscreens running.” in the language room. Silverton introduced Chinese Silverton has had a very strong relationship with a few years ago and the teacher uses a collection Microsoft for many years. In 2009 it was selected It’s not just the students who are using Office of Chinese language apps. It provides a great as one of their mentor schools. As a part of that365, the teachers are using OneNote to create lesson opportunity for the students to apps and it helps show program, Silverton mentors schools from around theplans and plan their day. They also share resources them how they can learn new things by themselves, worlds and showcases the technology solutions theonline across OneDrive which is a lot more efficient as well as with the teacher. school has deployed and how they have worked tothat sharing text books and paper. It also provides make them successful.the teachers access to data across the grades, giving A CULTURE OF TRANSFORMATIONthem visibility on the students’ progress throughout Over the past few years Tony has used most of “After that we became one of their world tourthe year. schools; and so we’ve been involved in all of their the Microsoft products across the school, from XP forums over the last few years and travel overseas,” “I hardly ever use worksheets anymore because right through to Windows 7. Now they use Windows Tony added. “Microsoft sends a lot of people fromon the tablets we can just open our work and share 8 and Office 365 and have focused a lot of their all over the world to come and visit our school to tryit. I think it makes life a lot easier for teachers teaching methods around Office solutions, particularly and learn from what we’re doing, so they can try andbecause the student engagement level just increases OneNote, Word and Excel. replicate some of the things that we do here back indramatically. They want to come to school, they want their own countries. I just think that the relationshipto take their work home and use the tablets, it just “Technology is always engaging, and children are with Microsoft has afforded us the opportunity to do very quick to take up any new thing; so what we’re the things that we’re doing in our school, and it gives finding here, the engagement of the children is so us that drive to keep improving.” much higher because they’ve got the technology, and if you can get the children engaged in their learning, For more information on Microsoft in Education then you’ve got a chance to accelerate their learning. visit www.microsoft.com.au/education Teachers are like everybody else, they like taking up education matters primary 33

TechnologySaint Stephen’s College andNorthgate State School choosenew Epson EB-595Wi finger touch-enabled interactive projectorsRECENTLY TWO OF QUEENSLAND’S TOP SCHOOLS, SAINT STEPHEN’S COLLEGE AND NORTHGATE STATESCHOOL, CHOSE TO UPGRADE THEIR PROJECTORS TO THE LATEST EPSON EB-595WI FINGER TOUCH-ENABLEDINTERACTIVE PROJECTORS. For Saint Stephen’s College in Coomera the new purchases the fact that we had to have the physical IWB front and centre came when it completed an overhaul of its learning support in the classroom. You could not use a normal white board and science facilities as part of this overhaul included a marker if you wanted to jot something down for the students. review and assessment of existing projectors used at the Everything had to be done via the technology.” college. The technology issue facing the teaching staff at Saint Saint Stephen’s College IT manager David Craft Stephen’s was an all too common one and one which Craft explained, “We have been using interactive technology in the and his team were tasked with solving. classroom for quite a few years, first with interactive white boards (IWB) and then standard throw projectors. Short throw Craft continued, “When we were first introduced to Epson and ultra short throw projectors replaced the standard throw interactive projectors they ticked all the boxes. We could use over time as we used to have the problem of shadowing from a standard whiteboard, we could use normal whiteboard standard throw projectors and using ultra short throw means pens. If we wanted to use their interactive features it was just the teacher can now position themselves wherever they want. the case of using the supplied pen. It was all very simple.” The biggest issue that our teaching staff had however was With projectors in general but in particular with the new EB-595Wi above all Saint Stephen’s were looking for consistency and quality. Craft added, “The initial reaction to the performance of the EB-595Wi has been very positive. The EB-595Wi goes further than the other models with its finger touch capability, the accuracy of the finger touch is very good and the control is intuitive. It is very easy to go from whiteboard mode to mouse mode and a teacher can do this without breaking stride in their lesson. Critically, any teacher can walk into any one of our new learning spaces and use the technology like they can in the rest of the college.” Before the EB-595Wi projectors were installed the college staff were able to watch a full demo video and go through the specifications with Epson dealer AV Inspirations to see what the projectors had to offer and how they met the college’s new requirements. Craft continued, “From that point we were able to plan our science facilities to make the most of the equipment. Things like the PC-less annotation for our science rooms and34 education matters primary

the multi-user interactivity for our learning support “The EB-595Wi goes further with previous Epson projectors and with smartboardsstudents are a big bonus.” than the other models with although neither fully met all of our requirements. The its finger touch capability, new EB-595Wi however exceeded our expectations Saint Stephen’s EB-595Wi projectors have been the accuracy of the finger both in terms of capability and affordability.”installed into the college’s new science centre and touch is very good and thelearning support section. In learning support the control is intuitive.” All Northgate State School teaching staff use theprojectors are used with small groups of students using new EB-595Wi projectors to implement the Australianinteractive educational programs to enhance their was the new Epson EB-595Wi finger touch-enabled curriculum. As is regular practice in many schools partlearning, helping educate them in a more hands-on and interactive projector. of the education process also involves research usingengaging way. the Internet and access to external websites and social Northgate State School Principal Carol Scriven media such as You Tube. Within the science centre the projectors are used explained, “We needed projectors that were affordablein each of the six learning spaces as well as the lecture and reliable and that the students and staff could use Carol Scriven added, “We use the EB-theatre. All rooms have ceiling mounted cameras to with relative ease. Clarity of images was also very 595Wi projectors and their wireless connectivity withproject scientific experiments and lectures and all important as was the dual capacity of touchscreen iPads and Android tablets as they give us the abilityrooms are linked so that a presentation taking place and pen usage. Finally a multi-user capability was to view and compare at least four pieces of studentin one room can be broadcast to all of the other rooms paramount. So we did our research and the EB-595Wi work simultaneously. We can also easily annotate andsomething David Craft particularly made mention of was assessed to be the ideal projector for our needs.” save each piece of work in order to continue fromas, “The PC-less annotation really comes into its own where the class left off in future lessons. Thus thehere with the teacher being able to annotate on the Scriven and her team researched all the options EB-595Wi presents us with great review opportunitieslive footage from the camera or their laptop, or they available to them studying each as to how closely they and clearly demonstrates the distance travelled incan pause the display to annotate on the still image. matched the school’s unique requirements. learning. This will be further enhanced in the nearThe EB-595Wi also gives our school flexibility. With future as our school is one of the first to be connectedour first interactive solution, we had to use a specific She added, “The EB-595Wi ticks a lot of boxes. to the NBN in Queensland.”pen on a specific whiteboard. Now we don’t even need It has dual capacity of usage for students and staff, aa pen unless we want to use one, and if we want to very high quality of the imagery, can be used with any Northgate State School’s projectors have beenuse the whiteboard with a normal whiteboard marker whiteboard and has excellent interactive functions. installed in all classrooms giving the school a commonwe can do that too. We don’t even need to have a In addition the size of images can be large without platform for use in all teaching spaces and thecomputer hooked up to get going. Putting the projector distorting, we can easily and wirelessly connect opportunity for the staff to learn and share resourcesinto whiteboard mode means that the teacher only has students’ work to multiple screens and the price of and practices as a team.to hook up their laptop if there is a resource that they replacement bulbs is very low.”need to show.” Carol Scriven concluded, “It’s early days with Northgate State School conducted six months our new EB-595Wi projectors but so far we are really Northgate State School was the first school of research into the benefits of projectors over enjoying the capacity to go from finger touch to penin Queensland to have all teachers complete their smartboards. Prior to the launch of the EB-595Wi Carol touch to whiteboard and to the Internet in such easyInformation and Communications Technology (ICT) Scriven saw pros and cons in both. steps. Students from prep through to Year 7 are verycertification. As a result the smartboards housed in all engaged and motivated by their opportunity to be morethe school’s classrooms were no longer considered She continued, “We’d had good experiences interactive than they ever were able to be previously.”as a dependable resource for learning and a betteralternative was sought. The alternative that was found For more information on the new Epson EB-595Wi finger touch-enabled interactive projector go to: www.epson.com.au/interactive education matters primary 35

TechnologyAcer Education Project packagesstrategies, products and skills forBYOD successTHE ACER BYOD EDUCATION PROJECT IS A CONSIDERABLE INVESTMENT IN HELPING PRINCIPALS TRANSITIONFROM THE PROBLEMS THAT ARISE WHEN THERE IS LITTLE CONTROL OVER WHAT DEVICES ARE BEING BROUGHTINTO SCHOOL IT ENVIRONMENTS. Acer Computer Australia has launched its BYOD investment in helping principals transition from the Education Project that packages guidance for schools current problems of ‘Bring Your Own Disaster’ – where and parents on managing the complex Bring Your there is little control over what devices are being Own Device issue; a fit-for-purpose product range of brought into school IT environments – to Bring Your Own devices suitable for the education environment; and the Designated Device. BYODD is a structured approach availability of accredited partners to assist institutions under which schools can set brand, operating system and with their technology strategies. security specifications. With government funding for the Digital Education “Acer’s unique approach to the education sector Revolution ceasing in 2013, schools now encourage recognises that schools, universities and TAFEs have students to bring their own devices. The BYOD very different objectives to businesses and government,” considerations for schools, universities and TAFEs are Darren Simmons, Managing Director at Acer Computing significant as the executive, teachers and IT managers Australia, said. “We, and our skilled Authorised attempt to match curriculum outcomes with network Education Partners, understand that technology has to requirements and student expectations. be intelligently implemented to improve the education outcomes of students – that’s the primary goal.” The Acer BYOD Education Project is a considerable Parents too are concerned about the cost of providing the best device for their children’s education. The Acer range is affordable, reliable, accessible and powerful. “We believe the market will give us an A+ for our efforts and achievements,” Simmons said. WHAT IS BYOD? The term BYOD is an acronym for “Bring Your Own Device”. Quite simply put, this means that a student can bring their own personal or family device (Laptop, Chromebook or Tablet) and connect to their educational institute’s network or internet via Wi-Fi or 3G for the purpose of learning. The device that a student can bring in most cases is subject to the minimum system specifications set by their educational institute, in order to meet the curriculum objectives and technology requirements.36 education matters primary

WHY BYOD? BENEFITS OF BYOD? SOME THINGS TO CONSIDER... With the conclusion of the government-funded • Provides students with a personalised learning • What is the curriculum outcome? • How will you provide duty or care?Digital Education Revolution (DER) in 2013 and no experience • What are the network requirements?plans for further funding, educational institutes are • Makes students more engaged and excited to learn • What types of devices will support thelooking at ways of continuing with 1-to-1 learning • Students work together more effectively on classprograms. curriculum outcome? assignments and projects • How will it be affordable and easy? One of the ways in which education institutes are • P rovides training with software that students will • How will you protect, maintain and support?addressing this challenge is with BYOD programs.Since many households already have devices being encounter in the workforce • Wi-Fi 5Ghz or 2.4Ghz connectivity?used in the home, being able to integrate that • Lower cost of course texts • C loud vs local storage and backup considerationstechnology into the education environment allowsbetter opportunities for a more innovative and effective BYOD CONSIDERATIONS FOR YOUR SCHOOL What devices will support the curriculum outcome?curriculum. What is the curriculum outcome? •Ultrabook, Notebook, Tablet or Chromebook • Y ear levels, subjects and required software • Performance, form factor and battery life • Two-year vs three-year device lifecycles applications • General purpose suites, subject specific Apps How will it be made affordable and easy? • Classroom management tools • User friendly shopping experience • Enterprise vs consumer purchasing experience How will you provide Duty of Care? • After hours convenience, home delivery options • Acceptable usage agreement or pastoral care How will you protect, maintain and support? policies • S chool or call centre diagnosis of hardware faults • Content filtering and behavioural monitoring • Onsite or mail-in repair options • Antivirus and malware countermeasures • Warranty and accidental damage protection What are your network requirements? •H ow will you handle the influx of new MAC addresses? education matters primary 37

Technology “We, and our skilled Authorised Education Partners, understand that technology has to be intelligently implemented to improve the education outcomes of students – that’s the primary goal.”BYOD CONSIDERATIONS FOR PARENTS ACER EDUCATION BYOD PRODUCT OFFERING you need. Some notebooks have added securityProtection and security With so many computers on offer it can get a little features and some are built for travel and others are great for everyday mobility. While the web can unlock exciting learning confusing trying to work out which device is which.opportunities for students, there are some things Acer’s product offering is broken into categories with Why a notebook?online that are not safe for the health of your PC like a brief description of each to help you work out what • Wide range of options to fit any budgetviruses and annoying programs called malware which product is the best fit. • Various screen sizes from 11.6 inches to 15 inchescan slow down your PC or leave it open to cybercrime. • Many have internal optical drivesInstalling strong anti-virus software can put up a shield ULTRABOOKSfor your system, lower risk and protect your computer. Ultrabooks are a category of high-end laptops 2 IN 1 Acer 2 in 1 devices are a notebook which allowsLegislative duty of care designed and specified by Intel to have a slim profile, Schools have a duty of care towards students be light to carry, and boast long battery life. you to detach the screen to use it as a tablet. It is the perfect solution for someone who wants the benefitwhen they are at school. This duty is manifested in Why an ultrabook? of having a full keyboard for typing but also want themany ways including: • Best combination of mobility and performance freedom and mobility that a tablet offers.• T o supervise the students so that they obey the rules • Instant resume, less than two seconds from sleep• T o design and implement appropriate rules to ensure • U ltra-thin, less than one inch thick Why a 2 in 1? • Light weight generally less than 1.5 kilos • Full qwerty keyboard the safety of students • Long battery life and standby • Power of a notebook, portability of a tablet• T o ensure that school buildings, its surrounds • Detachable screen NOTEBOOKS OR LAPTOPS • Active Pen models available including equipment and facilities are safe Notebooks come in a wide range of sizes and• T o warn students about dangerous situations or prices depending on the features and performance practices including cyberbullying38 education matters primary

TABLETS WHY ACER FOR YOUR BYOD SOLUTION? reason our customers have made us one of the largest Acer tablets are the ultimate in mobility with We strongly believe that the path to real success suppliers to the education markets in Australia.a wide range of screen sizes and models ranging in any relationship in based on the understanding Acer and our partners have designed andfrom everyday use to performance computing. and knowledge of the partners involved. This includes implemented a number of BOYD programs with schoolsAvailable in Windows or Android, a tablet allows better schools, universities, TAFEs, students and parents. and individual parents over the past 10-15 years.collaboration, sharing and entertainment in one simple This knowledge is then used to provide the servicesdevice. necessary to assist our customers to meet their With this experience Acer is well placed to offer objectives and goals. We call this Our Customer the right products and after sales service to ensureWhy a tablet? Specific Approach and we believe that this is the students have the right technology to achieve their• Extreme mobility learning goals.• Models to suit any budget• Screen sizes from eight inch to ten inchCHROMEBOOK The Acer Chromebook is a mobile device designedfor a faster and more secure online experience. It usesweb applications and online storage, and does notrequire traditional installation or anti-virus programs.it boots in a few seconds and offers great batteryperformance.Why a Chromebook?• Lightweight for ultra-mobility• Google services integration• Low-cost entry computing• Simple web surfing and cloud computing education matters primary 39

Before and After School CareKeeping good educatorsEVERY SCHOOL KNOWS THAT A KEY TO THE SUCCESS OF AN OUTSIDE OF SCHOOL HOURS CARE (OSHC)PROGRAM IS THE STAFF RUNNING THE PROGRAM. AS THE LARGEST EMPLOYER OF OSHC STAFF IN THECOUNTRY, CAMP AUSTRALIA’S NATIONAL OPERATIONS MANAGER, ROSA PITERI, HAS SOME TIPS ONATTRACTING AND RETAINING QUALITY EDUCATORS. TIP #1 – WAIT FOR THE RIGHT PEOPLE TIP #2 – ATTRACT THE BEST PEOPLE It is a common trap in recruitment across Attracting the best people is the only way to all industries that employers settle for the best end the waiting game for the right candidates, and available candidate rather than waiting for the it begins well before the advertisement is placed. It right candidate. This is particularly so if there is a starts with a clear role definition. Great OSHC staff need to urgently replace a departing coordinator members are fantastic with the kids, but rarely like so that the program can keep operating in a the administration and compliance burden that compliant manner. This may save some short term comes with OSHC. The key to attracting the best pain but it will cause problems in the longer term. staff is to do everything you can to ensure that they can focus on the children in their care. This is clearly a headache if you do not have a pool of qualified staff to draw upon as Camp In order for schools to achieve this it might Australia does, however there are agencies that require having many of the administration and can provide a short term solution until the right compliance functions undertaken by the school person can be found. finance and administration team. At Camp40 education matters primary

Australia our educators are supported by teams educators, or at least educators in training. Many the truly great coordinators are empathetic and caringwho handle all aspects of recruitment, training, staff of them are looking to further their careers within for the kids can take a strong emotional toll at times.rosters, bookings, billings, government compliance, the child care or education industries. While runningfee collection, financial assistance for families, and an individual OSHC program at a school provides Regular contact and support is key to ensuringthe provision of food and resources. Educators are excellent job satisfaction and opportunity to develop that good staff stay happy and fulfilled in their roles.not distracted by administrative tasks or difficult skills as educators, it can also be an isolated role Ensuring that meetings are part of a regular routineconversations with parents, and this all aids in for some and is often looked at as a stepping stone. and taking the time to get to know the individualretaining great team members. It also enables us to The key to establishing stability of staff in OSHC will build a strong relationship that can be reliedrecruit, train and develop people whose career focus programs is to provide a career path for these upon when times get tough. It also ensures that theis working with children – exactly the people you individual staff members. individual team members feel valued beyond thewant to have caring for the children at your school. pay-cheque. For schools this can be achieved by providingTIP #3 – PROVIDE CAREER PATHS opportunities for OSHC staff to work within the school TIP #5 – E NGAGE STAFF IN THE SCHOOL Changes introduced by the National Quality day in a range of roles such as integration work COMMUNITY and teacher’s aide. By doing this the OSHC staff canFramework require OSHC staff to be trained improve their professional development and obtain Great OSHC staff love people and enjoy being part a greater sense of belonging. At Camp Australia we of something bigger. Involving them in broader school are committed to providing career paths for all of our activities like fund raising events, school carnivals or OSHC staff including offering a career path framework sports days is a great way to create strong bonds with and a commitment to recruiting for senior operational the school community. It also provides opportunities roles from within the existing Camp Australia team. for them to share experiences with the kids who We also provide regular network meetings and online regularly attend OSHC outside the OSHC environment discussion forums so that staff can discuss their introducing them to friends and family that the kids roles, challenges and successes with their peers and talk about on a regular basis at the program. be part of a larger team. It is often said that when people leave a job it TIP #4 – VALUE STAFF AS INDIVIDUALS is in three stages – first the heart, then the head, As every school principal knows it can be lonely then finally the physical departure. Engaging staff emotionally in the workplace extends their time with at the top. An OSHC service, although a smaller entity you and your community. Camp Australia actively than a school, the same sense of isolation and weight engages staff in the school community as well as the of responsibility for others can weigh heavily on broader Camp Australia team to ensure that they feel OSHC coordinators. It is important to ensure that their valued and part of something worthwhile. When the individual needs are also being met, particularly as organisation’s primary aim is to make kids smile, it is pretty easy to feel good about who you work for. education matters primary 41

OUR PROMISE TO YOUWe provide the best outside school hours care in Australia,and we are making it better all the time. That is why we canconfidently promise the following:KIDS PARENTSWe make kids smile. More than We are here for you. Wea tag line, every one of our team understand that life does notmembers stands behind these always go to plan.four words. When ‘life happens’ and you justWhether it is your first day or one need a break, use your Pass andof your regular visits we do our we will pay for After School Carebest to make you smile. that day.PRINCIPALS STAFF CARE CARE CAREWe make OSHC an extension of We make it possible for our staffyour school and community. We to be the best they can be. Webelieve in genuine partnership. do everything we can so that ourWe adopt your curriculum, values staff can focus on the childrenand strategic plan. It just makes in their care, and provide thesense – our kids are your kids. most continuous professional development of any OSHC provider.We are proud that more schools have chosen Camp Australiathan any other provider. This not only reflects on our highstandard of service and exemplary record over 27 years, it alsoenables us to invest in continuous improvements.Contact us to find out how we keep our promises.www.campaustralia.com.au 1300 792 668

Before & After School CareOSHC providers measure upSCHOOL LEADERS CAN NOW HAVE FAITH IN THE QUALITY OF CARE IN AFTER SCHOOL HOURS CARE PROGRAMSWITH THE NATIONAL QUALITY FRAMEWORK (NQF) ASSESSMENT PROCESS.OSHClub director Scott Bull said that school leaders rating, based on the quality of the service provided.” marked growth in the number of new services wenow have much more transparency regarding Scott sees this assessment process as an now provide onsite at schools nationally as morethe quality of the OSHC programs running at their school leaders understand the need for OSHC in theirschools, whether they run their own program or important and valuable part of the OSHC industry. community.”have partnered with an external company such as “Twenty-eight OSHClub programs nationally haveOSHClub. so far been assessed by ACECQA. Seventy-one per Scott says a quality OSHC Program is a vital cent of these are meeting and/or exceeding the new component of a school’s service. “Under the federal NQF, all childcare facilities quality standards. We are delighted with these resultsacross the country are assessed in terms of their which are notably the highest in the OSHC industry. “Ensuring a program is compliant under the NQFquality of care. It ensures that the quality of all OSHClub has worked closely with ACECQA to develop can take up a significant portion of a school leader’sOSHC services is continually evaluated and that a the NQF assessment process and we have developed time – time which could and should be directed tocontinuous improvement plan is in place for each site our Policies and Procedures to ensure they are in line the school’s core business. However this is OSHClub’sto offer an even better quality service.” with the new regulations and guidelines. core business – which is why many more schools are approaching OSHClub, asking us to take over the OSHClub welcomes the NQF. “For the first time, “The need for Before and After School Care is running of their current program.”a set of rules and regulations is in place to cover all ever more apparent,” he continued. “Over the last 12OSHC services nationally. Each OSHC site is assessed months, the utilisation of our established programs Find out more about how an OSHClub Afteras part of this process and then given an overall has increased significantly. We have also experienced School Care program will benefit your school by calling Philippa Younger on 0478 199 335.I love OSHClubAustralia’s highest qualityBefore & After School Care programsWhat makes a really Top QualityBefore and After School Care Program?HAPPY CHILDREN HAPPY PRINCIPALS HAPPY PARENTS> Fun activities > No work for the school > Happy, safe children> Friendly staff > Flexibility to meet the > Peace of mind> Lots of friends > Great value for money school’s values and needs to play with > Potential financial return Call Philippa 0478 199 335 now on43 to find out what makes eveedruycoantieonhampapttye.rs primary

Before and After School CareIt’s all about our staffHOW DO YOU HELP YOUR STAFF HARNESS THEIR COMMITMENT ANDMOTIVATION IN ORDER TO BECOME MORE ENGAGED?We all want to feel inspired to grow and succeed, how important they are to our organisation. Every 2. HELP YOUR STAFF PLAY TO THEIRboth personally and professionally. Engagement single person makes an important contribution. STRENGTHS.is the term used to describe the inspiration andcommitment we feel in the workplace. Most It’s vital for any organisation, be it a school Everyone has strengths and areas oforganisations recognise that increased employee or a business, to help their staff understand development. Although there are always criticalengagement provides an instrumental advantage in how to harness both their motivation and their skills that everyone should have, it’s importantthe workplace. commitment to their work. Here are three ways a to recognise we all don’t have to be good at manager can do this. everything. But what we’re good at should be what So, how do you help your staff harness their we draw on in the workplace. Develop strengthscommitment and motivation in order to become 1. HELP YOUR STAFF IDENTIFY ‘WHY’ THEY DO rather than working on weaknesses that aren’tmore engaged? WHAT THEY DO. critical to the job at hand. If someone is really great at woodwork and craft but not so good at Engagement results from understanding the Your staff, like ours, could have chosen any paperwork, make sure they’re interacting withvalue of what you do. Making this connection job. But they chose to nurture and develop the next the kids in an artistic way, instead of taking on aallows a person to harness the long standing generation. Why? Everyone’s reasons for choosing management role.commitment required to continue to work with a career with children will be different. Help yourenthusiasm and determination. staff understand why they get up every day and do 3. BE PART OF A TEAM what they do. Remembering the reasons will help At Extend, our 400 staff in our school based Everyone needs to recognise the importance them strive to make the contributions they set outof their job and what they contribute. At Extend, to make at the start of their careers teams are spread out across the country. Wewe strive to ensure each staff member is aware of work hard to ensure that they all get to see each other regularly. We also provide lots of ways toDarren Stevenson, communicate with their managers and otherExtend Managing Director teams in different schools. As an organisation it’s important that people ‘belong’ and feel a part of something bigger. When working with children, the staff in contact with the children are the most important people in the organisation. They will have the greatest impact on the success of any programs you deliver. So whether you are a school, an OSHC, or any other provider of chidren’s services, make sure you take great care of your staff. They in turn will take great care of their kids. And in the end, that’s the most important thing of all. For further information on Extend visit extend.com.au44 education matters primary

education matters primary 45

Health and WellbeingFor students to flourishwe must cherish teachersTEACHER WELLBEING IS CRITICAL TO STUDENT WELLBEING AND IF WE ARE SERIOUS ABOUT OUR CHILDRENDOING WELL WE MUST CHERISH OUR TEACHERS, WRITES DR SUE ROFFEY.“All young people are loved and safe, have wellbeing? Surely they are different things? Biographies are full of anecdotes about teachersmaterial basics, are healthy, are learning and The answer is simple and supported by a raft of who made a difference to how someone thoughtparticipating and have a positive sense of identity evidence. Teacher wellbeing is critical to student and felt about themselves, who helped individualsand culture.” wellbeing; it has everything to do with it. If we are revisit possibilities for their future and who they serious about our children doing well we must might become. This is not just in terms of high This is the vision for the NEST action agenda cherish our teachers. academic expectations but having a belief in– a national plan for child and youth wellbeing – the best of someone – perhaps seeing beyondfor all Australia’s children. We also need to look after our teachers – they poor attendance, uncooperative behaviour and are the critical and pivotal force in providing an erratic performance to a thread of gold potential. The Student Wellbeing Action Network (SWAN) environment where students can feel safe, happy, Educational philosopher Nel Noddings says thatwas set up as a partnership between Wellbeing healthy and therefore, learn! (Wellbeing Australia the ideal teacher-student relationship is “whereAustralia and the Australian Research Alliance for survey, 2011) the best self of the educator seeks a caringChildren and Youth to support the NEST agenda. relationship with the best self of the student” –To this end SWAN has four priority areas: student TEACHER-STUDENT RELATIONSHIPS summarising in one short sentence an approachvoice, families and communities, disadvantaged Teachers are routinely given accolades that incorporates ethics, empathy, emotionalstudents and teacher wellbeing. intelligence, high expectations and a strengths- for achieving high test scores – and invariably based focus. It also implies a teacher workingSTUDENT WELLBEING / STAFF WELLBEING acknowledged for coaching a winning sports in conditions that enable them to access their I have heard some people say – what team or producing the school play. This is ‘best self’. how it should be. But how many teachers arehas teacher wellbeing got to do with student given credit for turning student lives around?46 education matters primary

Dr Sue Roffey is Associate Professor (adjunct) in the School of Education at the University of Western Sydney, Founder and Chair of Wellbeing Australia and Co-Lead Convenor (with A/Prof Gerry Redmond) for the Student Wellbeing Action Network. (SWAN). Sue is a prolific author and international speaker on student and school wellbeing, relationships and behaviour. She is also co-director of the Growing Great Schools initiative. For further information and contacts see www.sueroffey.comTeacher wellbeing is critical to student wellbeing; it has everything students. They often went the extra mile but it seemsto do with it. If we are serious about our children doing well we that over time, rather than this being acknowledgedmust cherish our teachers. and valued it became an expectation. Many were struggling to find enough time or energy for their I once worked with Paul, who exemplified seen as part of the process, no-one feels anxious own families as they worked long hours, weekendsthis ideal with a group of teenage boys who had about asking questions and teachers combine a light and holidays. This was not only lesson preparationbeen placed in special provision for students with touch with challenging questions. Murray-Harvey but also trying to keep pace with the mountain ofbehavioural difficulty. Most of them had experienced (2010) also found that both academic outcomes paper work. For all teachers, but middle managementlife events no child should have to deal with – and social and emotional wellbeing in school especially, work overload is exacerbated by constantrejection, violence or parents who were addicts. were ‘unambiguously influenced’ by the quality of organisational change and endless initiativesPaul’s main subject was English and he was able to relationships between teachers and students. She (Mulholland et al, 2013). Being at the beck and call ofgently inspire these tough kids with an interest in the concludes that schools need to give less prominence changing political ideology takes its toll.power of words. A few years later Peter, one of those to issues of control and more to the skills needed tostudents, sent me a book of his published poems. This connect meaningfully with students. The additional stress on teachers working in thisis one story amongst many of a teacher who changed unrealistic performance-driven environment has aa life trajectory and may very well have saved that BURN-OUT AND ITS CONSEQUENCES negative impact on them which in turn must impactlife. One of the most significant protective factors for So what happens when teachers burn out? [on the] health and wellbeing of the students in theirovercoming adversity is having someone in your life classrooms – Wellbeing Australia survey.who believes you are worthwhile. Although for most of Relationships are not just with individuals but howus this is family, for some of our most disadvantaged teachers work with whole class groups. It can be Some teachers had experienced disrespect fromchildren and young people it can be someone at hard for a teacher who feels badly about herself, her school leadership who not only failed to consult staffschool. Teachers may never know the difference that school and/or her colleagues to promote the positive on policy and practice, but dismissed their ideas orthey make. with students. concerns out of hand and demanded unquestioning compliance. This led to staff feeling like they were John Hattie’s meta-analysis of effective education Some stress in our lives is not necessarily bad, it ‘going through the motions’ rather than having(2009) has highlighted the centrality of teacher- can be motivating and energising. Stress becomes a any ownership or control. This lack of respect hasstudent relationships for all learners, not just those problem when demands exceed resources - whether been evident at the highest level in the UK wherewho struggle. All students learn best in a respectful, these resources are internal or external. In a recent the ex-Education Minister referred to the teachingwarm and supportive classroom where mistakes are SWAN symposium on teacher wellbeing many profession as ‘the blob’. Others at the symposium teachers spoke of wanting to do their best for their felt that student social and emotional wellbeing was being sidelined in the quest for academic excellence education matters primary and this was a daily challenge to their values about children’s rights and wellbeing. Teachers operating under high levels of stress 47

Health and Wellbeing Teachers are not that interested in fulsome praise but acknowledgement of a job well done, or extra effort goes a long way to boosting wellbeing and motivation.are in danger of burnout. This has multiple negative go, not only are relationships tangential but the I was at a school where we had a fantasticconsequences. The first is distance. When teachers delivery of the curriculum is interrupted. Apart from principal, and there was hardly any staff absences,need to protect themselves, their ability to tune the impact on educational consistency this does staff morale was high, and things got done…and theinto others diminishes. They have fewer emotional not make economic sense. Individuals often go into staff wanted to do those things. Then that principalresources, less empathy, less tolerance and less teaching because they want to make a difference for retired, we had a new principal come in, who didcommitment to their students or their colleagues. children. They rarely leave because they have decided things very differently and people just transferred outThey do not put the same effort into preparing they don’t like kids! So what does make teachers stay of the school, left right and centre…a lot of it doesstimulating lessons that will engage students. in the profession, what policies and practices enhance come from the top, from expectations from the top,Consequently relationships are more likely to their motivation and wellbeing? and role modelling from the top (teacher).become conflicting. Teachers sometimes cite studentbehaviour as a cause of stress – but research NURTURING TEACHERS Teachers are not that interested in fulsome praiseconsistently shows that relational strategies are After teacher-student relationships, it is the but acknowledgement of a job well done, or extra effortthe most effective way to promote more positive goes a long way to boosting wellbeing and motivation.behaviours (Roffey, 2011). When a negative spiral quality of collegial relationships that are most closelybecomes embedded neither the needs of the students aligned with teacher wellbeing. I make it my business to know about the staff –nor those of teachers are met. have they been having enough sleep? Birthday cards, Leadership: The school executive has the power etc. Making them feel valued. If they are noticed and It has long been recognised that severe stress to influence the culture of their school and make or acknowledged it will flow through to the kids (highimpacts on both mental and physical health. This break teachers. I have come across school principals school principal).includes cardio-vascular functioning, sleep patterns, who cherish their staff, who get to know them asdepression and vulnerability to infection. Over time, individuals, seek their views and within the framework We have an acceptance of teachers as well.work stress can lead to the degradation of the of clear expectations, give them autonomy and do not I could pick what’s very good about each teacherhippocampus – the part of the brain most active in micro-manage. They provide professional development (primary school principal).memory. If students are going to be in an effective opportunities and learn alongside their staff. This giveslearning environment they need teachers who have the message ‘we are in this together’ and promotes a At the teacher wellbeing symposium there wasoptimal access to their knowledge base and also be sense of equality, belonging and ownership. a sharp divide between educators who valued theiropen to learning themselves. school leaders and those who were in despair about Of the 11 core capabilities of effective principals them. It is estimated that in Australia, America and 8 are linked to social and emotional intelligence –Britain over 20 percent of teachers leave the knowing how to communicate positively, stay calm in The school ethos comes from [the principal], he’sprofession in their first three years and up to 50 a crisis, handle challenges well and promote positive definitely a positive person, he’s very key to the school,percent within five years. When teachers come and emotions across the school. These leaders get things he’s emotionally literate (primary school teacher). done and bring their staff along with them (Scott, 2003). 48 The faith that he had in me propelled me to give education matters primary of my best, and to go beyond the call of duty. I was prepared to do anything and everything for the school (school counsellor). Social capital: Teachers are involved in thousands of interactions every day, not just with students but also with colleagues. Social capital exists where these interactions promote trust, reciprocity, support and collaboration. It is not so much about policy as the development of a common practice that offers

dignity, courtesy and respect to all. It includes not to happen in a school where no-one really knew the political will – from school level to regional levelhaving cliques where some are favoured more than each other or the ethos was solely on personal to federal level.others, it means including everyone, listening to each enhancement or the bureaucracy inflexible. Research • Teachers need to feel valued – many simply wantother and accepting that we all make mistakes. It is on teacher stress (Mulholland et al, 2013) has shownabout apologising when you get it wrong and noticing that even the more serious dangers to physical health acknowledgement for the job they do every day.when someone needs a bit of help. It is being willing can be moderated by psycho-social factors – strong • T hey want to have a voice and be treated asto accept that help and not view it as patronising. It is social networks and support.about being able to have a laugh together. professionals not as cogs in a wheel. TEACHERS NURTURING THEMSELVES • They need to be able to have a work life balance You can see the staff getting on, and having a Although this paper focuses primarily on whatbit of fun, a bit of a muck-around so students know and not be so overwhelmed with demands that theirthat we’re all friends, and that’s an example of good teachers need at a school and systems level to family life suffers.behavior (primary school teacher). promote their wellbeing there is also a lot they can • Teachers are usually conscientious about their work do to help themselves – but sometimes they need to and will often go the extra mile – but are dispirited The opposite is a toxic environment where feel they have permission. How teachers take care when this is taken for granted and increasinglyeveryone is watching their backs and looking to of themselves will be linked to conversations in the expected.further their own interests. Nobody feels safe, bullying staffroom. What are expectations when teachers are • T eachers want time to learn about their students –often flourishes and only an elite minority feel valued. ill for instance – do they turn up regardless or stay not be so focused on getting through the curriculumWhere the quality of relationships is overt and in bed until they are better? Being active supports that they spend their days teaching subjects ratheractioned the impact ripples across the whole school. wellbeing. Some schools provide physical activities than teaching students. at lunchtime or after school that teachers join in with • Emotionally literate school leaders who engage The teachers here really feel supported, cared – yoga, dancing, tai chi, circuit training. One principal teachers in partnership, trust them to do a goodabout, looked after and valued, and that translates arranged a head and shoulder massage for staff once job and give positive feedback for their efforts getover into the classroom (high school teacher). a month – a gesture worth much more than the cost. motivated, committed staff. • Most teachers care about children and their overall Social capital is also about how differences are It is valuable for teachers to get things into wellbeing – they can see that at times this is atmanaged. There will always be negative voices but perspective. Emotional energy is often spent on risk – they want the social and emotional aspects ofthese do not have to dominate discussion. When issues that won’t matter in a few weeks – or even students to be addressed.the main focus is on solution focused, strengths days. Mindfulness training can help (Lovewell, 2012)based, inclusive conversations there are higher but principals also need to work with staff groups to Developing the positive wellbeing of staff haslevels of optimism and collegiality. As an educational prioritise. Time is a major issue in schools and as it is made a huge difference. When teaching staff feelpsychologist I used to be involved in ‘cause for impossible to do everything to the best of your ability appreciated and empowered, they are much moreconcern’ meetings in a high school where staff who what matters most? Where wellbeing is core business likely to show patience and empathy for theirtaught particular students would discuss needs and in a school the test results seem to take care of students; to go the ‘extra mile’ for the students instrategies. In some of these meetings the exchange themselves rather than being the focus of student and their care. They are also more likely to share and workof ideas was fruitful and led to positive classroom staff anxiety. with others in order to support their students andpractices, others were a moan fest and everyone left promote wellbeing (Wellbeing Australia survey).feeling there was little point. SUMMARY Most teachers want to be competent RESOURCES AND FURTHER INFORMATION Schools that engage in staff social events where wellbeingaustralia.com.au/wba/category/swan/people get to know each other outside of a defined professionals but are not always given the means to teacher-wellbeing/role are more likely to work well together. A teacher function optimally. They are rarely seeking anything www.aracy.org.au/projects/the-nestonce told me that a single act of kindness kept her in more – but hoping for something different. And most www.growinggreatschools.comteaching. Knowing she was in the middle of a family of this is well within the reach of organisations givencrisis a colleague took over her lesson one afternoonso she could go home. This would have been unlikelyReferences 49Hattie (2009) Making Learning Visible: A synthesis of over 800 meta-analyses relating to achievement. London RoutledgeLovewell, K. (2012) Every Teacher Matters: Inspiring Wellbeing through Mindfulness. Ecademy PressMulholland, R.McKinlay, A. and Sproule. J. (2013) Teacher interrupted: work stress, strain, and teaching role Sage Open DOI: 10.1177/2158244013500965Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and well-being at school. Educational and Child Psychology, 27(1), 104–113.Roffey. S. (2011) Changing Behaviour in School: Promoting Positive Relationships and Wellbeing Sage PublicationsScott, G. (2003) Learning Principals: Leadership Capability and Learning Research Sydney: New South Wales Department of Education and TrainingDirect quotes that are not from the Wellbeing Australia survey are in the following papers:Roffey. S. (2007) Transformation and emotional literacy: The role of school leaders in developing a caring community Leading and Managing 13 (1) 16-30Roffey. S. (2008) Emotional literacy and the ecology of school wellbeing Educational and Child Psychology 25 (2) 29 - 39Roffey, S. (2012) Pupil wellbeing: Teacher wellbeing. Two sides of the same coin? Educational and Child Psychology 29 (4) 8 - 17. education matters primary

Health and WellbeingWhat is ‘The Other Talk’?AT SOME POINT MOST YOUNG PEOPLE WILL SIT DOWN WITH THEIR PARENTS TO HAVE ‘THE TALK’. IT’S NOTALWAYS EASY, BUT LEARNING ABOUT SEX IS AN IMPORTANT CONVERSATION THAT EVERY PARENT AND CHILDSHOULD HAVE. NOW IT’S TIME TO HAVE THE OTHER TALK ABOUT ALCOHOL AND OTHER DRUGS. The Other Talk is about Australian families talking THE OTHER TALK DISCUSSION GUIDE openly about alcohol and other drugs, and is an This handy guide lists questions that can be important step towards preparing for teenage parties. used to promote discussion at school parents’ sessions or parents’ groups. But did you know that families can start talking when the child is as young as eight years SAFE PARTYING GUIDE old (in an age appropriate way), to make sure they This pocket-sized leaflet for children aged have the right information and attitudes when they reach high school. 10+ covers safe partying tips, facts about alcohol and drugs, teen drinking laws, and why young Starting the conversation early also means people should delay drinking. creating an understanding that when it comes to alcohol and other drugs, no question is too To order your free copies of these resources silly and no topic is off limits. These topics could contact the Australian Drug Foundation on 1300 include related issues such as peer pressure, 85 85 84 or [email protected]. You can also health, and safety. download them at www.TheOtherTalk.org.au Many parents fear The Other Talk because it may raise questions that they feel ill-equipped to answer or explain appropriately. As an independent, evidence-based organisation that has been working closely with parent groups, the Australian Drug Foundation has all the information parents need to have The Other Talk with their children. Our website and guides are resources for parents wanting to learn about alcohol and other drugs to protect their children from associated harms. The Australian Drug Foundation has free copies of three new resources to help parents have The Other Talk. THE OTHER TALK BOOKLET This colourful booklet for parents provides facts about alcohol and drugs, and tips on starting a discussion about these substances with their children. Perfect handout for parent group discussions addressing this topic. The booklet includes a tear-out Safe Party Planner.50 education matters primary