2012 Improvement: What does research tell us about effective strategies?

26–28 August 2012 Convention and Exhibition Centre Darling Harbour, NSW

Australian Council for Educational Research

Conference Proceedings

Contents

Foreword v Keynote papers Professor Geoff N. Masters 3 Continual improvement through aligned effort Professor David H. Hargreaves 8 Endgame: a self-improving school system Dr Michele Bruniges 9 Developing and implementing an explicit school improvement agenda Ms Valerie Hannon 16 Innovating a new future for learning: Finding our path Concurrent papers Professor Kathryn Moyle 23 Differentiated classroom learning, technologies and school improvement: What experience and research can tell us Professor Brian Caldwell and Dr Tanya Vaughan 29 Transforming education through the Arts: Creating a culture that promotes learning Professor Stephen Dinham 34 Walking the walk: The need for school leaders to embrace teaching as a clinical practice profession Professor Helen Timperley 40 Building professional capability in school improvement Professor Helen Wildy 44 Using data to drive school improvement Associate Professor John Munro 48 Effective strategies for implementing differentiated instruction Mr Brian Giles-Browne and Ms Gina Milgate 55 Improving school practices for Aboriginal and Torres Strait Islander students: The voices of their parents and carers Professor Mike Askew 59 Effective teaching: Lessons from mathematics Dr John Ainley 63 Lessons for improvement from international comparative studies Mr Mark Campling, Mr Stephen Savvakis and Ms Jane Sedgman 72 A personal and collective commitment to a focus on school improvement Professor Patrick Griffin 77 The influence of teaching strategies on student achievement in higher order skills Dr Michael J. Timms 86 SimScientists: An example of how technology can support differentiated instruction in the classroom Dr Michele Lonsdale, Ms Sharon Clerke and Dr Michelle Anderson 96 The neighbourhood just got bigger: and communities working together for change Ms Lynette Virgona 99 Teachers are the key: Strategies for instructional improvement Professor Tania Aspland 105 Professional Practice Research: Ensuring teacher development through a critical approach to professional learning Dr Kath Glasswell 112 Building teacher capacity and raising reading achievement Dr Ben Jensen 116 Targeting the things that matter Poster Presentations 119 Conference program 123 Sydney Convention Centre Bayside Gallery floorplan 127 Conference delegates 131 Research Conference 2012 Planning Committee Professor Geoff Masters Conference Convenor, CEO, ACER

Conference Planning and Management Committee Ms Kerry-Anne Hoad Director ACER Institute, Ms Lynda Rosman Manager Programs and Projects, ACER Institute, Mr Brendan Pye Project Director, ACER Institute Ms Margaret Taylor Senior Project Officer, ACER Institute

Copyright © 2012 Australian Council for Educational Research 19 Prospect Hill Road Camberwell VIC 3124 www.acer.edu.au ISBN 978-1-74286-114-2 Design and layout by Stacey Zass of Page 12 and ACER Project Publishing Editing by Carolyn Glascodine and Kerry-Anne Hoad Printed by Print Impressions

Research Conference 2012 iv Foreword

Geoff Masters Australian Council for Educational Research

Professor Geoff Masters is Chief Executive Officer Research Conference 2012 is the seventeenth national Research Conference. Through and a member of the Board of the Australian our research conferences, ACER provides significant opportunities at the national Council for Educational Research (ACER) – roles he has held since 1998. level for reviewing current research-based knowledge in key areas of educational policy and practice. He has a PhD in educational measurement from the of Chicago and has published Research Conference 2012 brings together key researchers, policy makers and widely in the fields of educational assessment and teachers from a broad range of educational contexts from around Australia and research. overseas. The conference will explore the important theme of school improvement. Professor Masters has served on a range of It will explore our understanding of what defines whole school success and bodies, including terms as founding President of therefore what drives the structure and focus of a school improvement agenda. The the Asia-Pacific Educational Research Association; President of the Australian of Educators; conference will draw together research-based knowledge about effective strategies Chair of the Technical Advisory Committee for in the key domains known to impact on whole school improvement efforts such the International Association for the Evaluation as, creating a culture that promotes learning, an expert teaching team, differentiated of Educational Achievement (IEA); Chair of classroom learning, effective teaching practices, analysis and discussion of data, targeted the Technical Advisory Group for the OECD’s Programme for International Student Assessment use of resources and an explicit improvement agenda. It will consider the role of small (PISA); member of the Business Council of scale and large scale innovation in school improvement and the importance of an Australia’s Education, Skills and Innovation alignment of efforts by governments, systems, communities, school leaders, teachers, Taskforce; member of the Australian National and students. Commission for UNESCO (and Chair of the Commission’s Education Network); and member We are sure that the papers and discussions from this research conference will make of the International Baccalaureate Research Committee. a major contribution to the national and international literature and debate on key issues related to school improvement. He has undertaken a number of reviews for governments, including a review of examination We welcome you to Research Conference 2012, and encourage you to engage procedures in the New South Higher in conversation with other participants, and to reflect on the research and its School Certificate (2002); an investigation of options for the introduction of an Australian connections to policy and practice. Certificate of Education (2005); a national review of options for reporting and comparing school performances (2008); and a review of strategies for improving literacy, numeracy and science learning in primary schools (2009). Professor Masters was the recipient of the Australian College of Educators’ 2009 College Medal in recognition of his contributions to education. Professor Geoff N Masters Chief Executive Officer, ACER

What does research tell us about effective strategies? vii

Keynote papers

Continual improvement through aligned effort

Abstract an encroachment on the professionalism of teachers. It has been argued that Effective classroom teaching and teachers are best placed to decide what distributed instructional leadership are is appropriate in their particular settings; keys to improving student outcomes. that teaching is an art not a science; and Almost all school systems understand that there are no single ‘best’ ways of this, but not all systems take the logical teaching. next step of making the improvement of day-to-day teaching and the As a consequence, discussions of development of effective instructional teaching and the development of Geoff N. Masters leadership the primary focus of their standards for teachers often have Australian Council for Educational reform efforts. Instead, priority is given been limited to relatively superficial, Research(ACER) to secondary considerations such as observable aspects of teacher behaviour, redesigning school curricula, measuring including compliance. Has the teacher Professor Geoff Masters is Chief Executive Officer performance levels, increasing local covered the entire for and a member of the Board of the Australian autonomy and holding schools publicly the year level? Has the teacher Council for Educational Research (ACER) – roles participated in the requisite hours of he has held since 1998. accountable. Improvements in student outcomes depend on an alignment of professional development? Have they He has a PhD in educational measurement from participated in assessment moderation the University of Chicago and has published effort – by students, teachers, school widely in the fields of educational assessment and leaders, systems and governments – to activities? Do they comply with research. enhance the quality and effectiveness relevant legislative, administrative and Professor Masters has served on a range of of day-to-day teaching and learning. organisational requirements? Does the bodies, including terms as founding President of For all these groups, improvement teacher maintain an orderly classroom the Asia-Pacific Educational Research Association; depends on a commitment and belief environment? Is there evidence of President of the Australian College of Educators; the teacher using a range of teaching Chair of the Technical Advisory Committee for that performance can be further the International Association for the Evaluation improved; a clear understanding of strategies? of Educational Achievement (IEA); Chair of what improvement would look like; However, research shows unequivocally the Technical Advisory Group for the OECD’s a way of establishing current levels Programme for International Student Assessment that effective teaching – and thus (PISA); member of the Business Council of of performance as starting points for improved student learning – depends Australia’s Education, Skills and Innovation action; a familiarity with evidence-based, on teachers having expertise in the Taskforce; member of the Australian National differentiated improvement strategies; subjects they teach, deep knowledge Commission for UNESCO (and Chair of the and ongoing processes for monitoring Commission’s Education Network); and member of how students learn those of the International Baccalaureate Research progress and evaluating improvement subjects (including common student Committee. efforts. misunderstandings and errors), and He has undertaken a number of reviews for familiarity with the general conditions governments, including a review of examination Introduction that support successful learning. This procedures in the Higher paper argues for the system-wide School Certificate (2002); an investigation of The most effective strategy available options for the introduction of an Australian to governments, schools and school alignment of effort to promote teachers’ Certificate of Education (2005); a national review systems for improving student understandings of learning and the of options for reporting and comparing school achievement is to improve the quality implications for effective classroom performances (2008); and a review of strategies teaching. for improving literacy, numeracy and science of day-to-day teaching and learning. At learning in Queensland primary schools (2009). a fundamental level, this means changing Student learning Professor Masters was the recipient of the what teachers do. The challenge is to Australian College of Educators’ 2009 College get all teachers doing what the best There is a substantial body of Medal in recognition of his contributions to already do and supporting the best research into learning. Research in a education. teachers to develop still more effective range of disciplines is adding to our classroom practices. understanding of human learning and There has sometimes been reluctance contributing to an emerging ‘science of in school education to engage with learning’ (Bransford, Brown & Cocking, the details of teachers’ practice. The 2000). This body of research includes questioning of practice has been seen as the following observations:

What does research tell us about effective strategies? 3 • High expectations attainment, interests, motivations, most effective, feedback needs to be ways of thinking, etc.) and learning provided on a very regular basis. Learning is more likely to occur opportunities are designed to when there is a deep belief (on the High-performing education systems address their levels of readiness part of both learners and teachers) have an aligned, system-wide focus on and learning needs. Learning is less that successful learning is possible. assisting all teachers to do these things likely to occur when students are Learning is more likely in classroom well. They recognise the importance presented with material that is much environments in which all students of building every teacher’s pedagogical too easy or much too difficult. There are expected to make excellent knowledge and skills and teachers’ is evidence that learning is maximised progress, are engaged, challenged, capacities to implement highly effective when students are presented with feel safe to take risks and have deep teaching methods. This is a priority for challenges just beyond their current beliefs in their own capacities to central office staff, for regional/district level of attainment – in the ‘zone learn successfully. In such classrooms offices, and for school leaders and of proximal development’ – where there is recognition that learners are teachers themselves. success is possible, but often only at different points in their learning with scaffolding or other support As well as being aligned around this and may be progressing at different (Vygotsky, 1978). An implication common focus, effective school systems rates, but there is an underpinning is that teachers need to gather are also aligned in the sense that all belief that every student is capable evidence about where students are levels of the system are pursuing a of making excellent progress and in their learning to guide starting continual improvement agenda. Some eventually achieving high standards points for teaching. key elements of an improvement if motivated and if exposed to agenda are represented by the rows appropriate learning opportunities. • Evidence-based methods in Table 1. They include an ongoing In other words, there is a positive Learning is more likely to occur when commitment to improving practice and optimistic belief about every teachers use teaching strategies and and performance; an understanding learner’s capacity for learning and methods that have been shown of what further improvement would high expectations are held for every through research and experience look like; a process for establishing learner’s success. to be effective in practice. Popular and understanding current levels of • Clarity about learning intentions teaching methods often lack a solid performance as starting points for research base. Some commercial action; a familiarity with evidence-based, Learning is more likely to occur when programs are based largely on differentiated improvement strategies; it is made clear to students what they proponents’ beliefs about what and processes for monitoring progress are expected to learn. Learning and should work or on misinterpretations and reflecting on the effectiveness of improvement in any area depend on of research (e.g., some ‘brain-based’ improvement efforts. an understanding of what it means teaching methods misinterpret to improve. Learners and teachers evidence from neuroscience). can monitor progress only if the Classroom teaching Many widely used literacy and nature of progress is made explicit. A prerequisite for improved teaching is numeracy programs have never Intended curriculum sequences, a recognition that no matter how good been adequately evaluated and rubrics and maps of typical student a teacher’s current practice may be, some approaches to the teaching of progress (‘developmental continua’) improvement is always possible. A belief reading are inconsistent with available with associated progress indicators in the possibility of improvement and a research evidence. are some ways of providing this commitment to learn how to improve explicitness. Learning intentions also • Monitoring and feedback are as important to the improvement can be clarified and communicated of classroom teaching as they are to Learning is more likely to occur when through examples of high quality improvement at all other levels of an learners are provided with feedback work or performance. education system. that identifies actions to improve • Starting points for learning: future performance. Feedback is Importantly, teachers require an essential to all learning and is most understanding of what improved Learning is more likely to occur when effective when it is timely, allows teaching looks like. Some attempts to efforts are made to understand students to see the progress they are describe development as a teacher where individuals are in their making and builds confidence that use broad career stages such as having learning (their current levels of further progress is possible. To be prerequisite knowledge about teaching,

Research Conference 2012 4 having practical teaching experience, are likely to be less useful than specific a common language for discussing assisting colleagues in their teaching suggestions for improving practice. performance and progress (Masters, and taking on school-wide instructional 2010). School leaders also sometimes leadership roles. But such descriptions School leadership find it useful to have external, do not go to the heart of what it means independent reviews of a school’s School leadership teams are in powerful to become a more expert teacher – for performance to identify starting points positions to influence the quality of example, what it means to become for whole-school action. classroom teaching and learning. Schools more expert in the teaching of reading, that make significant improvements The improvement strategies that or what it means to become more in student achievement invariably are schools adopt usually depend on expert in the analysis of student learning led by individuals with a passion for their circumstances. For some schools, and the diagnosis of learning difficulties. improvement – leaders who believe the first priority may be to increase Improved teaching depends on clarity in the possibility of high performance student attendance and engagement about what highly effective pedagogical regardless of a school’s circumstances or and to reduce levels of student practice looks like (Hattie, 2003). students’ socioeconomic backgrounds. mobility and staff turnover. Challenges Assessments of teachers’ practice These leaders adopt a ‘no excuses’ may include raising student, parent can be useful in identifying ways policy and drive a strong and explicit and teacher expectations, improving of supporting further professional agenda to improve the quality of student behaviour and creating learning learning and development, particularly teaching and learning throughout the environments in which disruptions and if assessments probe the details school. They also surround themselves distractions are kept to a minimum. In of teachers’ content knowledge, with colleagues who share their other schools, priorities may include pedagogical content knowledge and commitment to improvement. having teachers work together to day-to-day classroom teaching. For support each other’s teaching and Effective leaders are clear about what diagnostic and developmental purposes, professional learning and securing it will take to bring about improvement global, impressionistic judgements of school community support for teaching and what kinds of changes they wish to teacher performance are generally less and learning innovations. see. They place a high priority on the useful than systematic observations and analysis and discussion of systematically Improvement is facilitated when schools assessments against explicit descriptions collected data (e.g., student achievement and their communities are able to see of effective teaching practices. levels, attendance rates, student improvements in teaching, learning Strategies for improving teaching behaviour, parent perceptions, etc.) as a and student outcomes. One way to practice are most effective when they basis for school planning. They may set do this is through regular internal and/ are differentiated, personalised and targets and timelines for improvements or external school reviews. Feedback grounded in teachers’ day-to-day work. in performance. Effective leaders also allows schools to monitor improvement Graduate pre-service and in-service understand the changes in school over time and to evaluate the courses are useful for building expert practices and processes required to effectiveness of improvement strategies. pedagogical content knowledge. But support improved teaching and learning. powerful forms of learning also occur They work to create a culture of System leadership when teachers collaborate in analysing high expectations; apply discretionary Continual improvement is equally student work, planning lessons and resources to the improvement of important at the level of entire providing feedback on each other’s outcomes; build a professional team of education systems. Improvements teaching and as a result of coaching and highly able teachers who take shared in systems’ practices and processes mentoring by specialist teachers. responsibility for student learning and depend on a belief that, no matter how success; and work to ensure the use Teachers benefit from feedback on well a school system is performing, of effective, evidence-based teaching the quality of their teaching and the it can always do a better job of strategies throughout the school. progress they are making. As with all supporting and promoting quality feedback, to be most effective, this School improvement frameworks that teaching and learning. High-performing needs to be timely and supportive describe increasingly effective practices systems passionately adopt this as their and to identify specific actions that can assist schools to reflect on where main challenge. teachers can take to further improve they are in their improvement journeys This, in turn, requires an understanding their teaching. Again, impressionistic and to identify areas in need of further of what it means to become more judgements and general comments attention. Such frameworks provide effective as a system. In recent years

What does research tell us about effective strategies? 5 there has been growing interest in their performance. The purpose is high levels of student performance, the lessons that can be learnt from high to scrutinise system initiatives and most effective forms of system action performing and rapidly improving plans, to evaluate these in the light include decentralising decisions about school systems (Barber & Mourshed, of international best practice, and to teaching and assessment, encouraging 2007; Mourshed, Chijiok & Barber, recommend improvement strategies. collaborative practice among teachers 2010). International comparative studies and promoting experimentation and Strategy differentiation is as important suggest that high-performing systems innovation. to system improvement as it is to place a high priority on student learning. student learning, the professional Finally, school systems require They align the efforts of students, development of teachers and school feedback on the effectiveness of their teachers, school leaders and system improvement. In a study of the world’s improvement strategies. Systematic leaders around this core purpose most improved school systems, evaluations of programs and initiatives and rigorously evaluate programs and Mourshed, Chijiok and Barber (2010) are essential to informed future action. resource allocation on the extent to concluded that, in systems with very low At the same time, participation in which they result in improved outcomes. levels of student performance, the most national and international achievement Comparative studies also highlight the effective forms of system action include surveys provides systems with valuable crucial importance of attracting highly addressing students’ basic living needs, information about trends over time and able people into teaching, retaining them improving school attendance, providing the effectiveness of system initiatives in the profession and investing in their scripted teaching materials and in improving the quality and equity of development as expert teachers. textbooks and getting all schools to a schooling. Many education systems undertake minimum level in terms of infrastructure or commission regular reviews of and student results. In systems with very

Table 1: A framework for continual improvement Students Teachers Schools System a commitment to a commitment to, a commitment to the a commitment to the continually improve Commitment to and belief in, every continual development continual development of the effectiveness of improvement student’s ability to of every teacher’s every school’s practices system initiatives and learn successfully effectiveness and programs support a framework that a framework that a framework that a framework that describes increasing describes increasing describes increasing Improvement describes increasing levels of student levels of teacher levels of system levels of school practice framework learning and expertise and practice and and performance achievement effectiveness performance processes for processes for processes for establishing current processes for evaluating establishing where evaluating current Assessment processes teacher current school practices students are up to in system practices and expertise and and performance their learning performance effectiveness evidence-based evidence-based, evidence-based, teaching strategies evidence-based, differentiated strategies differentiated strategies tailored to students’ differentiated strategies Improvement strategies for developing for enhancing system current levels of for improving school teacher expertise and effectiveness and progress and learning practices and programs effectiveness support needs a process for a process for monitoring a process for a process for monitoring and and reflecting on monitoring and monitoring learning Feedback and monitoring recognising increasing progress in improving reflecting on progress and providing feedback teacher expertise and school practices and in improving system to guide student action effectiveness programs initiatives and support

Research Conference 2012 6 References Barber, M. & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company. UK Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. Washington: National Research Council. Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at ACER Research Conference Building teacher quality: What does the research tell us? 19–21 October 2003, . Masters, G. N. (2010). Teaching and learning school improvement framework. Melbourne: Australian Council for Educational Research. Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey & Company.London UK Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.

What does research tell us about effective strategies? 7 Endgame: a self-improving school system

Abstract As responsibility for professional development and school improvement in England is transferred to headteachers and their governing bodies, the building block of the school system is no longer a free-standing school but a cluster of schools in partnership. Some of the prerequisites David H. Hargreaves of a self-improving school system are Cambridge University, UK. being established, but other features of the education service are inhibiting Professor David H. Hargreaves is Fellow Emeritus this project. For many schools the task of Wolfson College, Cambridge. He was of establishing and maintaining deep educated at Bolton School, Bolton and Christ’s College Cambridge. He has served for many years partnerships and strategic alliances with in teacher education, and has been Professor other schools is proving to be a major of Education in the University of Cambridge challenge. The presentation and its and Reader in Education at the University of supporting materials explore the nature Oxford. He has also been Chief Inspector of the Inner London Education Authority, Chief and consequences of this profound Executive of the Qualifications and Curriculum change for the teaching profession, Authority, Chairman of the British Educational for local education authorities, for Communications and Technology Agency, inspection systems and for university Associate Director (Development and Research) of the Specialist Schools and Academies Trust, schools of education and research and senior associate of the think tank Demos. centres. He is a Foundation Academician of the Academy of the Social Sciences. Professor Hargreaves has published books, articles and pamphlets, mainly Paper in the fields of social psychology and sociology Professor Hargreaves draws delegates’ applied to education and medical education. His most recent work is a series of think-pieces attention to the following publications on a self-improving school system for England’s published by the UK National Council. National College of School Leadership. • Hargreaves, D. (2010). Creating a self- improving school system. National Council. • Hargreaves, D. (2011). Leading a self- improving school system. National Council. • Hargreaves, D. (2012). A self- improving school system in international context. National Council. • Hargreaves (in press for publication late 2012). A self-improving school system: towards maturity. National Council. All publications are available at: www. education.gov.uk/nationalcollege

Research Conference 2012 8 Developing and implementing an explicit school improvement agenda

Abstract School improvement – what’s at stake? School improvement is a high-stakes enterprise, as difficult as it is important. Education is a high-stakes enterprise While the broad agenda of school in the 21st century. At the 2011 improvement is unassailable, the International Summit on the Teaching concept has become entangled with Profession, the OECD Director for debates about the use of standardised Education, Barbara Ischinger, stressed assessment data for the purposes of that ‘education is both the key driver public accountability. The risk of this is of economic growth and a key social Michele Bruniges that data per se are devalued in the equalizer’ (Asia Society, 2011, p. 5, NSW Department of Education and eyes of teachers. emphasis added). For individuals, higher Communities TAFE, NSW levels of education are linked with a Effective use of data by teachers greater likelihood of being employed, is, however, the crux of school Dr Michele Bruniges commenced her role as higher levels of remuneration and other improvement. For student outcomes Director-General of Education and Communities, benefits such as better health, which Managing Director of TAFE NSW on 7 to improve, teachers need an accurate have both personal and quantifiable September 2011. understanding of individual students’ social benefits (ABS, 2009, 2010; As Director-General, Dr Bruniges is in charge strengths and weaknesses. Moreover, Feinstein 2002). For countries, levels of all State Public Schools, Early Childhood they need the capacity to translate this of education are linked with indicators Education and Care, Communities, Aboriginal understanding into improved conditions Affairs, Veterans’ Affairs and Sport and of economic health such as GDP per for teaching and learning through Recreation. She is also the Managing Director capita (e.g. KPMG Econtech, 2010; of TAFE NSW, Australia’s largest provider of high-quality pedagogic decisions. While Hanushek & Woessman, 2010; Business vocational education and training. positive steps have been taken to Council of Australia, 2004). Importantly, strengthen evidence-based teaching, Previously, Dr Bruniges held senior positions in however, analysis has indicated that the Australian Government’s Department of the research literature shows this is not the salient variable is not merely the Education, Employment and Workplace Relations universal. (DEEWR). She held the position of Deputy quantum (duration) of education, but its Secretary for the Office of Early Childhood This paper proposes three systemic quality (Hanushek & Woessman, 2010). Education and Child Care until April 2009 when actions to improve pedagogic she moved to the position of Deputy Secretary, Schools to focus on delivering the Australian decision-making and practice, and School improvement – the Government’s commitments for school education. thus engender school improvement: challenge Her final role in DEEWR was Associate Secretary, (1) support ongoing improvement Schools and Youth. in teachers’ data literacy, including by The challenge, then, is not just to Dr Bruniges has a Doctorate of Philosophy in fostering a culture of inquiry and trust ensure that all children access their Educational Measurement, a Masters Degree in that facilitates teachers’ use of data to educational entitlement, or to extend Education from the University of New South evaluate their own practices; (2) ensure that entitlement. Rather, the challenge is Wales, a Graduate Diploma in Educational to improve the quality of the education Studies and a Diploma in Teaching from the that the evidence base for effective Goulburn College of Advanced Education. teaching practice is readily accessible they receive for the duration of their schooling. This is easier said than done, In January 2012, Dr Bruniges became a Member and understood by teachers, including as the American experience attests: of the Order of Australia for her service to public through evidence-based professional administration through executive roles, and her development; (3) support teachers to In the past decade, the burgeoning contribution to reform in the education sector at state and national levels. She also took up expand their understanding of effective economies of and China the role of Adjunct Professor in the School of teaching practice through a collaborative have provoked United States Education, Faculty of Arts and Social Sciences at approach to professionalism, including commissions and initiatives to the University of New South Wales. Dr Bruniges again through the development of advocate the teaching of 21st- is a Fellow of the Australian College of Educators and the Australian Council for Educational a culture of trust that will facilitate century skills, tougher curriculum Leaders who, in 2011, awarded her the ACEL genuinely collaborative planning and requirements, common national Presidential Citation for her high level leadership reflection. standards, yet more testing, of public education. increased competition between teachers and schools, and harder work for everybody. Nevertheless, over the past quarter century, the

What does research tell us about effective strategies? 9 standards and performance of Australia has good news, finding that Using data and evidence – American teachers and schools this country has the broad conditions the hallmarks of professional have steadily declined in relation for success in place. There is, in Australia decision-making to international benchmarks as elsewhere, increasingly widespread (Sahlberg, 2012, p. vii). recognition that ‘[u]sing information Teaching has always required the about student learning and progress to capacity to make decisions, in a wide No educator could seriously dispute inform school and classroom practices range of contexts, across many areas, either the broad agenda of school is … an important component of and often very quickly. Teachers are improvement, which is better outcomes strategies to support improvement’ increasingly, however, required to make for more students, or the intermediate (Campbell & Levin, 2009, p. 48; see also more and more nuanced decisions, objective, which is improvement in the Protheroe, 2001, 2010; ACER, 2008; van as the expectations of education conditions for teaching and learning. Barneveld, 2008). and the task of schools undergoes a Discussions about how to effect school fundamental change – from sorting improvement, however, have been There is still, however, room for students by achievement level to vexed. This can be largely attributed improvement. In particular, the OECD supporting all students to learn (Alton- to the fact that the concept of school notes that ‘[t]he links to classroom Lee, 2011). It is important that these improvement has become entangled practice are less clearly articulated’ decisions are as sound as possible, with a more ideological debate about (OECD, August 2011b, p. 1). This is an across the innumerable classrooms of the use of standardised, universal issue because, as Black and Wiliam put it: our education systems. assessment data (such as NAPLAN) for Attempts to raise standards by the purposes of public accountability The use of evidence is one of the reform of the inputs and outputs (e.g. Graham, 2007). The significant hallmarks of a profession (Matters, to and from the black box of risk of this is that data per se become 2006), and evidence-based teaching the classroom can be helpful, but devalued, particularly in the eyes of has been defined as ‘the conscientious, they cannot be adequate on their teachers. explicit and judicious use of best own, and whether or not they are evidence in making decisions about This is a danger because data is – and helpful can only be judged in the the education of individual students’ always has been – at the heart of the light of their effects in classrooms (Gardner, 2009, p. 1). There are two educational process. As early as 1922, (Black & Wiliam, 2001, p. 9). forms of evidence that teachers draw Edward Thorndike wrote: This paper argues that the only real on in practising evidence-based teaching. ‘The task of education is to make chance for significant and sustained First, there are the data – in many forms changes in human beings. For school improvement lies not in – that reveal a student’s current level mastery in this task, we need structural change in and of itself, but in of knowledge and skills, relative to the definite and exact knowledge of attending to the bread-and-butter of curriculum and expected standards of what changes are made and what the educational process – what goes on achievement. This interpretation of this ought to be made’ … schools in our classrooms. As Shulman argued data may be compared with the medical need accurate and actionable nearly 30 years ago: processes of patient assessment and information about what students diagnosis. … the teacher must remain the know and can do so that they can key. The literature on effective The second type of evidence is the plan effectively for student learning schools is meaningless, debates knowledge base about what works, (cited in Heritage & Yeagley, 2005, over educational policy are moot, with particular student cohorts, in p. 320). if the primary agents of instruction particular teaching situations, and what The OECD has recognised the link are incapable of performing their doesn’t. Some researchers (e.g. Heritage between effective assessment and use functions well (1983; cited in & Yeagley, 2005) characterise this as of data to improve student learning, Flinders, 1988, p. 17). ‘process’ data (in contrast to ‘input’ data, and the effective use of data to inform such as student demographic data, and The key question for school systems school and system evaluation (the ‘output’ data, such as assessment scores), seeking to improve, then, becomes, ‘how necessary precursor to school and and the teaching decisions based on do we support teachers to offer each system improvement) (OECD, August this might roughly be compared with and every student the best educational 2011a). With respect to all of these, the the medical process of prescribing experience they possibly can?’ 2011 OECD report, OECD Reviews of treatment. Evaluation and Assessment in Education:

Research Conference 2012 10 Professional decision-making – strategic evaluation of the Smarter engage in metacognitive strategy how well is it done? Schools National Partnerships indicate instruction’ (2011, p. 321). that 34 per cent of teachers involved The picture is mixed. Recent research with the SSNPs for approximately Quality decision-making – the by the US National Council on Teacher two years experienced large or very role of the system Quality into what teacher education large increases in their use of student students are learning about assessment achievement data to inform lesson This paper approaches the concept found that of the 180 elementary planning.2 of school improvement from the and secondary undergraduate and well-supported premise that teachers graduate programs examined, only 3 It is one thing to be data savvy, and are the most significant in-school per cent provided sufficient coverage another to transform this understanding variable influencing student outcomes of assessment; only 2 per cent exposed into improved classroom practice. The and, therefore, that to significantly students to the means of analysing test 2011 international summit on improving improve student outcomes necessarily results; and only 1 per cent addressed teacher quality around the world involves improving teachers’ capacity how to come up with an instructional observed that education is not yet a for quality pedagogic decision-making. plan once they’ve done so (NCTQ, knowledge-based industry (Asia Society, Evidence suggests a number of steps 2012). 2011). The late Ken Rowe put this view to be taken. While these might seem forcefully when he wrote: obvious on the face of it, in actuality Closer to home, the OECD report on they involve significant cultural shift in educational evaluation and assessment First, despite the existing and the teaching profession, not least in the in Australia found ‘some inadequacies emerging research evidence for understanding of what it means to be in teachers’ skills for assessment and to educational effectiveness in terms professional. use assessment data’ (2011b, p. 1). This of teaching and learning, there is corroborated by a small Australian is a disturbing level of ignorance (1) Support ongoing improvement in pilot study into teacher intentions to among teachers at all levels of teachers’ data literacy use national literacy and numeracy educational provision related to assessment data, which found that only what works and why. Second, the Student data doesn’t speak for itself, 27 per cent reported direct access to prevailing ideologies in schools and the more complex uses of data NAPLAN data. Eighteen per cent chose and surrounding require more complex skills (Ikemoto & not to access the data, for reasons effective teaching practice are Marsh, 2007). If we are to increase the including negative perceptions of the typically not grounded in findings prevalence of evidence-based teaching data’s value and a lack of confidence from evidence-based research in our schools, we need to ensure in in how to use the data (Pierce & (2007, p. 59). the first place that our teachers have 1 Chick, 2011). More optimistically, in Alton-Lee goes even further when the requisite skills for data-based inquiry, New South Wales, all of the teachers she outlines ‘recurrent findings of and opportunities to practise them. involved in the Smarter Schools inadvertent harm done in education’ This is a responsibility we share with National Partnerships have now had that demonstrate ‘it is possible for teacher educators in our universities. access to training in the effective use of teachers – well-intentioned, caring and Consistent with Australian and US data. Preliminary findings from NSW’s experienced – to unknowingly have research cited above, an English study impacts on students that are the direct of professional attitudes to the use of reverse of what they intend’. She cites student performance data in English 1 The study was of 49 secondary Mathematics the example whereby ‘the secondary schools, discovered that and 35 secondary English teachers from 16 prevalent use of learning styles matching newly qualified teachers and teachers schools. A much larger research study by approaches … can ghettoise Maori with one to five years’ experience have the US Department of Education found that and Pasifika students into kinaesthetic the lowest levels of understanding of 38 per cent of surveyed teachers indicated a need for training on how to formulate activities with concrete material and student performance data, ‘which when questions that they could address with data; procedural activity while other students taken together with other findings 48 per cent reported needing professional suggests poor “data analysis” content development on the proper interpretation of in teacher training courses’ (Kelly & test scores and more than half said that they needed additional professional development 2 This excludes schools participating in Downey, 2011, p. 423). on how to adjust their instructional content the Literacy and Numeracy Addendum and approach based on data (Means, Chen, (commencing 2010) and the low SES Reform This is a bigger task than it might DeBarga and Padilla, 2011). Extension (commencing in 2010 and 2011). superficially seem. It is not just a matter

What does research tell us about effective strategies? 11 of ensuring relevant content in pre- persist in the belief that the teaching We also need to ensure that service teacher education courses, or practices of their colleagues are professional learning reflects this sufficient professional development for ‘acceptable at least and exemplary at evidence base. This may seem obvious, our existing workforce, though they best, based on the absence of evidence but it doesn’t always occur. A synthesis are both important. It means, rather, to the contrary’ (Griffin, 1995; cp Hattie, of 72 studies which analyses the links rethinking teaching as an inquiry-based 1999). between professional development profession (e.g. Alton-Lee, 2011), more and its impact on student outcomes akin to its character in Finland and, (2) Ensure that the evidence base for showed that ‘there was little evidence increasingly, a number of East Asian effective teaching practice is readily that just providing teachers with time countries as outlined in the recent accessible and understood by teachers and resources is effective in promoting Grattan Institute report, Catching up: in classrooms professional learning in ways that Learning from the best school systems in have positive outcomes for students’. An American study has shown that East Asia (Jensen, Hunter, Sonnemann, More positively, the same study found doctors in the United States of America & Burns, 2012). In seeking to support that the greatest benefits to student failed to recommend medicines up this shift, we need to guard against learning were from professional to 10 years after they were shown the documented tendency for data development ‘that deepen teachers’ to be efficacious, and continued to hierarchies to develop, where direct foundation of curricula-specific recommend treatments up to 10 years access to, and analysis of, data is more pedagogical content and assessment after they were shown to be ineffective evident amongst school executive than knowledge’ because they ‘provided (cited in Matters, 2006). Assuming classroom teachers (Kelly & Downey, teachers with new theoretical that this reflects a time lag between 2011). understandings that helped them make the production of evidence and its informed decisions about their practice’ Evidence exists that data analysis is uptake (and not ill-will on the part of (Alton-Lee, 2011, pp. 311–312). most effectively undertaken in groups doctors), we need to find effective and and that ‘when working by themselves, timely ways of systematically identifying, (3) Support teachers to expand their teachers tend to rely on anecdotes interpreting, contextualising, packaging understanding of effective teaching and intuition’ (David, 2008; see also and disseminating robust knowledge practice through a collaborative Hattie 2012 on the ‘data teams model’). about effective teaching practice. approach to professionalism Building a strong culture of collaborative New South Wales has a strong inquiry within and across schools will This is not as straightforward as ensuring background in the codification and involve tackling the assumption that access to the evidence base. As DuFour dissemination of knowledge about teaching is an independent rather than notes, even the most powerful concepts good teaching practice, as evidenced a collaborative profession (Beswick, can be badly applied (2011). Early by the Quality Teaching Model 2011), the strength of which is well research into teacher decision-making developed almost a decade ago (NSW documented in the literature on teacher found that at the micro level – such as Department of Education and Training, isolation (e.g. Flinders, 1988; DuFour, how to respond to a particular type of 2003). The research base continues 2011). question during a class – teachers were to evolve however, and we have an remarkably consistent in their individual Most significantly, we need to build a ongoing responsibility to guard against approach (Borko, Roberts, & Shavelson, culture of trust so that teachers feel fads (Timperley’s ‘unproven ideas 2008; Bishop, 1976). When combined able to interrogate performance data [that] continue to sweep through with a cultural tendency to view each not only for the insights it might shed educational jurisdictions’; cited in other’s teaching styles and decisions as on students’ strengths and weaknesses, Alton-Lee, 2011, p. 320). Conversely, sacrosanct, this consistency presents a but on their own. Research shows we have a responsibility to highlight significant obstacle to broadening one’s that between-class variation in student robust evidence that might contravene understanding about how the principles outcomes is typically much greater common ‘understandings’ as in, for of quality teaching can be translated than the variation between schools example, the evidence that explicit into a strengthened range of practices in (Rowe, 2007). Yet research also instruction and the systematic, repetitive individual classrooms. indicates that this is (understandably) practice of small learning steps has a ‘nondiscussable’ within the school a higher chance of success than What teachers need, in addition to the environment (Barth, 2006); that more loosely structured approaches, more ‘summative’ evidence base, is ready teachers tend not to question their especially for traditionally educationally access to evidence-in-action, examples own pedagogic expertise; and that they disadvantaged groups. of other teachers doing things differently

Research Conference 2012 12 yet well. This will require perhaps the who had been involved in the SSNPs Australian Bureau of Statistics (2009). biggest cultural shift of all. The metaphor for approximately two years reported National Health Survey: Summary of the classroom as a black box, like the large or very large increases in their of results 2007–09, Catalogue no. ‘egg-crate’ image of a school, is an apt understanding of what they need to 4364.0. representation of a teacher’s closed do to be a more effective teacher, and Australian Bureau of Statistics (2010). domain. As in the case of increasing in their ability to implement effective Measuring economic returns to capacity for data analysis, we need classroom practice, planning and post-school , to build a culture of trust that will learning strategies. Catalogue no. 1351.0.55.032 facilitate genuinely collaborative planning At the broader level of the school and reflection, including teachers’ Australian Council for Educational education sector, we must mirror on observation of each other’s classrooms. Research (2008). What does a larger scale, the capacity we require If this seems challenging, it is business as research tell us about how schools in our teachers to interrogate multiple usual elsewhere in the world. Beginning and teachers can use data to data sets for insights into strengths and teachers in Shanghai sit in on three to inform teaching in ways that weakness. We must also, then, adjust four of their mentor’s classes weekly, and lead to improvements in student our practices accordingly. For, though have two to three of their own classes achievement? The Digest Number 2 the benefits of education are of such observed (Jensen et al., 2012). (Sydney: NSW Institute of Teachers). magnitude they may seem infinite, the public purse is not. We have a real and Barber, M., & Mourshed, M. (2007). Conclusion not merely a rhetorical responsibility How the world’s best-performing School improvement is hard and it may to ensure that hard-contested public school systems come out on top (n.p.: be even harder for schools and systems dollars are well spent. McKinsey&Company). already performing comparatively Finally, we must not, after all, forget Barth, R. (2006). Cooperate: Improving well. At the same time, we live in a the ‘schools’ in ‘school improvement’. professional relationships, Teacher, knowledge age and a global economy, This paper has argued that the heart 171, 22–26. which take no prisoners. It is a moral as of any school improvement agenda well as an economic imperative that we Beswick, T. (2011). Revitalising teacher lies first and foremost with teachers continue to improve both the quality professionalism and accountability, in classrooms, but that is not to ignore and the equity of student outcomes, The Australian Educational Leader, the crucial, contextual impact of the for our individual and collective 33(2), 21–24. school community in which we expect wellbeing are intertwined. Take, as just those same teachers to develop Biddle, N. (2010). A human capital one example, the fact that employed and demonstrate an increasingly approach to the educational Aboriginal people who have completed data-informed, evidence-based and marginalisation of Indigenous Year 12 are about 60 percentage points collaborative professional practice. For, Australians. Canberra: Centre for more likely to be earning above the while ‘the quality of a system cannot Aboriginal Economic Policy Research, national median wage than those who exceed the quality of its teachers’ ANU. have not (Biddle, 2010). (Barber & Mourshed, 2007), if you put a Bishop, A. J. (1976). Decision-making, To effect real, systemic improvement high quality recruit into a dysfunctional the intervening variable. Educational in the conditions for, and outcomes of, school environment, ‘the system [in the Studies in Mathematics, 7(1-2), 41–47. teaching and learning in our schools most negative sense of the word] wins will mean improving the quality of the every time’ (Asia Society, 2011). Black, P., & Wiliam D. (2001). Inside the decision-making informing practice at black box: Raising standards through all levels. In the first instance, this means References classroom assessment. London: King’s embedding the use of data – and the College London School of Education. Alton-Lee, A. (2011). (Using) evidence related use of evidence-based practice Accessed ttp://weaeducation. for educational improvement, – where they belong, in the service typepad.co.uk/files/blackbox-1.pdf Cambridge Journal of Education, 41(3), of teachers in classrooms (cp Hattie, June 2012 303–329. 2005). We have taken important steps Borko, H., Roberts, S. A., & Shavelson, in this direction through the Smarter Asia Society (2011). Improving teacher R. (2008). Teachers’ decision making: Schools National Partnerships (SSNPs). quality around the world: The From Alan J. Bishop to today. In P. Evidence from New South Wales shows international summit on the teaching Clarkson & N. Presmeg (Eds.), Critical that approaching half the teachers profession (n.p: Asia Society).

What does research tell us about effective strategies? 13 issues in mathematics education (pp. Hanushek, E. A., & Woessman, L. (2010). Means, B., Chen, E., DeBarger, A., & 37–67). New York: Springer. The High Cost of Low Educational Padilla, C. (2011) Teachers’ ability Performance. : OECD. to use data to inform instruction: Business Council of Australia (2004). Challenges and supports. Washington, Economic growth and social change in Hattie, J. (1999). Influences on Student DC: US Department of Education. Australia 1976–2025. Research paper Learning. Inaugural Lecture as for Scenario Planning Project ‘Aspire Professor of Education, University of National Council on Teacher Quality Australia 2025’. Auckland, 2 August. (2012). Teacher Quality Bulletin (TQB) Monthly Newsletter, June. Accessed Campbell, C., & Levin, B. (2009). Hattie, J. (2005). What is the nature of at: http://www.nctq.org/p/tqb/ Using data to support educational evidence that makes a difference viewBulletin.jsp?nlIdentifier=290 improvement, Educational to learning? Using Data to Support Assessment, Evaluation and Learning, ACER Research Conference NSW Department of Education and Accountability, 21, 47–65. 2005 (Camberwell, VIC: Australian Training (2003). Quality teaching in Council for Educational Research). NSW public schools: An annotated David, J. L. (2008). Collaborative inquiry, bibliography. Sydney: NSW Educational Leadership, 66(4), 87–88. Hattie, J. (2012). visible learning for Department of Education and teachers: Maximizing impact on DuFour, R. (2011). Work together Training. learning. London and New York: but only if you want to, Phi Delta Routledge. OECD (August 2011a). OECD Reviews Kappan, 92(5), 57–61. of Evaluation and Assessment in Heritage, M., & Yeagley, R. (2005) Feinstein, L. (2002). Quantitative Education: Australia. Paris: OECD. ‘Data use and school improvement: estimates of the social benefits of Challenges and prospects. Yearbook OECD (August 2011b). Educational learning, 2: Health (Depression and of the National Society for the Study of Evaluation and Assessment in Australia: Obesity).London, UK: Centre for Education, 104(2), 320–339. Strengths, Challenges and Policy Research on the Wider Benefits of Pointers. Paris: OECD. Learning, Institute of Education. Ikemoto G. S., & Marsh, J. A. (2007). Yearbook of the National Society for Pierce, R., & Chick, H. (2011). Teachers’ Flinders, D. J. (1988). Teacher isolation the Study of Education, 106(1),105– intentions to use national literacy and and the new reform. Journal of 131. numeracy assessment data: A pilot Curriculum and Supervision, 4(1), study. Australian Education Research 17–29. Jensen, B., Hunter, A., Sonnemann, J., & 38, 433–447. Burns, T. (2012). Catching up: Learning Gardner, J. ‘Assessment for teaching: from the best school systems in East Protheroe, N. (2001). Improving The half-way house’, Conference Asia (Camberwell, VIC: Grattan teaching and learning with data- Proceedings, ACER Research Institute). based decisions: Asking the right Conference 2009 (Camberwell, VIC: questions and acting on the answers. Australian Council for Educational Kelly, A., & Downey, C. (2011). n.p.: Educational Research Service. Research). Professional attitudes to the use Accesssed at www.ers.org/spectrum/ of pupil performance data in Graham, J. (2007) ‘Richard Elmore on sum01a.htm English secondary schools. School the use of test data, accountability Effectiveness and School Improvement, Protheroe, N. (2010). Schools as systems, building teacher 22(4) 415–437. effective data users. Principal capacity and the role of politics September/October. Accessed at in educational change – part KPMG Econtech (2010). Measuring the www.naesp.org/SeptOct three’, interview by John Graham, impact of the Productivity Agenda, Final The National Agenda – Part one Report, Canberra: Dept. of Education, Rowe, K. J. (2007). Educational (Abbotsford, VIC: Australian Employment and Workplace effectiveness: The importance of Education Union). Relations. evidence-based teaching practices for the provision of quality teaching and Griffin, G. A. (1995) ‘Influences of shared Matters, G. (2006). Using Data to learning standards. In D. M. McInerney, decision making on school and Support Learning in Schools: Students, S. Van Etten & M. Dowson (Eds.), classroom activity: Conversations Teachers, Systems. Camberwell, VIC: Standards in Education (pp. 59–92). with five teachers’, The Elementary Australian Council for Educational Carlotte, NC: Information Age School Journal 96.1, 29–45. Research. Publishing.

Research Conference 2012 14 Sahlberg, P. (2012). Finnish lessons: What can the world learn from educational change in Finland? Moorabbin, VIC: Hawker Brownlow Education. Shulman, L. S. (1983). Autonomy and obligation: The remote control of teaching. In L. S. Shulman & G. Sykes (eds.), Handbook of Teaching and Policy. (pp. 484–504). New York: Longman. Van Barneveld, C. (2008). Using data to improve student achievement, What Works? Research into Practice series, Research Monograph no. 15. Ontario: The Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education.

What does research tell us about effective strategies? 15 Innovating a new future for learning: Finding our path

Innovative Learning Environments projects. She model for schooling is very real. In the is also a speaker at, and advisor to, the World developing world, some innovators Innovation Summit on Education (WISE) now held annually in Qatar. Ms Hannon is a regular in education are questioning the very keynote speaker and facilitator at international idea of schools as the right (or the conferences and workshops. exclusive) solution to the challenge of educating their young people. In richer Abstract countries widespread disengagement by young people with schooling (other This paper, in conjunction with the than for entirely instrumental purposes) associated presentation, makes is the presenting challenge. Valerie Hannon the case that the pursuit of ‘school Innovation Unit, UK improvement’ is insufficient to address The argument of this paper is that the challenges facing us if the world is school improvement is not enough. It is Ms. Valerie Hannon is a Board Director of the to make available equitable, effective necessary, but not sufficient. Innovation Unit (England, UK) and independent learning systems for all its citizens. A set Five drivers are converging to force a consultant. She specialises in innovation policy of drivers of change are explored. It and practice; supporting strategic thinking within change of shape on schooling: organisations and policy agencies; leadership is argued that a ‘split screen’ approach development and capacity building; and in is needed by system leaders and Digital technology creativity and culture in learning. policy makers in which, while school Ms Hannon began her career as a secondary improvement must continue to be As long ago as 2000, it was estimated school teacher in London, and has subsequently pursued, simultaneously a ‘learning that the amount of knowledge in the been a senior researcher (University of Sheffield) ecosystem’ should be created. Such world doubled during the previous and a Director of Education (Derbyshire, UK). decade and at that time was said to be She was a founding director of the Innovation a mutually supportive system would 1 Unit when it was initially established within the engage a much wider range of partners doubling every 18 months. UK’s Department of Education, and subsequently and players, and would locate learning Changing even faster is the ease of became its first Managing Partner when it became in a new variety of spaces and places. independent. access to information from any device The conditions needed to create such a with an internet connection. Until Ms Hannon has designed and developed next system are suggested from the evidence very recently, that meant a computer practice programs for systems, schools and of highly innovative sectors. districts. She has been consultant in support in a fixed location or at best a laptop. of change programs in numerous systems, Now it might be a smart phone or a including in , (Australia), British ‘Schooling’ in the C21st: tablet. Internet-connected devices are Columbia, Northern Ireland and in Europe; Pressures and opportunities to and is regularly engaged as consultant adviser expected to become ubiquitous to by overseas strategic agencies (the Canadian change the point of invisibility over the next Education Association, ANZSOG, The Asian decade.2 Education Foundation, Centre for Strategic The argument that education needs to Education, Melbourne). As consultant adviser change to adapt to the learning needs Communication and connection are to the Department for Culture and Media in of a future that remains uncertain has changing too. The world’s most popular England, Ms Hannon was instrumental in setting been exhaustively rehearsed. Although up the Creative Partnerships program, the first social networking site, Facebook, in the world to systematise the engagement there is considerable debate about the has over 500 million active users of the creative sector with schools to improve extent and urgency of the problem worldwide,3 and 43 per cent of 9–12 learning. She has developed programs on futures and the kinds of changes to pedagogy, –year-olds in the UK have a profile thinking for education practitioners, including curriculum and assessment required, FutureSight for the National College for School Leadership. She was also consultant adviser there is nevertheless a growing to the Department of Education and Skills consensus that conventional education (now DCSF) on creative and cultural learning, systems are, on current trajectories, following her membership of the National unlikely to be capable of the kind of Advisory Committee on Creative and Cultural Education, which produced the seminal report step change that is urgently needed. 1 D. Wetmore, ‘Time’s a wastin’ Training and Development Magazine (ASTD), September All Our Futures (1999). Ms Hannon is a founder At the heart of this debate is the role faculty member of the Global Education Leaders 2000, p. 67 Program, within which she is consultant adviser of schools. Schools are the dominant 2 Oliver Burkeman, ‘The Internet is over’ to the system leaders of the Finnish jurisdictions vehicle for organising learning across Guardian 15 March 2011 and to the Chief Officers of seven States in the the world, and have been resilient. United States of America. She is senior consultant However, the challenge to the existing 3 From Facebook website (https://www. for the OECD on the Schooling for Tomorrow and facebook.com/)

Research Conference 2012 16 on a social networking site.4 For many of the world to another, sometimes with ‘perfect storm’ brought on by the young people email is over. Hence: the the job-holders travelling with them, but combination of climate change, increased volume of knowledge; the more often leaving someone jobless, energy shortages, food shortages and ease of access to it; and transformed replaced by someone better qualified water depletion.7 Insurance company communication, collaboration and and cheaper to employ. Munich Re reported that 2010 saw connectivity together present powerful unprecedented damage from natural forces challenging the schooling Meanwhile, education itself is globalising: disasters, while NASA found that 2010 paradigm. millions of students are studying and 2005 were the hottest years since outside their home countries, while records began in 1880.8 open courseware, pioneered by MIT, Global economic recession In 2008, the world tipped from makes virtual globalisation a common predominantly rural to predominantly Before the 2008 financial crisis, the experience. Students need to develop urban: most of the world now lives in world could be divided into two ‘global competence’, and schools have cities – 3.3 billion according to the UN broad categories: ‘developed’ nations, wider goals – and competitors. Population Fund, set to rise to 5 billion which could afford to invest heavily by 2020,9 by which point China intends in education, and ‘developing’ nations, Demographics to have built 400 new cities.10 which could not. In Europe, and North America, For the most part governments have Today, most education budgets are the working age population is projected been slow to reflect these global contracting across the developed to shrink by almost 50 million by pressures in their broad approach to world; governments face the challenge 2016, while the number of over-65s education. However, some innovators of ‘improving’ education systems built is projected to increase by almost 67 are putting sustainability and learners’ 6 People will need to work longer, for the 19th and 20th centuries, while million. relationship with their environments meaning that they will need to continue cutting spending. Meanwhile, most – whatever they may be – at the to learn new skills throughout their lives. developing countries have no possibility heart of the learning process. Arguably, Lifelong learning must be a habit and a developing eco-literacy is as urgent of the kind of investment in public reality. services historically enjoyed by the a task as the acquisition of other traditional literacies. developed world. Developing countries, on the other hand, are experiencing rapid population growth which, along with urbanisation How can system leaders respond? Globalisation and economic and technological The argument of this paper is by no Chinese-American educationist Yong advancement, is serving to increase means that ‘school is dead’ or defunct Zhao writes that ‘as a social institution, significantly the demand for education. or redundant. We have to move from education has been mostly a local entity Low (or no) standards of education for where we are now – and find a sensible […] serving the purpose of the local the generation before mean that often path by which to do it. What is needed community or the nation, preparing there are insufficient qualified teachers is a ‘split screen’ approach; that is, workers for the local economy, and to meet this need. In regions ravaged by passing on local values.’5 AIDS or war the problem is especially acute. The western models of schooling Today, however, our local communities will never serve to meet this huge 7 Quoted in Jonathon Porritt, ‘Perfect storm of and local economies are globally demand. environmental and economic collapse closer connected. Of particular concern for than you think’, Guardian, 23 March 2009. policy makers has been the fact that Environmental instability 8 Munich Re (http://www.scientificamerican.com/ jobs have also become globalised and article.cfm?id=insurance-ranks-2010-worst-for- In 2009, the UK’s Chief Government climate-disasters); NASA (http://www.nasa. can be quickly transferred from one side Adviser on Science, John Beddington, gov/topics/earth/features/2010-warmest-year. warned that the world was facing a html) 9 ‘State of the World Population 2007: Unleashing the Potential of Urban Growth’ 4 Sonia Livingstone, ‘Social Networking, Age and UN Population Fund 2007. Privacy’ EU Kids Online 2011 6 Konstantinos Giannakouris, ‘Ageing 10 Neville Mars & Adrian Hornsby, The Chinese 5 Yong Zhao, Catching Up or Leading the Way? characterises the demographic perspectives of Dream: A Society Under Construction 010 ACSD 2002. the European societies’, Eurostat 2008. Publishers, 2008.

What does research tell us about effective strategies? 17 also in the informal learning space. digital Formal Learning Informal Learning And finally, on the basis of emergent technologies research and critique, the hypothesis is that learning in all the quadrants is made more engaging when combined with powerful digital technologies and learner ownership. improving supplementing The point however, is not to drive all activity towards the 4th lower right quadrant. Rather, it is suggested that acknowledging the balance that systems Existing Providers must strike between the short-term priorities to improve today’s schools for today’s children with more radical shifts, a thriving ecosystem of innovation would see an appropriate mix of activity

learner across all four quadrants. ownership The question then becomes: how do system leaders hoping to develop an innovation ecosystem get from where they are now to where they want to be? What are the conditions they need reinventing new paradigm to create for an ecosystem like this to grow and flourish?

New Entrants New Platform thinking: how to encourage an innovation ecosystem system leaders must – indeed have a It proposes that learning spaces may All this fresh research and thinking moral responsibility to – pursue the be thought of as either formal or about the nature of innovation points most effective school improvement informal (vertical columns); and learning us in a new direction in relation to techniques available. However, providers are comprised of existing education; that is, that creating the simultaneously they need to create providers and new entrants – this latter conditions for a flourishing ecosystem the conditions in which a flourishing category to incorporate the kinds of of innovation should be our objective ecosystem of innovation can occur. new partnerships/alliances of which schools themselves can be a part. if organised learning is to adapt One way to think about this is through adequately to the pressures and conceptualising such a system through Plotting numerous examples of learning opportunities for change. the following grid or heuristic: environments of the grid suggested the descriptors assigned to them. How do flourishing ecosystems arise This model was evolved through Existing providers working within the and sustain themselves in the natural reference to research and then formal (schooling) space are engaged world? One route is through platform developed and tested, through an in school improvement (challenging, creation. An excellent example is that inductive process using around 50 difficult and essential). However, the of the coral reef. Darwin’s exploration examples of innovative practice in paradigmatic changes are more likely of this phenomenon revealed that education drawn from a global field, to be found where new providers, the physical platform created by the and with groups of system leaders in alliances or entrepreneurs engage skeletons of millions of soft polyps countries around the world.11 created a habitat within which literally millions of other species could co-exist and flourish. While within it there is 11 The model and associated materials were system leaders from England, Australia, New competition for resources, nevertheless co-developed and tested with groups of Zealand, China, South Korea and Finland.

Research Conference 2012 18 species also collaborate, with mutually some implications are apparent – and these are issues of equity and social supportive outcomes.12 these accord with the learning which mobility. For this reason the aim must has emerged from the exploration of be to enable policy makers to adopt This biological ecosystem, sustained platform development. an approach that will safeguard these by the platform of the coral reef, is aims, while simultaneously rethinking mirrored repeatedly in the world of Perhaps some of these lessons can be their role in the light of new knowledge digital technology. The internet itself is applied more broadly to how the state about innovation. An analytical a platform; while it makes commerce fulfils its responsibility to organise for approach is needed to develop a possible, it remains itself outside it. the education of citizens in a manner contextually appropriate blend of And it supports many other (‘stacked’) appropriate to the new century. The provision, commissioning, regulation, platforms. It could be said that the ‘planks in the platform’ are likely to prescription and quality assurance. history of the computer industry is include, amongst others: characterised by a series of defining • an inspiring vision for lifelong and innovations that created platforms engaged learning, with aims beyond for participation by a wide range of personal wealth and economic companies and players. competitiveness The most obvious of these is iTunes as • low barriers of entry for new a platform for the iPhone and the iPad. providers Apple did not seek to monopolise the creation of apps for these devices, but • freedom for merger and demerger created a suite of initial model apps, activity showing their power and demonstrating • incentivising student-led curriculum what could be done. They primed the development pump. Now tens of thousands of apps populate the system, created by a • greater transparency for learners multitude of providers, and powered by about the range of opportunities consumer demand. available • coalition building Towards a learning ecosystem • investment in, and encouragement Jurisdictions across the world with for, disciplined ‘innovation zones’. responsibility for the provision of education systems have recognised There can be no prescription here: that their role needs to evolve. The the evidence is insufficiently strong. conclusions set out in reports such Such is the nature of innovation. But as the 2010 McKinsey Report13 are the benefits of these approaches can therefore seized upon. They concentrate be seen in other fields and sectors; on the improvement techniques and ‘fortune favours the connected deployed by the ‘most successful mind’. New players and partners are systems’ over the last ten years. beginning to enter this space with However, they do not address what unprecedented energy. These include: is needed for the coming twenty or social enterprises; businesses; creative thirty. Extrapolating from the conditions and cultural organisations; user groups; which give rise to examples of dynamic philanthropists; further and higher improvement and transformation, education organisations and NGOs. In the case of education, which is such a critical portal to full entry into the life of a society – and a prerequisite 12 Charles Darwin, The structure and distribution for democracy – governments must of coral reefs, 1842 not and cannot abrogate certain 13 How the world’s most improved school responsibilities critical to their broader systems keep getting better McKinsey & Co democratic and social goals. Amongst 2010

What does research tell us about effective strategies? 19

Concurrent papers

Differentiated classroom learning, technologies and school improvement: What experience and research can tell us

Abstract Kuyok & Williams, 2008), in the United States of America (Dede, Honan & One of the ways in which Australian Peters, 2005), and across countries schools are working to achieve in the Organisation for Economic differentiated classrooms and Co-operation and Development personalised learning for students (OECD) (Fisher, 2010; OECD, 2006; is through the use of technologies. 2012). Technologies are seen to Promises of the integration of be able to provide learners with a technologies into teaching and learning wider range of learning experiences Kathryn Moyle include that technologies enable beyond those offered in traditional teachers to be learner-focused, and classrooms (BECTA, 2003; Johnson, Charles Darwin University, NT. students’ respective interests and ways Adams & Haywood, 2011; Lelliot, 2002). of learning are foremost in classroom Furthermore, students consistently Professor Kathryn Moyle is the Executive Director practices. Virtual learning environments report that they value the capacity for of the Centre for School Leadership, Learning such as learning management systems, and Development at Charles Darwin University. personalisation of their learning through Prior to taking up this position she was an mobile technologies, online games, the use of technologies, where they are Associate Professor in the Faculty of Education simulations and virtual worlds, are in control of the pace and style of their and Community Studies at the University of seen to offer students and teachers learning (Moyle & Wijngaards, 2012; Canberra where she held national and university- the capacity to personalise students’ wide leadership roles, including Director of the Project Tomorrow, 2012). Secretariat for the peak national cross-sectoral learning opportunities, and to put policy committee, the Australian ICT in Education students in control of the pace of their Differentiation and Committee (AICTEC). Prior to working in learning. More recently, technologies personalisation universities, Professor Moyle held a range of are also being seen to offer data about teaching, policy development and research positions within the South Australian Department students’ learning achievements and The phrase ‘differentiated classrooms’ of Education and Children’s Services (DECS). developmental requirements. This has gained traction over the past few She has conducted national and international paper draws on education theories, decades, to describe approaches to research projects focusing on ICT in schools. She research and emerging new practices, teaching and learning that commence has published on the place of technologies in schools from a range of perspectives: students, to explore how technologies can be from students’ knowledge, skills teachers and school leaders. Professor Moyle used to customise and personalise and abilities rather than from pre- is also developing a holistic leadership and students’ learning, and to reflect on determined programs of study. management approach to determining the value the implications of the evidence Differentiated learning approaches have of technologies in classrooms. and practices presented, for school been founded on theories such as those improvement. proposed by Dewey (1938/1963) and Bruner (1960), who both promoted Differentiating learning with approaches to learning built on students’ technologies interests, curiosity and experiences. Theorists of school students’ learning Australian school principals suggest that styles in the 21st century, however, have teaching and learning with technologies extended these 20th century theories affords educators opportunities to to propose new learning theories shift from teacher-centred to student- comprised of interrelated matrices of centred learning (Moyle, 2006). These learning styles that are characterised views are consistent with those by real and simulated active learning expressed by researchers in the that is co-designed and personalised to (e.g. British Education accommodate individual preferences Communications and Technology based on diverse, tacit and situated Agency (BECTA) and the National experiences (Dieterle, Dede & Schrier College for School Leadership, (NCSL) 2007; Koehler & Mishra 2008; Mishra 2003; Hollingworth, Allen, Hutchings,

What does research tell us about effective strategies? 23 & Koehler, 2006). At the heart of school students, means schools no their US peers (Moyle & Owens, 2009). differentiated education theories and longer have to be only physical places. Project Tomorrow (2012) also reports practices though, is the placement Now schools can use differentiated that over the nine years they have been of students’ learning at the centre of approaches to teaching, learning, student surveying students’ views about their organisational decision-making about assessment and staff development using uses of technologies, that students’ the practices that occur within and multiple environments that can consist adoption of new technologies in their beyond classrooms and schools. of physical, online, and/or simulated personal lives has often stimulated learning places, or a mixture of all three Although slightly different, the concepts the use of the same or similar tools environments. In physical and virtual of ‘differentiated classrooms’ and in schools. For example, in 2003 ways then, schools can support students ‘personalised learning’ are oftentimes Project Tomorrow documented how and staff to learn in ways previously used inter-changeably. A distinction students were using emails not only for not possible, and to practise different that can be made though, is that communication purposes, but also as sorts of interpersonal relationships in ‘personalised learning’ is tailored a storage vehicle for schoolwork. The various environments. Their learning specifically to each individual student’s students used their emails in order to can be differentiated and personally learning demands. ‘Differentiated have ready access to their documents, tailored to what they have to or want classrooms’ can refer to the use of irrespective of whether they were at to know. Against this backdrop, school different teaching approaches for home or at school (Project Tomorrow, improvement and the capacity-building individuals or small groups of students 2012). Now, teachers both regularly of teachers and school leaders then, within the same class, depending communicate with their students via necessarily has to be multidimensional. on their respective developmental email, and accept homework through stages and interests. Sir Ken Robinson email as well as through school portals. (2010) talks about teachers having to Students’ views of Furthermore, 46 per cent of the US make a paradigm shift to personalised differentiated learning with parents who completed the Project learning which involves the process technologies Tomorrow 2011 survey indicated that of shaping learning to individuals’ Several Australian and overseas studies they agreed that mobile devices provide requirements, recognising that each have highlighted that students at all a way for personalising school education. student inherently has different levels of education enjoy learning This finding represents a 48 per cent strengths and weaknesses, interests with technologies (cf Moyle & Owen, increase compared to parents’ views and ways of learning. Personalising 2009; Li, 2007; Livingstone & Bober, in 2009 (Project Tomorrow, 2012). In learning also involves recognising that 2005; Neal, 2005; Project Tomorrow, addition, 48 per cent of the parent students in the one class and across 2012). Project Tomorrow, a national US respondents to the 2011 survey also saw a school can have differing world education non-profit group conducts mobile devices as a means for extending views. Personalised learning strategies annual, national online surveys of learning beyond the school day, then, place an emphasis on students’ hundreds of thousands of primary and compared to about a third of parents self-direction and self-reliance. Trust students, about their holding this view two years ago (Project is placed in the learner to make views of learning with technologies. Tomorrow 2012). A majority of the thoughtful and meaningful choices The Project Tomorrow annual reports parent respondents (57 per cent), also about what they learn and how they of findings indicate that US school placed a high value on their children’s will learn it (McCombs, 2012). Teachers students persistently indicate that ability to use their smartphone or tablet assist students to make links between they see one of the purposes of to video a classroom lesson or lab to their informal experiences gained learning with technologies is to receive review later at home (Project Tomorrow, outside of school, with the formalised personalised learning opportunities 2012). These findings and the trends requirements of teaching and learning that support different learning styles that Project Tomorrow have collected that occurs within schools. and developmental levels. Indeed over almost a decade, provide insights Australian teachers today then, have over half (52 per cent) of the middle into changing expectations of US school a wide variety of environments or school respondents to the 2011 education, where teachers’ pedagogies spaces available for use in teaching, and survey indicated that they like to use are increasingly expected to include the as a result they require a broad set of technologies to work at their own pace, ability to use technologies to differentiate teaching and learning approaches upon and be in control of their own learning learning opportunities for their students. which to draw. Indeed, the increasing (Project Tomorrow, 2012). Australian In Australia, there is no similar annual availability of technologies to Australian students have reported similar views to

Research Conference 2012 24 survey conducted to that undertaken teams), while at the same time fostering In addition, while the games are played by Project Tomorrow, but given the the key foundational skills of literacy in artificial spaces, they have rules to similarities in Australian students’ use and numeracy (Institute of Play, 2012a). which the students must adhere, in of technologies to those of their US Indeed the school reports above order to be successful. The research counterparts, it would be interesting average achievement by their students informing the use of games at the to see if Australian students and their on English and Maths standardised tests; school suggests that the games provide parents expressed similar views about the an average of 90 per cent attendance opportunities for the students to role of technologies in children’s learning. rate; and a 96 per cent student stability succeed, but at the same time, some in retention rate (Krueger, 2012). of the game playing involves the students attempting to meet almost Using games to differentiate To inform their work, the school has unachievable goals, which they regularly learning brought together research about fail to reach (Institute of Play, 2012c). school education and game design One of the emerging ways for schools The students report, however, that (cf Ito, Baumer & Bittanti, 2009), and to cater for differentiated learning is they find those goals challenging, and interdisciplinary partnerships with through the use of games. The New rarely experience their failures as an universities and not-for-profit agencies, Horizon K–12 Report 2011, predicts obstacle to trying again and again. The to create game-based teaching and the time to adoption of games-based school leaders observe that there is learning approaches, school strategies learning is two to three years (Johnson something about playing games that and systems (Institute of Play, 2012a; et al., 2011). Games have been used gives the students permission to take Institute of Play 2012b). in school education for many years. In risks considered impossible in real life. the 21st century, games can include At the school, teachers and school The challenge of the game is constant, single-player or small-group card and leaders view the curriculum and but there is a balance of just enough board games through to massively assessment as interconnected. Learning challenge to be motivating, and not multiplayer online games and alternate is differentiated with the use of too much to overwhelm the student. or augmented reality games (Johnson technologies as well as through the use Indeed, the school argues that the et al., 2011). The potential of online of games, with the aim that feedback is play itself activates the characteristics games for learning that is intriguing immediate and ongoing. Assessments of tenacity and persistence required researchers, however, lies in how online are embedded into the games, not for effective learning (Institute of Play, game designs can foster collaboration disaggregated from them. The school 2012c). To be successful, the students and engage students deeply in the leaders argue that games are designed test out their basic literacy and process of their learning. The following to create a compelling complex space, numeracy skills as well as their strategic short case study illustrates how the in which the students have to learn and and problem solving skills, and these philosophy of differentiated learning come to understand the game through experiences have seen them perform through the use of games and self-directed exploration. Students well on their external tests as well as technologies has gained traction in a participate in ‘just-in-time’ learning and on formative assessments. US school, while at the same time, the use data to help them understand ‘Differentiated learning’, however, not students have met the demands of their several aspects of their game play: only refers to constructing the means external testing requirements. the context of the game; how they by which students can pursue their are performing; on what they ought The Institute of Play is a government own learning paths, it also implies to work; and in what directions they school in that has that teachers monitor students’ should go next. The games are seen to taken a unique approach to school achievements against their respective create a reason for students to learn organisation where teaching and individual learning goals, as well as those and do certain things. The students have learning occurs with technologies, and goals that are externally prescribed. to examine, assimilate and become games are used as their primary mode Although not yet widespread, there are proficient at skills and content areas of teaching and learning. The philosophy technologies that can offer teachers relevant to playing specific games, and of games informs the work at the the means by which to support as such have to be strategic as well as school. The reason the Institute of Play students to conceptualise and pursue informed (Institute of Play, 2012c). These has adopted this particular approach their own learning paths, as well as to characteristics of game playing also to teaching and learning is that they analyse what students are doing so that position students well for applying these see games as a way of building higher they can provide specific feedback to skills in different contexts. order thinking skills (such as systems individual students. thinking, problem solving, and working in

What does research tell us about effective strategies? 25 Differentiated classrooms, assessments. Learning analytics software differentiating teaching and learning with personalised learning and builds on the types of data generated technologies, there is an increasing pool learning analytics by Google Analytics and other similar of research that suggests that teaching tools, to analyse the breadth and depth and learning with technologies does Student assessments and the mapping of information available from within afford teachers the ability to construct of student progress can generate learning environments (Johnson et al., student-centred pedagogies. considerable data that teachers can 2011). An illustration of learning analytics To enable teachers and school principals use to inform the tracking of student software in practice can be found at to differentiate classrooms and performance. Two future technologies the School of One, which is a middle personalise learning with technologies considered to have potential to assist years maths program run in three does, however, raise some challenges teachers to differentiate classrooms government schools in New York City. for school improvement. Differentiation and personalise learning are ‘personal An algorithm is used that pairs teachers of classrooms means students have learning environments’ and ‘learning with students in ways that take into choices about how they will achieve their analytics’ software (Johnson et al., 2011). account the students individual learning own goals and those of the curriculum. Through the use of online tools these styles, developmental stage and pace It requires that teachers allow their technologies can be used by teachers of learning. The learning analytic tools students to study issues of personal to assist them to monitor and guide provide up-to-date data on students relevance, and to support students students along their own learning to create a personalised schedule for to see and develop clear learning paths. While currently neither of these each student every day (School of One, pathways that meet personal as well technologies are commonly available 2012). The schedule links each student as external curriculum requirements. in schools, there is sufficient interest with the appropriate teacher at any These learning approaches, by necessity, in their potential for the New Horizon point in the student’s learning path. K–12 Report 2011 to predict they will have to be based on detailed and be part of schools’ suite of software These sorts of emerging software ongoing knowledge of the strengths tools in the coming four to five years provide insights into what might be and weaknesses of individual students. (Johnson et al., 2011). possible over the next five years. Assessment for learning and the use It would seem that the power of of data to identify students’ learning Personal learning environments are computing linked to data about requirements on a daily basis, therefore designed around each student’s students’ own learning goals, attendance, becomes an important teaching capability. learning goals, and have the capacity learning preferences and assessments of Technologies in schools also provide for customisation. They are student- performance, will soon enable teachers principals with the challenge of how to designed spaces and encompass to provide each of their students with organise a school and classrooms, based different types of content, including individualised guidance about what around rich data about student progress. videos, apps, games, and social media they do and do not know, and based Technologies can be used to inform tools. The components used in their on this information be able to provide teaching practices, but an emerging personal learning environments are personalised guidance to each of their challenge for school principals is how to chosen by students to match their students, on ways they may develop develop teachers’ abilities to analyse and identified learning goals, personal further. An emerging challenge for meaningfully act on the data they have learning styles and pace. While personal teachers and school principals though, at hand. Workforce development then learning environments sit in the hands of is their ability to interpret and make is a key factor, if technologies are to be students, various vendors are currently meaning from the rich sources of data used in innovative ways to differentiate developing learning analytics software that are becoming available to them. classrooms and personalise students’ to analyse student performances Data interpretation will become an learning. It may be that the technologies and behaviours, and to provide that increasingly important capability in simply provide a lens or a focus through aggregated information to teachers. teachers’ and school principals’ toolkits. Learning analytics software brings which the teacher can filter his or her approaches to differentiated learning. If, together data gathering, data mining Conclusion tools and analytic techniques to produce however, the outcome is that teachers synthesised real-time information about Evidence and experiences suggest that and school principals reflect upon what aspects of students’ learning such as students enjoy and engage in their they teach, how they teach it, and how reports about students’ performances learning when it includes technologies. students’ performances are assessed on both formative and summative Although it is difficult to directly link and reported, then useful outcomes will the improvement of schools through have been achieved.

Research Conference 2012 26 References Institute of Play, (2012b). Funders and Psychological Association, Accessed on partners, Institute of Play. Accessed 22 May 2012 from http://www.apa. British Educational Communications and 22 May 2012, from http://www. org/education/k12/learners.aspx Technology Agency (BECTA). (2003). instituteofplay.org/about/funders- What the research says about ICT and Mishra, P., & Koehler, M. J. (2006). partners/ motivation. UK: BECTA. Technological pedagogical content Institute of Play, (2012c). Context, knowledge: A framework for teacher British Educational Communications Institute of Play. Accessed 22 May knowledge. Teachers College Record, and Technology Agency (BECTA) 2012, from http://www.instituteofplay. 108(6), 1017–1054. & National Council for School org/context/ Leadership (NCSL). (2003). Strategic Moyle, K. (2006). Leadership and learning leadership in ICT. UK: NCSL. Ito, M., Baumer, S., & Bittanti, M. (2009). with ICT. Canberra, Australia: Teaching Hanging out, messing around, and Australia. Bruner, J. (1960). The process of geeking out: Kids living and learning education. Cambridge, MA: Harvard Moyle, K., & Owen, S. (2009). Listening with new media (The John D. and University Press. to students’ and educators’ voices: Catherine T. MacArthur Foundation The views of students and early Dede, C., Honan, J. P, Peters, L. C. (Eds.). Series on Digital Media and Learning). career educators about learning with (2005). Scaling up success: Lessons USA: MIT Press. technologies in Australian education and learning from Technology-based Johnson, L., Adams, S., & Haywood, K. training, Research findings. Canberra: educational improvement. USA: Wiley. (2011). The New Media C Horizon Commonwealth of Australia. Dewey, J. (1938/1963). Experience and Report: 2011 K–12 Edition. Texas, Moyle, K., & Wijngaards, G. (Eds.). (2012). education. New York, USA: Collier USA: The New Media Consortium Student reactions to learning with Books. Austin. technologies: Perceptions and outcomes. Dieterle, E., Dede, C., & Schrier, K. Koehler, M. J., & Mishra, P. (2008). Pennsylvania, USA: IGI Global. (2007). ‘Neomillennial’ learning styles Introducing TPCK. In J. A. Colbert, K. E. Neal, G (2005). Student reflections propagated by wireless handheld Boyd, K. A. Clark, S. Guan, J. B. Harris, on the effectiveness of ICT as a devices. In M. Lytras & A. Naeve M. A. Kelly, & A. D. Thompson (Eds.), learning resource. Annual Conference, (Eds.), Ubiquitous and pervasive Handbook of technological pedagogical Australian Association for Research knowledge and learning management: content knowledge for educators, in Education (AARE), Parramatta, Semantics, social networking and new pp.1–29. New York: Routledge. Australia. media to their full potential. Hershey, Krueger, K. (2012). Learning to change, PA: Idea Group, Inc. Organisation for Economic Co-oper- changing to learn. Keynote address ation and Development (OECD). Fisher, K. (2010), Technology-enabled EduTech 2012, K–12 IT Managers (2012). OECD Review on evaluation active learning environments: Conference Sydney Australia 31st May . and assessment frameworks for improv- An appraisal. CELE Exchange, Lelliott, A. (2002). Developing the ing school outcomes. OECD. Accessed Centre for Effective Learning ICT capable school. Computers and on 19 May 2012 from http://www. Environments, 2010/07, OECD Education, 39(3), 313–317. oecd.org/document/24/0,3746, Publishing. Accessed on 21 n_2649_39263231_44567960_1_1_ May 2012 from http://dx.doi. Li, Q. (2007). Student and Teacher 1_1,00.html org/10.1787/5kmbjxzrmc0p-en Views About Technology: A Tale of Two Cities? Journal of Research Organisation for Economic Co- Hollingworth, S., Allen, K., Hutchings, M., on Technology in Education, 39 (4) operation and Development Kuyok, K. A., & Williams, K. (2008). pp377-397 (OECD). (2006). Personalising Technology and school improvement: education. OECD. Accessed on 19 Reducing social inequity with Livingstone, S., & Bober, M. (2005). UK May 2012 from http://www.oecd.org/ technology? England: British Education children go online. Final report of key document/49/0,3746, and Communications Technology project findings. UK: Economic and en_2649_39263231_36168625_1_1 Agency (BECTA). Social Research Council. _1_1,00.html Institute of Play, (2012a). About, Institute McCombs, B. (2012). Developing Project Tomorrow. (2012). Mapping a of Play. Accessed 22 May 2012, http:// Responsible and Autonomous Learners: personalized learning journey – K-12 www.instituteofplay.org/about/ A Key to Motivating Students, American students and parents connect the

What does research tell us about effective strategies? 27 dots with digital learning, Project Tomorrow, USA. Accessed on 25 May 2012, from http://www. tomorrow.org/speakup/pdfs/SU11_ PersonalizedLearning_Students.pdf Robinson, K. (2010). Bring on the revolution. TED Talks. Accessed on 25 May 2012, from http://www.ted.com/ talks/sir_ken_robinson_bring_on_ the_revolution.html School of One, (2012). School of One, New York City, Access on 25 May 2012, from http://schoolofone.org/ concept.html

Research Conference 2012 28 Transforming education through the Arts: Creating a culture that promotes learning

President of ACEL from 1990 to 1993 and was and futures in education. She is co-author with awarded its Gold Medal in 1994. He is Patron Brian Caldwell of Transforming education through of ACEL (Victoria). In July 2005 he received the the Arts (Caldwell & Vaughan, 2012). She is also College Medal of ACE. In 2004 he was awarded co-author of two chapters in Changing schools in the Sir James Darling Medal of ACE (Victoria) and an era of globalization (Lee & Caldwell, 2011). the Hedley Beare Educator of the Year Award of ACEL (Victoria). Dr. Vaughan was lead consultant in a research project to investigate the effectiveness of The Song Room Creative Arts Indigenous Parents Engagement (CAIPE) in building parental and youth engagement with schools and schooling and co-leader of a project to study the social rate of Brian Caldwell return of investment in arts education. The findings of the CAIPE evaluation show important benefits Educational Transformations, Vic. for the engagement of Aboriginal and Torres Strait Islander parents and students in the arts. Professor Brian J. Caldwell is Managing Director and Principal Consultant at Educational Transformations Pty Ltd in Melbourne and Professorial Fellow at the . He holds the degrees of Bachelor of Abstract Science (1962) and Bachelor of Education (1968) from the University of Melbourne, and Master There is persuasive evidence that of Education (1975) and of Philosophy Tanya Vaughan participation in the arts can have a (1977) from the University of Alberta. Educational Transformations, Vic. powerful impact on achievement in From 1998 to 2004 he served as Dean of other areas of the curriculum and on Education at the University of Melbourne. He student wellbeing. We gained a positive was appointed Professorial Fellow and Emeritus Dr Tanya Vaughan is Senior Consulting Professor in 2004. His previous appointments Researcher at Educational Transformations view of what is possible in research include Head of Education Policy and based in Melbourne, and Honorary Fellow in the commissioned by The Song Room Management (1995–1998) at the University of Graduate School of Education at the University (TSR) (Vaughan, Harris & Caldwell, of Melbourne. She serves as Director of Impact Melbourne; Head of Teacher Education (1988– 2011). TSR is a non-profit organisation 1989) and Dean of Education (1989–1990) at the Studies at Educational Transformations. She holds University of ; and Research Assistant a Bachelor of Science (Monash), Bachelor of that provides free music and arts-based Professor (1979–1981) at the University of Education (Queensland University of Technology) programs for children in disadvantaged Alberta, . He has held leadership positions and Doctor of Philosophy (Griffith University). and other high-need settings. in schools in Australia (1963–68) and Canada Since completing her doctorate in 2004 she (1968–1977). has presented at national and international Researchers examined the performance conferences and published in her specialist field of students in 10 schools in highly International work over the last 25 years includes of bioinformatics and genomics, and served as more than 500 presentations, projects and other biology coordinator at the senior secondary level disadvantaged settings in Western professional assignments in or for 40 countries at St Margaret’s Anglican Girls School in Brisbane. Sydney, within a quasi-experimental or jurisdictions on six continents. In addition to model with three groups of schools approximately 180 published papers, chapters Dr. Vaughan’s major responsibility with and monographs, Professor Caldwell is author Educational Transformations in 2009 and 2010 1) longer-term TSR - 12-18 months or co-author of books that have helped guide was as lead consultant in the major research 2) initial TSR - 6 months and 3) non- educational reform in several countries project investigating the impact of programs participating – control. The schools were in the arts on outcomes for students in highly Professor Caldwell was Chair of the Advisory disadvantaged setting. A summary of the research a matched set; they scored roughly the Board of the Asia Education Foundation from entitled Bridging the gap in school achievement same on the Australian Curriculum, 1998 to 2004. He was a director of the Board of through the Arts (Vaughan, Harris & Caldwell, Assessment and Reporting Authority the Australian Council for Educational Research 2011) was launched at Parliament House (ACARA) Index of Community (ACER) from 2003 to 2011, serving as Deputy Canberra in March 2011 by Peter Garrett, Chair from 2009 to 2011. He is a member of Minister for School Education, Early Childhood Socio-Educational Advantage (ICSEA). the Board of Patrons of Foundation for Young and Youth. Her other project responsibilities Students in eight schools completed Australians (FYA). He serves as an associate have included support of the review of teacher the Social-Emotional Wellbeing (SEW) director of the Specialist Schools and Academies education and induction in Queensland, survey designed and validated at the Trust (London). He is a Fellow and Life Member evaluation of the state schools’ academies of the Australian Council for Educational Leaders program in Queensland, consultancy on middle Australian Council for Educational (ACEL) and a Fellow and Life Member of the schooling, and research on school improvement Research (ACER). Australian College of Educators (ACE). He was

What does research tell us about effective strategies? 29 Students in TSR programs outperformed The Song Room, 700,000 students in experimental groups. The ICSEA 2 students in non-TSR schools in school government primary schools in Australia data collected from the My School achievement tests and in NAPLAN have no opportunity to participate 2 had improved accuracy to predict tests (Caldwell & Vaughan, 2012). The in programs in the arts. The research NAPLAN scores (ACARA, 2011) and percentage of students absent on a was funded by the Macquarie Group was different from the ICSEA 1 as it day when TSR programs were offered Foundation. A complete account is contained data sourced directly from was higher in non-TSR schools than in contained in Transforming education parents rather than the Australian TSR schools. The gain in achievement in through the Arts (Caldwell and Vaughan, Bureau of Statics census data, and reading is approximately one year which 2012). included the proportion of students is a larger effect than achieved in more from Language Background other than The research was conducted in primary sharply focused interventions. A higher English (LBOTE) families having a low schools in the public sector but we proportion of student in TSR programs school education levels (Barnes, 2010). did the study against a background of were at the highest levels of SEW and The schools not participating in TSR international research in both primary resilience than their counterparts in programs were chosen by the research and secondary schools in all sectors. non-TSR schools. team from a list of schools provided The findings are as unexpected as they by TSR to match schools offering TSR are powerful and there is no reason to programs. Weighted mean enrolments Introduction expect that they do not also apply in of the three groups were 439 (longer- UNESCO considers education in the secondary schools. term), 359 (initial) and 444 (non- arts to be a universal human right, Our research team examined the participating). Weighted mean ICSEA implying that its absence or sidelining performance of students in 10 schools 1 scores were 910 (longer-term), 905 is a breach of the convention on the in highly disadvantaged settings in (initial) and 883 (non-participating) for rights of the child. A ‘road map for arts Western Sydney. Three schools offered ICSEA. The ICSEA 2 scores provided an education’ was prepared at the First a longer-term program over 12 to 18 improved match between the cohorts, World Conference on Arts. It included months, and three schools offered an with those who had not participated the following statement: initial short-term program of 6 months. in TSR having the highest ICSEA of Culture and the arts are essential In each instance the program was 913, and the initial and longer-term components of a comprehensive conducted for Grade 5 and 6 students cohorts having an ICSEA of 903. The education leading to the full for one hour on a single day once per slightly increased ICSEA for the non- development of the individual. week. A control group of four schools participating group of schools would act Therefore, Arts Education is did not offer The Song Room program. as a slight bias towards the identification a universal human right, for all The three sets of schools were a of higher outcomes in those who had learners, including those who are matched set. At the time of the study not participated. The weighted mean often excluded from education, they scored roughly the same on the in each instance takes account of the such as immigrants, cultural Australian Curriculum, Assessment relative numbers of students in each minority groups, and people with and Reporting Authority (ACARA) school that participated in the study. disabilities. Index of Community Socio-Educational Data on gender, grade level, attendance, Advantage (ICSEA) as calculated in (UNESCO, 2006, p. 3) grades and NAPLAN results were 2009. An even closer match was evident collected from 10 schools and We gained a positive view of what is when 2010 ICSEA scores were used. categorised according to participation possible in research commissioned by The study is a rare example of quasi- in TSR program. Two schools from The Song Room (TSR), as published in experimental design in educational each of the cohorts were selected Bridging the gap in school achievement research. to participate in the Social-Emotional through the Arts (Vaughan Harris & ICSEA is scaled to a mean of 1000 with Wellbeing (SEW) Survey, which was Caldwell 2011), launched by Hon. Peter a standard deviation of 100 (ACARA, designed and validated by the Australian Garrett, Australia’s Minister for School 2011). ICSEA 1 data collected from the Council for Educational Research Education, Early Childhood and Youth My School website in 2010 enabled (Bernard, Stephanou, & Urbach, 2007). in March 2011. The Song Room is a the choice of control schools, while The SEW survey was administered to a non-profit organisation that provides ICSEA 2 data collected from My School total of 271 students. free music and arts-based programs 2 in 2011 provided a more accurate for children in disadvantaged and Students that participated in TSR comparison of ICSEA between the other high-need settings. According to showed significantly higher grades

Research Conference 2012 30 in their academic subjects (English, that I have stopped doing my usual the longer the students were in TSR Mathematics, Science and Technology activities’ showed a statistically significant programs, the greater the differences. and Human Society) in comparison difference for female students in the The sidelining of the arts appears to be to those who had not participated in longer-term TSR in comparison to those more evident in public schools than in TSR. Students’ grades in Science and who had not participated in TSR. independent schools, and more so in Technology and Human Society were Important differences were found in public schools in highly disadvantaged significantly higher for students who had favour of students that undertake The settings than in their counterparts participated in TSR in comparison to Song Room program. The findings have in more affluent communities. An those who had not participated in TSR. national and international significance. explanation lies in the fact that large The largest effect size was observed for First, related research in other countries numbers of independent schools have, Science and Technology grades, of d = is confirmed (Baker, 2011; Bamford, at least in the eyes of parents, a more 0.46 which was equivalent to a gain of 2006; Brice, Heath and Roach, 1999; holistic view of the curriculum and half a year in achievement. Catterall, Chapleau and Iwanaga 1999; have well-developed programs in the Baseline measurements of the Catterall and Peppler 2007; Catterall, arts that have withstood the narrowing NAPLAN results in 2008 showed Dumais and Hampden-Thompson, effect of high-stakes testing. There are no significant differences between 2012; Hunter, 2005; Oreck, Baum and notable exceptions, of course, especially the longer-term cohort (prior to McCartney 1999; Schellenberg, 2006; for public schools of long standing participation in TSR) and those who Spillane, 2009; Upitis and Smithrim, or where the arts are a ‘protected’ had not participated in TSR. Significantly 2003). Second, there appears to be specialisation. An associated reason that higher Year 5 NAPLAN 2009 results a direct association between the takes account of socio-economic status for the longer-term TSR cohort were arts and outcomes in other areas. in the public sector as well as in the observed in Reading, Writing, Spelling, Third, the wisdom of including the independent sector is that these schools Grammar and Punctuation and Overall arts in Australia’s national curriculum have more financial resources to draw Literacy (p < 0.01), with the largest is confirmed. The key findings were on or have higher levels of social capital effect size of d = 0.79 for Reading, summarised as follows: from which they can secure support for which was within the ‘zone of desired the arts. 1 Participation in TSR is associated effects’ for educational research and with a gain of approximately one It is important that we acknowledge equivalent to a gain in achievement year in Year 5 NAPLAN scores in that the sidelining of the arts and the of at least a year. The comparison of reading and approximately half a other dysfunctions we described above the Year 5 2010 NAPLAN results year in science and technology when are not universal and that, even in the showed lower percentages of students compared to outcomes for students same countries or school systems or below the minimum national level in matching schools. schools, there are outstanding programs for the longer-term TSR and initial in the arts. TSR cohorts in writing, spelling 2 Participation in TSR is associated with and grammar and punctuation in higher levels of social and emotional The sidelining of the arts reflects the comparison to those students who wellbeing on every dimension divisions in the disciplines of learning had not participated in TSR. compared to measures for students that has existed since at least the in matching schools. nineteenth century. Paul Johnson Students who participated in TSR had drew attention to the problem in higher overall SEWB and resilience, 3 While there was no implication Creators (Johnson, 2006) where he which showed the greatest magnitude that students in TSR in participating described the work of men and women of difference in the longer-term TSR in schools had a propensity to engage of outstanding originality, including comparison to those schools who had in juvenile crime, the findings are Chaucer, Shakespeare, J. S. Bach, Jane not participated in TSR. Male students consistent with worldwide research Austen, Victor Hugo, Mark Twain, Picasso who participated in TSR showed on factors that mitigate such and Walt Disney. In an affirmation significantly reduced agreement to the engagement. of what can be accomplished in arts statement ‘I feel stressed’ in comparison While caution must always be education, he declared that ‘creativity is to students who had not participated exercised in drawing cause-and-effect inherent in us all’ and ‘the only problem in TSR. The students’ responses to relationships, these differences in is how to bring it out’ (Johnson, 2006, the statement ‘During the past six comparisons in matched sets of schools p. 3). Johnson believes that ‘the art months, I have felt so hopeless and were statistically significant. Moreover, of creation comes closer than any down almost every day for one week

What does research tell us about effective strategies? 31 other activity to serving as a sovereign Baker, R. (2011). The Relationship arts. In E. B. Fiske (Ed.), Champions remedy for the ills of existence’ between Music and Visual Arts formal of change: The impact of the arts (Johnson, 2006, p. 2). study and academic achievment on on learning, Washington: The the eight-grade Louisiana Educational Arts Education Partnership; The We conclude by returning to the Assessment Program (LEAP) President’s Committee on the Australian scene. In May 2011 The test, PhD thesis (Louisiana State Arts and Humanities. Online. Economist published a lead article University). Available HTTP: , (accessed 27 a sub-title ‘With a bit of self-belief, Global Research compendium on April 2011). Australia could become a model nation’ the impact of the arts in education, (The Economist, 2011, pp. 13–14). Much Münster: Waxman. Catterall, J. S., & Peppler, K. A. (2007). of the article contrasted the social and Learning in the visual arts and Barnes, G. (2010). Report on the economic potential of the nation with the worldviews of young people. generation of the 2010 Index of the narrowly focused inward-looking Cambridge Journal of Education, Community Socio-Educational discourse that it alleges is characteristic 37, 543-60. Online. Available HTTP: Advantage (ICSEA). Online. Available of politics in Australia. It looked at , (accessed moment. Imaginative Actuality. In E. B. Fiske 13 May 2011). (Ed.), Champions of change: The (The Economist, 2011, p. 13) Impact of the arts on learning, Johnson, P. (2006). Creators. New York: Australia will not achieve this state if it Washington: The Arts Education Harper Perennial. does not take seriously the intentions in Partnership; The President’s Oreck, B., Baum, S., & McCartney, H. the Australian Curriculum and evidence Committee on the Arts and (1999). Artistic talent development on the impact of the arts in schooling Humanities, 19-34. for urban youth. In E. B. Fiske (Ed.), that is now irrefutable. Caldwell, B. J., & Vaughan, T. (2012). Champions of change: The impact Transforming education through of the arts on learning, Washington: References the arts, London and New York: The Arts Education Partnership; ACARA (2011) My School: Guide Routledge. The President’s Committee on to understanding ICSEA. Online. the Arts and Humanities. Online. Catterall, J. S., Chapleau, R., & Iwanaga, Available HTTP:

Research Conference 2012 32 Schellenberg, E. G. (2006). Long-term postive associations between music lessons and IQ, Journal of Eucational Psychology, 98, 457-68. Spillane, D. (2009). Boys in a small rural school: Developing a culture of confidence and success. In Harrison (Ed.), Male voices, stories of boys learning through making music. Melbourne: ACER Press. The Economist. (2011). The next Golden State, The Economist, 28 May, pp. 13-14. UNESCO. (2006). Road Map for Arts Education. Report from The World Conference on Arts Education: Building Creative Capacities for the 21st Century in , 6-9 March 2006. Online. Available HTTP: , (accessed 9 March 2009). Upitis, R., & Smithrim, K. (2003). Learning through the Arts: National Assessment: 1999-2002. Final Report to The Royal Conservatory of Music. : Toronto Royal Conservatory of Music. Vaughan, T., Harris, J., & Caldwell, B. J. (2011). Bridging the gap in school achievement through the Arts: Summary report. Melbourne: The Song Room. Online. Available HTTP: , (accessed 30 May 2011).

What does research tell us about effective strategies? 33 Walking the walk: The need for school leaders to embrace teaching as a clinical practice profession

Professor Dinham is a Past President of the NSW evidence-based teaching practice for Branch of the Australian College of Educators improved student achievement is (ACE) and chaired the Steering Committee responsible for the NSW Minister for Education to occur in schools. Approaches to and Training and ACE Quality Teaching Awards addressing these needs are outlined. introduced in 2001 until 2007. In June 2002, he was appointed to the Interim Committee for the Introduction NSW Institute of Teachers and in August 2002, to the Commonwealth Review of Teaching and ‘I can’t understand why people are Teacher Education. afraid of new ideas. I’m frightened He is National President-elect of the Australian of the old ones.’ Stephen Dinham College of Educators and Chair-elect of the ACE Board from 2012. He is also Vice-President of (John Cage, Composer) University of Melbourne, Vic. the Victorian Branch of the Australian Council for Educational Leaders (ACEL). Professor Stephen Dinham OAM is Chair of The importance of the teacher to Professor Dinham is the only person to have student outcomes Teacher Education and Director of Learning and been awarded the peak medals of both the Teaching at the University of Melbourne. Victorian and New South Wales branches of the The teacher is the major in-school Professor Dinham taught in government Australian College of Educators. influence on student achievement. While secondary schools in NSW before being appointed in 1989 to the University of Western research has given a clear picture of Sydney where he held a number of positions Abstract what good teaching looks like, teacher including Head of the Department of Curriculum There have been longstanding concerns quality varies widely, and more so within Studies, Associate Dean (Postgraduate) and than between schools (Rowe, 2003; Associate Professor. In 2002 he took up a with teacher pre-service education. The position as Professor of Teacher Education, model of university coursework plus Dinham, 2008; Hattie, 2009). Pedagogy and Professional Development at the practicum has been criticised. Despite Wright, Horn and Sanders have noted University of New England. In 2005 he took attempts to rectify this situation, only (1997, p. 57): up the position of Professor of Educational a minority of beginning teachers in Leadership and Pedagogy at the University of the most important factor Wollongong. In 2007 he took up the position of Australia rate themselves as being well Research Director of the Teaching, Learning and prepared or very well prepared when affecting student learning is the Leadership research program at the Australian they begin teaching. teacher ... more can be done to Council for Educational Research. He took up his improve education by improving present position at the University of Melbourne This paper examines such concerns the effectiveness of teachers than at the beginning of 2011. before offering an alternative. There are by any other single factor. He has conducted a wide range of research two aspects to this new model. projects (68 funded) in the areas of educational Ensuring a quality teacher in every leadership and change, effective pedagogy/quality Firstly, a clinical approach to teacher classroom is vital in terms of equity teaching, student achievement, postgraduate pre-service education coupled with new and improving the life chances of supervision, professional teaching standards, roles, practices and structures designed teachers’ professional development, middle- every student. It also has wider social, level leaders in schools, and teacher satisfaction, to overcome the so-called theory political and economic ramifications. motivation and health. He has an extensive practice gap and enable implementation While factors such as Socio-Economic publication record (more than 290 publications) of evidence-based interventionist Status (SES) and family background can of books, book chapters, refereed journal articles, practice. One such approach is and articles in professional journals. His most each have moderate to large effects on recent book is How to Get Your School Moving and highlighted. student achievement (Hattie, 2009, pp. Improving: An evidence-based approach (2008). He Secondly, the adoption of a clinical 61-63), these are not life sentences: ‘Life is a frequent presenter at international, national isn’t fair, but good teaching and good and state conferences (over 425 presentations) in approach to teacher education countries such as the USA, Canada, England, New and teaching practice requires schools are the best means we have of Zealand, Northern Ireland, Sweden, , understanding, knowledge, commitment overcoming disadvantage and opening Germany, Switzerland, Malaysia, and and support from education leaders. the doors of opportunity for young Crete as well as every Australian state and people’ (Dinham, 2011a, p. 38). territory) and has conducted consultancies with a Educational leaders require a thorough wide range of educational bodies nationally and grounding in instructional leadership for In improving the quality of teaching, pre- internationally. clinical teaching if real change towards service education is critical but it is not

Research Conference 2012 34 sufficient. Ongoing professional learning good teaching ... The programs Addressing clinical practice and informed, committed leadership are teach teachers to do more than in a graduate entry teacher required to improve teaching practice simply implement particular education program1 within schools and to lift student techniques; they help teachers to achievement (Dinham, 2007; Robinson think pedagogically, reason through In 2008 the Melbourne Graduate & Timperley, 2007). dilemmas, investigate problems, School of Education (MGSE) at and analyse student learning to the University of Melbourne began Concerns with teacher develop appropriate curriculum phasing out its undergraduate pre- education for a diverse group of learners. service teacher education degrees and introduced the Master of Teaching There have been consistent concerns There is growing recognition that (MTeach), a new graduate program with with teacher pre-service education for teachers need to be able to ‘diagnose’ early childhood, primary and secondary decades (Dinham, 2006; Labaree, 2004). individual student learning and streams. The model of university coursework provide appropriate ‘prescriptions’ plus practice teaching has been found for improvement i.e., to be clinical, The design of the MTeach, a two-year wanting (Hattie, 2009, pp. 109-112). evidence-based, interventionist full-time equivalent program, was practitioners in the manner of health influenced by concerns over traditional In Australia there has been, on average, professionals. Teachers have been told approaches to teacher education and by one major state or national enquiry for decades that they need to cater for developments at leading international into teacher education every year individual student differences and to pre-service teacher education for the past 30 years. Inevitably and ‘personalise’ learning, yet generally, have institutions. unfortunately, ‘Each inquiry reaches not been shown or taught how to do A key principle underpinning the much the same conclusions and makes this. much the same recommendations, yet MTeach is the focus upon evidence or little changes’ (Dinham, 2006, p. 1). Darling-Hammond and Baratz-Snowden data about learners to improve teaching (2005, p. 43) have noted that successful practice and to lead to enhanced Darling-Hammond and Baratz-Snowden clinical teacher education programs student learning and development. (2005, p. 37) provide a succinct exhibit: A second principle is that in order to summary of these concerns and an break the cycle of teachers teaching emerging trend: • Clarity of goals, including the use of as they were taught and new teachers standards guiding the performances being drawn into this prevailing culture, In the recent past, traditional and practices to be developed teacher preparation often has there needs to be more alignment, been criticised for being overly • Modelling of good practices by more understanding and collaboration theoretical, having little connection expert teachers in which teachers between the university and schools/ to practice, offering fragmented make their thinking visible early childhood settings. and incoherent courses, • Frequent opportunities for practice Additional features of the MTeach and lacking in a clear, shared with continuous formative feedback include: conception of teaching among and coaching the faculty. Programs that are • Teacher Candidates spend two largely a collection of unrelated • Multiple opportunities to relate days per week in a school or early courses and that lack a common classroom work to university childhood centre from early in their conception of teaching and coursework studies and undertake placements in learning have been found to be block rounds of up to four weeks in • Graduated responsibility for all each semester. feeble agents for effecting practice aspects of classroom teaching among new teachers ... • Placement sites (Base Schools • Structured opportunities to reflect However in response: [hubs], Placement Schools and early on practice with an eye toward childhood centres) are arranged in Beginning in the late 1980s, improving it. neighbourhood groups (networks in teacher education reforms began early childhood), which have been to produce program designs representing more integrated, coherent programs that 1 This section is drawn from McLean Davies et emphasise a consistent vision of al., (in press).

What does research tell us about effective strategies? 35 carefully chosen and where staff manipulate the learning environment giving Candidates an opportunity to have a sound understanding of the and scaffold learning for every change as they go along. program. student, regardless of the student’s • Recognition that Candidates have an development or intellectual capacity. • MGSE funds one staff member at important role to play in increasing each Base School/centre (40 in A key question concerning the Master standards in the profession. total) called a Teaching Fellow, to of Teaching is the degree to which it • High levels of support for Candidates be released from 50 per cent of is making a difference. A study by the from Clinical Specialists, Teaching their duties to work across the Australian Education Union (2009) Fellows and school-based staff. partnership group/network with asked 1545 new primary and secondary Candidates, and Mentor [supervising] teachers from across Australia their The need for educational Teachers to ensure coherent and satisfaction with their training as consistent delivery of the placement. preparation for teaching. Overall, 40 to leaders to understand and 45 per cent claimed that they were ‘well’ support clinical practice • The Teaching Fellow [0.5] is joined or ‘very well’ prepared (on a five-point by a university-based Clinical These findings are encouraging – scale) when they began teaching. This Specialist [0.2] who supports Teacher although the MTeach is a work in figure is similar to the findings from Candidates to draw on the work progress – but producing well-trained earlier samples of teachers in New undertaken at university as they clinical practitioners is not enough. If real South Wales, England, United States of seek to meet the needs of individual change in teachers’ clinical assessment America and New Zealand (Dinham & learners. Most Clinical Specialists and interventionist capabilities is to Scott, 2000; see also US Department of are also involved in the teaching of occur, school leaders must be informed, Education, 2011). university-based subjects and are well supportive and equipped to assist in this placed to make links between theory When the first MTeach graduates process of changing the way teachers and practice. (primary and secondary) were asked think, what they know and how they the same question as part of an teach. A key concern is the professional • In order to further embed the links evaluation conducted by the Australian development of the bulk of the teaching between theory and practice within Council for Educational Research profession who may have decades of the program, Clinical Specialists, with (ACER) late in 2010, 90 per cent service ahead of them. Leaders have a the support of Teaching Fellows, reported being ‘well’ or ‘very well’ key role here. organise and deliver a seminar series prepared when they began teaching. that runs throughout each semester Marzano, Waters and McNulty found The ACER evaluation found (Scott et al., at a placement/network site. (2005, pp. 10-12): 2010, p. 4): • These partnerships play a key role in A highly effective school leader All respondents [Primary and supporting the clinical premise of the can have a dramatic influence on secondary graduates, Clinical Master of Teaching, i.e. that teachers the overall academic achievement Specialists, Teaching Fellows, who use a specific form of evidence- of students ... a meta-analysis of Mentor Teachers, Principals, other based, diagnostic, interventionist 35 years of research indicates that stakeholders] agreed that the teaching have a positive effect on school leadership has a substantial [MTeach] program had impressive student learning outcomes. The effect on student achievement strengths, as evident in the: program facilitates the role of the and provides guidance for teacher to work in teams and use • Integration of theory and practice. experienced and aspiring data to enhance decision-making principals alike. • Emphasis on evidence-based practice. about teaching and learning strategies Yet Hallinger (2005) observed that for individual students, groups and • Increased awareness and engagement despite interest in instructional classes. with aspects of the profession by leadership – leadership of and for Teacher Candidates. • Assessment of student work as teaching and learning – arising from evidence of learning lies at the core • Development of Candidates, who research into effective schools going back Master of Teaching subjects, a key come into the profession with as far as the late 1970s (2005, p. 228): principle being that with a data- knowledge of ‘best practice’. During the mid-1990s, however, driven, evidence-based approach to • Emphasis on deep reflection and attention shifted somewhat teaching and learning, teachers can on reflective practice in the course away from effective schools and

Research Conference 2012 36 instructional leadership. Interest of quality teaching to student School leaders who focus on in these topics was displaced achievement as revealed through students’ achievement and by concepts such as school international student testing regimes instructional strategies are the restructuring and transformational such as PISA (the OECD Programme most effective … It is leaders who leadership. for International Student Assessment, place more attention on teaching PIRLS (Progress in International Reading and focused achievement domains For a time, transformational leadership Literacy Study) and TIMSS (Trends in … who have the higher effects. became popular, restructuring International Mathematics and Science was endemic (Dinham, 1998) and Robinson, Lloyd and Rowe (2008: 636) Study). Rankings and performance instructional leadership was relegated, offered a similar view: on these measures have increasingly and to some degree derided, as become a matter of concern and The more leaders focus their outdated. importance in many countries (Barber & influence, their learning, and their However, findings from international Mourshed, 2007). relationships with teachers on research have caused a re-examination the core business of teaching and In Australia the imperative for of the worth of instructional learning, the greater their influence instructional leadership (re-)gained leadership. Robinson, Lloyd and on student outcomes. momentum partly due to the context Rowe concluded from their work of the National Assessment Program Barber et al. (2010, p. 7) found: on the impact of various leadership – Literacy and Numeracy (NAPLAN) approaches (2008, p. 666): High-performing [‘top’ 15%] tests introduced in 2008 and the principals focus more on The comparison between establishment of the My School website2 instructional leadership and instructional and transformational in 2010. National student testing and developing teachers. They see leadership showed that the publication of school performance and their biggest challenges as impact [on student outcomes] of student growth data gained prominence, improving teaching and curriculum, the former is three to four times although broader outcomes other and they believe that their ability that of the latter. The reason is than those from standardised testing to coach others and support that transformational leadership is (i.e., academic, personal, social, see their development is the most more focused on the relationship MCEETYA, 2008) are equally important. important skill of a good school between leaders and followers leader. than on the educational work Instructional leadership for of school leadership, and the clinical practice Barber et al. also found that a thorough quality of these relationships is knowledge of teaching and learning on not predictive of the quality of While original conceptions of behalf of leaders is essential if teachers student outcomes. Educational instructional leadership focused are to be developed and supported to leadership involves not only predominantly on the principal, the be able to move forward the learning of building collegial teams, a notion of distributed leadership – the every student in their care (2010, p. 28): loyal and cohesive staff, and leadership practices and effects of Leadership focused on teaching, sharing an inspirational vision. others in formal leadership positions in learning, and people is critical to It also involves focusing such schools along with teacher leadership the current and future success of relationships on some very – has become prominent (see Harris, schools. specific pedagogical work, and the 2009). leadership practices involved are Attention is increasingly turning to the High-performing principals focus better captured by measures of impact of teaching and leadership on more on instructional leadership instructional leadership than of student outcomes (see Day et al., 2009; and the development of teachers. transformational leadership. Barber et al., 2010). However, penetrating the often Thus while the importance of Hattie found from his extensive meta- closed classroom door remains a instructional leadership had been analytic work (2009, p. 83) that: challenge for principals and other recognised for three decades or more leaders. Wahlstrom and Louis have (see also Chase & Kane, 1983), the commented (2008, p. 459): approach has only re-gained prominence In the current era of accountability, within the last decade, due in part to 2 See http://www.naplan.edu.au/ and http:// a principal’s responsibility for the a growing focus on the importance www.myschool.edu.au/

What does research tell us about effective strategies? 37 quality of teachers’ work is simply Principals in Australia (AITSL, 2011, p. 2; Darling-Hammond, L., & Baratz- a fact of life. How to achieve Dinham, 2011b). Snowden, J. (Eds.). (2005). A good influence over work settings teacher in every classroom. San Twenty-first century educational leaders (classrooms) in which they rarely Francisco: Jossey-Bass. need to be able to ‘talk the talk’ and participate is a key dilemma. more importantly, ‘walk the walk’ on Day, C., Sammons, P., Hopkins, D., Harris, Robinson, Lloyd & Rowe’s conclusions approaches that place the individual A., Leithwood, K., Qing, G., Brown, E., from their meta-analyses support the student and his or her advancement Ahtaridou, E., & Kington, A. (2009). existence of a disconnect between at the centre of the school. In order The impact of school leadership approaches to leadership and to make best teaching practice on pupil outcomes. Nottingham: approaches to improving student common practice (Dinham, Ingvarson University of Nottingham. outcomes (2008, p. 669): & Kleinhenz, 2008, p. 14), preparation Dinham, S. (1998). Restructuring: The for and the enactment of instructional The loose coupling of school myths, the realities – and survival. The leadership must be congruent with leadership and classroom teaching Practising Administrator, 20(3): 4–5, 51. teachers’ initial and ongoing professional ... is paralleled in the academy by learning to ensure evidence-based, Dinham, S. (2006). Teaching and teacher the separation of most leadership clinical professional practice occurs in education: Some observations, research and researchers from every classroom and for every student. reflections and possible solutions. ED research on teaching and Ventures, 2, 3–20. learning, and by the popularity of leadership theories that have little References Dinham, S. (2007). Leadership for educational content ... Fortunately, AITSL. (2011). National Professional exceptional educational outcomes. the gulf between the two fields Standard for Principals. Melbourne: Teneriffe, Qld: Post Pressed. is beginning to be bridged by AITSL. http://www.aitsl.edu.au/ Dinham, S. (2008). How to get your a resurgence of interest in verve/_resources/ school moving and improving; An instructional leadership and calls ationalProfessionalStandardForPrinci- evidence-based approach. Camberwell, for more focus on the knowledge pals_July25.pdf Victoria: ACER Press. and skills that leaders need to Australian Education Union. (2009). New support teacher learning about Dinham, S. (2011a). Improving the Educators Survey 2008. http://www. how to raise achievement while quality of teaching in Australia. aeufederal.org.au/Publications/2009/ reducing disparity. Education Canada, 51(1), 34–38. Nesurvey08res.pdf accessed June http://www.cea-ace.ca/education- 2012 Conclusion canada/article/improving-quality- Barber, M., & Mourshed, M. (2007). teaching-australia Quality teaching lies at the heart of How the world’s best-performing attempts to raise student outcomes and Dinham, S. (2011b). Pilot study to test school systems come out on top. to close achievement gaps associated the exposure draft of the National McKinsey & Company. www.nctq. with factors such as socio-economic Professional Standard for Principals – org/p/publications/docs/mckinsey_ status, family background, geographic Analysis of Interim Reports. Melbourne: education_report.pdf accessed June isolation, non-English speaking http://www.aitsl.edu.au/verve/_ 2012. background and Aboriginality. resources/PilotStudy_NPSPrincipals. Barber, M., Whelan, F. & Clark, M. (2010). pdf accessed June 2012 Research findings are increasingly Capturing the leadership premium: compelling on the relationship between Dinham, S., Ingvarson, L., & Kleinhenz, How the world’s top school systems instructional leadership, effective E. (2008). Investing in teacher quality: are building leadership capacity for the teaching and student outcomes yet Doing what matters most, in teaching future. McKinsey & Company. http:// much work remains to be done. As talent: The best teachers for Australia’s mckinseyonsociety.com/capturing- teaching becomes more evidence- classrooms. Melbourne: Business the-leadership-premium/ based, clinical and interventionist in Council of Australia. http://www. nature, it is imperative that school Chase, G., & Kane, M. (1983). The bca.com.au/Content/99520.aspx leaders are equipped to guide, support principal as instructional leader: How accessed June 2012 and lead teachers in this process. This much more time before we act? Dinham, S., & Scott, C. (2000). Moving central role is recognised in the recent Denver, CO: Education Commission into the third, outer domain of National Professional Standard for of the States.

Research Conference 2012 38 teacher satisfaction. Journal of Rowe, K. (2003). The importance of Educational Administration, 38(4), teacher quality as a key determinant 379–396. of students’ experiences and outcomes of schooling. Discussion Hallinger, P. (2005). Instructional paper prepared for the Interim leadership and the school principal: Committee of the NSW Institute A passing fancy that refuses to fade of Teachers. Sydney: NSWIT. http:// away. Leadership and Policy in Schools, www.nswteachers.nsw.edu.au/library/ 4(3), 221–239. Rowe.html Harris, A. (Ed.). (2009). Distributed school Scott, C., Kleinhenz, E., Weldon, P., Reid, leadership: Different perspectives. K., & Dinham, S. (2010). Master of Netherlands: Springer Press. Teaching MGSE: Evaluation Report. Hattie, J. (2009). Visible learning synthesis Camberwell, Victoria: Australian of over 800 meta-analyses relating to Council for Educational Research. achievement. London: Routledge. U.S. Department of Education. (2011). Labaree, D. F. (2004). The trouble with Ed Our future, teachers: The Obama schools. New Haven: Yale University administration’s plan for teacher Press. education reform and improvement. MCEETYA. (2008). Melbourne Washington, DC: U.S. Department Declaration on Educational Goals of Education. http://www.ed.gov/ for Young Australians. Canberra: teaching/our-future-our-teachers MCEETYA. http://www.mceetya. accessed June 2012 edu.au/verve/_resources/National_ Wahlstrom, K.,& Louis, K. (2008). How Declaration_on_the_Educational_ teachers experience principal Goals_for_Young_Australians.pdf leadership: the roles of professional Marzano, R., Waters, T. & McNulty, B. community, trust, efficacy, and (2005). School leadership that works: shared responsibility. Educational From research to results. Alexandria, Administration Quarterly, 44(4), VA: ASCD. 458–495. McLean Davies, L., Anderson, M., Deans, Wright, S., Horn, S., & Sanders, W. J., Dinham, S., Griffin, P., Kameniar, B., (1997). Teacher and classroom Page, J., Reid, C., Rickards, F., Tayler, C. ,& context effects on student Tyler, D. Masterly Preparation: Clinical achievement: implications for teacher practice in a graduate pre-service evaluation. Journal of Personnel teacher education program. Journal of Evaluation in Education, 11, 57–67 Education for Teaching [in press]. Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. Robinson, V., & Timperley, H. (2007). The leadership of the improvement of teaching and learning: Lessons from initiatives with positive outcomes for students. Australian Journal of Education, 51(3), 247–62.

What does research tell us about effective strategies? 39 Building professional capability in school improvement

Abstract the assessment tools for teaching and learning. This equates to a rate Building professional capability is of progress 1.85 times greater than fundamental to schooling improvement. usual for students in schools with a No one will argue with this. The reading focus, and 3.2 times the usual arguments start over the answers to the rate for those in writing schools. The following questions: rate of progress for those students • Who within the system should be beginning in the lowest 20 per cent the focus of improvement? was even larger, with an effect size of Helen Timperley 1.13 for reading, and 2.07 for writing • Who should be making the decisions (Timperley, Parr & Meissel, 2010). The University of Auckland, New Zealand about what to do when? These gains equate to progress of 3.2 times the expectation for the lowest Helen Timperley is Professor of Education at • What is the starting point? 20 per cent of students for reading, The University of Auckland in New Zealand. Her • What is important to focus on? early career involved teaching in early childhood, and 6.2 times the expectation of primary and secondary education sectors, which • What is a good design? students for writing. The effect sizes formed the basis of her research program were calculated using Cohen’s d with focusing on making a difference to those student • Where do evidence and Hedge’s correction. Moreover, a follow- outcomes valued by the communities in which accountability fit? they live. A particular research emphasis has up study of a sample of schools in the been on promoting leadership and organisational This paper addresses these questions first cohort found that 14 of the 16 and professional learning in ways that improve through a systematic design for inquiry, participating schools either maintained the educational experience of students currently underachieving in our education systems. learning and action to make a difference the rate of gain or exceeded it with new Professor Timperley has recently completed a to outcomes for student learners. The groups of students (O’Connell, 2009). best evidence synthesis iteration on professional design is based on extensive research Now to the answers to the questions. learning and development that has received into the answers to these questions major international attention. She has published and includes stages of scanning, focusing, widely in international academic journals and has Who should be the focus? written and edited seven books focusing on the developing hunches, learning, taking professional practice implications of her research action and checking. Whether in conference papers, research in her specialty areas. articles, the statements of policy Introduction makers, or interviews with school leaders and teachers, the answer to In this paper I will outline answers this question is nearly always, ‘Everyone from research into schooling but me’. Policy makers see their job as improvement initiatives that have made developing the overall plan for everyone a significant difference to outcomes for else to implement. Once the plan is students. I am drawing on a range of developed, the pieces are put in place, research showing high and sustained such as better assessments of students’ gains for students in primary and achievement (e.g. NAPLAN) or the secondary schools (Lai, McNaughton, introduction of professional standards Timperley & Hsiao, 2009; Timperley & (e.g. AITSL, 2011), in the hope that Parr, 2009; 2010). By way of illustration, those further down the system levels one of the most effective large- take notice and do something different. scale initiatives involved 300 primary Alternatively, it might be researchers schools with approximately 100 who identify problems and solutions schools in each of three cohorts. Each for practitioners. School leaders want cohort showed repeated patterns policies within which they can work, of improvement, particularly for the with the human and material resources lowest achieving students. After taking to do so. If they had those, the problems into account the average expected they experience would disappear. gain, the average effect size for the Teachers come away from professional final cohort as a whole was 0.44 for development sessions wishing that reading and 0.88 for writing using those designing them would make them

Research Conference 2012 40 more applicable to the ever-increasing than a bottom-up approach where the designed to serve. Without this wider challenges they face every day in their system level of focus (e.g. teachers) view, professional learning foci are likely classrooms. decide how they should improve (Rowan to be informed by readily available et al., 2009).The problem with bottom- test scores that do not tell the whole The answer to this question of focus up approaches is that those who want to picture. should, of course, be, ‘Everyone, improve usually do not know how to do including me’. In the successful literacy Scanning helps leaders and teachers so; if so, they would have already taken initiative I referred to above, those identify where they should focus action. I consider both approaches to be involved at all levels of the system their future learning in an evidence- flawed. focused on improving literacy outcomes, informed way, rather than working from then deliberately constructed integrated The approach in which I have been perceptions or assumptions of what and connected inquiry cycles where involved is one that considers the issues might be for learners. The everyone from policy makers to schooling improvement through the process starts to create the motivation students understood the part they lens of designing for inquiry to make a and energy for leaders and teachers to needed to play in the improvement difference (Timperley, Kaser & Halbert, engage further. effort (Timperley & Parr, 2009). unpublished). In this approach, all layers of the system develop inquiry stances Focusing that cross over between layers in ways Who should be making the Scanning will typically identify too many that promote self- and co-regulated decisions? areas to form a manageable schooling learning. They hold each other to improvement focus, so the next circle School improvement efforts are often account for doing their part. Together needs to identify what areas to focus described as ‘top-down’ or ‘bottom-up’. they inquire collaboratively into what on. Focusing makes serious action Top-down involves someone at a higher is happening for those learners for possible. If more than one or two level of the system (e.g. a department whom they have responsibility, identify areas are selected, teachers become leader) deciding what needs to change a focus for improvement and work out overwhelmed with multiple demands and how others lower in the system what is leading to what, decide on the and nothing changes. The focusing need to change it. Top-down approaches professional learning focus, and take question asks, ‘Given the patterns in achieve gains in systems that have steps to change. Most importantly, all are the information from scanning, what a command and control ethos. This responsible for checking if the actions is manageable and is likely to be does not apply to either New Zealand they have taken have made enough of effective in achieving real change?’ An or Australia. Both our systems rely a difference. This inquiry, learning and important part of focusing involves primarily on persuasion with occasional action spiral is illustrated in Figure 1. regulation or legislation. developing clear goals and targets. Goals The spiral can be used at every system and targets that are challenging but However, a top-down approach typically layer from policy makers, to teaching achievable motivate effort. achieves slightly more effective results professionals, to the learners themselves. In order to illustrate what it means in Developing a hunch practice, I will describe it from a school Phases often run into one another and Have we made enough of leader’s perspective in some detail. a difference? the circles should not be taken as lock- CHECKING This illustration is followed by a brief step stages. Evidence from one informs summary of how it can be applied to a What’s the next. Surprises are inevitable and in going on for student learner. our learners? many ways hunches about what might What SCANNING will we do differently? What does be leading to what occur throughout. our focus TAKING need to be? Scanning ACTION Hunches guide scanning. They guide FOCUSING HOW DO WE KNOW? At a school leadership level, scanning focusing. They also guide future action WHY DOES THIS MATTER? requires the gathering of evidence which is why there is a specific phase across a number of important areas of for developing hunches to answer

What do we need to learn outcomes that are valued for learners. the question ‘What is leading to this and how can we What is learn it? leading to this Scanning is important because it helps situation?’ LEARNING situation? DEVELOPING leaders and teachers to get a handle A HUNCH Before rushing into decisions about on the health of the school from the an initiative or intervention, it is perspective of those the system is Figure 1: Inquiry, learning and action spiral important to take time to identify

What does research tell us about effective strategies? 41 what sits underneath the information Taking action improve, others don’t. The outcomes of from scanning and focusing so the the checking process leads to the next In reality, if the earlier phase of learning intervention of choice addresses the phase of the spiral. is undertaken over the extended length deeper issues. If NAPLAN literacy of time usually needed, then taking drops off at secondary school level, action is an integral part of learning. An inquiry, learning and action for example, there are many possible Asking ‘What will we do differently?’ is spiral for learners explanations. Two alternatives to built into all learning engagements. If explore might be: Are primary schools Schooling improvement initiatives are earlier phases have identified an area teaching literacy in ways that adequately designed to benefit learners. If they of focus that teachers care about, then prepare students for the demands of are not resulting in fairly immediate leaders will have difficulty stopping them subject-specific literacy at secondary benefit, then they need to be re- doing something different. Teachers learn school? Alternatively, do secondary designed. Recent research on formative as much through supported trialling of teachers expect their learners to read assessment (Wiliam, 2010) shows that new ideas in practice as they do from and write intellectually demanding substantial benefit can be gained by more formal professional development. material so the learners have sufficient involving learners directly in identifying What is important is that the trialling is opportunities to improve their literacy? what is going on for them (scanning informed by a deep understanding of The answers to these questions lead to and focusing), and for them to take why new practices are more effective very different interventions. greater control of their own learning than what they did before. (developing hunches, learning etc). We referred to this process as one of However, it is important for leaders The voice of learners needs to be ‘developing a hunch’ because it is rare to check that something different heard throughout the spiral, to help to be able to identify definitive causes. is happening in classrooms because schools and systems sharpen their Education is more complex than this. assumptions can be inaccurate. Under understanding about what is going on, However, hunches can be discussed, these circumstances, inquiry becomes what areas are likely to be of greatest unpacked and tested in ways that can an end in itself, rather than inquiry for benefit, and what improvements have lead to more sophisticated hunches. improving outcomes for learners. We resulted. have called this spiral one of inquiry, Learning The cycle can also refer to an learning and action for good reason. individual learner. A student in a The learning phase asks ‘What do mathematics class, for example, is we need to learn and how can we Checking constantly scanning across social, learn it?” When hunches are seriously The whole purpose for designing emotional and learning areas. They investigated with those who need inquiry is to make a substantive make very active decisions about to change their practice to make a difference to outcomes that are valued what they will focus on and develop difference, the purpose and focus of for learners. The checking question asks, hunches about what is leading to what learning becomes obvious. Typically, ‘Have we made enough of a difference?’ and what they need to learn. As any there is no need to ‘sell’ it to students, What constitutes enough needs to be secondary teacher will attest, these teachers, or leaders because the decided in the early phases and focus decisions do not always promote their purpose is clear and learning is designed on tough challenges, not just the easy intellectual or academic engagement. to solve a particular issue they have ones. identified in the earlier phases. Engaging in the inquiry spiral promotes Change does not always equal self- and co-regulated learning and Learning new knowledge and skills is improvement. Educational issues are self-control. The importance of these fundamental to creating the kinds of complex and no one’s best efforts to processes in influencing academic change needed to make a difference do something about them are uniformly outcomes is now well documented to the educational experiences of successful. If they were, we would not (Lucas & Claxton, 2010; Aamodt & young people. If teachers already knew have the persistent challenges of quality Wong, 2011). By providing learners how to make the needed changes, and equity pervading our education with a structure and working with they would be doing so. Changing systems. It is only though careful them to engage in a systematic spiral in deeply informed ways takes time, checking that the effectiveness of efforts of inquiry, their decision-making must be challenging and take place in a to make enough of a difference to processes are more explicit, and can supportive environment. learner outcomes can be determined. be weighed up for the positive and Usually success is mixed. Some things negative outcomes.

Research Conference 2012 42 The remaining questions Aamodt, S., & Wong, S. (2011). Welcome Timperley, H., Parr, J., & Meissel, C. to your child’s brain: From utero to uni. (2010). Making a difference to student The remaining questions posed as Oxford: One World. achievement in literacy: Final Research points of argument at the beginning Report on the Literacy Professional of this paper are largely taken care Fullan, M. (2011). Choosing the wrong Development Project. Report to of through the inquiry, learning and drivers for whole system reform. Learning Media, Wellington. action spiral. The starting point is Seminar Series Paper No. 204. scanning. This enables those involved Centre for Strategic Education. Wiliam, D. (2010). The role of formative assessment in effective learning to identify possible high leverage, but Lai, M., McNaughton, S., Timperley, environments. In H. Dumont, D. manageable change possibilities. H., & Hsiao, S. (2009). Sustaining Istance, & F. Benavides. The Nature of The question not addressed is: ‘Where continued aAcceleration in reading Learning. OECD. does evidence and accountability comprehension achievement fit?’ The importance of evidence is following an intervention. Educational reflected in the ‘How do we know?’ Assessment, Evaluation and question in the centre of the spiral. It Accountability, 1(1), 81–100. applies to all phases. Without carefully Lucas, W., & Claxton, G. (2010). New designed and collected evidence, the kinds of smart. Berkshire, England: spiral can become the worst of the Open University Press. reflection processes that have no impact on outcomes for learners. In O’Connell, P. (2009). Is sustainability of the scanning, focusing and checking schooling improvement an article phases, evidence is focused on what of faith or can it be deliberately is happening for learners. In the crafted? Unpublished PhD thesis, The developing a hunch, learning and taking University of Auckland. action phases, evidence about learners Rowan, B., Correnti, R., Miller, R., is combined with evidence about & Camburn, E. (2009). School professional practice and from research Improvement by Design. Consortium about what is most likely to work for Policy Research in Education. under particular circumstances. www.cpre.org. Accountability should be focused on Timperley, H., Kaser, L., & Halbert, building widespread capability (Fullan, J. (unpublished). Designing for 2011) at all levels and enough to be Professional Inquiry. making a difference. Each level of the system needs to be accountable to Timperley, H.S. (2011a). Realizing the other levels for systematically learning power of professional learning. London: how to make a difference. No one Open University Press. should be exempt from accountability Timperley, H.S. (2011b). Knowledge and in public education systems or it would the leadership of learning. Leadership be a case of anything goes. To achieve and Policy in Schools. 10, 1–26. the systems lift, however, accountability must be framed in terms of building Timperley, H. S. & Parr, J. M. (2009). professional capability in schooling Chain of influence from policy improvement. to practice in the New Zealand Literacy Strategy. Research Papers in References Education, 24(2), 135–154, 2009. Australian Institute for Teaching and Timperley, H. S. & Parr, J. M. (2005). School Leadership. (2011). National Theory competition and the process Professional Standards for Teachers. of change. Journal of Educational Melbourne: Author. Change, 6(3), 227–252.

What does research tell us about effective strategies? 43 Using data to drive school improvement

Abstract Sharing large-scale assessment data use by professional educators at Driving school improvement or doing classroom level, school level and system the work of the devil? Controversy level can support improving student continues to surround national student learning outcomes. However, although assessment in Australia. However, assessment data have been available to I argue in this paper that testing is schools for more than a decade, the neither good nor bad: the devil lies uptake of applications has not been in what people – teachers, school, as swift, and researchers worldwide Helen Wildy systems and even parents – do about are investigating the challenges facing the tests and the data they generate. educators. For example, international University of The paper reports a small study of research groups, such as the ICSEI the experiences of principals, teachers Data Use Network led by Schildkamp Dr Helen Wildy is Professor and Dean of the and curriculum consultants in one and colleagues at the University of Faculty of Education at The University of Western educational authority, all of whom have Australia. Formerly a Mathematics teacher, she Twente, share research findings among has taught in government and independent engaged with large-scale assessment researchers in settings as diverse as schools in Western Australia and Victoria. She data for the past eight years. Narrative the Netherlands, Belgium, Germany, currently conducts research and supervises accounts are used to describe the United Kingdom, Denmark, Cyprus, doctoral and Masters students in a range of how responsibility for interrogating, leadership and school improvement topics. Slovenia, Canada, New Zealand, the Professor Wildy has been chief investigator or interpreting and applying data has United States of America, Australia, co-chief investigator in research projects worth gradually shifted from an external top- and Trinidad (http://www. more than $4 m since 2000. Her academic down approach to an internal bottom- icsei.net/index.php?id=1302). During papers are published widely in refereed national up model in a planned, sustained and and international journals. For the past nine this network’s 2012 meeting in Sweden, years she has worked with school sectors in centrally supported manner during that papers were clustered into themes Western Australia on projects to present national time. Applying lessons learned from such as: Data use across educational assessment data in formats that are accessible international research, this educational levels – The interplay between system, to school leaders and teachers. Professor Wildy authority embraced assessment data is Director of Performance Indicators for Primary city, school and class level; Data use Schools (PIPS) Australia, a literacy and numeracy as the medium to drive change and by school leaders and teachers: From assessment program for students entering school, to lift expectations about students’ describing and explaining to impact; and used by over 800 schools in all Australian states learning. With persistence, patience and territories. Using data for improving school and and a modicum of pressure, principals, student performance. curriculum leaders and teachers are responding positively and with general This paper presents ways large-scale optimism. assessment data are used by teachers, principals and education authorities Introduction to improve student learning. Large- scale assessment data referred to here Driving school improvement or doing are derived from Western Australian the work of the devil? There is no Literacy and Numeracy Assessments doubt that controversy continues to (WALNA), NAPLAN, Performance surround large-scale student assessment Indicators for Primary Schools Baseline in Australia. In Western Australia, in Assessment (PIPS-BLA), and exit the days leading up to the mid-May assessments from Tertiary Entrance NAPLAN tests the media once again Examinations (TEE), now known as sought to arouse the debate, despite the Western Australian Certificate of more than a decade of population Education (WACE). testing of literacy and numeracy. However, I argue in this paper that Background literature testing is neither good nor bad; the devil lies in what people – teachers, school, For at least a decade, educators have systems and even parents – do about recognised that assessment data the tests and the data that they generate. can stimulate changes to generate improved learning (Aldersebaes, Potter

Research Conference 2012 44 & Hamilton, 2000). Indeed, a hallmark collaboration, they report, reduces the and education authority ‘consultants’ of successful schools today is the extent isolation of teachers and enhances from a cross-section of regions of to which their principals and leaders professional growth. Collaboration the Catholic Education Office of WA are engaged with assessment data to around data may impact positively on (CEOWA). Participants were selected identify where their students are doing schools and students, through increasing by the CEOWA’s senior consultant, to well and where improvements are teachers’ knowledge about teaching, provide robust and varied examples of needed (Rothman, 2000). Data abounds, strengthening connections with other data use. During interviews participants so the question is not whether to educators and generating discussion on were invited to describe the ways access data but how to integrate data in school-wide issues. they used large-scale assessment data decision making (Protheroe, 2009). to improve student learning. They However, the use of data to drive were asked to demonstrate their Davenport and Prusak (1998) school improvement is far from being analyses, plans, strategies, and reviews distinguish between data as ‘discrete, embedded in the routines of schools. of subsequent student achievement. objective facts and events’ (p. 2), and For example, Shen and Cooley (2008) Interviews lasting about one hour were information which is the outcome found that some principals do not conducted in May 2012 in the school/ of contexualising, categorising and use data for decision making because office setting and ranged over topics connecting data. This distinction they lack confidence in interpreting that were brought up by participants between data and information is critical, data. When they do use data, to supplement the semi-structured because while schools increasingly have according to these researchers, it is interview schedule. access to large-scale data sets, it is the more likely to be used for marketing, decisions based on that information that promotion and reputational benefits guide strategies to improve learning. to attract enrolments and greater Data Critical to becoming assessment- funding, rather than for learning Interview data were conceptualised literate (Stiggins, 2001) is the capacity and school improvement. Further, thematically and reconstructed into a to gather dependable data coupled teachers sometimes disassociate set of narrative accounts. Two of the with the skills to analyse them and link their own performance from the narratives are included in this paper. that information to classroom practice. performance of their students and at The first narrative provides an account Dedicated time that is embedded in the times leaders neither systematically of the shift in responsibility for data timetable together with well developed analyse assessment data nor apply use, from principal through curriculum skills of collaboration are also key their information to review school leaders to whole staff, described by one ingredients (Cromey & Hanson, 2000). performance or to set priorities of the 15 CEOWA consultants. (Schildkamp & Kuiper, 2010). However, In their review of literature about the Australian research team led by Using data system-wide data-informed curriculum reform, Dempster reporting on their Principals Schildkamp and Kuiper (2010) identify Since 2004 we have adopted a as Literacy Leaders (PALL) Pilot project ways in which data are used by system-wide approach to using (2012) comment on the positive teachers: to move students between assessment data for school impact on student literacy learning of groups, to evaluate the impact of improvement. Responsibility for dedicated time, uniform assessment interventions, to shape professional interrogating, interpreting and across the school, collaborative development, to reflect on teaching applying data has gradually shifted planning and a holistic approach to practice and to support conversations from an external top down professional development. Building on with parents. Teachers sometimes use approach to an internal bottom earlier work (Wildy, 2004, 2009), this assessment data to encourage students up model in a planned, sustained paper reports a study of data use by to take ownership of their learning and centrally supported manner. teachers, school leaders and system- (Wayman & Stringfield, 2006). Leaders level personnel to drive improvement in Initially, schools’ Western use data, too, to identify school-wide student achievement in one educational Australian Literacy and Numeracy strengths and weaknesses, and to set authority in Western Australia. Assessment (WALNA) data from priorities, as well as to meet externally 2001 onwards were presented by imposed accountabilities. Schildkamp university researchers in accessible and Kuiper (2010) found evidence Method formats. The researchers designed that data use increases if teachers Data were collected from teachers and a program called NuLitdata devote frequent and substantial time principals (3 metropolitan, 2 rural; 3 showing school means over to reviewing data and planning. Such primary schools, 2 secondary schools),

What does research tell us about effective strategies? 45 time, box and whisker plots of year, aligning that with strategies learning (CPLs) to run the PLCs distributions, individual students’ and resources, and defining to focus their work and target progress and schools’ means as what would count as success in their achievements. PLCs vary value added residuals. Every year making progress. By this phase across schools but generally last principals and curriculum leaders Year 12 TEE/WACE data from one hour, after school, and are participated in workshops before Mathematics, English and Science attended by all staff including the receiving their schools’ data disks subjects were included in the principal. But they are run by the for that year. software, with links to relevant CPL or, at their best, by teachers Year 9 data. who take turns as leaders. Increasingly, curriculum consultants were appointed by the CEOWA, In the last phase, CPLs carry out At the heart of the PLC is with responsibility for a group the interrogation, interpretation professional reading. An article, of schools to work one-to-one and priority setting with their such as Teaching students Math with principals, to ensure that staff. The transition to this final problem-solving through graphic data were interrogated rigorously phase involves mentoring of representations, is selected to and interpreted correctly. By this CPLs by the consultants as they fit with the priority area (for phase the workshops conducted prepare for their work with example, problem solving in by the university researchers whole school staff. During the Mathematics, middle primary had shifted in focus from data handover, the consultant and CPL years). The article is circulated interpretation to linking data co-present the planning workshop in advance with a structured to school planning and priority for the whole staff. By this final response protocol, such as setting and NAPLAN data and phase, schools examine their Brainstorm and Vote or Four A’s PIPS-BLA data were included in 2001–2012 performance through Text Protocol. During the PLC, a NAPNuLitdata disks. Workshops interrogation of PIPS (prior to strategy such as jigsaw is used to for consultants were conducted Year 1), through Years 3, 5, 7, 9 facilitate sharing of responses to by the researchers. WALNA/NAPLAN, to Year 12 the reading. As a whole group, TEE/WACE data, through a new implications for practice are The next phase involved online program, Appraise. drawn together and linked to a consultants working closely with small piece of action research, for the Associate Principals and The university researchers’ role example, or a further reading. coordinators of professional was to educate system executives, learning (CPLs) in each of their principals and consultants. The agenda for a PLC would schools. By this phase, principals Consultants now support school- normally include these items: were expected to be skilled based leaders by mentoring and a review of notes about the and the aim was to deepen the then letting go. Now each school previous PLC; a small group school-level capacity. Consultants’ staff interrogates and interprets activity based on the set reading work included linking data to its data and plans its school and an articulated outcome; current initiatives and making plans improvement. sharing of a teaching strategy; and for the next year. exploration of data. One example The second narrative, from the of exploring data is moderation By now consultants had gained perspective of another of the CEOWA of work samples. This is done in credibility among their schools consultants, describes the process within clusters of teachers according to and were confident to share their CEOWA schools during which whole level, with the aim of developing skills with the school CPLs. They school staffs engage with data to set a shared understanding of what conducted workshops with the their priorities. counts as high, medium and low whole school staff, interrogating quality outcomes from students data, delving deeply, identifying Professional Learning Communities across all subjects and across all strengths and challenges and Professional Learning year groups. A group examining setting priorities for the following Communities (PLCs), now Year 2 and Year 3 work samples year. Most importantly, the a mandated feature of each might be joined by teachers of collaborative process shared CEOWA school, drive school Year 1 and Year 4 to provide responsibility among the staff for improvement. Consultants help continuity of experience and articulating the focus for the next coordinators of professional standards.

Research Conference 2012 46 The most important sessions are of data that are systematically collected, Protheroe, N. (2009). Improving teaching those that examine the large-scale linked over time, presented in accessible and learning with data-based decisions: data in preparation for setting the formats, and relevant to their everyday Asking the right questions and acting priority for the next year. With the work. With extensive support from on the answers. Accessed online 22 support of the consultant, the CPL credible curriculum consultants, whose May 2012: www.ers.org/spectrum/ presents trends over time across expertise they respect, teachers in these sum01a.htm all subjects, and on the basis of schools are routinely engaging in talk Rothman, R. (2000). Bringing all students the overview and in reference to about their teaching (Warren-Little, to high standards: Report on National previous choice of focus, a broad 1982), using data to focus on what is Education Goals Panel Field Hearings. area is identified. Then the data are done well and what can be improved. Washington, DC: National Education scrutinised in increasing depth to They spend regular time together to Goals Panel. identify the particular aspect of the challenge assumptions about how well area. For example, the distributions their students are achieving. Instead Schildkamp, K., & Kuiper, W. (2010). Data- are examined for weak and of stating: ‘That is all we can expect informed curriculum reform: Which strong subgroups’ or individuals’ from students like ours’, principals and data, what purposes, and promoting performance; individual items are teachers set high expectations and ask and hindering factors. Teaching and reviewed to identify strengths and each other: ‘Is this all we can expect Teacher Education, 26(3), 482–496. gaps. Then information about the from our students?’ (Wildy & Clarke, Shen, J., & Cooley, V. (2008). Critical issues current year’s data is examined in 2012). Senior personnel in this education in using data for decision-making. relation to data from earlier years. authority would not claim that every International Journal of Leadership in The CPL collates the findings school is using their data to drive school Education, 11(3) 319–329. from this session and presents improvement. Indeed, they would argue them to the next PLC. Teachers that the journey for some schools is only Stiggins, R. J. (2001). Student-Involved are encouraged to bring relevant beginning. However, it is clear that the Classroom Assessment. 3rd ed. Upper school-based data to support journey is considered worth undertaking. Saddle River, NJ: Prentice-Hall, Inc. or challenge the findings during Warren-Little, J. (1982). Norms of subsequent PLCs. In this iterative References collegiality and experimentation: manner, analyses are honed, and Aldersebaes, I., Potter, J., & Hamilton, Workplace conditions of school skills are developed. And the M. (2000). Programs don’t—people success. American Educational priority for the next year is set. do: Insights into schoolwide change. Research Journal, 19(3), 325–340. Taken together these two narratives Portland, OR: Northwest Regional Wayman, J., & Stringfield, S. (2006). Data give an overview of the general Educational Laboratory. use for school improvement. American approach to data use by the CEOWA Cromey, A., & Hanson, M. (2000). Journal of Education, 112(4), 549–571. since 2004. Other narratives not An exploratory analysis of school- included in this paper demonstrate data Wildy, H. (2004). The Data Club: Helping based student assessment systems. use to inform decisions about streaming; schools use accountability data. In Naperville, IL: North Central Regional use of school-wide data other than Wilson, M. (Ed.). Towards coherence Education Laboratory. Online: www. NAPLAN; use of large-scale data to between classroom assessment and ncrel.org/re/eval/mi/analysis.htm. track individual student progress in accountability (pp. 155–168). 103rd a very small rural school; integrating Dempster, N., Konza, D., Robson, G., Yearbook of the National Society primary and secondary data; use of Gaffney, M., Lock, G., & McKennarley, for the Study of Education, Part II. PIPS-BLA data to stimulate pedagogical K. (2012). Principals as Literacy leaders: Chicago, Il: University of Chicago change in the early years; and Confident, credible, and connected. Press. supporting teachers in widely dispersed Research findings from the Principals Wildy, H. (2009). Making local meaning rural settings. as Literacy leaders (PALL) Pilot project. from national assessment data. Kingston: Australian Primary Principals Professional Educator, 8(3), 32–35. Conclusion Association. Wildy, H., & Clarke, S. (2012). Leading a Participants in this study do not think Davenport, T., & Prusak, L. (1998). small remote school: In the face of a they are doing the work of the devil. Working knowledge. Boston: Harvard culture of acceptance. Education 3–13 To a person, they are embracing the Business School. Special Edition, 40(1), 1–12. opportunities afforded by large amounts

What does research tell us about effective strategies? 47 Effective strategies for implementing differentiated instruction

Abstract students can have access to the most appropriate learning opportunities The need for modified curriculum commensurate with their capacity to provision for exceptional learners has learn. It involves matching students’ long been recognised. This requires the approach to learning with the most differentiation of regular curriculum. For appropriate pedagogy, curriculum those exceptional learners who have goals and opportunities for displaying learning difficulties, this differentiation is knowledge gained (Anderson, 2007; increasingly seen as the responsibility of Ellis, Gable, Gregg, & Rock, 2008). This John Munro classroom teachers. For those students requires the differentiation of regular who are gifted and talented, on the curriculum. University of Melbourne, Vic. other hand, the differentiation has been implemented in alternative ways. Differentiation is increasingly recognised Dr John Munro is Head of Studies in Exceptional as a means for meeting the individual Learning and Gifted in the Graduate School of Experts in the provision of education needs of all students and particularly Education at the University of Melbourne. He for gifted and talented students attribute for those who have exceptional is a trained primary and secondary teacher and this lack of regular classroom teacher a registered psychologist. His research interests, learning profiles. For those exceptional teaching and publications are in the areas of involvement to various reasons. One learners who have learning difficulties, literacy learning and learning difficulties, maths is the relevant professional knowledge this differentiation is increasingly seen learning disabilities, gifted learning, learning of the teacher. This includes an as the responsibility of classroom internationally, professional learning and school understanding of gifted knowledge and improvement. His most recent books include teachers. One form of differentiation Teaching oral language and Powerful Learning – A thinking and the ability to integrate used to cater for literacy and numeracy strategy for system reform. He is a consultant this with modifications to the regular underachievement is the Response to to several Victorian and national school curriculum. Intervention approach. This approach improvement projects. This paper on successful differentiation uses students’ capacity to benefit from Dr Munro was elected a Life Member of Learning the instruction provided to infer their Disabilities Australia and an Honorary Fellow of examines how the model of the gifted the Australian Council for Educational Leaders. and talented learner as an expert approach to learning and to differentiate He is a past president of the Australian Remedial knower and thinker can be used to subsequent teaching to take account of Education Association and chair of the College of differentiate the regular curriculum. It this (Vellutino, Scanlon, Small, & Fanuele, Educational and Developmental Psychologists. reviews the novice to expert knower 2006). Three levels or tiers of teaching Dr. Munro’s experience in curriculum transition in terms of its implications differentiations are usually implemented: development includes the VELS English syllabus, for teaching and uses the model to modification to classroom-based the Language Disorders Program and the support materials for dyslexia and other learning difficulties recommend strategies for identifying teaching (Tier 1); focused small group for DEECD and the Critical and creative thinking gifted and talented knowers in terms interventions (Tier 2); and more component for the Australian Curriculum. He of their entry level understanding of a intensive intervention comprising 1:1 has worked extensively in the International topic. tutoring (Tier 3) (Wanzek & Vaughn, Baccalaureate programme, particularly for the 2011). The tier in which an exceptional Extended Essay and the Theory of Knowledge The model has helped teachers to and was an international consultant to the student is located is determined by their Primary Years Program. infer how gifted and talented students knowledge, which includes their ways of might understand regular topics on the thinking and learning. curriculum. This professional knowledge assists teachers in turn to identify Differentiation for gifted and various types of gifted interpretations, talented learners to evaluate these in terms of the assessment criteria for the regular The need for modified curriculum curriculum. provision for gifted and talented learners has long been acknowledged. Introduction For these students, however, the differentiation has been implemented in Differentiating instruction involves alternative ways that are more removed responding constructively to what from the responsibility of the regular students know. It means providing multiple learning pathways so that

Research Conference 2012 48 classroom teacher1. Colangelo, Assouline examinations (credit by examination). and fluency outcomes (Reis, Eckert, and Gross (2004) exemplify this in their McCoach, Jacobs, & Coyne, 2007; Reis, This set of options focuses on report A Nation Deceived: How Schools Eckert, McCoach, Jacobs, & Coyne, accelerating the gifted students through Hold Back America’s Brightest Students 2008) by gifted students. This extends the curriculum, both through grade (Volumes I and II). The report describes to involvement in an online enrichment placement and curriculum modification 18 main ways in which this can be done. program (Field, 2009). Provision of as a prime means of providing access For this paper these have been grouped differentiated instruction in parallel to differentiated learning experiences. as follows: with a student grouping strategy that They have been associated with higher allows gifted students with like thinking 1 being located in the classes of achievement for gifted and talented peers flexible movement in and out chronologically older students, for learners (Colangelo, Assouline & of grouping patterns (instructional example, through early entry to Gross, 2004; Field, 2009; Gavin, Casa, grouping) has been associated with , primary, secondary Adelson, Carroll, Sheffield, & Spinelli, increased achievement for gifted or tertiary education, grade- 2007; Gentry & Owen, 1999; Gubbins, students (Gentry & Owen, 1999; Kulik, skipping, subject acceleration/partial Housand, Oliver, Schader & De Wet, 1992; Kulik & Kulik, 1997; Tieso, 2005). acceleration 2007; Reis, Westberg, Kulikowich, & Ability grouping without differentiation Purcell, 2007; Tieso, 2005). 2 continuous progress at the gifted has little or no influence on student students rate of learning, both where outcomes (Kulik, 1992; Tieso, 2005 ). Differentiation for gifted this is controlled by the teacher Curriculum compacting, implemented and by the student (self-paced learners in the regular by eliminating content already learnt by instruction) classroom gifted and talented students followed by the enriched learning opportunities 3 curriculum compacting; the gifted Evidence supporting enrichment in the such as self-selected independent study students curriculum is modified, for regular classroom resulted in higher or similar achievement example, to include less introductory scores (Reis et al., 1998). activity, drill, and practice or bigger The focus of differentiation in this paper increments in learning compared to is on appropriate teaching for gifted Availability of information about the curriculum students in regular, heterogeneous, mixed ability classrooms. This can implemented differentiation 4 telescoping the curriculum; the gifted in various ways and has been shown to Teachers and schools also have access student is taught at a faster rate than be effective (Rock, Gregg, Ellis, & Gable, to information about how to implement peers and is placed in a higher grade 2008). The use of more challenging differentiation procedures. Tomlinson 5 mentoring mathematics curriculum with gifted and Strickland (2005), for example, third to fifth graders was associated note that teachers usually differentiate 6 extra-curricular programs and with gains in maths outcomes over a the teaching by modifying one or more correspondence courses three-year period (Gavin et al., 2007). of the following: what students learn 7 advanced credit is provided; the The use of advanced content across the (the content), how they will learn it gifted students’ advanced knowledge content areas in intact classrooms was (the process), and how they will show is credentialed in various ways, linked with higher outcomes by gifted what they have learnt (the product). for example, the subjects studied students (VanTassel-Baska, Zuo, Avery, To do this, educators (e.g., Anderson, at one level receive credit for a & Little, 2002). VanTassel-Baska and 2007; Rock et al., 2008; Tomlinson, corresponding subject at a higher colleagues observed higher outcomes 2000) recommend that teachers level, the student studies subjects at for the students using this content in give consideration to the knowledge, an earlier age (advanced placement) language arts, critical reading, persuasive interests and abilities students bring to or receives advanced credit by writing and scientific research design a learning context, the key or essential completing successfully the relevant skills. Similar findings have been reported ideas and skills of the content area, assessment requirements such as for high-ability primary level students how the students will be grouped or learning social studies (Little, Feng, organised for learning (flexible grouping VanTassel-Baska, Rogers, & Avery, 2007). according to common interests, topic 1 In the present context of gifted and talented Provision of enriched and accelerated or ability) and the important features learning, the regular classroom is the context reading instruction has been associated of the assessment procedures used in which the student is located with broadly with higher reading comprehension (these features often include ongoing same chronological aged peers.

What does research tell us about effective strategies? 49 and meaningful assessments that are received no differentiated reading 8 lack the relevant pedagogical integrated with the teaching). As well, instruction. They were not exposed knowledge and teaching skills for teachers and schools are encouraged to appropriately challenging books or gifted and talented students. to evaluate regularly the differentiated more challenging learning tasks. Reis Underpinning these reasons is a lack provision and make necessary and Renzulli(2010) commenting on of relevant professional knowledge in modifications to the content, process gifted education provision in the United schools (Munro, 2011; 2012): and products. States of America, note that gifted and talented students have access to less 9 teachers knowledge of either or both The practice of differentiation in rigorous curricula and are less likely to gifted learning and the associated regular classrooms is infrequent be challenged, especially in elementary pedagogy and relevant curriculum and middle school. Given its reported success as a 10 leadership knowledge about how to reasonable solution for accommodating provide leadership in the effective Reasons for the lack of differentiation the learning profiles of gifted and provision of education for gifted and talented students, implementing VanTassel-Baska and Stambaugh (2005) talented students. appropriate teaching for gifted students identify a number of reasons for the lack The influence of insufficient in regular classrooms, the practice of of differentiaition – teachers: professional knowledge for gifted differentiation in regular classrooms has, 1 lack the content knowledge education provision can be reduced in practice, been largely unsuccessful necessary to extend and differentiate to some extent if teachers use familiar (Hertberg-Davis, 2009). It should the typical curriculum content areas curriculum pathways and tools for be noted at the outset that some to cater for gifted and talented describing students content knowledge educators equate this with enrichment students at any point and for planning their and contrast it with acceleration as teaching (Munro, 2010). In this context follows: enrichment refers to the 2 lack the classroom management skills it is easier for teachers to: increased depth of study of a particular necessary to support differentiated topic, while acceleration refers to teaching 1 identify more cognitively complex speeding up the instruction. As well, the knowledge and understanding in 3 lack the beliefs needed to implement quality of the learning experiences used the broad topic areas with which differentiated teaching, such as the for enrichment has been questioned. the teachers are familiar and to belief that students differ in how While some see enrichment and generate and challenges and enquiry they learn, that students can acquire acceleration as mutually exclusive to stimulate students’ knowledge; the knowledge that is not understood by alternatives, others see them as teachers need only think about one the teacher complementary. It is obviously possible topic at a time that a student involved in an enrichment 4 do not know how to accommodate 2 observe gifted and talented learning activity could develop the same the approaches to learning by gifted and thinking as they observe understanding of a topic as a student students who are from different these students learning the topics who had been accelerated to a higher cultural groups (ethnic, social) or at a higher, more complex and grade level. who are also underachievers sophisticated level on the knowledge Evidence of lack of differentiation for 5 find it hard to locate and use pathway. The teachers have a familiar gifted and talented students in regular effectively a range of resources that measuring stick for observing gifted classrooms is readily available. Reis et would facilitate teaching the gifted students learning al. (2004), for example, monitored the and talented students 3 generate challenges and enquiry to extent to which third- and seventh- 6 do not have the planning time need stimulate students’ knowledge; the grade talented readers (students to adjust the curriculum for the gifted teachers need take account of only reading at least two grades above and talented students one topic at a time their chronological grade placement with advanced language skills and 7 are not supported or encouraged 4 see gifted learning and thinking; it advanced processing capabilities by the school leadership to value will be more obvious that some in reading) received differentiated and guide the implementation of students learn and understand reading curriculum and/or instructional differentiated strategies for gifted topics at a higher, more complex and strategies. They found that the talented learners sophisticated level on the knowledge readers in 75 per cent of the classrooms pathway.

Research Conference 2012 50 In other words, the regular curriculum construct an understanding of regular are multiple types of gifted knowing and gives teachers a familiar measuring stick curriculum topics. thinking, for example, school house and for observing gifted students’ learning creative giftedness. The conceptualisation The approach taken in this paper (Munro, 2010). of expert knowledge and performance identifies similarities between expert proposed by some researchers means and gifted understanding. Both have A strategy for building teacher that gifted learners are more likely more elaborated and differentiated knowledge about how to differentiate than experts to impose their unique conceptual networks than their non- subjective patterns and order on The present paper describes an gifted or non-expert peers (Munro, information rather than use the taught approach to differentiation that 2011, 2012). These allow them to patterns. Gifted thinkers are more likely synthesises a knowledge of how gifted interpret new information very rapidly to recognise or frame up intellectual and talented students learn with the and more broadly and deeply and look challenges or questions in a broad-based regular school curriculum. for and analyse big picture patterns way and to generate and use more and rules in information. Both experts Teachers can differentiate their teaching complex and differentiated links between and gifted knowers retain knowledge more effectively when they: (1) concepts to form more complex in which they are gifted/expert more understand how these students learn relationships. They are also more likely efficiently in working memory. They and think; (2) know a range of teaching transfer and apply their knowledge can also use their conceptual networks options for differentiating their teaching; across content area boundaries, and more automatically. They can see more (3) can apply the differentiated teaching make unusual and far links and generate under the surface general relationships to topics in their classroom; (4) have outcomes that are creative and novel. and principles than novices, infer more the appropriate motivation orientation; Their understanding of a topic often has broadly when monitoring various effects and (5) can read the culture and climate the characteristics of an intuitive and and the implications of their decisions in their school and classroom in terms personal semantic theory in the sense and actions. They can learn a topic by of this differentiation (Munro, 2010; described by Schwitzgebel (1999). linking simultaneously several aspects 2011; 2012). at a time, rather than working on one Further, while gifted understanding may The expert knower as a guiding model aspect in a sequential way. This allows develop through the same phases as the them to categorise and classify issues and trend from novice to expert knowing, This paper used the model of the problems more efficiently and completely. the current approach proposes that gifted and talented learner as an expert gifted thinking allows individuals to The differences between novice and knower and thinker to differentiate the achieve the transitions more rapidly and expert knowing were examined from a regular curriculum. Drawing on models in a self-initiated and focused way. While slightly different perspective by Bransford of expert knowledge and performance non-gifted learners need substantial and colleagues (Bransford, Sherwood, (Ericsson & Lehmann, 1996; Ericsson, deliberate practice to achieve expert Vye, & Rieser, 1986; Bransford & Stein, Patel, & Kintsch, 2000; Farrington-Darby knowledge, it is proposed that by virtue 1984). They asked the question: What & Wilson, 2006), various researchers of their broad-based thinking ability, the are the characteristics of novice learners including Ericsson and colleagues gifted learners need much less practice. (Ericsson, Nandagopa & Roring, 2005, who are more likely to understand a 2007; Shavinina, 2007; Sternberg, topic in an expert way? They observed This leads to another difference. Some 2005) have proposed the use of the that the more skilled learners were areas or domains of expertise require expert performance framework as a more able to manage and direct their the use of automatised motor behaviour conceptual model for describing gifted learning activity in a range of ways, for patterns that allow experts to do their knowing and thinking. example, to use learning strategies knowledge, that is, they have the motor selectively according to specific learning or action skills and tools to show their This perspective provides a means for demands at any time, that is a range of expertise. Gifted students may know or unpacking and analysing how gifted metacognitive skills. understand an idea but lack the skill to and talented students know and learn actually do it. They link ideas in expert- The present approach also recognises (Munro, 2010). By identifying the like knowledge forms that generate limitations of the expert performance thinking that underpins the knowledge easily possibilities and questions but lack model for gifted learning. There are transformation for the novice to the technical skills and the ability to use multiple ways in which individuals can be expert knower transition, it is possible them to generate expert outcomes. for teachers to infer how gifted and experts and with a range of individual talented student might interpret and difference among them, just as there A related difference is in the

What does research tell us about effective strategies? 51 management of the learning towards can potentially form one of three and principles, they often link moral expertise. Gifted learners are self- broad interpretations of the teaching / ethical issues with them and see managing and direct in their pursuit information that indicate their possible moves and options. of understanding; the future expert understanding of the topic (Munro, They can apply their big ideas may be more likely to need external 2010, 2011, 2012): understanding to solve problems managing and directing. Gifted students 1 a novice understanding that fluently and automatically. They often operate as intuitive philosophers essentially represents the make decisions that show they because they see that their thinking internalisation of the teaching are thinking in terms of multiple and knowing is different from that of information. The information is patterns at once, for example, ‘If their non-gifted peers and they try interpreted in a literal way. Students this happens, then …, but because to understand how they and others who form this understanding initially of ... I would … They can plan how think and know. This leads them to often use the new ideas in restricted they will use their new knowledge infer how they think and learn. Hsueh ways, understand them in partial, in creative, novel ways and use to (1997), for example, examined gifted separate and tentative ways and solve problems and make decisions, children’s theories of intelligence, need to try them out to see how manage and use their knowledge goal orientation and responses to they fit. They show superficial recall more efficiently, monitor how they challenge in reading and mathematics. of specific details. They need to be use it and readily change direction Gifted children believed strongly that taught to link and relate the ideas. or re-question what they know. their ability could change, were highly confident about their ability to learn, 2 a spontaneous patterned, more Their understanding frequently had strong learning goals, wanted good general understanding. Some includes creative interpretations. They grades and teacher approval, had mixed students, without formal instruction, make links between ideas that are responses to performance goal tasks, form an understanding that is novel, functional and un-expected. preferred harder tasks in reading and more than the internalisation of Their understanding allows them mathematics, and showed persistence the teaching information. They to see possibilities and options that when completing difficult tasks. extent spontaneously the taught suggest a far transfer of the ideas. This ideas and generate patterns from aspect moves the knowledge from In other words, this paper is proposing them. They form new concepts and the traditional expert descriptions a modified expert knower model to relationships such as possible causal make by some models of the describe gifted and talented learners, to or consequential trends by asking. novice-expert knower to the beyond account for the unique ways in which For example: How / why did the expertise understanding proposed by gifted and talented students learn and, trend / pattern / change direction ? Subotnik and Jarvin (2005) and that for the multiple ways in which students They question and speculate about encompasses Sternberg’s concept of can be gifted and talented. In particular, the patterns and generate ideas and wisdom as part of the WICS model the conventional expert knower model possibilities that were not mentioned of gifted knowledge (Sternberg, 2005). is modified to add creativity and for in the teaching information; How did transfer, self-initiated and motivated the patterns affect / contribute to …? Differentiate the pedagogy from a learning, with motivation more mastery learning–teaching perspective focused and a focus on the gifted In other words, these students form students being able to talk about their big interpretations, without being instructed, The expert knower model described picture understanding but not necessarily that are more general. These may be here has been used to guide classroom have the capacity to implement physically in the form of patterns, rules or more teachers to differentiate their teaching the expert understanding. abstract formulations. from a learning perspective to cater for gifted learners. The model helps The version of the novice–expert 3 a spontaneous, big picture teachers to infer how gifted and knower model used here draws on understanding that is typical in some talented students might understand work of Anderson and Schonborn ways of an expert understanding. Their regular topics on the curriculum. (2008) and adds the type of knowledge understanding is broader than that This focus on teacher awareness of described by Subotnik and Jarvin (2005) of the patterned understanding. They enhanced student understanding to the expert understanding. understand the topic in a big ideas provides a basis for implementing the way; they can think about two or more When exposed to regular classroom most appropriate pedagogy. patterns, rules or general propositions instruction, it proposed that students at once. As well as formulating rules The model gives the development of

Research Conference 2012 52 professional knowledge of teachers curriculum measuring stick to direct Ericsson, K. A., Nandagopa, K., & Roring to identify various types of gifted regular student learning and using the R. W. (2005). Giftedness viewed from interpretations, to evaluate these in novice–expert knower continuum to the expert-performance perspective. terms of the assessment criteria for differentiate topics on it. Journal for the Education of the Gifted, the regular curriculum and to design Evidence supporting the model of the 28(3–4), 287–311. and implement the most appropriate gifted learner as an expert knower Ericsson, K. A., Patel, V. L., & Kintsch, W. teaching. Teachers can use this sequence has been supported (e.g., Ericsson, et (2000). How experts adaptations to to differentiate any topic in terms of the al., 2005, 2000, 2007; Shavinina, 2007; representative task demands account teaching to be used. Sternberg, 2005; Subotnik & Jarvin, for the expertise effect in memory The mechanics for doing this are 2005). The efficacy of the novice– recall: Comment on Vicente & Wang discussed in depth in Munro (2012). expert transition as an approach to (1998). Psychological Review, 107, This paper describes a framework for differentiation as described in this paper 578–592. differentiating the pedagogy from a is readily testable empirically. Ericsson, K. A., Roring R. W., & Nandagopa, learning–teaching perspective and for References K. (2007). Giftedness and evidence for synthesising enquiries gifted and talented reproducibly superior performance: Anderson, K. M. (2007). Differentiating students can pursue for a topic taught. an account based on the expert instruction to include all students. Teachers have used the framework performance framework. High Ability Preventing School Failure, 51(3), 49–54. to describe gifted students’ learning Studies, 18(1), 3–56. patterns, to cater for them in regular Anderson, T.R. and Schönborn, K.J. Farrington-Darby, T., & Wilson, J. R. (2006). teaching, to audit teaching units for gifted (2008) Bridging the Educational The nature of expertise: A review. students, to target the explicit teaching Research-Teaching Practice Gap: Applied Ergonomics, 37, 17–32. of thinking and to guide students to self- Conceptual understanding, Part 1: monitor and direct their learning. The multifaceted nature of expert Field, G. B. (2009). The effects of using Renzulli Learning on student The framework has also been used knowledge, Biochemistry and Molecular achievement: An investigation of to assist, to extend and to stretch the Biology Education 36 (4), 309-315. internet technology on reading fluency, scope of the curriculum, to provide Bransford, J., & Stein, B. (1984). The comprehension, and social studies. a common language for professional IDEAL problem solver. New York: W. International Journal of Emerging dialogue about gifted learning and for H. Freeman. Technology, 4, 29–39. describing learning and knowledge in Bransford, J., Sherwood, R., Vye, N., & familiar ways, to see students’ areas of Gavin, M. K., Casa, T. M., Adelson, J. L., Rieser, J. (1986). Teaching thinking exceptional knowledge and thinking, to Carroll, S. R., Sheffield, L. J., & Spinelli, and problem solving: Research build teacher confidence in identifying A. M. (2007). Project M3: Mentoring Foundations. American Psychologist, 41, and teaching these students and to mathematical minds: Challenging 1078–1089. identify gifted underachievers. curriculum for talented elementary Colangelo, N., Assouline, S. G., & Gross, M. students. Journal of Advanced Conclusion U. M. (2004). A nation deceived: How Academics, 18, 566–585. schools hold back America’s brightest Gentry, M. 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What does research tell us about effective strategies? 53 Hertberg-Davis, H. (2009). Myth press). East Melbourne: Centre for Davidson, J. E. ( Eds.), Conceptions of 7: Differentiation in the Regular Strategic Education. Giftedness (2nd ed.) (pp. 327–342). Classroom Is Equivalent to Gifted Reis, S. M., Eckert, R. D., McCoach, West Nyack, NY: Cambridge Programs and Is Sufficient: Classroom D. B., Jacobs, J. K., & Coyne, M. University Press. Teachers Have the Time, the Skill, and (2008). Using enrichment reading Subotnik, R. F., & Jarvin, L. (2005). the Will to Differentiate Adequately. practices to increase reading fluency, Beyond expertise: Conceptions of Gifted Child Quarterly 53: 251-253. comprehension, and attitudes. Journal giftedness as great performance. In Hsueh, Wen-Chuan (1997). A cross- of Educational Research, 101(5), Sternberg, R. J., & Davidson, J. E. cultural comparison of gifted 299–314. ( Eds.), Conceptions of Giftedness (2nd childrens theories of intelligence, Reis, S. 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Research Conference 2012 54 Improving school practices for Aboriginal and Torres Strait Islander students: The voices of their parents and carers

Brian Giles-Browne Gina Milgate Dare to Lead Australian Council for Australian Research (ACER)

Mr. Giles-Brown is the National Schools Ms. Gina Milgate is a Kamilaroi and Wiradjuri Policy and Project Advisor and Manager. Her Coordinator for the Dare to Lead project. Dare woman from New South Wales and is the work involved a high level of engagement with to Lead is run by the Principals Australia Institute Indigenous Liaison Officer (ILO) at the Australian key stakeholders from the community level to the and funded through DEEWR, State and Territory Council for Educational Research (ACER). She ministerial level to support Aboriginal children and Jurisdictions and the support of individual schools. provides leadership and knowledge on a wide families in early childhood. She was a member of His role is to support staff in the development range of Aboriginal and Torres Strait Islander the Aboriginal Inclusion Board and developed an and implementation of professional development issues across ACER. A key part of her role is Aboriginal Early Childhood Workforce Strategy. tools and strategies in all states and territories, as to ensure that ACER’s activities in Indigenous Prior to her appointment at ACER, Ms Milgate well as across all sectors and jurisdictions. education are underpinned by its values and was teaching and researching in the areas of leadership behaviours, and that research marketing, organisational behaviour and strategic Mr Giles-Brown was a New South Wales Primary undertaken in Indigenous communities is culturally management at the University of New England. Principal holding the position at Coonamble, respectful, responsive and based on integrity. Riverstone and Moruya. During this period he chaired the NSWPPA Aboriginal Education Ms Milgate has led and been involved in a range reference group and sat on the Director Generals of projects in Aboriginal and Torres Strait Islander Advisory Committee for Aboriginal Education. education that have informed policy and practice. He was the recipient of the NSWPPA Award for She has been involved in research and projects Excellence in Leadership of Aboriginal Education. that have involved a high level of consultation with urban, regional, remote and very remote Aboriginal and Torres Strait Islander communities. She has facilitated school and community based research and has presented her findings to a range of stakeholders. Ms Milgate led a major project that evaluated training in the delivery of health services to Indigenous people in Central Australia and was part of a research team that provided the Victorian state government with recommendations that informed policy on Indigenous education and employment. Ms Milgate has experience in planning and implementing strategies that are responsive to fulfilling the needs of Aboriginal and Torres Strait Islander people and communities in a culturally appropriate manner. She has been a consultant for Mindmatters and developed and delivered professional development to schools and communities in Queensland, , Victoria and New South Wales focusing on social and emotional wellbeing of Aboriginal and Torres Strait Islander children, family and communities. In 2010 she was seconded to the Department of Education and Early Childhood Development in Victoria for six months, where she worked in the Aboriginal Early Years Branch as a Senior

What does research tell us about effective strategies? 55 Abstract Introduction Dare to Lead Imagine the vision that Improving the educational outcomes Dare to Lead is a project funded by Aboriginal and Torres Strait for Aboriginal and Torres Strait Islander the Australian Government with the Islander parents and carers have students continues to be a high priority support of the Minister for School for their child’s education: what for national and state governments Education, Early Childhood and Youth would it look like? and jurisdictions. The consistent thread with a focus on improving educational across all governments is to reduce outcomes for Aboriginal and Torres ‘We expect the school to care the gap in education attainment and Strait Islander students through school for our children, treat them as achievement from early childhood leadership development. The Dare individuals, to educate them and to to adult learning for Aboriginal and to Lead project began in 2000 when keep us really informed about how Torres Strait Islander students. The key representatives of the four peak well they are performing at school’ centres that play a role in addressing principals’ associations met at a national What would the first teachers this priority are places of learning; forum and agreed that Aboriginal and of Aboriginal and Torres Strait early learning centres, schools and Torres Strait Islander education would Islander students say about what post-school education institutions. It is be their highest priority. It is an initiative critical that these places of learning are of the profession and specifically of they believe to be an effective equipped with the skills and resources Principals Australia Institute acting school for their children? needed to meet this challenge. The on behalf of its members and their ‘We want the school to cater for engagement with Aboriginal and Torres associations. The Dare to Lead program the individual needs of the kids Strait Islander parents and carers is now in its fourth phase, with currently and that means that they know can assist these places of learning over 50 per cent, (more than 5600), the children they teach’ to implement policies and practices of all Australian schools signed on as that meet the needs of their students coalition members. This paper illustrates the voices of and, as a result, assist in meeting this Aboriginal and Torres Strait Islander national priority. Aboriginal and Torres Strait parents and carers about their children and education. The Dare to Lead Collegial The aspirations that Aboriginal and Islander education Snapshot Process (CSS) has been a Torres Strait Islander parents and carers The Aboriginal and Torres Strait Islander vehicle for Aboriginal and Torres Strait have for their children are similar to Education Action Plan 2010–2014 Islander parents and carers to share those of other parents and carers. identifies six domains of priority, their wisdom and provide answers to ‘We want our children to be including: questions that schools regularly ask about happy and want to come to • Readiness for School, improving outcomes for Aboriginal and school’ Torres Strait Islander students. • Engagement and Connections, This presentation will focus on data Dare to Lead in partnership with the collected from Aboriginal and Torres • Attendance, Australian Council for Educational Strait Islander parents and carers in • Literacy and Numeracy, Research (ACER) has begun to mine 2011 through the CSS undertaken • Leadership, and analyse the data that have been by Dare to Lead. The CSS is an collected through the CSS by the avenue for stakeholders in the school • Quality Teaching and Workforce former since 2007. This presentation community to share openly their vision, Development and will focus on the data collected from perspectives and suggestions about • Pathways to Real Post-School Aboriginal and Torres Strait Islander Aboriginal and Torres Strait Islander Options to contribute to improving parents and carers in 2011. A key education in their school communities. outcomes in Aboriginal and Torres purpose of this paper is to identify The presentation will highlight the Strait Islander education at a the factors that Aboriginal and Torres strategies that Aboriginal and Torres local, systemic and national level Strait Islander parents and carers are Strait Islander parents and carers have (MCEECDYA). identifying as important to creating an recognised as important and believe effective school for their children and can support school communities. At the heart of the local level are the whole school community. families and communities. Families and communities are the people that can provide schools with an understanding

Research Conference 2012 56 of their child’s needs and aspirations and enrolment, attendance, suspensions, and governance and processes. The a picture of their vision for their child’s NAPLAN, management plans, following sections illustrate the voices education. Furthermore, each state and curriculum documents and newsletter. of Aboriginal and Torres Strait Islander territory has developed strategic plans to Upon completion of the visit and data parents and carers. inform policy and practice in Aboriginal collection, Dare to Lead provides the and Torres Strait Islander education. school principal with feedback through Cultural environment a formal report. The recommendations Collegial Snapshot Process and commendations resulting from ‘NAIDOC Week is a big thing in the school, kangaroo stew, boomerangs The CSS is the medium that Dare the report can lead to follow-up – it is a joyous celebration of being to Lead uses to collect data from professional development and a return Aboriginal’ the school community in relation to CSS process two years after the initial Aboriginal and Torres Strait Islander one. The cultural environment of a school education. The CSS is a point in time was identified as a key theme to create ‘snapshot’ of the school and is a Aboriginal and Torres Strait an effective school for Aboriginal and confidential and collegial process for the Islander parents and carers Torres Strait Islander children and the profession by the profession. The school school community. The key factors that Aboriginal and Torres Strait principal invites Dare to Lead into their In 2011, Dare to Lead conducted 173 Islander parents and carers highlighted school to gather both evidence-based Collegial Snapshots across Australia, included the observation of protocols, and anecdotal data to make informed including 49 urban schools, 73 provincial celebrating special cultural events, decisions about planning in Aboriginal schools, 18 rural schools and 33 remote cultural respect, community connection, and Torres Strait Islander education in schools. There were 510 Aboriginal cultural awareness and value of their school. The information is collected and Torres Strait Islander parents and Aboriginal and Torres Strait Islander staff from eight groups including: carers participating in these Snapshots. as important factors in contributing to 1 School leaders The Aboriginal and Torres Strait Islander providing an effective school for their parents and carers shared openly their children and the school community. 2 Aboriginal and Torres Strait Islander thinking, ideas and the aspirations they students have for their children and how schools Quality teachers can embed and bring their ideas to life 3 Aboriginal and Torres Strait Islander ‘I want the passions from the parents and carers throughout the school community. teachers to be within – that this is important to our state, our country, 4 Aboriginal and Torres Strait Islander Findings staff being challenged by their values’ 5 Teachers The quality of teaching was another Since the conception of the Dare to key theme in creating an effective 6 Other students Lead program, coalition member school school for Aboriginal and Torres communities have participated in the Strait Islander children and the whole 7 Other parents CSS, engaged in professional learning school community. The key factors 8 Support staff and embedded practice into their that Aboriginal and Torres Strait school fabric to improve educational Islander parents and carers highlighted Each group are asked similar questions outcomes for Aboriginal and Torres included the role of AEWs, teacher about Aboriginal and Torres Strait Strait Islander students through cultural awareness, social management, Islander education in the school school leadership development. The educational expectations, knowing relating to school leadership, cultural aforementioned eight groups identified the students, parent and teacher environment, quality teaching, relationships, personalised learning plans, curriculum, community engagement, seven broad key themes that can support the improvement of outcomes staff professional learning/training, and student health and wellbeing, curriculum student and teacher relationships. and governance and processes. In for Aboriginal and Torres Strait Islander students including cultural environment, addition to interviewing each group Community engagement of stakeholders, Dare to Lead collects quality teachers, community ‘I am often asked to come into and analyses school data relating to engagement, student health and wellbeing, curriculum, school leadership school – that makes me feel valued’

What does research tell us about effective strategies? 57 The engagement with the community students, embedding cultural programs engaging and empowering way for and what this engagement looks like, and activities, the school offering good Aboriginal and Torres Strait Islander feels like and sounds like was recognised educational opportunities, the school parents and carers to share their as a key theme to build relationships providing student-centred learning and knowledge and ideas about what makes and partnerships between the school the value of Aboriginal and Torres Strait an effective school for their children. The and broader community. The key factors Islander staff. wealth of information from Aboriginal that Aboriginal and Torres Strait Islander and Torres Strait Islander parents and parents and carers highlighted included School leadership carers in 2011 complemented by the the inclusion of community role models school data has provided an evidence- ‘The best thing about the school and mentors in schools, Elders, parents base to inform future analysis of the is that the principal knows all the and carers participating in school Collegial Snapshot Process. parents (he knows their names)’ activities, community being involved in decision making, schools providing The leadership of the school was Acknowledgments a welcoming environment for the another key theme emerging from the The authors would like to acknowledge community and the school being aware Collegial Snapshot Process. The key the Aboriginal and Torres Strait Islander of and understanding local family and factors that Aboriginal and Torres Strait parents and carers for sharing their community issues. Islander parents and carers highlighted included effective communication, knowledge, vision and ideas in an authentic, honest and informative way. Student health and wellbeing educational expectations, established standards and policies, understanding We thank the principals for inviting us ‘My child is very happy at school, and respecting parental views of school into their schools. We are very grateful he won’t even give the gate time to atmosphere, comfort and environment, for the passionate and motivated Dare open, but he has to wait to 8.30 am’ developing positive staff and student to Lead team who have collected and The health and wellbeing of Aboriginal relations and parent and staff relations collated this data since the program and Torres Strait Islander students was and the visible presence of the principal commenced. We thank the Dare to another theme identified across the throughout the school community. Lead Steering Committee for their eight groups as contributing to creating leadership, encouragement and advice. an effective school for Aboriginal and Governance and processes We are appreciative of the Dare Torres Strait Islander children and to Lead Patrons and Ambassadors ‘Parents and community need to the whole school community. The key who promote the program and who be more involved in school decision factors that Aboriginal and Torres Strait empower school communities to ‘Dare making and being involved in the Islander parents and carers highlighted to Lead’. We are thankful of the staff school Aboriginal Education Team included strategies to support students, at ACER who assisted in coding and will be a good way to facilitate this’ aspirations and career development, analysing the data. behaviour, feeling safe and happy, sense The school governance and processes of acceptance and belonging, cultural for decision making also emerged References pride and identity, self-confidence and as highly important. Key factors that Ministerial Council for Education, transitions. Aboriginal and Torres Strait Islander Early Childhood Development and parents and carers highlighted in relation Youth Affairs (2010). Aboriginal and Curriculum to governance arrangements and Torres Strait Islander: Education Action processes for decision making included ‘All students could learn more about Plan 2010–2014. MCEECDYA and governance structures in schools, funding, the local Aboriginal culture and Education Services Australia. communication, involving the community history’ in decision making, embedding The curriculum in schools was a further established standards and policies, key theme identified throughout the involving parents and carers in school CSS. The key factors that Aboriginal and committees and the rate of staff turnover. Torres Strait Islander parents and carers highlighted when developing curriculum Conclusion frameworks included embedding The Dare to Lead Collegial Snapshot Aboriginal and Torres Strait Islander Process has been a culturally safe, perspectives in the curriculum for all

Research Conference 2012 58 Effective teaching: Lessons from mathematics

Abstract number and algebra, measurement and geometry, statistics and probability. Teachers of mathematics face a Perhaps less familiar and possibly double challenge. The first challenge more challenging to current models is addressing the short-term needs of of mathematics teaching are the four learners in meeting expected standards. proficiencies that cut across the content: But there is also the challenge of the long-term needs of learners developing • Fluency productive dispositions towards the • Understanding Mike Askew unanticipated mathematics that they will encounter beyond schooling. Teaching • Problem solving , Vic that concentrates only upon delivering • Reasoning. a pre-determined body of mathematical Dr Mike Askew is Professor of Primary Education These proficiencies describe ‘how knowledge may meet the short- at Monash University, Melbourne. Prior to that content is explored or developed, he was Chair Professor of Mathematics Education term needs, but not the longer ones. that is, the thinking and doing of at King’s College London. He is internationally Teaching that attends to the processes regarded as a leading expert on primary mathematics’ (ACARA, ibid.) and mathematics education and has directed many of learning and doing mathematics ‘the actions in which students can research projects including the influential Effective is more likely to meet both sets of engage when learning and using the Teachers of Numeracy in Primary Schools, Raising needs. The Australian curriculum for Attainment in Numeracy and Mental Calculations: content’ (ACARA, ibid.). Given the Interpretations and Implementation. Dr. Askew mathematics encapsulates these process unpredictability of the mathematics that was deputy director of the five-year Leverhulme aspects through the four proficiencies students of today may need in their Numeracy Research Programme, examining of fluency, reasoning, problem-solving lives of tomorrow, these proficiencies teaching, learning and progression in number from age 5 to age 11. The findings from such and understanding. This presentation are important in promoting the research have influenced policy in England and examines the research behind learning ‘mathematical habits of mind’ (Cuoco, abroad. Recently he was lead author of a review these proficiencies and the implications Goldenberg and Mark, 1996) and into international comparisons in mathematics for teaching practices. I will look at productive dispositions (National education Values and Variables (Nuffield Foundation). teaching practices that appear to be Research Council, 2001) that learners effective in helping learners develop will need to engage with when meeting these proficiencies and also at what new mathematics. may be barriers to such practices being Viewing the proficiencies as the more widely adopted. actions through which students learn the content presents a challenge to Introduction the popularly held view that they ACARA (Australian Curriculum and need to learn the content first – addition, equivalent fractions, algebraic Assessment Reporting Authority) sets manipulations or whatever – and out three overarching aims for the only subsequently apply it to solving mathematics curriculum, one of which problems, or to be able reason about it. being to ensure that students: It also presents a challenge to teaching. are confident, creative users and I have some difficulty with communicators of mathematics, understanding as an ‘action’ – I can able to investigate, represent develop understanding, I can draw and interpret situations in their on understanding, I can demonstrate personal and work lives and as understanding, but I’m not clear how I active citizens. (ACARA, 2011) ‘do’ understanding. I prefer to think of understanding as the outcome of doing In bringing about this aim, the the other proficiencies – engaging in curriculum has two dimensions: the problem solving, reasoning about the content strands and the proficiencies. ‘why’ of mathematics and being fluent The content strands are familiar: in the ‘how’ of mathematics are the

What does research tell us about effective strategies? 59 building blocks of understanding. In what Teaching and group work than the sum of the individual efforts. follows I will therefore focus on fluency, Researchers have variously referred to Generally group work is promoted as problem solving and reasoning. good for learning, but nuanced research this as groupsense (Ryder & Campbell, The call to think about proficiencies as findings indicate the importance of 1989), or intersubjectivity (Rogoff, ‘actions’ can sound contradictory to the grouping students in particular ways for 1990; Wertsch, 1991). In Mercer’s everyday use of ‘proficient’ as a degree particular purposes. Classroom grouping terms, group members move beyond of expertise. We would not describe decisions need to take into account: interacting, to interthinking (Mercer, someone stumbling through ‘chopsticks’ 2000). as a proficient piano player. But learning • group size Group composition to play the piano involves engaging • group interactions in actions before one is fully skilled in • group composition Studies of learning outcomes them – there is no waiting to become reveal that a predictor of who may fully fluent in, say, playing scales before • group culture learn most from group work is the being expected (and encouraged) • and how each of these interact with participant asking the most questions to play a tune. Becoming a proficient of the others in the group. The intended learning outcomes and the piano player means working with all evidence also shows that the person learning tasks set. of the musical proficiencies – scales, answering the most questions makes reading music, playing sonatas – from Group size the next highest learning gains(Webb, the beginning. Becoming a proficient 1989). mathematician requires working with In an extensive review of research, Webb’s research shows that group all of the mathematical proficiencies – Kutnick and colleagues summarise the fluency, problem solving, reasoning and composition in terms of range of evidence for the relationship between understanding – from the beginning. attainment can affect the extent of and group size and learning task (Kutnick, And by mathematician here I mean participation in such questioning and anyone using mathematics in his or her Sebba et al., 2005). They identified answering. Groups studied where the life. Everyone is a mathematician. paired work as best for developing range of attainment was narrow were understanding, provided the partners characterised by scant questioning and Taking the proficiencies seriously trust each other and can work well answering going on. Where group means moving from seeing school together. Trust and cooperation seem to members are similar in attainment it mathematics as a body of knowledge be more important to considerations seems that either they get on with tasks for learners to acquire to seeing it as when selecting pairs to work together on the assumption that everyone in an activity for learners to engage in – in than factors such as matching on the group knows what to do, or they the words of Brent Davis, moving from attainment levels (more on this below). assume that others in the group will seeing mathematics as preformed to not be able to help. If the attainment mathematics as performed (Davis & Small groups appear to be best suited to enrichment tasks. range was broad, the participants at the Sumara, 2006). extremes of the range engaged in most Practice and revision, however, appears of the questioning and answering, thus Teaching through best done individually as tasks can be limiting the opportunity for those in the mathematical proficiencies differentiated and time on task is more middle to gain as much from the group Teaching mathematics through focused on the necessary practising. interactions. Thus, it seems that groups engaging learners in the actions Thus, aspects of mathematics teaching need to have some range of attainment, of the proficiencies has pedagogic focused on developing fluency are but not too broad a range. implications. In particular, no one-size- best matched to individual work (and fits-all pedagogy enables the enactment perhaps set as homework, since practice Group tasks of all proficiencies. Effective teaching should not require a teacher to hand). Tasks for pairs or groups to work on arises out of repertoires of pedagogies. need to be carefully chosen and beyond Group interactions Two particularly salient aspects of such the grasp of any individual member of repertoires are varying the organisation the group, linking back to Davis and A key feature of the effective group of groups and the orchestration of Sumara’s (2006) point about planning work is the development of what classroom dialogue. for the collective: if tasks are chosen emerges from the task being more on the basis of being appropriate for

Research Conference 2012 60 the level of individual attainment, they that important! differences amongst group members may not be sufficiently challenging to – with research findings supporting Despite the evidence that good group provoke interthinking. the impact of this on the learning of work leads to results that are more individuals (e.g. see Ames & Murray, This was exemplified by a project with than the sum of individual efforts, the 1982; Bearison, Magzamen & Filardo, a school in the East End of London. evidence is that while students may sit 1986). All this points to the importance Standards (as judged by National Test together in groups, the enactment of of classroom dialogue in effective results) were extremely low and the effective group work is still limited. Why teaching. teaching largely focused on trying to might this be so? raise the attainment of individuals. One possible reason is the dominance Working with the school over two Dialogue and effective of discourse of teaching being about years, we focused on paired work and teaching meeting individual needs. Davis and providing challenging tasks for pairs Sumara (2006) argue that teaching Much of the advice in the mathematics (once we got over the resistance from needs to attend to the needs of the educational literature is similar to the the learners who were unused to this group and that with that in place, notion of ‘accountable talk’ that Lauren style of teaching), which students could the needs of individual learners then Resnick and colleagues introduced to not have succeeded in individually. fall into place. If we shift attention to highlight that classroom talk must be Although not the only intervention in planning for the group rather than judged against something. Classroom the school, standards rose dramatically the individuals in the group, then the talk can be accountable to three things: and students typically began to research into group learning outcomes building the community, reasoning and comment on how easy they found the indicates a shift is required in thinking knowledge (Michaels, O’Connor & National Tests, which indeed were much about the level of difficulty of tasks Resnick 2008). simpler than tasks worked on in class. selected. It seems commonsense to Resnick’s research shows that developing To summarise, tasks need to be chosen assume that mixed attainment groups accountable talk directed to building that require ‘resources (information, or pairs working together may lead to community is possibly the easiest to knowledge, heuristic problem solving the lower attaining students advancing implement in classrooms. Teacher moves strategies, materials and skills) that towards the level of attainment of the like asking ‘Who agrees with what Lynne no single individual possesses, so that higher attaining students, but those has just said?’ ‘Jennie, you had a different no single individual is likely to solve higher attaining students not gaining as idea, how does that fit?’ ‘Who can re- the problem or accomplish the task much from the experience. Research explain in their own words what Russell objectives without at least some input does show, however, that even when has just said?’ can change the dynamic of from others’ (Cohen, 1994). group members have differing levels of classroom dialogue from one of ‘show- attainment, the more advanced students and-tell’ to one of collective engagement Group culture can progress as much as their less with the mathematics. advanced peers (Damon & Phelps, 1988, For groups to function well, research Schwarz, Neuman, & Biezuner, 2000) The talk that then arises also has to also indicates that all group members – the old saying of ‘two heads being be accountable to reasoning – the must believe that both their own better than one’ appears to hold true. arguments and ideas learners produce and their partners’ contributions are Conversely, closely matched groups have must be commensurate with the logic important. Meyers(1997) found that been found to make little progress. of mathematical argument. And the talk ‘individuals exert less effort in groups must also be accountable to knowledge: when they believe that their work is not In many mathematics lessons a range the mathematics that emerges must critical to the collective’. of solutions may be presented but as eventually be correct. Resnick suggests, a form of show-and-tell rather than We cannot take this mutual valuing of perhaps surprisingly, that it is easier to provoke dialogue. Ideas need to contributions for granted as research to encourage talk that is accountable ‘bounce off’ each other for mathematics by Jenny Young-Leveridge from the to reasoning than it is to produce talk to emerge (Davis & Sumara, 2006), University of Waikato New Zealand that is accountable to knowledge. She which will not happen if students are shows. Students she interviewed bases this claim on the observation that not attending to, building on or arguing expressed the importance of sharing children can produce well-reasoned against each others’ explanations. Good their solution methods with their peers arguments but grounded in ideas group work and appropriate tasks as well as the contradictory view that that are mathematically incorrect. For can provoke socio-cognitive conflict – listening to others’ explanations was not example, a ten-year-old I once met

What does research tell us about effective strategies? 61 reasoned cogently that 9 was an even Cohen,E.G., (1994). Restructuring the social context. Oxford: Oxford number as nine cubes could be split classroom: conditions for productive University Press. into three equal groups: the logic of small groups. Review of Educational Ryder, J., & Campbell, L. (1989). his reasoning was correct, but it didn’t Research, 64, 1–35. Groupsense: When groupwork does fit with the mathematically accepted not add up to ‘groupwork’. Pastoral definition of even. Cuoco, A., Goldenberg, E. P., & Mark, J.. Care in Education, 7, 22–30. (1996). Habits of mind: An organizing Finally, despite the evidence showing principle for a mathematics curriculum. Schwarz, B.B., Neuman, Y., & Biezuner, the power of dialogue in promoting Journal of Mathematical Behavior, 15(4), S. (2000). Two wrongs may make learning, there is also continuing 375–402. a right… If they argue together!. evidence of the dominance of closed Cognition and Instruction, 18, 461–494. questions in mathematics lessons that Damon, W., & Phelps, E. (1988). Strategic do not provoke the sort of dialogue Stein, M. K., Grover, B., & Henningsen, M. uses of peer learning in children’s that would lead to socio-cognitive (1996). Building student capacity for education. In T. J. Berndt & G. W. conflict and individual learning. A mathematical thinking and reasoning: Ladd (Eds.), Peer relations in child seminal study by Stein and colleagues An analysis of mathematical tasks development (pp. 135–157). New York: hints at why this might be so (Stein, used in reform classrooms. American John Wiley. Grover & Henningsen, 1996). Working Educational Research Journal, 33(2), together, the researchers and teachers Davis, B., & Sumara, D. (2006). Complexity 455–488. planned a series of lessons designed and education: Inquiries into learning, Webb, N. M. (1989). Peer interaction to engage learners in cognitively teaching and research. Mahah, NJ & and learning in small groups. challenging mathematical tasks. When London,:Lawrence Erlbaum Associates. International Journal of Educational the researchers watched these lessons Research, 13(1), 21–39. actually being enacted in classrooms they Kutnick, P., Sebba, J., Blatchford, P., Galton, found that only one-third of the lessons M., & Thorp, J. with Ota, C., Berdondini, Wertsch, J. V. (1991). A sociocultural actually maintained the challenge as they L. & MacIntyre, H. (2005). An extended approach to socially shared cognition. played. In two-thirds of the lessons the review of pupil grouping in schools. In L. B. Resnick, J. M. Levine, & S. challenges were reduced to following London: DfES. D. Teasley (Eds.), Perspectives on procedures that the teachers pointed socially shared cognition. Washington: out to the learners or in some cases the Mercer, N. (2000) Words and minds: How American Psychological Association. lessons became non-mathematical. One we use language to think together. of the factors in lessons that maintained London: Routledge. the challenge was teachers ‘sustained pressure for explanation and meaning’. Meyers, S.A. (1997). Increasing student Sustained pressure – effective teaching participation and productivity on doesn’t come easy. small-group activities for psychology classes. Teaching of Psychology, 24, References 105–115.

ACARA. (2011). The Australian Michaels, S., O’Connor, C. & Resnick, Curriculum. Mathematics F to Y10. L., (2008). Deliberative discourse Canberra: ACARA. idealized and realized: Accountable talk in the classroom and in civic life. Ames, G. J., & Murray, F.B. (1982). When Studies in Philosophy and Education, 27, two wrongs make a right: Promoting 283–297. cognitive change by social conflict. Developmental Psychology, 18, 894–897. National Research Council. (2001). Adding it up: Helping children learn Bearison, D. J., Magzamen, S., & Filardo, E. mathematics. Washington DC: C. (1986). Socio-cognitive conflict and National Academy Press. cognitive growth in children. Merrill- Rogoff, B. (1990). Apprenticeship in Palmer Quarterly, 32, 51–72. thinking: Cognitive development in

Research Conference 2012 62 Lessons for improvement from international comparative studies

Abstract important design features. PISA defines the population of interest to be 15-year- Results from international comparative old students in school, whereas TIMSS studies of student achievement provide defines its populations of interest to be perspectives on potentials for improving students in Grades (Years)1 4 and 8. This learning outcomes among Australian difference is important for comparisons students. Two of the important of results among countries and among international comparative studies jurisdictions within Australia. PISA has are the Organisation for Economic been conducted every three years John Ainley Cooperation and Development since 2000 with one of the domains (OECD) Programme for International (reading, mathematics or science) being Australian Council for Educational Student Achievement (PISA) and the the major domain in turn for each cycle Research (ACER) Trends in International Mathematics so that, for example, reading was the and Science Study (TIMSS) conducted major domain in 2000 and in 2009 Dr John Ainley is a Principal Research Fellow by the International Association for the (Lokan, Greenwood, & Cresswell, 2001; in the Educational Monitoring and Research Evaluation of Educational Achievement Division at the Australian Council for Educational Thomson. De Bortoli, Nicholas, Hillman, Research. Up to July 2010, Dr Ainley was Deputy (IEA). This paper focuses on reading and & Buckley, 2011). TIMSS has been CEO (Research) and Research Director of its mathematics achievement. conducted every four years since 1995 National and International Surveys Program. During his career at ACER he has conducted with mathematics and science having a number of policy-oriented research studies Features of PISA and TIMSS equal weight in each cycle. for national and state education authorities PISA and TIMSS allow students’ and has chaired the steering committees for Achievement in reading national research projects. In recent years Dr performances to be compared across Ainley has worked on the IEA International countries, over time, among jurisdictions literacy in PISA 2009 and 2000 Civic and Citizenship Education Study (ICILS), within Australia and between groups the IEA International Computer Information of students. PISA and TIMSS have Reading in PISA 2009: International Literacy Study (ICILS), as well as being project comparisons director for the three cycles of the Australian much in common, but they provide National Assessment Program – ICT Literacy in complementary information about On the basis of the PISA results for 2005, 2008 and 2011. Dr Ainley is Chair of the student achievement. Both studies are 2009 (see Table 1) it can be inferred National Partnerships Evaluation Committee in based on carefully developed assessment New South Wales, a member of the Ministerial that Australian 15-year-olds perform Advisory Group on Literacy and Numeracy, and a frameworks that define what is assessed. moderately well (on average) in member of the Consortium Advisory Group for They are based on sound reliable reading literacy. Australian 15-year-olds the Longitudinal Study of Australian Children. instruments that measure accurately performed similarly to their peers from what they were designed to measure. New Zealand, Japan and Netherlands, Both are designed to assess changes but significantly less well than 15-year- in student achievement over time by olds form Korea, Finland, Singapore, including common items that provide and Canada (as well as the links across successive assessment cycles. city of Shanghai) (Thomson. De Bortoli, Both make use of item response theory Nicholas, Hillman, & Buckley, 2011, p. (albeit with different variants) as the 52). The average score for Australian basis for their analysis. students in reading literacy was 515 There is a difference in the focus of the scale points compared to the OECD assessments that are employed. PISA average of 493 points on a scale where asks how well 15-year-old students are the OECD average standard deviation is able to apply understandings and skills 100 points (OECD, 2010a). in reading, mathematics and science to Table 1 also indicates the spread everyday situations. TIMSS, on the other of student scores by the difference hand, looks at how well Year 4 and Year 8 between the 10th and 90th percentile. In students have mastered the factual and procedural knowledge taught in school mathematics and science curricula. PISA and TIMSS also differ in some 1 In international studies the term Grades is used whereas in Australia Years is used.

What does research tell us about effective strategies? 63 the case of Australia this difference was while there was no change in the evident in 22 other countries, many of 254 points in 2009 compared to the achievement of the latter group. which experienced no significant decline OECD average of 241 points. In other in reading achievement scores. There did appear to be a decline in the words, Australia has a significantly wider percentage of students in proficiency spread of scores than for the OECD level 5 and above (18% in 2000 Achievement in mathematical average. Among OECD countries compared to 13% in 2009), but no literacy in PISA 2009 and 2000 Australia has a spread of scores that significant change in the percentage of Mathematics in PISA 2009 is significantly lower than only Israel, students below level 2 (13% in 2000 France and Luxembourg. Its spread is On the basis of the PISA results for compared to 14% in 2009) (OECD, not different from a group of 13 other 2009 (see Table 3) it can be inferred 2010b). The significantly larger drop in countries with spreads from 241 to 266, that Australian 15-year-olds perform the percentage in the upper proficiency which include New Zealand, Sweden, the moderately well (on average) in levels compared to the lack of change United States of America and the United mathematical literacy. Australian 15-year- in the bottom proficiency levels Kingdom. Its spread is greater than 17 olds performed similarly to their peers indicates that in addition to a general countries including Norway, Denmark, from New Zealand, Belgium, Germany shift of the distribution to the left there Canada, Finland and Korea that have and Estonia, but significantly less well has been a small change in the shape of spreads ranging from 239 to 200. than 15-year-olds from 12 participating the distribution. countries (including six OECD countries: Changes in reading achievement in There were differences among Korea, Finland, Switzerland, Japan, Australia from PISA 2000 to PISA 2009 jurisdictions in the change in mean Canada and the Netherlands (Thomson reading scores between 2000 and 2009. et al., 2011, p. 52). The average score Between 2000 and 2009 the average In Tasmania (31 points), for Australian students in mathematical achievement in reading literacy for (31 points), New South Wales (23 literacy was 514 scale points (± 5 Australia declined from 528 to 515 a points) and the ACT (21 points) there points) compared to the OECD average difference that is small but statistically were significant declines. There were no of 496 points (± 1 point) on a scale significant. Over that same period, there significant changes in Western Australia, where the OECD average standard was no significant change in the range the Northern Territory, Victoria or deviation is 100 points. The spread of reading literacy scores for Australia. Queensland (Thomson et al., 2011). of student scores in mathematical Other countries to record a significant literacy for Australia, as indicated by the decline included Ireland, Sweden, the th th Changes in students’ reading activities difference between the 10 and 90 Czech Republic, Spain, Finland, France percentile, was 242 points, which is not and Iceland. Seven countries recorded PISA provides data on students’ reports significantly different from the OECD a significant improvement (with gains of of their engagement in reading for average of 237 points (OECD, 2010b). 13 to 40 scale points) in mean reading enjoyment using responses to the same scores (OECD, 2010b). questions in 2000 as in 2009 (OECD, Changes in mathematics achievement in 2010b). The amount of time spent Over the period from 2000 to 2009 Australia from PISA 2003 to PISA 2009 reading for enjoyment, and how much there was no change in the relative students enjoy reading, is positively It was not until 2003 that mathematics performance of females and males associated with reading achievement. literacy was a major domain in PISA and or between Indigenous and non- This relationship applies to both males so trends are measured from that cycle Indigenous or students in metropolitan and females, but the gap between males onwards (OECD, 2004). Between 2003 and non-metropolitan locations (see and females is smaller when reading for and 2009 the average achievement in Table 2) (Thomson et al., 2011). Nor enjoyment is more frequent (Thomson reading literacy for Australia declined was there any change in the strength et al., 2011). Between 2000 and 2009 from 524 to 514; a difference that of the relationship of achievement with there was a decline in the percentage is small but statistically significant. socioeconomic and cultural background. of Australian 15-year-old students who There was no change in the spread of There was a small change in the read for enjoyment on a daily basis, for mathematics scores (with the range difference in reading scores between th th at least some time, from 67 per cent from the 10 to 90 percentiles being students whose home language was to 63 per cent. The decline was from 246 points in 2003) and 241 points in English and those whose home language 60 per cent to 53 per cent among 2009. Other OECD countries to record was a language other than English. males and was not statistically significant a significant decline in mathematics This arose as a result of a decline in among girls. However, this change was scores from 2003 to 2009 were the the achievement of the former group Czech Republic (24 points), Ireland (16

Research Conference 2012 64 points), Sweden (15 points), France (14 levels indicates that there has been different from eight other countries points), the Netherlands (12 points) and a small change in the shape of the (Lithuania, the Czech Republic, Slovenia, Denmark (11 points). OECD countries distribution. Armenia, Sweden, Malta, Scotland and to record a significant increase over Serbia), and was not significantly different There were differences among same period were Mexico (33 points), from the international mean. At Year 8 jurisdictions in the change in mean Turkey (22 points), (21 points), males had a mean score for mathematics mathematics scores between 2003 and Greece (21 points), Italy (17 points) and of 504, which was significantly higher 2009. In South Australia (26 points), Germany (10 points). than the mean of 488 for females. On the ACT (20 points), Western Australia average, across all countries the score for For 2003 where mathematical (19 points) and New South Wales (14 males was greater than that for females. literacy was the major domain it was points) there were significant declines. However, interestingly, in 25 countries possible to consider the subscales of There were no significant changes in there was no significant difference mathematical literacy. In that cycle other jurisdictions (Thomson et al., 2011). between females and males, and females Australian students did, relatively, a little achieved significantly higher average better on the uncertainty subscale Achievement in mathematics scores than males in 16 countries than on mathematical literacy overall in TIMSS (many of these being in the Middle and, relatively, a little less well on the Mathematics achievement in 2006/7 East). Indigenous students had mean quantity subscale than on mathematical scores 70 points lower than that of literacy overall. Scores on the space In TIMSS Australian students perform non-Indigenous students. Students from and shape as well as the change and comparatively less well on tests of metropolitan locations had mean scores relationships subscales were almost mathematics knowledge than in PISA. not significantly different from students the same as the overall mathematical At Year 4, 11 of the TIMSS countries from provincial locations (but the scores literacy scores (Thomson, Cresswell & in 2006/7 (including England and the of remote students were 30 points De Bortoli, 2004). United States of America) scored significantly higher than Australia, lower). Students whose parents had a Over the period from 2003 to 2009 which performed at the same level as university degree had a mean score of there was no change in the relative Denmark, Hungary and Italy (see Table 546 points compared to students whose performance of females and males, 5). At Year 4 there was no significant parents had not completed secondary Indigenous and non-Indigenous, students difference between the mean score for school who had a mean score of 472 of different socioeconomic background females of 513 and that for males of points (see Table 5). or students in different geographic 519. The international average between- locations (see Table 4). There was a student standard deviation for the scale Changes in mathematics achievement change in the difference in mathematics was 100 points. Although there were in 2006/7 scores between students whose home differences among countries in the For TIMSS mathematics it is possible to language was English and those whose scores of males and females, on average examine changes over a 12-year period home language was a language other there was no difference between since 1994/5 through 2002/3 to 2006/7. than English. This arose as a result of females and males. Indigenous students In Year 4 the mean TIMMS mathematics a decline in the achievement of the had mean scores 91 points lower score for Australian students increased former group, while there was no than that of non-Indigenous students. significantly by 22 scale points from significant change in the achievement of Students from metropolitan locations 494 through 499 to 516 score points. the latter group (Thomson et al., 2011). had mean scores 30 points greater than Thus, the increase was mainly from As was observed for reading literacy, those from provincial locations (with 2003 to 2007. Eight countries showed there did appear to be a decline in the remote students lower still) (Thomson, an increase over this period of time percentage of students in mathematics Wernert, Underwood, & Nicholas, 2008). (including England and the United States proficiency level 5 and above (20% in In mathematics at Grade 8 nine of America). 2003 compared to 16% in 2009), but countries (including Korea, Singapore, In Year 8 the mean TIMSS mathematics no significant change in the percentage Japan, England and the United States of score for Australia declined by a of students below level 2 (14% in 2003 America) achieved significantly higher statistically significant 13 points from compared to 16% in 2009). The larger mean mathematics scores than Australia 509 to 496 points in 2006/7. Five drop in the percentage in the upper and the TIMSS scale average. The countries (including England, Korea and proficiency levels compared to the lack Australian mean for Year 8 mathematics the United States of America) significant of change in the bottom proficiency of 496 scale points was not significantly improvements between 1994/5 and

What does research tell us about effective strategies? 65 2006/7 and ten countries had lower It does appear that there have been Organisation for Economic Cooperation scores in 2006/7 than in 1994/5 small declines in average achievements and Development. (OECD). (2010a). (Thomson et al., 2008). in lower secondary reading and PISA 2009 Results: What students mathematics over recent years and know and can do. Paris: OECD. that these declines appear to apply Differences between PISA and Organisation for Economic Cooperation uniformly across most groups of TIMSS assessments and Development (OECD). (2010b). students. This means that most of the PISA 2009 Results: Learning trends. PISA and TIMSS adopt different existing inequalities among groups of Paris: OECD. population definitions and sampling students have remained the same. It also strategies. PISA is based on 15-year-olds, appears that the extent of the decline Organisation for Economic Cooperation whereas TIMSS is based on a Year level is a little more marked among relatively and Development (OECD). (2010d). (Year 4 or Year 8). As a consequence, high-achieving students than relatively Pathways to success: How knowledge countries (and jurisdictions within low-achieving students. This suggests and skills at age 15 shape future lives countries) will have differing balances of that improvement initiatives need to in Canada: Paris: OECD. Year levels represented in the sample be broadly based. Other analyses from Organisation for Economic Cooperation of 15-year-olds in PISA depending on PISA suggest that approaches to learning and Development (OECD). (2004). their age–grade distribution. Conversely, (including the extent to which students Learning for tomorrow’s world: First countries (and jurisdictions) will have learn to monitor their own learning) are results from PISA 2003. Paris: OECD. different ages represented in their grade- associated with higher achievement. based samples in TIMSS. Wu (2008) Organisation for Economic Cooperation The variations among Australian has shown that this has some effects and Development (OECD). (2001). jurisdictions in the extent of the on the differences in between-country Knowledge and skills for life: First results declines suggests that there may be comparisons based on these studies. from PISA 2000. Paris: OECD. some systemic factors associated with Furthermore, as a consequence of curricula, the availability of qualified Thomson, S., Cresswell, J., & De Bortoli, different mathematics assessment teachers or school organisation that L, (2004). Facing the future: A focus on frameworks PISA and TIMSS have may be linked to the declines in mathematical literacy among Australian different balances of numbers of items achievement in the lower secondary 15-year-old students in PISA 2003. across the mathematics sub-domains. years. It is also of interest that the Melbourne: ACER. Based on a careful analysis of the items pattern in primary schools (at least in TIMSS 2006/7 and PISA 2006, Wu Thomson, S., De Bortoli, L, Nicholas, in mathematics) is one of a small M., Hillman, K., & Buckley, S. (2011). (2008) has shown that there is a much improvement in performance. stronger representation of ‘data’ items in Challenges for Australian Education: PISA mathematics than in TIMSS Grade Longitudinal studies based on PISA in Results from PISA 2009. Melbourne: 8 mathematics. Countries in which Canada have indicated that achievement ACER. students perform well on data record in reading and mathematics are powerful Thomson, S., Wernert, N, Underwood, relatively higher scores on PISA than predictors (net of the influence of other C., & Nicholas, M. (2008). TIMSS 07: on TIMSS (other things equal). There is correlated social and demographic Taking a closer look at mathematics no clear answer concerning what is the factors) of continuing in education and science in Australia. Melbourne: correct balance of items across domains, and succeeding in entering the labour ACER. but it does mean that comparisons force (OECD, 2010c). For that reason need to be informed by knowledge of it is important to follow through any Wu, M. (2008). A comparison of PISA assessment frameworks. indication \ that achievement in those and TIMSS 2003 achievement results areas might be declining, even if it is only in mathematics. Paper presented to Conclusion by a small amount. the annual meeting of the American Educational Research Association, Much of the commentary about results References New York, April. from PISA and TIMSS have focused on patterns within each cycle at a point Lokan, J., Greenwod, L., & Cresswell, J. in time. My view is that as much, and (2001). 15-up and counting, reading possibly more, can be learned from writing and reasoning: How literate studying changes between cycles as are Australia’s students?. Melbourne: from studying high achieving countries. ACER.

Research Conference 2012 66 Table 1 OECD country-level PISA reading statistics for 2009 and 2000

PISA Reading 2009 PISA Reading 2000 Score Range Mean Std Mean Std. Country Range Range Diff Diff score Error score Error Australia 515 2.3 254 528 3.5 262 -13 -8 Belgium 506 2.3 263 507 3.6 280 -1 -17 Canada 524 1.5 231 534 1.6 242 -10 -11 Chile 449 3.1 214 410 3.6 233 40 -19 Czech Republic 478 2.9 241 492 2.4 242 -14 -1 Denmark 495 2.1 216 497 2.4 250 -2 -34 Finland 536 2.3 223 546 2.6 225 -10 -2 France 496 3.4 272 505 2.7 238 -9 34 Germany 497 2.7 248 484 2.5 284 13 -36 Greece 483 4.3 246 474 5.0 253 9 -7 Hungary 494 3.2 236 480 4.0 244 14 -8 Iceland 500 1.4 248 507 1.5 238 -7 10 Ireland 496 3.0 238 527 3.2 240 -31 -2 Israel 474 3.6 289 452 8.5 282 22 7 Italy 486 1.6 246 487 2.9 233 -1 13 Japan 520 3.5 253 522 5.2 218 -2 35 Korea 539 3.5 200 525 2.4 175 14 25 Mexico 425 2.0 217 422 3.3 224 3 -7 New Zealand 521 2.4 266 529 2.8 279 -8 -13 Norway 503 2.6 237 505 2.8 267 -2 -30 Poland 500 2.6 231 479 4.5 260 21 -29 Portugal 489 3.1 226 470 4.5 255 19 -29 Spain 481 2.0 224 493 2.7 218 -12 6 Sweden 497 2.9 252 516 2.2 238 -19 14 Switzerland 501 2.4 243 494 4.3 266 7 -23 United States 500 3.7 253 504 7.1 273 -4 -20 OECD Average 496 0.5 241 496 0.8 247 1 6

Note: Range is the difference between 10th and 90th percentiles Data source: OECD (2010) PISA 2009 Results: Learning Trends. Paris, OECD

What does research tell us about effective strategies? 67 Table 2 PISA reading statistics for groups of Australian students in 2009 and 2000

PISA 2009 PISA 2000 Mean S.E. Mean S.E. Gender Females 533 2.6 546 4.7 Males 496 2.9 513 4 * Difference 3.1 34 5.4 Indigenous status Non-Indigenous 518 2.2 531 3.4 * Indigenous 436 6.3 448 5.8 Difference 82 6.7 83 6.7 Language background English language at home 518 2 535 3.6 * LBOTE 509 8.9 504 7.5 Difference 10 8.3 31 7.4 Immigrant status Australian born 515 2.1 532 3.6 * Immigrant background 524 5.8 520 6.7 Difference -10 5.8 12 6.6 Location Metropolitan 521 2.9 535 4.8 * Non-metropolitan 496 4 518 7 * Difference (metro-non-metro) 25 5.1 17 8.8 Educational, social and cultural status (ESCS) Top quarter 562 1.7 Upper quarter 532 1.5 Lower quarter 504 1.9 Bottom quarter 471 2.1 Difference (Top-Bottom) 91 2.7 Slope of relationship with achievement 46 1.8 47 2.7 Distribution in upper and lower proficiency levels Percentage in Level 5 and above 13 0.8 18 1.2 * Percentage below level 2 14 0.6 13 0.9 Difference -1 1.0 5 1.5 *

Notes: Differences between groups that are significant are shown in bold Differences across cycles that are significant are designated with a *

Research Conference 2012 68 Table 3 OECD country-level PISA mathematics statistics for 2009 and 2003

PISA Mathematics 2009 PISA Mathematics 2003 Score Range Mean Std Mean Std. Country Range Range Diff Diff score Error score Error Australia 514 2.5 241 524 2.1 246 -10 -5 Belgium 515 2.3 273 529 2.3 284 -14 -11 Canada 527 1.6 224 532 1.8 225 -6 0 Czech Republic 493 2.8 241 516 3.5 249 -24 -8 Denmark 503 2.6 224 514 2.7 236 -11 -12 Finland 541 2.2 212 544 1.9 214 -4 -1 France 497 3.1 261 511 2.5 239 -14 22 Germany 513 2.9 257 503 3.3 269 10 -12 Greece 466 3.9 228 445 3.9 242 21 -14 Hungary 490 3.5 238 490 2.8 241 0 -3 Iceland 507 1.4 235 515 1.4 233 -8 2 Ireland 487 2.5 214 503 2.4 221 -16 -6 Italy 483 1.9 239 466 3.1 247 17 -8 Japan 529 3.3 242 534 4.0 258 -5 -16 Korea 546 4.0 229 542 3.2 236 4 -8 Luxembourg 489 1.2 253 493 1.0 239 -4 14 Mexico 419 1.8 203 385 3.6 221 33 -18 Netherlands 526 4.7 234 538 3.1 241 -12 -7 New Zealand 519 2.3 250 523 2.3 256 -4 -6 Norway 498 2.4 221 495 2.4 238 3 -16 Poland 495 2.8 229 490 2.5 231 5 -2 Portugal 487 2.9 238 466 3.4 228 21 10 Slovak Republic 497 3.1 245 498 3.3 241 -2 4 Spain 483 2.1 234 485 2.4 229 -2 5 Sweden 494 2.9 240 509 2.6 243 -15 -4 Switzerland 534 3.3 257 527 3.4 256 7 0 Turkey 445 4.4 243 423 6.7 260 22 -16 United States 487 3.6 238 483 2.9 251 5 -13 OECD Average 499 0.6 237 500 0.6 241 -1 -4

Note: Range is the difference between 10th and 90th percentiles Data source: OECD (2010) PISA 2009 Results: Learning trends. Paris, OECD

What does research tell us about effective strategies? 69 Table 4 PISA mathematics statistics for groups of Australian students in 2009 and 2003

PISA 2009 PISA 2003 Mean S.E. Mean S.E. Gender Females 509 2.8 515 2.9 Males 519 3.0 526 3.2 Difference -10 4.1 -11 4.3 Indigenous status Non-Indigenous 517 2.5 526 2.1 * Indigenous 441 5.3 440 5.4 Difference 76 5.9 86 5.8 Language background English language at home 516 2.2 529 2 * LBOTE 517 8.9 505 6.1 Difference -1 9.2 24 6.4 * Immigrant status Australian born 511 2.5 527 2.1 * First generation 526 3.3 522 4.7 Overseas born 518 6.4 525 4.9 Difference (AB-FG) -15 4.1 5 5.1 * Difference (AB-OB) -7 7.2 2 6.8 Location Metropolitan 520 3.1 528 2.5 * Provincial 499 3.7 515 4.4 * Remote 465 15.8 493 9.6 Difference (metro-provincial) 21 4.8 13 5.1 Difference (metro-remote) 55 16.2 35 10.6 Educational, social and cultural status (ESCS) Top quarter 561 3.1 572 2.9 Upper quarter 530 3.0 537 3.1 * Lower quarter 503 2.5 513 2.3 Bottom quarter 471 2.6 479 4.1 * Difference (Top-Bottom) 90 4.0 93 5.0 Slope of relationship with achievement Distribution in upper and lower proficiency levels Percentage in Level 5 and above 16 0.8 20 0.7 * Percentage below level 2 16 0.6 14 0.7 Difference 0 1.0 6 1.0 *

Notes: Differences between groups that are significant are shown in bold Differences across cycles that are significant are designated with a *

Research Conference 2012 70 Table 5 TIMSS mathematics statistics for 2006/7

Grade 4 Mathematics Grade 8 Mathematics Country Mean SE Country Mean SE Hong Kong SAR 607 3.6 Chinese Taipei 598 4.5 Singapore 599 3.7 Korea, Rep. of 597 2.7 Chinese Taipei 576 1.7 Singapore 593 3.8 Japan 568 2.1 Hong Kong SAR 572 5.8 Kazakhstan 549 7.1 Japan 570 2.4 Russian Federation 544 4.9 Hungary 517 3.5 England 541 2.9 England 513 4.8 Latvia 537 2.3 Russian Federation 512 4.1 Netherlands 535 2.1 United States 508 2.8 Lithuania 530 2.4 Lithuania 506 2.3 United States 529 2.4 Czech Republic 504 2.4 Germany 525 2.3 Slovenia 501 2.1 Denmark 523 2.4 TIMSS Scale Avg. 500 Australia 516 3.5 Armenia 499 3.5 Hungary 510 3.5 Australia 496 3.9 Italy 507 3.1 Sweden 491 2.3 Austria 505 2 Malta 488 1.2 Sweden 503 2.5 Scotland 487 3.7 Slovenia 502 1.8 Serbia 486 3.3 TIMSS Scale Avg. 500 Italy 480 3 Armenia 500 4.3 Malaysia 474 5 Slovak Republic 496 4.5 Norway 469 2 Scotland 494 2.2 Cyprus 465 1.6 New Zealand 492 2.3 Bulgaria 464 5 Czech Republic 486 2.8 Israel 463 3.9 Norway 473 2.5 Ukraine 462 3.6 Ukraine 469 2.9 Romania 461 4.1 Georgia 438 4.2 Bosnia and Herzegovina 456 2.7 Iran 402 4.1 Lebanon 449 4 Algeria 378 5.2 Thailand 441 5 Colombia 355 5 Turkey 432 4.8 Morocco 341 4.7 Jordan 427 4.1 El Salvador 330 4.1 Tunisia 420 2.4 Tunisia 327 4.5 Georgia 410 5.9 Kuwait 316 3.6 Islamic Rep. of 403 4.1 Qatar 296 1.0 Bahrain 398 1.6 Yemen 224 6.0 Indonesia 397 3.8 Syrian Arab Republic 395 3.8 Egypt 391 3.6 Algeria 387 2.1 Morocco 381 3 Colombia 380 3.6 Oman 372 3.4 Palestinian Nat’l Auth. 367 3.5 Botswana 364 2.3 Kuwait 354 2.3 El Salvador 340 2.8 Saudi Arabia 329 2.9 Ghana 309 4.4 Qatar 307 1.4

What does research tell us about effective strategies? 71 A personal and collective commitment to a focus on school improvement

Mark Campling Stephen Savvakis Jane Sedgman Department of Education and Training Department of Education and Training Department of Education and Training Queensland Queensland Queensland

Mr. Mark Campling leads educational reform Mr. Stephen Savvakis is currently Principal of Ms. Jane Sedgman is Principal at Ascot State across 1283 Education Queensland schools Trinity Bay State High School in the City of School Brisbane and has worked in state primary as Assistant Director-General, State Schooling Cairns, Far North Queensland. Previously he was schools for 35 years. Her professional interests Implementation. He has almost three decades of the principal of Emerald State High School in are differentiation, gifted education and school principal and executive management experience Central Queensland and deputy principal in the leadership. in a diverse range of Queensland schools and South Burnett area and on the Gold Coast. regions. Mr Campling is currently leading Ms Sedgman’s current roles include: several major initiatives including the Curriculum During 2011 Mr Savvakis conducted teaching and learning audits across the state, providing • Principal Coach, Metropolitan Region, which into the classroom project, an Australian-first involves coaching five principals set of digital planning materials to support feedback to secondary schools. In addition, he Education Queensland teachers implementing provided presentations to school teams on how • Principal Facilitator for Queensland the Australian Curriculum. He has also to use the audit instrument to bring about school Educational Leadership Institute (QELI) Future established innovative Teaching and Learning improvement. Leader Program, which involves facilitating the audits to foster a collaborative and self-reflective Mr Savvakis has been an active member leadership work of ten teachers approach to school performance improvement. of the Queensland Secondary Principals’ • Co-Chair Queensland Association of His contribution to leadership and professional Association (QSPA). In 2006 he received a State School Principals (QASSP) Standing development in education has been recognised Leadership Award from QSPA for his work in Committee Teaching/Learning, Literacy/ with life membership of the Queensland the organisation and his support of principal Numeracy, which involves representing the Association of State School Principals. professional development in the Far North of views of Queensland educators. Queensland. Now that he has returned to his school, Mr. Savvakis’ focus is to influence teaching and learning in every classroom to bring about better learning outcomes for students.

Research Conference 2012 72 Abstract processes. The results are also used reporting (DET, 2010) as well as the by Education Queensland to inform findings and recommendations from To support schools in their journey whole-of-state strategic planning the report (Masters, 2009). The towards improvement, Education processes. Already schools have shown consistent and evidence-based audit Queensland has introduced a raft significant improvement in teaching process was developed in collaboration of innovative strategies to make a and learning processes with the vast with a stakeholder reference group difference to student learning outcomes majority showing positive change from that included representatives of the across a large and diverse state. One one year to the next. Principals are Queensland Teachers’ Union, the of these strategies is the Teaching and reporting high levels of satisfaction with Queensland Council of Parents and Learning Audit. This audit allows schools this intensive process of collaborative Citizens’ Associations and principals’ to look beyond student performance self-reflection, with satisfaction ratings associations. and explore their strategies, programs consistently exceeding 90 per cent. This To further support schools with the and practices against world-class paper describes the audit instrument, audit process, a Teaching and Learning standards in curriculum, assessment outlines the process and reflection tools, Audit Reflection Tool provides examples teaching and learning. The instrument and details progress in two Queensland of outstanding school improvement was developed by the Australian state schools. Council for Educational Research in practices, reflective questions and suggested professional readings. The consultation with education personnel Introduction and a wide range of stakeholders. tool assists principals and school leaders The audit is conducted in schools by Education Queensland has ambitious in further analysing and understanding high-performing, highly trained and expectations for world-class curriculum outstanding school improvement independent Queensland principals teaching, learning and assessment practices. In addition, the tool can who gather data from a range of areas. practices and is auditing every school be used to show how schools have This data is collected using several against these expectations. The Teaching committed to an improvement agenda techniques to review school planning and Learning Audit is an Australian first across a diverse range of situations, documents, school and classroom that provides school leaders with useful, including rural, special and low socio- practices and individual student work. independent perspectives on how they economic schools with Indigenous Judgements are made about school are performing. Most importantly, the enrolments. practices against defined criteria that audit process facilitates conversations are categorised as eight dimensions. throughout the system around the The audit instrument nature of excellent school practice. Schools are given a detailed report The audit instrument outlines critical The first audits were conducted in that clearly outlines commendations, aspects of curriculum, teaching, learning 2010 and there is already evidence of recommendations and affirmations, and assessment, categorised as eight improvement. Director-General Julie which are used to inform their planning dimensions (see Table 1). Considered as Grantham observes that the audit leadership practices, the dimensions are is ‘proving to be a powerful tool in directly related to achieving school-wide Table 1. Teaching and Learning Audit examining and understanding what improvements in teaching and learning dimensions quality world-class teaching and learning (Masters, 2012). Each dimension is looks like’. Overall, many schools are described in the audit instrument along making better use of school audit 1 An Explicit Improvement Agenda with examples of how the dimension data to shape change, from the office may be evidenced in schools. In addition, 2 Analysis and Discussion of Data to the classroom, that enhances the each dimension has four stages of A Culture that Promotes effectiveness of teaching and learning. 3 development to provide all schools Learning The Australian Council for Educational with a frame of reference for setting Targeted Use of School Research (ACER) was commissioned challenging improvement targets and 4 Resources to develop a Teaching and Learning monitoring long-term progress. audit instrument in 2009, based on 5 An Expert Teaching Team The four stages of development – Low, international research on school Medium, High and Outstanding – 6 Systematic Curriculum Delivery improvement. The audit instrument extend from commonly observed levels was also based on Education 7 Tailored Classroom Learning of practice (Low and Medium) to rarely Queensland’s Roadmap for P–10 observed but aspirational levels (High 8 Evidence-based Teaching curriculum, teaching, assessment and

What does research tell us about effective strategies? 73 and Outstanding). Medium represents a the instrument quickly provides the Trinity Bay State High School solid level of practice; High, an excellent information needed to develop an Trinity Bay State High School in Cairns level; and Outstanding, a level that is explicit improvement agenda with staff. provides a secondary education for only likely to be seen in a handful of Similarly, to Principal of Rochedale State boys and girls from Years 8 to 12. The schools in most education systems School Liam Smith, the audit ‘strips the school’s student population has steadily internationally. Some Queensland school bare of its pretentions and airs increased over the last decade to 1420 schools are already demonstrating and drills down into what the school students in 2012. Approximately 35 per outstanding practice in one or more is really doing for and to students’. cent of students identify as Indigenous areas of their work. Further insight from Principal of Aspley and a small number of students attend State School Andrew Duncan suggests the school as a result of migrant The audit process the audit provides ‘clear guidance on settlement programs. Approximately what is required to improve student The audit process involves an 38 per cent of students identify as from performance’. independent and experienced school families where English is spoken as a principal visiting the school and As Ormiston State School Principal second language. The school caters to talking with staff, students, the Parents Anthony Palmer suggests the feedback students in mainstream classrooms and and Citizens President, other key can be confronting but is useful in students with visual hearing and speech personnel and community groups providing information and direction for or language impairments. over one to two days. This auditor improvement. At Cavendish Road State With a team of committed teachers gathers a range of perspectives from High School, the feedback was well and specialist programs and learning the school community on strategies, received by the executive leadership initiatives in place, Principal Stephen programs and practices. In addition, the team who indicated that the audit team Savvakis wanted to explore further auditor reviews teaching and learning had developed a realistic overview of improvements to teaching and learning. documents such as whole-of-school the position of the school. At Pacific The outcome of the audits provided curriculum planning, the school’s English, Pines State High School, feedback him with the information he sought: Mathematics and Science programs, from the audit was immediately units of work, pieces of assessment and shared with the school community ‘The audits highlighted the need other relevant school data. and became the basis of the school’s to place students and their improvement agenda. For Ascot State outcomes at school at the centre Evidence is collected about each School Principal Jane Sedgman, the of our teaching and learning dimension of the audit instrument report recommendations led to a practices. It was clear that we (see Table 1) to determine a school’s coaching program to better examine had to have explicit targets for level of development. A report and improve teaching pedagogy. In other school improvement and more is prepared detailing key findings, cases, principals found the audit report importantly for teachers to use including commendations (for validated and enhanced the school’s data to inform their teaching. exemplary practice), affirmations current practices and performance. It was time to have an explicit (for areas of effective practice) and school-wide pedagogy and agreed recommendations (indicating areas An unexpected benefit of the audits standards of teaching practice for development). Following the is the way they develop a sense of within the school.’ (May 2012) presentation of the report to the awareness about the impact of school Principal, development plans are initiated practices and policy. Principal Liam Smith Stephen Savvakis also drew on the to improve practices. All staff, Parents reports the process, the quality of the audit instrument data showing the and Citizens committees and parents questions and the ‘ah ha moments’ importance of strong leadership in are involved in the improvement plans provides the stimulus for growth. driving a school-wide focus on teaching and processes. Similarly, Pacific Pines State High School and learning. He noted: Principal Bob Coupland advocates that ‘It is essential to have clear for the audits to be valuable, a climate of Feedback from principals expectations for professional ‘absolute trust and shared understanding Feedback from principals indicates the practice and for school leaders to that the ultimate goal is improved audit instrument is an efficient and a deliver this message in a consistent outcomes for students’ needs to be highly effective way to improve school fashion so that it becomes part fostered by principals so that teachers practices. To Principal of Cavendish of the culture of teaching and openly share reflections with auditors. Road State High School Sharyn Donald learning in the school.’ (May, 2012)

Research Conference 2012 74 Using the audit instrument report With this data, teachers are able to has individual reading, spelling, findings, Stephen Savvakis has begun tailor teaching and learning activities. number and social targets. We working to positively change the As part of this, the student support further support the differentiation school’s teaching and learning culture. committee meets fortnightly to oversee process with coaching for teachers He has observed changes in practices support services for individual students. in these targeted areas.’ (May 2012) at the school. For example, teachers are The school also has a differentiation Feedback provided by the auditor developing a shared commitment to specialist teacher who provides across the eight dimensions has led improving practice and routinely using coaching and resources to teachers in to whole-school improvement. Jane data to inform their work. In addition, he the area of practice. To Principal, Jane Sedgman believes that she now has has noticed that teachers are tailoring Sedgman, while the audit confirmed a greater realisation of what school lessons according to student needs and the school’s strong performance across improvement is all about, commenting sharing practices with their colleagues. the audit instrument’s dimensions, it that ‘you can understand it from books A consistent teaching methodology is provided vital feedback to further refine but it’s the process of self-reflection now understood and applied in every and improve many processes. She and review that makes you clearly classroom. recalled that: comprehend it’. Driving change based on research ‘It was clear we needed to focus and improving outcomes for students on how we deliver teaching and Conclusion has assisted in creating a culture of learning. We had strong data The audits are supporting schools to common acceptance and understanding collection procedures, but in review teaching and learning practices of good teaching practice. In addition, response to the audit report we that drive improvement through clear the number of staff meetings has been reduced the timeframe from ten expectations, focused resourcing and reduced and the number of faculty to five weeks to gather evidence of consistent and common language. meetings increased to support teachers student achievement in English and The audits extend beyond student to develop collaborative practices. mathematics. We now assess tasks, performance data and drive deep This has enabled middle managers to moderate student results, collate into practices, from the office to the have the professional conversations data and look at student progress classroom and into student work. The needed to drive change and model best within that timeframe.’ (May 2012) system is also benefiting from having a practice for teachers. These school- Practices affirmed by the auditors better understanding of how best to wide mechanisms have helped teachers are year level team meetings with support school leaders in their work. analyse data and provide feedback to administrators to discuss the standards The audit instrument also provides a students about their learning. In doing of work being taught to students. These particularly promising framework for this, students are taking responsibility meetings provide the school leadership leadership development. It potentially for their own learning, much the way team with a thorough understanding focuses school leaders on the very that teachers review the effectiveness of of the work being taught and the practices that improve teaching and their teaching. standards being achieved. Consistency learning. in the implementation of the curriculum This world-class, Queensland-led Ascot State School is considered important at the school initiative has garnered great interest Ascot State School has an enrolment as well as the standards applied to from other educational jurisdictions. of approximately 750 students from teaching and learning of students’ work. By employing this uniquely reflective Prep to Year 7. The school achieved an The process has enabled teachers framework for improvement, audit rating of ‘outstanding’ in the three to develop a clear understanding of Queensland state schools can move dimensions of Targeted use of school student progression. from strength to strength to improve resources, Systematic curriculum delivery The audit outcomes have also had outcomes in all school communities. and Tailored classroom learning (see Table a positive impact on differentiation 1). The audit instrument will continue of student learning. Jane Sedgman to be used as a way to drive school Teachers at the school regularly reported that: improvement in 2012. collect data on the achievements, ‘We have magnified our focus on progress, strengths and weaknesses of student achievement, so where we individual students to make professional always differentiated year, unit and judgements about individual needs. lesson plans, now every student

What does research tell us about effective strategies? 75 References DET. (2010). Roadmap for P–10 curriculum, teaching, assessment and reporting. http://education.qld.gov.au/ curriculum/roadmap/index.html Masters, G. (2009). A shared challenge: Improving literacy, numeracy and science learning in Queensland primary schools. Australian Council for Educational Research. Available at http://education.qld.gov.au/ mastersreview/pdfs/final-report- masters.pdf Masters, G. (2012). Teaching and Learning Audit School Improvement Framework. Available at http://www.acer.edu.au/ c2e/teaching-and-learning-audit

Research Conference 2012 76 The influence of teaching strategies on student achievement in higher order skills

Abstract Introduction Over the past seven years the This project examined the way Assessment Research Centre at teachers used data to teach literacy and the Melbourne Graduate School numeracy. It examined the implications of Education has worked with the of a shift from a deficit model to a Catholic Education Office in Melbourne. developmental approach. In recent The work has emphasised the PISA results Australia’s position had development of reading comprehension slipped while other countries had performances by students, which were improved. McGaw (2008) argued Patrick Griffin promoted and assisted by teachers that improving nations encourage University of Melbourne, Vic. targeting instruction to the level of high-performing students as well as development or the Vygotsky zone low performers to improve, whereas Professor Patrick Griffin holds the Chair of of proximal development (1974). Australia focuses on remedial action Education (Assessment) at the University of The hypothesis was that if the for low-performing students. Our Melbourne and is the Director of the Assessment Research Centre. He is the Associate Dean in teachers targeted instruction where objective is to enable teachers to use the Melbourne Graduate School of Education. students were most ready to learn, data within a developmental framework Professor Griffin has published widely on improvements in performance would to improve performance of all students. assessment and evaluation topics including be pronounced. By and large this has The teachers work in a culture where competency development, language proficiency, literacy and numeracy, professional standards, and remained the case for the Catholic evidence is challenged and discussed online assessment and calibration. schools in Melbourne. Four years rather than one in which there is only mutual endorsement of shared teaching Professor Griffin is currently the Executive ago the project was expanded to Director of the Assessment and Teaching of 21st include DEECD schools in Victoria and strategies. They become increasingly Century Skills project, a multi-year, multi-national expanded to focus on mathematics as skilled in the theory and application public-private-academy partnership project well as reading comprehension. Similar of assessment and the developmental sponsored by Cisco, Intel and Microsoft. results were obtained but gains were construct they are teaching and better Esther Care, Michael less pronounced. The hypothesis was able to link evidence of student learning Francis, Danielle still that if targeted instruction could readiness to targeted intervention. be aimed at the level of development The study had its origins in a project Hutchinson and or the zone of proximal development, with the Catholic Education Office Masa Pavlevic increased improvement would be (Melbourne) (CEOM). In 2004 the achieved. It became clear that most of (co-authors) CEOM began trials of a range of the improvement occurred at lower reading tests in 20 schools, seeking University of Melbourne, Vic. levels of proficiency. Smaller gains were advice on how the test data could made at the higher order skills level of be used to improve students’ reading reading comprehension or mathematics. comprehension. The pilot study This was examined further using a was known as the LAP (Learning series of workshops with teachers. The Assessment Project) (Murray & Rintoul, participating teachers were able to 2008; Griffin, Murray, Care, Thomas, freely offer options and strategies for & Perri, 2008). Professional Learning student development in mathematics Teams of teachers (PLTs) were led by and reading at lower order skill levels. the schools’ literacy coordinators. The However, they were unable to provide PLT members engaged in collaborative strategies to develop higher order discussions based on challenging peer skills in either mathematics or reading evidence of learning and links between comprehension. This led to some intervention and learning gains. Gains intriguing issues associated with the in reading comprehension were rhetoric of ‘closing the gap’ and may compelling (Griffin et al., 2008). Several have serious implications for both hypotheses were formulated and this in-service and pre-service teacher study examined and systematically education. tested those hypotheses in order to generalise and scale up the procedures

What does research tell us about effective strategies? 77 across systems, year levels and subjects. data in an evidence-based approach to levels, and in literacy and numeracy. teaching and learning was central. Using The premise was that teachers who Teachers’ collaborative reflections standardised assessments formatively used a specific style of evidence- have been linked to improved student requires that tests can provide sufficient based teaching, and operated within a achievement (Phillips et al., 2004) and information to profile students’ learning developmental learning paradigm had changed teacher perceptions (Timperley and to identify the zone of intervention an increased effect on student learning & Alton-Lee, 2008). Collaborations for individual students. It also requires outcomes. The study examined the in professional learning teams enable teachers to link their interpretation of role of collaborative teaching teams teachers to have access to a greater data at both group and individual levels (PLTs) in the use of data to enhance number and divergence of theories to to teaching interventions to examine decision-making regarding teaching test their own against, particularly if the and explain any improvement in student and learning strategies. The pilot work community draws on differing expertise, learning. This has been enhanced by suggested that with a data-driven, but it can be a slow and painful process a process of critical and collaborative evidence-based approach to teaching of cultural change (Ladson-Billings & analysis and discussion of data (Griffin and learning, teachers could manipulate Gomez, 2001). In the LAP study, it was et al., 2008). The common theme the learning environment and scaffold hypothesised that this approach instilled among previous studies has been learning for every student, regardless a peer approach to accountability that it is essential to have a process of the student’s development or within the team and enabled teachers by which teachers can be engaged intellectual capacity (Griffin, 2007). In constructively to draw on and challenge in interpreting the data, linking the the LAP project, teachers were shown the expertise and experience of their information to their own teaching, and how to differentiate between deficit colleagues (Griffin et al., 2010). Teams of testing the links using the discourse and developmental teaching and teachers, school leaders, policymakers of evidence and accountability among learning approaches. The pilot study was and researchers appeared to accelerate peers. Teachers often do not link their exploratory and explanations for the learning when they were involved in teaching to student achievement, but improved outcomes were suggested, but rigorous examinations of teaching attribute outcomes to factors beyond have not been tested. and learning, rather than comfortably their control, such as home background. sharing ideas. The shift from sharing to The relationship between teacher This is despite evidence that teacher/ challenge was important and facilitated behaviour, knowledge and values classroom effects can account for up to when the discourse of challenge was with student learning is the key issue 60 per cent of the variance in student based on observable evidence – what addressed. The criterion was measured achievement (Alton-Lee, 2004). students do, say, write or make; not on using standardised tests of reading Teachers need to understand their the interpretation or inferences that are and mathematics. The effectiveness own practice and how it affects deduced from that evidence (Griffin, of the intervention was assumed to student achievement. They need an 2007). This changed the discourse from depend on teacher knowledge and understanding of the developmental a teacher-centred mode to student- understanding of how best to use nature of the construct areas in which based evidence. assessment data to improve learning they teach, and this must precede or outcomes. In examining this relationship Deficit approaches to diagnosis of underpin their understanding of the teachers were assisted in interpreting student learning focus on the things that developmental assessment. Critical data and in linking their interpretation to students cannot do and are insufficient and collaborative discussions, where targeted intervention in a differentiated to improve learning. In particular they teachers test their ideas about these instruction framework model (Perkins, focus on a ‘rescue’ package for low links, are an important vehicle for doing 2006). There is a convergence of achievers. Developmental models this. Team-based models are an effective research that this is an effective practice scaffold existing knowledge bases of form of professional development in in improving teaching and learning all students. They focus on readiness comparison to traditional workshop (Snow, Burns & Griffin, 1998; Taylor, to learn and follow a generic thesis models. Change in teaching practice Pearson, Peterson & Rodriguez, 2005). of developing the student. For this can occur when teachers are engaged approach the expertise of the teacher Merely having and using tests is, on in examining their own theories of both in content and in developmental its own, an insufficient condition to practice (Deppeler, 2007). The LAP learning and assessment is critical inform teaching and improve learning project emphasised this approach which (Wilson & Draney, 1999). (Halverson, Grigg, Prichett, & Thomas, in this project will be implemented in 2005). Ways to access and interpret test more than 100 schools, over six year The normal practice in teacher

Research Conference 2012 78 professional development programs that enhanced sustained change in 4 A supportive but challenging and in pre-service training is to focus schools: personalization, precision and environment of a PLT is a function first on teaching strategy. The LAP professional learning. They argued of teachers’ theoretical and practical study made it explicit that there was a that assessment for learning, although knowledge and understanding of the prior student condition that had to be frequently spoken about, was not constructs they are teaching and of measured and generalised to a level of broadly or effectively practised in data use and assessment. development. Only after these steps was schools. In this study the emphasis is 5 Peer accountability and increased it appropriate to design intervention placed on assessment for teaching. emphasis on an evidence based linked to an overall level of development culture and challenge within PLTs is (Griffin et al., 2008; Murray & Rintoul, Method a function of networking PLTs across 2008). Resource allocation and decision The LAP project provided the schools. making about instruction then follow the opportunity to integrate Fullen et generalisation. A relational function linking student al.’s (2006) emphasis on professional achievement (Yi) with teacher In this study it was proposed to learning with Johnson’s (2000) characteristics (Tx) summarises the measure learning team activity and recommendations on the effectiveness literature and the propositions set out cohesion and to relate the discussion of teams working at different levels. in the foregoing discussion. to clarification of decisions and their Level 1 teams consisted of teachers links to learning outcomes. In LAP, how operating in the classroom, level 2 Yi = f{Ta.Tb,Tu,Tk/}/ X, Z and H, (1) teacher teams developed the capacity teams consisted of the team leaders, where ... to use data to improve student learning and level 3 teams consisted of the Tb is the domain of teacher beliefs, was also linked to the way in which research and system level project values and attitudes about influences teacher teams developed data-driven management personnel. Within each on student learning, teacher roles and instructional systems to improve level team members were accountable class and school actions. Measures classroom practice and monitor student to each other rather than to an external of attitudes, beliefs and values learning. Griffin et al. (2006, 2007) and system or top-down accountability associated with developmental Alton-Lee (2008) have shown how structures. Their work suggested that models, accountability and peer team leaders and teachers developed the combination of internal, work- collaboration will be developed and formative feedback systems. Timperley based and external input of theory and used to monitor these factors and and Alton-Lee (2008) have also shown practice may have the best chance of their relationship to student learning that teachers in teams need to develop improving teacher effectiveness if it is outcomes; Tu is the domain of teacher as members of their teams. Cohorts linked to PLT activities. The outcomes use of strategies, resources and data. of teachers learned how to challenge of the LAP project and other studies Measures of pedagogical activities and each other and use evidence to discussed above led to a range of evidence-based use of data in the discuss specific issues in a professional research propositions: classroom and of the accountability experience-based learning approach. 1 Student achievement is a function mechanisms within the PLT will be Follow-up and support was needed in of teacher pedagogy, values, beliefs, developed and monitored; Tk is the the school. Professional development knowledge and peer accountability. domain of teacher knowledge and was shown to match the learning needs expertise relevant to classroom of students so that the new skills can 2 Teachers’ classroom pedagogy and management and teaching and the transfer into the classroom. use of resources is a function of their learning outcomes associated with theoretical and practical knowledge, The LAP project incorporated learning the professional development sessions beliefs and peer accountability. opportunities for teachers consistent including understanding of theory and with principles that underpinned 3 Teachers’ beliefs, values and practice of the constructs they are the CLaSS project (Hill & Crévola, attitudes about evidence-based teaching as well as understanding of 1997) as a school improvement and developmental learning are assessment and reporting and data strategy (Hill, Crévola & Hopkins, a function of peer accountability, interpretation; Ta is the domain of 2000). It was also consistent with the their theoretical knowledge of the teacher peer accountability. Measures recommendations of Fullen, Hill and construct they are teaching, and the of peer accountability and the use of Crévola (2006), who highlighted the theory and practice of assessment challenge in the team will be developed. importance of professional learning. and data interpretation. Evidence-based decision making and They identified three core elements PLT culture will be developed to

What does research tell us about effective strategies? 79 examine the relationships between A series of tests were constructed in to intervene and devise reading or student achievements and intervention reading comprehension in mathematics, mathematics strategies as appropriate strategies. X, Z and H represent the covering the year levels from Grade 3 to move each student from one level to given characteristics of the student, through to Grade 10. The tests were the next. This targeted or differentiated the school and home background all delivered online and student results instruction approach was the core of respectively. Measures of each of the were fed back to the teachers in terms the project. teacher domains will be developed of skill levels rather than scores. In order This approach has been shown to in order to test the propositions. to produce the skill levels, individual test be successful and to increase in Measures of variation can be obtained items were analysed for the cognitive effectiveness the longer the school through an examination of the effects skill involved. This skills audit provides remains in the project and the longer of training and monitoring. This can the skills descriptions that enables the the strategies were involved. It indicates be achieved via a survey of teacher item response modeling variable maps that this is a slow but effective approach variables such as beliefs, attitudes and to be interpreted in terms of levels of to improving student achievement over the learning outcomes of PD sessions. proficiency on an underpinning learning a long period of time. It is not an instant Student achievement in the key progression or construct. Levels on success strategy because it involves learning outcome will be measured the construct were interpreted in a change in teaching practices and a using standardised tests of reading terms of reaching skill competencies change in the school culture associated comprehension and mathematics. The for the reading test and numeracy skills with the use of data. These take time. overall conceptual model is illustrated were interpreted for the mathematics Teachers needed to learn how to in Figure 1. This paper examines the underlying constructed. The reading reorganise their class to enable ability link between the teaching strategy progression shown in Figure 2 yielded grouping for instructional purposes and for reading comprehension and reports which were given to teachers. how to use data to make instructional mathematics and the level of skill being The reports indicated which level decisions. Hattie’s (2009) data indicates developed among the students in those on the progression each student had that an average annual growth could be disciplines. reached and these were interpreted as expected for an effect size of 0.4. Table levels of Vygotskian (1970) readiness 1 below illustrates that these results to learn. Teachers were encouraged Results are not only achieved but are double

develop discipline data

Knowledge

lead challenge reading targeted data maths Leadership Structured Student assess and Attitudes interpersonal PLT outcomes direction team intrapersonal individual learning development collaborate communication

check Skills

evidence strategy resource

Figure 1. Conceptual framework for explaining variance in student learning outcomes

Research Conference 2012 80 or even triple those reported by Hattie (Figure 3) shows the growth taking indicates that growth is predominant (2009) and increase with time involved place across all levels with diminishing at the lower levels, but diminishes at in the project.. numbers of students remaining at higher levels of reading comprehension. the lower levels of proficiency and An even more pronounced effect is It is not a uniform growth. Major gains increasing numbers at higher levels of noticed in numeracy development. were achieved at the lower levels reading proficiency. But this may be This is illustrated in Figure 4. This of proficiency. A bar chart indicates deceptive. A cumulative frequency chart effect is replicated over grade levels

Level Reading skill description A Insufficient data to assign a level Matches words and pictures involving concrete concepts and everyday objects; B follows short simple written instructions; locates familiar words in a short one-line text; matches words to pictures and follows short familiar instructions Matches words and pictures involving prepositions and abstract concepts; uses cuing systems (by sounding out, using simple C sentence structure and familiar words) to interpret phrases by reading on; reads familiar words and identifies some new words; uses simple and familiar prepositions and verbs to interpret new words; matches and recognises words and simple phrases Interprets meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and D simple text by reading on or reading back; uses context and simple sentence structure to match words and short phrases; uses phrases within sentences as units of meaning; locates adjacent words and information in a sentence Reads on or reads back in order to link and interpret information located in various parts of the text; interprets sentence and E paragraph level texts; matches phrases across sentences; reads forwards and backwards in order to locate information in longer texts Reads on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualises meaning; F locates, interprets, and reads forward to join multiple pieces of adjacent information; uses multiple pieces of information to interpret general purpose of a document; paraphrases and interprets non-adjacent pieces of information Reads on and reads back through longer texts (narrative, document or expository) in order to combine information from various parts of the text so as to infer the writer’s purpose; interprets, and draws inferences from different types of texts by reading backwards and forwards to confirm links between G widely separated information pieces; extracts information from a non-traditional (left to right) document; makes judgements about an author’s intentions or purpose beyond the text content Locates information in longer texts (narrative, document or expository) by reading on and reading back in order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases); H combines several pieces of information from a range of locations in complex and lexically dense text or documents; analyses detailed text or extended documents for an underlying message; identifies meaning from different styles of writing Locates information in longer and dense texts (narrative, document or expository) by reading on and reading back in order I to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about both the topic and the characteristics of the reader; can develop and defend alternative points of view to those of the author Combines and evaluates the relevance of multiple pieces of information from a range of locations in complex and lexically dense text or documents in order to determine how the message is constructed; J analyses and compares parts of the various texts for cohesion and contribution to an underlying message; explains the deeper significance of sub messages in the text, and differentiate between analogy, allegory; identifies innuendo and undertone in the text

Figure 2. Developmental progression for Reading comprehension

What does research tell us about effective strategies? 81 Table 1: Effect sizes for growth over time by grade level table the labels indicate the number of suggestions made in the workshop (113 Grade 3 Grade 4 Grade 5 Grade 6 approaches to differentiated instruction), which the teachers then examined for Year 1 0.68 0.51 suitable strategies. They classified the Year 2 0.84 0.83 strategy according to its potential use: they could use the suggested teaching Year 3 1.01 1.04 1.1 1.06 strategy without modification; they could use it if it was modified; and in that growth is greatest in Grade 3 recommending strategies for developing they could use it but it would have to but diminishes as the proficiency level lower order skills among their students. be applied to a different level to that increases. However, they were unable to identify suggested. The results are presented strategies at the top levels of the in Table 2a and 2b for numeracy The lack of growth in higher order skills reading or mathematics continua. and literacy respectively. Of the 147 is not as pronounced in schools where The results of these workshops are strategies that could be identified for the differentiated opportunities to learn presented in Table 2a and 2b. The mathematics across all levels 73 per are implemented. Growth does occur level of proficiency is shown in the cent were associated with number skills, at the higher levels and can be seen to left column of the table – levels are only 1 per cent was associated with emerge over a three-year period. This is A through L, with L being the most space geometry. Only 3 per cent were shown in Figure 4. sophisticated or the highest order of associated with the higher order skill In an effort to understand how this skill. Level A was used to indicate that levels of the learning progression. occurred, workshops were organised insufficient data was obtained in order A similar pattern emerged for with leading teachers from schools were to make a decision largely because strategies associated with teaching greatest growth had been identified. An students have not completed enough reading comprehension. More than interesting and disturbing outcome was work to illustrate their competence 400 strategies were identified, of which identified. Teachers were proficient in in mathematics. Across the top of the the teachers decided that they could

Time Point 2 March 2005 Grade 3 Time Point Three October 2006 Grade 3 30

N=632

25

20

15

10

5

0 A B C D E F G H I

Figure 3. Distribution of Reading levels over test retest measures for Grade 3

Research Conference 2012 82 use 72 without modification, 79 if they had available the widest of potentially 2 Strategies for higher order skills were modified and a further seven if successful strategies. This was not an development are not documented they could be applied to a different artifact of selecting schools with high in that they are identified and proficiency level to that recommended. ability students. The teachers were implemented intuitively. from schools where the improvement The trend in both tables indicates 3 Intervention strategies are reliant on covered all levels of this proficiency that there are numerous strategies commercially prepared resources. scale. However, even with a selection for teachers to help develop lower This means that teachers implement of schools and teachers based on order skills. However, the workshop the strategies without necessarily student results, larger improvement was was bereft of suggestions for strategies understanding how they link to a focused at the bottom end of the scale for the development of higher order developmental framework. or the development of low order skills skills at the top of the developmental and not at levels of higher order skills. 4 Teachers lack confidence in being progression. The possible explanations for a lack able to articulate their own strategies The teachers in the workshop came of strategies at higher order skill levels despite the evidence that their from schools where improvement included the following: students improve. in the test scores was most marked 1 The format or language of the 5 Teachers have no systematic record over a six-month period with test and proficiency levels inhibited teachers’ on which to draw on in terms of retest measures. These were teachers interpretation. This in turn diminished articulating teaching and intervention whose students demonstrated the their capacity to offer suggestions of strategies for students developing at largest improvement and therefore intervention strategies and resources. levels of higher order capabilities. it was assumed that these teachers

2011 March Year 3 Reading Comprehension Total 2012 March Year 4 Reading Comprehension School Example (start 2009) 120.0 541 Students matched 3 100.0 2 80.0 60.0 1 40.0 0 20.0 -1 0.0 A B C D E F G H 2010 March 2011 March 2012 March

Growth in one calendar year for reading 3-year pattern of growth

2011 Yr3 2012 Yr4 School Example 2 120.0 3 100.0 2 80.0 60.0 1 40.0 0 20.0 -1 0.0 A B C D E F G H 2010 March 2011 March 2012 March

Growth in one calendar year for Mathematics 3-year pattern of growth

Figure 4. Growth patterns for Grades 3 to 4 in one year and three years

What does research tell us about effective strategies? 83 6 Teachers do not know how to Table 2a: Frequency of suggested Math strategies by level intervene with students at a higher order level. Decision re strategy The last explanation may be unpalatable. Level Suggestions use modify re level total But the replication of the plateauing effect with students at higher order L 0 0 0 0 0 levels may be due to the final rationale K 1 0 1 0 1 offered. It may be that the emphasis on ‘closing the gap’ means that teachers are J 2 0 4 0 4 encouraged to emphasise intervention I 2 0 5 0 5 at the bottom end of the proficiency H 7 2 6 0 6 scale. The logic says that students at the top end of the scale are higher ability G 11 13 10 1 10 students. As such they should be able F 9 24 6 0 30 to improve at a faster rate than those at the lower levels. This study is showing E 9 25 4 0 29 the opposite. Students at the bottom D 23 4 15 0 19 levels of the proficiency scale are C 7 2 5 0 7 improving rapidly. Students at the top end of the scale are hardly improving B 37 4 6 0 10 at all. The link to teacher strategies and A 2 5 3 2 10 teacher resources is a disturbing link. misc 3 0 0 0 0 Because of the way in which the developmental progressions are total 113 79 65 3 147 formulated it is possible to argue that each level in the progression should provide an opportunity for developing Table 2b: Frequency of suggested Reading strategies by level skills amongst the students already placed at that level. Because the scales Decision re strategy are developed using item response modeling with the response probability Level Suggestions Use Modify Re-level Total of 0.5, students at each level of the L 0 0 0 0 0 scale have approximately 50 per cent chance of being able to demonstrate K 0 0 0 0 0 skills at that level. Lower ability students J 0 0 0 0 0 are identified as being at the lower I 35 16 3 0 19 order skill levels associated with their Vygotskian zone proximal development. H 37 12 7 3 22 This applies to students based at a G 75 19 29 4 52 higher order skill levels as much as it applies to students based at the lower F 83 0 0 0 0 order skill levels. The ability of the E 27 0 0 0 0 students is matched to the difficulty of the skills embedded in the levels on D 48 8 10 0 18 the developmental progressions. Hence C 57 12 11 0 23 it can be expected that the higher B 76 5 17 0 76 ability students have the same chance of success at the higher order skills as A 2 0 2 0 2 do the lower ability students have of Misc 0 0 0 0 0 success in the lower order skill levels. Total 440 72 79 7 158

Research Conference 2012 84 Teachers were less able to offer Professional Learning Teams. Australian Council for Educational intervention strategies at the top end Assessment in Education: Principles, Leaders, Melbourne, September, 2008. of the proficiency scale, but they were Policy & Practice, 17(4), 383-397. Perkins, D. (2006). Teaching for able to offer numerous intervention Halverson, R., Grigg, J., Prichett, R., understanding. Retrieved 18 October strategies at the bottom end of the & Thomas, C. (2005). The New 2011, from http://www.pz.harvard.edu/ scale. Emphasising improvement at the Instructional Leadership: Creating Data- PIs/DP.htm bottom end of the skill level continuum Driven Instructional Systems in Schools perhaps indicates that the rhetoric Snow, C. E., Burns, M. S., & Griffin, P. (WCER Working Paper No. 2005-9). of ‘closing the gap’ may be denying (1998). Preventing reading difficulties in Madison: University of Wisconsin students at the top end of the scale an young children. Washington: National Center for Education. opportunity for accelerated progress. It Academy Press. also suggests that at a national or state Hattie, J.C. (2009), Visible Learning: A Taylor, B. M., Pearson, P. D., Peterson, level overall improvement is constrained Synthesis of Over 800 Meta-Analyses D., & Rodriguez, M.C. (2005). The by the emphasis on intervention at Relating to Achievement. London & CIERA School Change Framework: the bottom end while allowing the New York: Routledge, Taylor& Francis An evidence-based approach to top end students to develop unaided. Hill, P.W., & Crévola, C. (1997). The professional development and This perhaps means that if this is a literacy challenge in Australian primary school reading improvement. Reading systemic problem replicated in the schools. IARTV Seminar Series, No. 69, Research Quarterly, 40(1), 40–69. PISA and NAPLAN data there may be November, 1997. a national and systemic problem of a Timperley, H., & Alton-Lee, A. (2008). lack of teaching strategies or resources Hill, P., Crévola, C., & Hopkins, D. (2000). Reframing teacher professional to encourage higher ability students Teaching and Learning as the learning: An alternative policy to improve or progress at a rate Heartland of School Improvement. approach to strengthening valued commensurate with their ability. Perhaps IARTV Seminar Series. December. No. outcomes for diverse learners. there is a need for a shift in rhetoric. 100. Melbourne. Review of Research in Education, (32), 328–369. Johnson, R. (2000). Research: Teachers as References Investigators. In D.P. Chambers (Ed.). Vygotsky, L. S. (1974). Thought and Alton-Lee, A. (2004). A Collaborative CLICK: Computers and Learning language. Boston: MIT Press. in Classrooms K-6. Department of Knowledge Building Strategy to Improve Wilson, M., & Draney, W. (1999). Science and Mathematics Education, Educational Policy and Practice: Work in Developing maps for student progress University of Melbourne. progress in the Ministry of Education’s in the BEAR Assessment System. Best Evidence Synthesis Programme. Ladson-Billings, G., & Gomez, M.L. (2001). Berkeley: University of California Paper presented for the Just showing up: Supporting early Press. Symposium at the New Zealand literacy through teachers’ professional Association for Research in Education communities. Phi Delta Kappan, 82(9), National Conference - Turning the 675–680. Kaleidoscope. Fullen, M., Hill, M., & Crévola, C. ( 2006). Deppeler, J. (2007). Collaborative inquiry Breakthrough. Sydney: Corwin Press. for professional learning. In A. Berry, McGaw, B. (2008). The research culture A. Clemens, & A. Kostogriz, (Eds.), and strategy for improvement. Dimensions of Professional Learning. Presentation at the University of Rotterdam: Sense Publishers. Melbourne Planning Seminar, Mt Elisa, Griffin, P. (2007). The comfort of Melbourne Business School, October, competence and the uncertainty 2008. of assessment. Studies in Educational Murray, L., & Rintoul, K. (2008). The Evaluation, 33, 87–99. Literacy Assessment Project. An initiative Griffin, P., Murray, L., Care, E., Thomas, of the Catholic Education Office for A., & Perri P. (2010). Developmental continuous school improvement in assessment: Lifting literacy through literacy. Paper presented at the

What does research tell us about effective strategies? 85 SimScientists: An example of how technology can support differentiated instruction in the classroom

Abstract instruction is being delivered, or in their readiness for learning the next This paper reports on a study of how topic. They may have different learning simulation-based science assessments styles and some may have diagnosed can become transformative components learning disabilities. These are just a of multi-level, balanced science few of the ways in which learners may assessment systems. Parts of the study differ from one another. Differentiation involved the design of the assessments of instruction is an approach in which so that they provided differentiated the teacher actively seeks to meet the Michael J. Timms instruction directly to individual needs of the diverse range of learners students and, through reporting and in his or her classroom and it has long Australian Council for Educational recommendations, informed teachers’ been recognised that, when done Research (ACER) differentiation of their instruction to successfully, learning improves for all support groups of students who were students, not just a proportion of them. Dr. Michael Timms directs the Division of struggling with particular aspects of Assessment and Psychometric Research at the learning. The project studied the Allan and Tomlinson (2000) identify ACER, which develops high quality assessments three key elements of differentiated and conducts cutting edge research in psychometric quality, feasibility and utility educational measurement. He is highly of simulation-based science assessments instruction: readiness, interest and experienced in running educational research and designed to serve formative purposes learning profile. This paper focuses development projects and is a recognised leader during a unit and to provide summative on the first of those three elements, in the development of innovative ways to assess the readiness of students for the students in electronic-learning environments. Dr. evidence of end-of-unit proficiencies. Timms’s research is widely published in peer- The frameworks of evidence-centered instruction that is about to take place. reviewed journals and has been presented at assessment design shaped the For differentiation of instruction based many conferences. specifications for the assessments. The on student readiness, there needs Prior to joining ACER, Dr Timms was SimScientists program at WestEd, a US to be a system of assessment of the Associate Director of the Science, Technology, educational research and development students’ current knowledge and skills Engineering and Mathematics (STEM) Program in the domain so that instructional at WestEd, a preeminent educational research organisation, developed simulation- and development organisation in the United based, curriculum-embedded, and unit judgements can be made about gaps States of America. He led large-scale research benchmark assessments for two middle in learning and what to do about studies in STEM education, with special focus on school topics, Ecosystems and Force them. However, we know from recent computer-based assessment projects, especially studies that it is challenging for teachers through the SimScientists research program & Motion. These were field-tested in (www.simscientists.org). He has been involved in three US states. Students performed to design, create and run effective the development of two assessment frameworks better on the interactive, simulation- formative assessment in the classroom for the US National Assessment of Educational based assessments than on the static, and produce robust results on student Progress, for which he was awarded the Paul learning (Herman, Osmundson, Ayala, Hood award for excellence in educational conventional items in the post test. research at WestEd. Dr Timms has experience Importantly, gaps between performance Schneider, & Timms., 2006; Furtak et in leading evaluation research projects for other of the general population and English al., 2008). To implement formative educational research grant recipients, such as language learners and students with assessment in effective ways takes time, universities, and has managed large-scale item especially in the scoring of student development projects across many content disabilities were considerably smaller on areas. He is knowledgeable about the education the simulation-based assessments than work, and teachers have scant amounts systems of Australia, the United States and the on the post tests. of time to do so and definitely cannot United Kingdom. do it ‘on-the-fly’ as instruction unfolds Introduction in real time. A solution to the problem is to use computer technology in such When you look into any classroom you a way that assessment tasks are truly will find diversity among the learners. formative in that they monitor student For example, students may differ in learning against established instructional their cultural background, in their goals and produce informative command of the language in which reports to both the learner and to

Research Conference 2012 86 the teacher. This paper describes how with support for completing the account of a range of assessment and the SimScientists program at WestEd assessment over multiple class periods science learning principles as detailed created an innovative assessment were provided. The assessment suites below. system that helps to differentiate were field tested with over 5000 middle • Evidence-Centred assessment instruction through the use of school science students in three US Design. For differentiated instruction simulations in assessment of science states (Nevada, North Carolina and to take place there must be reliable understanding and inquiry skills. Utah). and valid assessment of students’ readiness that aligns with follow-up Background Design principles of the instruction and Evidence-Centred The SimScientists program developed SimScientists modules assessment Design (ECD) provides two suites of simulation-based The SimScientists assessments for a robust framework for design of assessments (Ecosystems and Force Ecosystems and Force & Motion such assessments. ECD facilitates & Motion) for use in middle school were designed to be (1) embedded assessment coherence by linking classrooms as part of the Calipers within curriculum units that could the targets to be assessed with II project funded by the National serve formative assessment purposes evidence of proficiency on them, and Science Foundation. For each by providing immediate feedback, with tasks and items eliciting that topic, simulation-based, curriculum- monitoring progress, and informing evidence (Messick, 1994; Mislevy & embedded assessments provided needed adjustments for differentiated Haertel, 2007). The process begins opportunities for classroom-level instruction, and (2) administered by specifying a student model of the formative assessment, off-line reflection at the end of a unit as summative knowledge and skills to be assessed. activities that reinforced and extended measures of proficiency on the The ECD design process aligns the the targeted concepts and inquiry targeted science content and inquiry student model with an evidence skills, and simulation-based unit practices. In order to take a principled model that specifies which student benchmark assessments that provided approach to formative assessment and responses are evidence of targeted summative proficiency data. To increase the differentiation of instruction, the knowledge and skills, how student accessibility for students who needed SimScientists assessments are based on performances are to be analysed, accommodations, audio and screen an integrated framework that takes and how they will be reported. magnification accommodations along The student and evidence model

Embedded in Classroom Instruction

Embedded Formative Assessments (2 to 4)

Online assessment with Follow up Classroom Progress report feedback and coaching Reflection Activity

Benchmark Summative Unit Assessments

Online assessment Teacher scores Bayes Proficiency without feedback constructed responses Net report

Figure 1: Diagram of the sequence of activities in the embedded formative assessments and the benchmark summative assessments in the SimScientists assessment suites.

What does research tell us about effective strategies? 87 are then aligned with a task model Abad, & Ajar, 1993; Pashler et al., a degree of differentiation in that specifies features of the tasks 2007). Effective feedback includes instruction as students who needed and questions intended to elicit strategies such as eliciting multiple more assistance received deeper student performances that provide responses to the same question, scaffolding. In addition, as detailed evidence of the targeted knowledge asking for evidence to support later in this paper, information and skills. Finally, the scoring and predictions and explanations, asking gleaned from the scaffolding reporting methods are aligned to the for comparisons of ideas and process was summarised and assessment tasks and items. predictions with those of other reported to teachers for use in students, providing evidence of a further differentiation of follow-up • Formative assessment. Formative principle or concept previously instruction. assessments play a critical role discussed or presented, and making in differentiating instruction. connections to other ideas and Formative assessments combine Description of the concepts from prior investigations gathering evidence of learning SimScientists assessments (Herman et al., 2006). ‘On-the- progress with scaffolding that fly’’ assessment by the teacher, The SimScientists assessment suites are functions as additional differentiated, assessment conversations, and composed of two or three embedded individualised instruction. Effective curriculum-embedded assessments formative assessments that the teacher formative assessment provides are all acknowledged as effective, inserts into a unit at key points and ‘short term feedback so that research-based strategies for a summative benchmark assessment obstacles can be identified and guiding science instruction (Duschl at the end of the unit. Figure 1 shows tackled’ (Black, 1998, p. 25) and is et al., 2007). The SimScientists sequence of activities in the embedded an important strategy for improving curriculum-embedded assessments formative assessments (in the upper student learning, particularly for were designed to provide these part of the diagram) and the benchmark low-ability students. Contingent features of effective formative summative assessment (in the lower feedback and follow-up instruction assessment – ongoing collection part of the diagram). The processes are that include explanations and of evidence of learning progress, described in detail further on in this worked examples have been shown immediate feedback to students, paper. to promote student achievement and customised scaffolding/ (Bangert-Downs, Kulik, Kulik, & The SimScientists assessments represent coaching. These features provided Morgan, 1991; Dassa, Vazquez- a shift from testing discrete factual

Model Level Model Level Content Targets by Model Level Science Practices by Model Level Descriptions

Every ecosystem has a similar pattern of Component What are the organization with respect to the roles Identify and use scientiAic components of the producers, consumers, and decomposers principles to distinguish among system and their rules of that organisms play in the movement of components behavior? energy and matter through the system.

Matter and energy Alow through the Interaction How do the the ecosystem as individual organisms Predict, observe, and describe individual components participate in feeding relationships within interactions among components. interact? an ecosystem.

Emergent What is the overall Predict, observe, and investigate Interactions among organisms and among behavior or property of changes to a system. Explain organisms and the ecosystem’s nonliving the system that results changes to a system using features cause the populations of the from many interactions knowledge about the interactions different organisms to change over time. following speciAic rules? among its components.

Figure 2: Student model for ecosystems, including model levels, content targets and inquiry practices.

Research Conference 2012 88 content to a focus on connected interactions in a system and typing practices, too. The right screen shot knowledge structures that organise explanations to complete these tasks. shows feedback and coaching for an concepts and principles into crosscutting For all but the typed responses, the investigation of population changes. features of all systems – components, assessments gave students feedback The feedback that a student receives interactions and emergent behaviours and graduated levels of coaching so is differentiated based on their needs. – and the inquiry practices used to that they had multiple opportunities When a student makes a response investigate them. For example, the to correct their errors and confront and clicks on the ‘Next’ button in the student model for the Ecosystems their misconceptions, with increasing bottom right of the screen, the system assessment suite (Figure 2) is based scaffolding based on the amount of help evaluates their work on that screen upon a three-level model of a science needed. For typed responses, students through applying a logic structure system, which is applied to content were given opportunities first to revise that determines the correctness standards for middle school ecosystems their response based on criteria (a and, if incorrect, the nature of the and associated inquiry practices. The student-friendly version of a rubric) misconception that the student has. student model that is applied in the and then to self-assess their revised Figure 4 shows an example of the logic assessment is shown in Figure 2. The response by comparing it to a sample structure applied when a student has first two columns describe the generic answer. submitted their foodweb. system model levels –components, Figure 3 presents screenshots of two interactions and emergent behaviour. Depending on the misconception a SimScientists embedded assessments The third column describes the model student has, she will get a sequence that provided immediate feedback and levels and more specific content targets of hints targeted to remedy that coaching as students interacted with for ecosystems. The last column includes misconception. The first level of hint tells the simulations. In the left screenshot, the science inquiry targets for each level. the student that she has made a mistake students are asked to draw a food and to try again. The second level of hint Each of the assessment suites contained web showing the transfer of matter points out to the student the concept embedded (formative) assessments and energy between organisms or rule that she should have applied. (two in Ecosystems and three in based on prior observations made The third and final level of hint provides Force & Motion) that were inserted of feeding behaviours in the novel sufficient feedback to allow the student into instruction when the teacher ecosystem. When a student draws to make a correct response, although deemed the prerequisites complete. an incorrect arrow, a feedback box it is up to the student to make the final During the embedded assessments, coaches students to observe again by correction herself. students completed tasks such as reviewing the animation and to draw making observations, running trials in an the arrow from the food source to In order to provide a further phase of experiment, interpreting data, making the consumer. Feedback also addresses differentiated instructed, data on the predictions and explaining results. common misconceptions. Because students’ need for assistance during the They used various methods such as the assessments capture the values embedded assessments are gathered in selecting from a choice of responses, and variables students select during a database in the learning management changing the values of variables in the investigations, SimScientists assessments system. Each hint provided is coded simulation, drawing arrows to represent are able to provide coaching for inquiry to a learning goal and so, by counting

Figure 3: Two screenshots that show how SimScientists embedded assessments provide feedback and coaching to students.

What does research tell us about effective strategies? 89 the number of hints delivered on each assessment tasks. From these data, activities for students classified into learning goal, the system measures the LMS parsed students into three groups A, B and C. For example, in the which learning goals a student was groups: (A) those who needed no Ecosystem suites, reflection activities struggling with. This enables a report to feedback or only minimal feedback that stress the big idea that all ecosystems be provided to students and teachers at indicated an error without providing share the same organisational structure the end of each assessment (Figures 5 any coaching; (B) those who typically and that similar behaviours (e.g. and 6). These progress reports provided needed coaching that describes the population changes) emerge from this the kind of descriptive feedback that scientific principles to be applied; and structure. Groups engaged in scientific helps students connect their success (C) those who often needed worked discourse in order to transfer their in the assessment to their effort examples before they could respond science content knowledge and inquiry (Covington, 1999; Maehr & Midgley, correctly. An example of the progress skills to three new ecosystems (Savanna, 1996). Based upon the amount of report that indicates what reflection Galapagos, Tundra) and prepare coaching students needed to complete activity group the student should be in presentations that were evaluated by the assessment, the LMS generated a is shown in Figure 6. These categories both students and teachers. Figure 7 progress report that indicated whether were intended to assist teachers in shows an example of the Galapagos a student is ‘On Track, Making Progress, making subsequent decisions about ecosystem classroom materials used. or Needs Help’ for each content and differentiating additional instruction. In the reflection activities a ‘jigsaw’ inquiry target. The teacher decided whether to follow instructional model had students the recommendations of the system in As a support for further differentiation organised in small groups that focused forming the groups for the follow-up of instruction by the teacher, the on particular aspects of the ecosystems reflection activity that took place in the progress reports signal the teacher to that the class was analysing. The focus next instructional period. adjust instruction during subsequent of the group depended on the reason reflection activities. The curriculum- As research shows that teachers may for being assigned to that group. For embedded formative assessments also not be skilled at providing differentiated example, a student assigned to group captured and analysed the type and instruction, in this project, we created B because he was having difficulty amount of help (feedback and coaching) ‘reflection activities’ that were designed understanding the relationships that students needed to complete to provide different, but complementary among producers, consumers and

At least Any All yes yes yes 4 arrows yes one arrow correct species correct All drawn? drawn? pairs? direction? correct

no no no no

At least Error Error one arrow Class = Class = drawn? BigPred Missing Links

Trofa to yes Error smaller fish? Class = Direction Error class represents common misconception no

Error Class = Species

Figure 4: Example of a rule-based method – a decision tree for diagnosing student misconceptions in the SimScientists Ecosystems embedded assessment.

Research Conference 2012 90 decomposers in the ecosystem would assessments, and had to show that a report that lists individual student be engaged in activities that involved they could transfer their knowledge performances (lower part of Figure examining those relationships across and inquiry practices. No coaching 8). The generation of these reports is the ecosystem. When the small groups was provided in the summative described in the methods section. had finished their tasks, the classes benchmark. Upon completion of the would work together as a whole to benchmark assessment, the teacher Methods present their findings and together build used the LMS to score students’ written A large-scale field test of the a complete foodweb diagram for the responses using a rubric specified by Ecosystems and Force & Motion whole ecosystem as no single group the assessment designers. These scores, assessments was conducted to establish held all the information necessary to along with the scores from machine- the psychometric quality of the do that. scored tasks, were evaluated by the SimScientists assessments, the feasibility LMS using a Bayes Net to produce At the end of the curriculum unit, of implementing them in the classroom, summative proficiency reports to students completed the benchmark differential student performance (in both students and the teacher on the assessment, which consisted of particular, for ELL and SWD students), relevant state science standards and tasks and items parallel to those their utility for teachers, and to propose specific content and inquiry targets in the embedded assessments, but models for integrating simulation-based addressed. The benchmark assessment transferred into a new context. For assessments into state assessment report classifies an individual’s example, the embedded assessments systems. The field test sought to answer proficiency level (Below Basic [BB], for the ecosystems suite were set four research questions, two of which Basic [B], Proficient [P], Advanced in a lake ecosystem (see Figure 3); are relevant to differentiated instruction: [A]) for the content categories (roles, the benchmark assessment used the interactions, populations) and on the 1 Do teachers find the assessments same activities, but the setting was a inquiry targets, (e.g. design, conduct, useful in monitoring and adjusting grasslands ecosystem with different evaluate). As illustrated in Figure 8, the instruction for their students? organisms and different, although system provides the teacher with a parallel, interactions. In this way, 2 Do the assessments work well class-level report on the content and students could not simply memorise for English language learners and inquiry proficiencies (upper half of the material from the embedded students with disabilities? Figure 8) and the teacher can also view

Figure 5: Example of a progress report for students at the end of an embedded assessment.

What does research tell us about effective strategies? 91 Participants Materials collected included student demographic data; surveys of teachers before and Fifty-five teachers and their 5867 As described in greater detail earlier, the during the implementation of the students from diverse schools in three Ecosystem assessment suite consisted assessments; 56 classroom observations; US states (North Carolina, Nevada of two simulation-based embedded case studies of 8 teachers in 5 schools; and Utah) participated in the field assessments and a unit benchmark and interviews with teachers after test. A total of 3529 students tested assessment. The Force & Motion implementation. the Ecosystems assessments and suite consisted of three embedded 1936 students tested Force & Motion. assessments and a benchmark Students were approximately evenly assessment. The Ecosystem suite Analyses divided between males and females. took place in seven class periods, not Feasibility and utility were examined by Of the 5660 students for whom we including the teachers’ regular instruction teacher surveys, computer logs, and the have complete data, approximately 12 on the topic, while the Force & Motion case studies conducted by the external per cent were students with disabilities suite required nine class periods. evaluator, the Center for Research and and about 6 per cent were classified as Evaluation of Standards and Student English language learners. Approximately Data collection Testing at the University of California, 34 per cent were eligible for free or Data collected from the SimScientists Los Angeles. Descriptive statistics reduced-price lunches (indicative of assessments included observable events, summarised assessment completion low socio-economic status). Ethnicities such as answers to questions, inputs to rates from computer logs, teacher represented included Caucasian (66%), simulations, the full text of constructed responses about the quality and utility Hispanic (13%), African-American responses, and arrows drawn and of the assessments on the surveys, (11%), Asian (4%); the remaining 6 were coded to the relevant science frequencies of categories of observed per cent were identified as multiracial, content or inquiry targets. Students teacher and student activities and Native-American, Pacific Islanders, or also completed a 30-item post test engagement, and common themes in unknown ethnicity. relevant to each topic. Other data teacher interviews.

Figure 6: Example of a report to the teacher that recommends which group a student should be placed in for the small-group instructional activities in the reflection activity that follows the embedded assessment.

Research Conference 2012 92 The technical quality of the assessment the study showed that teachers were assessment showed that performances system was examined primarily through able to use the curriculum-embedded on the Ecosystems benchmark differed analyses of student responses to the simulation assessments to serve significantly across the three classification assessments. To determine whether formative purposes as evidenced by groups on both science content, F(2, the categorisations of students from the implementation evaluation. Teachers 2729) = 338.30, p = .000 and on inquiry the embedded assessments were indicated that the embedded assessment practices F(2, 2729) = 23.21, p = .000. reasonable, the assignments of students progress reports prompted adjustment Similarly, for the second Ecosystems to the different groups, A, B, and C, of subsequent instruction during the unit. embedded assessment performances in the embedded assessments were Both teachers and students commented on the Ecosystems benchmark analysed to see if the groups differed in on the value of the immediate, differed significantly across the three their performances on the benchmark individualised feedback and coaching. classification groups on both science assessments. To judge the performance The coaching provided scaffolding in content, F(2, 2737) = 153.36, p = .000 of the assessment items and the overall the form of additional instruction that and on inquiry practices F(2, 2737) = reliability of the assessment system, a strengthens the learning benefit of the 29.85, p = .000. Likewise, data from multidimensional partial credit Item curriculum-embedded assessments. the first Force and Motion embedded Response Model (IRT) was fitted to the assessment showed that performances Evidence of the effectiveness of the benchmark response data. on the Force and Motion benchmark differentiation method used came from differed significantly across the three the use of a one-way Analysis of Variance classification groups on both science Results (ANOVA) to test for differences among content, F(2, 1341) = 64.92, p = .000 In answer to the first research question, the three classifications of students and on inquiry practices F(2, 1341) which asked whether teachers find the (groups A, B and C) in their performance = 100.99, p = .000. Similarly, for the assessments useful in monitoring and on the benchmark assessments. Data second Force and Motion embedded adjusting instruction for their students, from the first Ecosystems embedded

Figure 7: Example of classroom supplemental materials used in reflective activity lesson on the Galapagos ecosystem.

What does research tell us about effective strategies? 93 assessment, performances on the and SWDs compared to other students measurement of the science inquiry skills, Force and Motion benchmark differed were reduced on the benchmark. To as shown in Table 2. There were much significantly across the three classification determine the effect of the simulation- larger performance gaps on the inquiry groups on both science content, F(2, based assessments on ELLs and skills on the post tests than there were 1262) = 97.19, p = .000 and on inquiry SWDs, their performances on the on the benchmark assessments. This practices F(2, 1262) = 83.70, p = .000. benchmark assessments were compared evidence suggests that the benchmark The pattern was repeated for the to performance on the post test of assessments allowed ELLs and SWD third Force and Motion embedded conventional items. Table 1 compares to demonstrate their inquiry skills assessment performances that differed performance gaps of ELLs and SWDs more clearly in the simulation-based significantly for the three classification to a reference group of all students who benchmark assessments than they were groups on science content, F(2, 1281) are neither English language learners in the multiple-choice item post tests. = 72.04, p = .000 and on inquiry nor students with disabilities. Although The benefits of simulations for these practices F(2,1281) = 83.98, p = .000. the average performances of ELLs and groups warrant further investigation. Overall this shows that classifications of SWDs on the SimScientists benchmark is students in the embedded assessments lower than that of the reference group, Conclusion into three groups was valid in that the gaps between the focal groups and This study provides research-based the classifications were reflected in the reference group is comparatively evidence that systematically developed significant differences in performance on smaller than for the post test. This simulation-based science assessments the benchmark test. evidence provides some support for the can be used for formative and claim that the multiple representations in In answer to the second research summative purposes, and that they the simulations and active manipulations question as to whether the assessments can achieve high technical quality, be may have provided alternative means, work well for English language learners broadly implemented, and have strong other than written text, for ELLs and and students with disabilities, the instructional utility. Moreover, the findings SWDs to understand the assessment study showed that, overall, students support the role that computer-based tasks and questions and to respond. performed better on the benchmark assessments can play in differentiating assessments than on the post test, and The differences in the performance learning directly with individual students performance gaps between both ELLs gaps were even more marked in the as they are engaged in learning

Figure 8: Screenshots of the class summary and individual reports provided to teachers at the end of the benchmark assessment.

Research Conference 2012 94 Table 1 Gaps in total performance between English learners or students with disabilities and the general population

Ecosystems Force & Motion Force & Motion Group Ecosystems benchmark post test post test benchmark 24.0% 27.4% 10.6% 13.6% English learners (n = 123) (n = 50) (n = 126) (n = 50) Students with disabilities 20.2% 15.7% 8.4% 7.0% (n = 183) (n = 153) (n = 189) (n = 153)

Table 2 Gaps in inquiry skills performance between English learners or students with disabilities and the general population

Ecosystems Force & Motion Force & Motion Group Ecosystems benchmark post test post test benchmark 25.6% 35.1% 6.6% 10.9% English learners (n = 123) (n = 50) (n = 126) (n = 50) Students with disabilities 25.5% 20.3% 5.6% 6.2% (n = 183) (n = 153) (n = 189) (n = 153) interactions and in supporting teachers Covington, M. V. (1999). Caring about Center for Research on Evaluation, to differentiate their instruction for learning: The nature and nurturing Standards, and Student Testing groups of students based on detailed of subject-matter appreciation. (CRESST). diagnostic assessment of their learning Educational Psychologist, 34(2), Maehr, M. L., & Midgley, C. (1996). progress on well-defined instructional 127–136. Transforming school cultures. Boulder, goals. While all students benefited from Dassa, C., Vazquez-Abad, J., & Ajar, D. CO: Westview Press. the use of the SimScientists assessments, (1993). Formative assessment in a it proved particularly beneficial for Messick, S. (1994). The interplay of classroom setting: From practice ELL and SWD students. The study also evidence and consequences in to computer innovations. Alberta shows that such outcomes are the result the validation of performance Journal of Educational Research, 39(1), of careful design of the assessment assessments. Educational Researcher, 111–125. systems so that they are founded on 23(2), 12–23. sound assessment and content principles. Duschl, R. A., Schweingruber, H. A., & Mislevy, R., & Haertel, G. D. (2007). Shouse, A. W. (2007). Taking science to This article is based upon work supported Implications of evidence-centered school: Learning and teaching science by the US Department of Education (Grant designs for educational testing. No. 09-2713-126) and the National Science in grades K–8. Washington, DC: The Educational Measurement: Issues and Foundation (Grant No. 0733345). Any opinions, National Academies Press. findings, and conclusions or recommendations Practices, 25(4), 6–20. expressed in this article are those of the authors Furtak, E. M., Ruiz-Primo, M. A., Pashler, H., Bain, P., Bottge, B., Graesser, and do not necessarily reflect the views of the US Shemwell, J. T., Ayala, C. C., Brandon, Department of Education or the National Science A., Koedinger, K., McDaniel, M., P., R., Shavelson, R. J., & Yin, Y. (2008). Foundation. Additional publications from this & Metcalfe, J. (2007). Organizing study can be found at http://simscientists.org. On the fidelity of implementing instruction and study to improve embedded formative assessments student learning (No. NCER 2007– and its relation to student learning. References 2004). Washington, DC: National Applied Measurement in Education, Bangert-Downs, R. L., Kulik, C. L. C., Center for Education Research, 21(4), 360–389. Kulik, J. A., & Morgan, M. T. (1991). The Institute of Education Sciences, U.S. instructional effect of feedback in Herman, J. L., Osmundson, E., Ayala, C., Department of Education. test-like events. Review of Educational Schneider, S., & Timms, M. (2006). Tomlinson, C. A., & Allan, S. D. (2000). Research, 61(2), 213–238. The nature and impact of teachers’ Leadership for differentiating schools formative assessment practices (CSE Black, P. (1998). Testing: Friend or foe? and classrooms. Alexandria, VA: ASCD. Tech Rep. No. 703). Los Angeles, CA: Theory and practice of assessment and University of California, National testing. New York: Falmer Press.

What does research tell us about effective strategies? 95 The neighbourhood just got bigger: Schools and communities working together for change

Abstract There are many things that schools can do to improve learning opportunities and outcomes for their students. Increasingly schools are choosing to look beyond their gates to connect with other groups in their neighbourhood. Businesses, not-for-profit organisations, Michele Lonsdale Michelle Anderson philanthropic organisations and others are also looking to connect with Australian Council for Educational Australian Council for Educational schools for mutual benefits. Whether Research (ACER) Research (ACER) you are the local real estate agent, someone from Rotary, a TAFE teacher, a Dr. Michele Lonsdale is a Principal Research Dr Michelle Anderson is a Senior Research Fellow Fellow at ACER in the Policy Analysis and in the Policy Analysis and Program Evaluation university lecturer, a pre-school parent, a Program Evaluation research team. She is a former program at ACER. She is the Director of the football club president, a resident in an secondary school teacher of English and humanities. Tender Bridge Project, ACER’s national research elderly citizens’ home, or from another Previous work has included teaching adults in a and development service. Dr. Anderson initiated community group and wanting to neighbourhood house and TAFE, lecturing and Tender Bridge to support school leaders to tutoring teacher trainees, working with unemployed grow and resource their educational projects share resources and ideas with a local young people, and working in the Victorian to maximise impact. She researches and writes school, there are plenty of opportunities Government in policy and strategic planning. Dr. in the areas of school leadership and school/ for collaboration to improve student Lonsdale played a key role in developing the business/philanthropy engagement. In partnership outcomes. This presentation looks at evidence base for the NAB Schools First program with The Ian Potter Foundation and the Origin and has a strong interest in what makes highly Foundation, Dr. Anderson is leading a three-year the benefits of collaborating and offers effective school–community partnerships. national study on the impact of philanthropy in research evidence and practical tips education, LLEAP (Leading Learning in Education for developing strong and productive and Philanthropy). She contributed to ACER’s school–community relationships that 2011 paper ‘The benefits of school-business relationships for the Business-School Connections ultimately support better outcomes for Roundtable’ and is the co-writer of a federal students. government commissioned school-business evaluation guide. Dr Anderson is on the Board of Introduction the Business Working with Education Foundation. Highly effective schools have high levels of parent and community engagement.1 Whether you work in local business or a large corporation, Sharon Clerke volunteer with Rotary, teach in a TAFE or university, serve on the local Australian Council for Educational kindergarten committee, run a youth Research (ACER) services program, play for a football or club, reside in an elderly citizens’ Ms. Sharon Clerke is a Senior Project Director for home, or offer art classes in the local NAB Schools First at the Australian Council for Educational Research in Melbourne. neighbourhood house, there are plenty of opportunities for you to collaborate She has worked at senior levels in the education sector for 30 years, teaching and working closely with schools to improve outcomes for with secondary schools, parents and community students. Whether your school is in members on a wide range of programs designed the city or a remote area, primary or to improve educational outcomes for students secondary, government or independent, and schools. there will be a wide range of resources Ms. Clerke heads ACER’s significant contribution to NAB Schools First, a national awards program that recognises excellence in school–community partnerships and seeks to provide school 1 Masters, G. N. (2004). What makes a good communities with the skills to build robust and school? ACER eNews, http://www.acer.edu.au/ sustainable partnerships and programs. enews/2004/02/what-makes-a-good-school

Research Conference 2012 96 and skills in ‘the neighbourhood’ that you specific outcomes may be identified, as community gardens or environmental can draw on to improve your school’s such as improving reading as an programs, and from young people effectiveness. academic outcome. who feel more connected to their communities through their participation The NAB Schools First program in such programs. In turn, this can lead Changes in school-community shows that community partners have to greater community confidence. For relationships conducted training sessions across a example, some schools in the NAB wide range of topics, provided relevant In the 1950s and 1960s there was little Schools First Program report fewer work experience for students, offered interaction between schools and the street offences and substance abuse industry experience for teachers, helped wider community. Parents might attend issues than previously as a result of teach specific skills and knowledge parent teacher nights or visit their child’s partnering with local community groups.4 school during Education Week but related to the curriculum, organised schools in this era were more likely to field trips and camp activities, showed Governments, too, benefit from schools have ‘Trespassers will be prosecuted’ students potential career and study connecting more strongly with business signs on their fences than welcome mats pathways, worked with students to and community groups. These kinds for community groups. What went on in improve the physical environment of of relationships can help grow local schools was not seen to be the business the school, provided social contacts economies and potentially reduce the of the community. within the community and given costs of service provision through less students greater awareness of the duplication of services and shared In the past few decades, a different services available for young people.3 It responsibility. kind of relationship between school is not only students who benefit from and community has emerged. Rather these connections. Staff in schools, Challenges than being set apart from the rest of business, philanthropic foundations and These kinds of collaborations are not the community, the school is now often trusts, and community organisations easy to build or sustain, however. Not seen to be its hub. The community, in gain from being exposed to professional all school–community partnerships run turn, is seen as an important source of learning and training opportunities. smoothly. Finding potential partners and resources and expertise for the school. Teachers and principals can develop resources, knowing who might have School–community engagement can new knowledge and skills in project the professional expertise to advise take many different forms, ranging from management, human resources, and guide program development all informal arrangements that might only budgeting and marketing. Businesses take time and require different kinds involve a one-off activity, service or gift can meet their corporate responsibility of knowledge and skills. Gathering to more complex partnerships with goals, be exposed to the innovative information about an area of identified formal governance arrangements and thinking of young people, and potentially need and knowing how to monitor and programs that are developed over have access to a more highly skilled evaluate the impact of a collaboration several years. future workforce in the local area. New can also be challenging. possibilities for work and economic Outcomes and benefits ventures can emerge. There can be other challenges too when partners have unrealistic Effective collaboration can lead to ACER’s research undertaken as part expectations around the relationship or better interaction between agencies, of the NAB Schools First program what it is aiming to achieve. Sometimes greater understanding of the issues shows four main outcomes that schools one partner might be less committed affecting young people in their are hoping to achieve when entering to a collaboration than others. Some communities, and greater connection into partnerships: increased student school leaders may be sceptical about between community partners and other engagement, improved academic entering into a relationship with, for families and groups. outcomes, enhanced social wellbeing example, a business. A non-school and/or broader vocational options and Communities can also benefit from the partner might not fully understand 2 skills. Within these categories, more tangible products that are associated the day-to-day operations of a school with some partnership programs, such and therefore under- or overestimate what’s possible. 2 Lonsdale, M. (2009). School–community partnerships in Australian schools. ACER, http://research.acer.edu.au/cgi/viewcontent. cgi?article=1006&context=policy_analysis_misc 3 Ibid. 4 Ibid.

What does research tell us about effective strategies? 97 Effective engagement In setting up an effective partnership these are the things you could think ACER’s project Leading Learning in about: Education and Philanthropy (LLEAP) has shown the importance of laying strong • Do you have a shared vision and foundations for a school–community common goals? 5 partnership. From the fieldwork • Are your objectives clear and analyses of the LLEAP project, ten achievable? factors for highly effective engagement have been identified: • Are there clearly defined roles and responsibilities for each partner? • having a ‘good fit’ (e.g. aligned values, objectives, priorities) • Are the expectations of each partner fair and reasonable? • building capacity (e.g. increasing the skills, knowledge and understanding • Does each partner have a good of partners) understanding of the other partners’ requirements? • making well-informed decisions (e.g. evidence-based identification of need) • Have you set in place opportunities for regular communication between • having relevant knowledge (e.g. partners? knowledge of the community or school context) • Is the collaborative project adequately resourced? • having appropriate levels of resourcing (e.g. having a realistic • Do you know how (and how often) understanding of the needs of the you will measure the impact of your project) collaboration? • being clear about roles (e.g. partners • What will you put in place to help in the project having clearly defined make the collaboration sustainable? roles and objectives) Concluding comments • having genuine reciprocity (e.g. bringing strengths to the relationship) A consistent finding from the research in Australia and overseas is that strong • having built relationships based school– community engagement can on trust (e.g. perceptions of bring a range of benefits, not only to competence) students but also to teachers, schools • having effective communications (e.g. as a whole, partners and the wider communicating clearly and openly) community. However, for these benefits to occur, school–community partners • being impact focused (e.g. clarity need to have a shared vision, work around what is being sought to in genuinely collaborative ways, and change). monitor the progress and effectiveness Other evidence from NAB Schools First of their partnership activities. Sharing confirms the importance of collecting the results of this good practice means information along the way to measure others can recognise the important this impact. role that community groups can play in supporting education and schools. Preparing 21st century learners depends on everyone in the community 5 Anderson, M. & Curtin, E. (2011) LLEAP: seeing this as their business. Leading Learning in Education and Philanthropy, 2011 survey report. ACER, www.acer.edu.au/lleap.

Research Conference 2012 98 Teachers are the key: Strategies for instructional improvement

Abstract Enterprise Bargaining Agreement (2006, 2008, 2011) with the State School Recent research is unequivocal on Teachers’ Union of WA since 2006 and the importance of effective teachers has bipartisan political support. CMS in improving outcomes for schools now works in close partnership with (Jensen, 2010) and the critical role all the teacher-training universities in that high quality professional learning Western Australia with the exception of plays in increasing teacher effectiveness Notre Dame University. (McKinsey, 2007). One powerful way to do this is in real classrooms in the Despite the behaviour management Lynette Virgona form of expert or peer coaching. focus of the initiating strategy, it was Department of Education, (McKinsey, 2007) This revelation often evident from the beginning that it was Western Australia overlooks the fact that it comes in not possible to impact significantly on the context of a profession that is teacher practice by attending to teacher Ms. Lynette Virgona is a Principal Consultant largely unfamiliar with receiving direct skills in isolation. In order to achieve its with Classroom Management Strategies (CMS), feedback, is generally uncomfortable aims CMS had to cover a wide range of a professional learning program operated teacher behaviour. Effective behaviour by accredited classroom teachers for the being observed, and can be wary of Department of Education in Western Australia. being evaluated unfairly (Elmore, et management, the original brief of the Since 2003, CMS has provided interactive and al., 2009). This seems especially true program, could only ever be one aspect reflective workshops on behaviour management with our more experienced teachers. of the complex instructional repertoire and instruction to promote student engagement of an effective teacher. Managing followed by in-class observation and coaching for Despite this, we know that teachers teachers. CMS also offers a range of support for want effective feedback, to have their student behaviour does not operate in school-wide instructional improvement, including work valued and to improve their isolation from other teacher skills and the development of peer coaching teams, better teaching (Jensen, 2010) – and, I would is only useful if it leads to the creation aligned behaviour management processes, and of a classroom environment where assistance for Principals in long-term strategic add, if it can be done in a respectful and planning. The programs are highly regarded by professional way. learning occurs. Students can be well teachers and principals with more than 7000 behaved but cognitively disengaged. participants in the training with demand growing. This paper seeks add to the body of In addition, teachers cannot perform knowledge on effective professional Ms Virgona has a background in secondary at their best if the school culture is English and History, and has worked in a wide learning through in-class coaching dysfunctional or non-supportive of range of schools, as a classroom teacher and an for teachers and its place in school good classroom practice. Consequently, administrator since 1985. She has worked with improvement by sharing the research CMS since its inception in 2003. CMS should be seen as a professional findings and the experiences of the learning program that aims to increase Classroom Management Strategies effective teaching practices within (CMS) professional learning program effective school cultures. from the Department of Education, Western Australia. Since 2005, CMS has conducted more than 38,000 in-class observation and Background feedback sessions (called ‘conferences’) on effective classroom management and Classroom Management Strategies instruction with over 7000 teachers in (CMS) was initiated by the Department Western Australian public schools. The of Education in Western Australia in program operates in K–12 classrooms 2002 as a key part of its Behaviour (see Table 1) across all socio-economic Management & Discipline (BM&D) bands and in rural, remote and strategy. It was conceived as a metropolitan settings (see Table 2). CMS proactive and practical support for teacher consultants work alongside teachers with an initial focus on teachers at every stage of their careers behaviour management in classrooms, (see Table 3), including supporting those commencing full operations in 2005. in leadership positions to plan and It has had strong support across implement whole school instructional all education stakeholders since its improvement. inception. CMS has been part of the

What does research tell us about effective strategies? 99 The Model not a deficit model and is designed practitioners in a highly complex and to make experienced teachers more demanding profession. Teachers are The CMS professional development consciously aware of the effective skills asked to volunteer to attend although model is based on the premise that they already use, and to add to those the aim is for all teachers in Western significant transfer of learning primarily skills through teacher self-reflection and Australian public schools to complete occurs in teachers’ classrooms. The peer discussion. It assumes as a starting the programs. conferencing is the most important point that teachers are already skilled part of the professional learning. It is Program delivery focuses on a series

Table 1 Major teaching level: 2005–2011

% of total participants % of total participants Level taught Foundation program Instructional strategies numbers numbers

All years 118 1.6 12 0.7

ECE 396 5.6 96 6.0

Primary 3 754 52.6 760 47.5

Middle school 274 3.8 27 1.7

Secondary 2 576 36.1 700 43.7

Not specified 22 0.3 6 0.4

Total 7 140 100 1 601 100

Source: Internal Department of Education WA evaluation data 2012

Table 2 Regional information: 2005–2011

Foundation Number of participating Instructional Number of participating Total number Region program participant schools (% of schools in Strategies schools (% of schools in of schools numbers region) participant numbers region) per region

Metropolitan 3 542 305 (65%) 874 143 (30%) 474

Goldfields 486 32 (61%) 87 17 (33%) 52

Kimberley 406 19 (86%) 18 5 (23%) 22

Mid West 452 42 (82%) 193 29 (57%) 51

Pilbara 270 18 (58%) 109 12 (39%) 31

South West 1 115 83 (85%) 104 32 (33%) 97

Wheatbelt 576 67 (93%) 116 29 (40%) 72

Total 6 847 566 1 505 267 799

Source: Internal Department of Education WA evaluation data 2012 Additional notes: • 389 participants’ regional information from 2005 is not included in this data. • A participant may complete more than one program. • 2012 information is not included as not all pre-program survey data is currently available • Transience on staff means that many rural schools lose trained staff to the metropolitan schools over time.

Research Conference 2012 100 of interactive workshops spread • a common language to discuss they work outside of the performance over a number of months. Expert student behaviour and their teaching appraisal process used in WA public in-class conferences occur after each practices schools. That being said teachers often workshop. In the CMS Foundation request CMS training as part of their • a shared set of beliefs about student program, for instance, there are professional development. behaviour five whole-day workshops where participants are presented with • reflective, collegiate structures in Theoretical underpinnings opportunities to label and deconstruct their schools to promote professional When the program was designed effective teaching skills and practise learning communities its structural underpinnings were them in a forum that encourages • an awareness and comprehension heavily influenced by the work of Madeline Hunter (Hunter, 1990) reflection and discussion. Following of instructional skills, with a strong in terms the coaching model and each workshop, participants have a emphasis on effective questioning trained consultant visit them in their Michael Fullan (Fullan, 2001) in terms techniques to increase student of implementation of professional classroom to provide a structured, academic engagement. learning for systemic change. Initial non-evaluative feedback and reflection training of consultants was carried out session. CMS also offers an extension course called the Instructional Strategies in 2003 by Barrie Bennett and Peter Smilanich, Canadian educators with a The focus is on participants developing: program that provides a special strong background in these areas. The • an increased competence and focus on increasing student academic contemporary content of the course is confidence to engage students and engagement and higher order thinking. based on current and, where possible, manage unproductive behaviour These programs always use the an Australian evidence base of effective workshop/conference model for teacher practice, although much of the • an increased repertoire of delivery. more practical behaviour management responses to address attention- skills are based on the work of seeking behaviour, including low The CMS teacher consultants are all established theorists like Kounin and is key responses, giving choices and classroom teachers who have received largely summarised in texts of Bennett effective consequences rigorous and extensive training in and Smilanich, (Bennett & Smilanich, the observation, deconstruction, and 1994), more recently in Classroom • an awareness and comprehension analysis of teacher behaviour. They are Management (McDonald, 2010). of teaching skills to effectively deal highly skilled at providing respectful with escalating behaviours including Content is only accepted as part of and professional feedback to teachers. diffusing power struggles the programs where research and They do not play an evaluative role and classroom experience agree that the

Table 3 Teaching experience 2005–2011

% of total completing Instructional Strategies % of total completing Years teaching Foundation program the course program the course 0 - 2 1821 25.5 175 10.9 3 - 10 2182 30.6 523 32.7 11 -20 1560 21.9 307 19.2 21 - 30 1108 15.5 310 19.3 31 – 36+ 416 5.8 248 15.5 Not specified 53 0.7 38 2.4 Total 7140 100 1601 100

Source: Internal Department of Education WA evaluation data 2012

What does research tell us about effective strategies? 101 skills are effective in the West Australian et al., 2008, p. v). to have been useful, leading to improved context, and is mapped to the National behaviour management practices by The evaluation of the BM&D strategy Standards for Teachers. While the theory teachers. It was the professional learning drew information from a range of is critical to the underlying quality of the program most frequently reported by qualitative and quantitative data sources, course, it only occupies a small part of principals to have made a difference including surveys, focus groups, case the delivery of the program, however. to student behaviour in their school studies and statistical data obtained CMS defines teaching as a set of (Robson et al., p. 62). CMS was ‘the from the Department. behaviours that can be learned through program that drew the most comments practice and experiencing the results in The review states: from focus group participants’ (Robson authentic classrooms. We learn by doing. et al., p. 25). All the evidence points to the Classroom Management Strategies The Review also noted ‘the design of External evaluation program having provided a the central delivery model coupled with In 2008, the Department commissioned significant and valued benefit school-level discretion was a powerful Edith Cowan University to conduct an to schools. It was the program combination’ (Robson et al., p. 37). independent review of the Behaviour most often reported by principals CMS use of central planning, Management and Discipline (BM&D) to have contributed to an training and delivery of the strategy, of which CMS was a key improvement in student behaviour programs … and school- component. BM&D ‘was intended to [see Table 4] and teachers in level control of resources improve the behaviour of students with the focus groups described have made it possible to train challenging and disruptive behaviours, how it integrated easily with teachers in a wide range of improve the learning outcomes for other professional development professional contexts. Given the these students, increase attendance programs to improve classroom connectedness between the rates, and make schools a safer and management skills. The enthusiasm training and classroom teaching more positive learning environment for for the low-level responses practice, this achievement should all students and their teachers. As well and common language it has be acknowledged. It would not the strategy was intended to increase promoted was widely evident. have succeeded without effective the competence and confidence (Robson et al., p. 35) implementation at each level of of teachers to support and engage the organisation. students who are alienated or who CMS was judged by 73 per cent of exhibit challenging behaviours’ (Robson respondents to the survey of principals (Robson et al., p. 35)

Table 4 Programs identified as making a difference to student behaviour as a percentage

Primary Secondary Combined All n = 142 n = 47 n = 22 n = 211 % % % % CMS 32 28 31 31 Class-size reductions 15 36 5 19 Rewards 18 4 46 18 Out-of-class activities 7 2 5 6 Tribes 6 2 0 5 Rock and Water 3 2 5 3 Restorative Justice 1 4 5 2

Source: Robson et al., An Evaluation of the Behaviour Management and Discipline Strategy 2001–2007, p. 63 BM&D strategy evaluation survey instrument. Principals were asked: ‘What would be the best example of an activity funded by BM&D that made a difference to the student behaviour in your school?’ ‘n = 211’ refers to the number of completed survey forms returned. The totals for each column do not add up to 100 per cent because not all principals identified one of the programs listed.

Research Conference 2012 102 Individual case studies of schools that data available to the program. The support for pre-service teachers, collected local data demonstrated evidence from pre and post survey data graduates, school support staff, and a strong link between CMS and consistently points to an increase in skill school leaders. Many schools aim to reductions in bullying behaviour and level even in very experienced teachers. train their whole staff and then set suspensions (Robson et al., p. 24) A common response from teachers up a sustainability program to refresh after completion of the program is that and maintain the CMS ‘culture’ in their The Review also makes this assessment: they would have adjusted their pre- schools. Significantly, this has developed [The CMS] implementation survey responses to a lower score; that in response to specific and strong strategy has evolved into a well- is, they assumed before participating in demand from teachers and school articulated and dynamic delivery the program that they had a higher level leaders and continues because of model. There are several features of skill and knowledge than they actually its successful impact on schools. The that differentiate the approach possessed. Department recommends a whole from comparable interventions. school CMS approach in schools Teachers consistently rate the workshop identified as needing additional support 1 A direct connection has been programs very highly. The average score through the school review processes. made between the professional for presenter skill and relevance of the development program and classroom material is 9/10. A common comment CMS operates a rigorous accreditation teaching practice. in the evaluations is that the CMS program for the training and quality consultants are ‘real’ teachers and they assurance of its consultants that can 2 Central planning and management understand what actually happens in be accessed by schools that want to have sat comfortably with school- ‘real’ classrooms. develop an internal CMS capacity to level choice; even though there provide sustainability for their staff. was no requirement that schools It is also significant that many of Trained consultants are highly valued participate in the program it has the most positive participants are for promotional positions within grown and developed because of experienced teachers who, while schools. All of the accreditation training the active participation of classroom initially anxious or sceptical about the is mapped to the National Standards practitioners. program, typically embrace it fully. They for Teachers framework. feel that it validates their teaching, 3 The BM&D resource allocations to provides them with the language to schools have enabled the schools share their expertise, as well as improve Conclusion facing challenges to mix and match on their practice. The endorsement of the Classroom Management CMS is a unique professional learning the union is an important factor for Strategies program with a wide range program for classroom teachers in terms many participants, as well as the non- of programs of their choosing. of its scope, longevity and the systematic threatening design of the delivery. In and systemic nature of its delivery and (Robson et al., p. 36) fact, once they experience the feedback impact. In West Australian public schools The review concluded ‘CMS was and reflection of a CMS conference, a third of the workforce currently has recognised through the survey, focus teachers overwhelming endorse the a common language and understanding groups and case study school visits as process and are keen for more. This is of teaching. Graduates are entering the a highly valued program that improved evident from the high completion rate profession already equipped with some teachers’ behaviour management skills in of the programs and the take-up of of the same skills and understandings. the classroom and playground’ (Robson extension programs and further training Many teachers who have been through et al., p. 50). in CMS. In many schools it is the first the program are now school leaders step in establishing peer-learning teams who use their knowledge and skills to Internal data1 within their schools. Significantly these set the agenda for their schools. CMS is teams are teacher-driven, rather than linked into other professional learning as The positive impact that CMS reflective administrator mandated projects. a vehicle for improving literacy, numeracy coaching sessions have on instructional and other system agendas. practice at all stages of teaching In addition to the close work with experience is confirmed by the internal teachers in their classrooms, CMS Its success provides some insights into supports schools to plan and implement how systems can support significant whole school instructional improvement improvements to the current teacher programs in their individual contexts. workforce within a respectful 1 Internal data to support this is currently Additional programs include specific professional framework. For whatever unavailable for publication.

What does research tell us about effective strategies? 103 reasons, teachers have had little access Robson, G., Angus, M., & McDonald, T., to high quality feedback on their (2008). An evaluation of the behaviour classroom practice in the place where it management and discipline strategy, actually counts – their classroom. Many 2001–2007, ECU. . WA. teachers actively resist efforts by leaders School Education Act Employees’ to be observed and assessed because (Teachers and Administrators) when done badly such observations General Agreement, 2006, 2008, do more damage than good, however 2011. well intentioned. When done well the reverse is the case. Teachers are the key to school improvement. More precisely, it is what happens between teacher and students in each and every classroom that determines the educational outcomes of any system. Learning how to open these classrooms to professional dialogue and reflection is the first step to real change in schools. CMS can provide some insight into how this might be achieved.

References Bennett, B., & Smilanich, P. (1994). Classroom management‬: Thinking and caring approach‬, Bookation. Toronto. Elmore, R., City, E. A., Fiarman, & Teitel. L. (2009). Instructional rounds in education. Harvard Education Press. Cambridge MA. Fullan, M., (2001). The new meaning of educational change. Teachers’ College Press. New York. Hunter, M., & Russell, D. (1990). Mastering coaching and supervision. Corwin Press. Thousand Oaks CA. Jensen, B. (2010). What teachers want: Better teacher management, Grattan Institute. Melbourne. McDonald, T. (2010). Classroom management, Oxford University Press. Melbourne. McKinsey &Co, (2007). How the world’s best performing school systems come out on top. McKinsey on Society.http:// mckinseyonsociety.com/how-the-worlds- best-performing-schools-come-out-on- top/ accessed June 18 2012

Research Conference 2012 104 Professional Practice Research: Ensuring teacher development through a critical approach to professional learning

Introduction been plenty of opportunity for all educators to contribute to the evolving Currently the development of a national construction of the frameworks that will system for the ongoing enhancement regulate the shape of the profession for of teacher professionalism across future graduates and practising teachers Australia is underway. The initiative led and principals. Despite this commitment by Australian Institute of Teaching and to collaboration, discussions across the School Leadership (AITSL) on behalf sector have raised four serious concerns of the Ministerial Council for Education, that are outlined forthwith: Early Childhood Development and Tania Aspland Youth Affairs (now SCSEEC) is 1 The conceptualisation of teacher and University of , South Australia progressing rapidly with a finalised set principal training and development of Professional Standards for Teachers as linear is somewhat problematic. Professor Tania Aspland is currently Professor in and a set of Professional Standards The view that professional educators Teacher Education at the for Principals approved by Ministers and leaders can be conceptualised and president of the Australian Teacher Educators from a developmental perspective Association (ATEA). She has been a leader in 2011. It is clear that there is an in course development in teacher education inextricable link between the newly is highly contestable. The standards for many years and is currently engaged in a proposed professional standards and model implies that teachers and number of research projects in higher education the professional education of teachers principals improve with experience pedagogies in teacher education undergraduate and age. For example, it is envisaged and graduate courses. Professor Aspland and principals across Australia. Further, it has developed an international reputation for is imperative that the education sector that teachers move from a stage of community capacity building in Papua New will need to work in a unified manner proficiency with time and experience Guinea, Singapore, Hong Kong, The through ongoing consultations to ensure to unproblematically become lead and Vietnam. She has evidenced-based success teachers. This concept of linear with action learning as a project based learning the standards truly reflect what teachers strategy in developing countries and has been and principals desire of the profession, development is highly contestable in employed in offshore contexts in the field in terms of teacher preparation, the profession of teaching. of curriculum development and curriculum professional learning and training, and 2 While quality and accountability is evaluation and thesis supervision. Professor professional recognition. Aspland has also instigated new models of essential to teacher and principal professional development within schools and It has been evident for some time development, and the notion of universities, to support the process of curriculum development and leadership. that the federal government is professional standards is supported keeping a close watch on teachers in principle, it is of concern to many The building of a professional portfolio, the educators that the complexity of centrality of professional attributes, an investigative and educational leaders and that it orientation to learning and a process of student has a preferred, if not popular view professional growth, development self auditing are key innovations within teacher of the nature of teacher preparation, and training has been reduced to a education that are central to the programs that professional development and training. set of basic competencies that may Professor Aspland has developed in collaboration not truly reflect the complex nature with her colleagues, each taking on their own Federal policy linking economic growth characterisation within local contexts. and development to education has of teaching, the principalship, teacher never been stronger and in many ways education and the preparation of Ian Macpherson teachers and principals are in a prime teachers and educational leaders (co-author) position to reshape the future directions for contemporary times and a Queensland University of Technology of this nation. However, within this challenging future. opportunity is a deeply embedded 3 Many agencies within the profession, discourse of regulation, one that could including teachers and principals, are ostensibly threaten the autonomy of concerned about finding a balance teachers and principals to independently between the compliance discourse regulate their profession. It is true that that accompanies regulation and the the consultative approach to developing discourse of innovation that is central the sets of standards for teachers and to the development of rigorous and principals is high on the government’s high quality teaching and educational and AITSL’s agenda and there has

What does research tell us about effective strategies? 105 leadership that is evidence based Brooker, Aspland and Elliott (1998) educational work – it is not an and context specific. There is a interrogated the field of professional unproblematic venture as some concern that standards will reduce learning and curriculum leadership. The trainers suggest. all professional learning for teachers principles of professional learning and • The different types of perplexities and principals to ‘the essentials’ that training for teachers and principals that can be recognised as dilemmas or are determined by less than flexible were advocated valued the centrality of ironies or paradoxes, all of which can standards, ill-informed politicians dialogical conversations with educators be managed as a central component and prescriptive or regulatory that are collaborative, critical, action of professional development and requirements. For a country striving oriented, honest, meaningful, sustained training – solutions are not always to position itself in the international and transformative in orientation the answer, rather it is working setting, such normative thinking (Aspland, Elliott & Macpherson, 1997). through the dilemmas that is of towards the preparation and More current research (Grattan significance. professional development of teachers Institute, 2010; Macpherson, Aspland, & and principals may be prohibitive. Cuskelly, 2010; OECD, 2009; Doecke • The central focus of professional et al., 2008; Reezgit & Creemers, development and training for 4 What must be placed at the forefront 2005) indicates that there is no one teachers and principals should be of this debate is that teachers model that best prepares and sustains the educator (teacher or principal) and principals, in preparation and the development of teachers and who as a person lives and works throughout their professional careers, principals. Rather, as the professional within an educational, social and require differentiated pathways moves forward into the 21st century political context in differing ways through learning. The multiplicity of and the ways of engaging with the and engages in curriculum decision pathways of teacher preparation educational community becomes making and leadership in unique and professional development and reconfigured, a set of Principles of ways that must be respected and training currently evident around Procedure for professional training celebrated – there is no sense in a Australia must be profiled, valued and development for principals and ‘one-size fits all’ approach to training and celebrated with vigour within teachers can be identified; Principles of and development. the education profession. To become Procedure that may be instructive to regulated nationally in the ways • Professional development and providers of professional development that are suggested, can, if done training must recognise the complex and training across all sectors of collaboratively, celebrate diversity interplay of factors that are central education and Principles of Procedure while at the same time, can ensure to and impact upon the uniqueness that are congruent with the mandated quality, foster public accountability of teachers’ and principals’ work – frameworks of professional standards and joint working ‘within’ the no one professional standard can published by AITSL. The Principles of standards discourse. If collaboration capture these complexities. Procedure include the following: is overlooked and the professional • Professional development and development and training become • Professional development and training must actively involve positioned within a prescriptive ethos training requires support and teachers and principals in the of re-accreditation, educators across challenge from others, particular ongoing generation of professional the nation risk working within a curriculum leaders. knowledge. This is best accomplished ‘check-box’ mentality that will reduce • Professional development and through professional practice teacher and principal preparation and training needs to recognise the stages research – the intimate involvement professional development to forms of individuals within their careers and by the professional practitioners of technocratic training that were the contexts within which they work. themselves in researching, inquiring rejected during the Australian political into, and interrogating their own era circa 1988. • Professional development and practice as a basis for illumination training generally requires guidance If educational reform, as central to and improvement of their practice, and intervention by educational economic reform, is to become a for an informed influence on policy leaders and discipline experts. reality in Australia, the funding of development in relation to their innovative and contemporary models of • The catalyst for professional practice, and the creation and professional development for teachers development and training can be extension of theory out of their and principals must become a national found in the state of perplexity that practice. priority. Some years ago Macpherson, often characterises professional

Research Conference 2012 106 Teachers and principals who are engaged professional training and development instrumental in bringing to the fore in professional practice must advocate of the type that reflect these Principles the notions of reflection-on action and for professional development and of Procedure. reflection-in action as core processes training that is characterised by these integral to teacher learning and Principles of Procedure if authentic and Professional Practitioner development. He highlighted for all meaningful lifelong professional learning is Research professional developers the importance to occur. Further, this type of professional of lifting teachers out of the complex learning and training is congruent with Professional development and training worlds of professional practice (the the Professional Standards advocated of the type outlined in the introduction swamp), through reflection, to see by AITSL and increasingly, by regulatory has been referred to as Professional anew (from the heights) and, to authorities around the nation. Such Practice Research (Macpherson, transform practice through greater organisations argue that the professional Brooker, Aspland & Cuskelly, 2010). clarity and understanding. A plethora standards should: The conceptual framing of Professional of expositions about the nature Practice Research is derived from earlier of reflection and its importance in • provide a framework for professional theorising around action research which initiating and sustaining teacher learning learning has its origins in Stenhouse’s (1975) in systematic ways was evident in the • guide self-reflection, self- view of the teacher as researcher – 1980s and still continues today. Many improvement and development ideas spawned in the United Kingdom in of these schemata reflect Dewey’s the mid to late 1970s and in Australia in original work on reflective thought • guide the management of self and the late 1970s and into the 1980s (see (Dewey, 1933) and the correlation others (AITSL, 2011: Professional Kemmis & McTaggart, 1988). between reflection and action. Kinsella Standards for Principals. http://www. and Pittman (2012), in their critique aitsl.edu.au/school-leaders/national- Action Research initiatives that have of Schoen, remind scholars in this field professional-standard-for-principals/ reported in various renditions over that reflection is a far more complex national-professional-standard-for- the years have sharpened the focus on process than what is often portrayed principals.html0) professional educators as they have interrogated and investigated their in much of the literature, particularly in Professional development and professional practice as a basis for relation to the process of professional training programs that capture the critically informed advocacy and activism learning. Further, Kinsella and Pittman Principles of Procedure outlined as well as transformative/reconstructive (2012) purport that Schoen is above will be rigorous and engaging action. Somekh’s (1995) view of Action dismissive of reflexivity and fails to ‘fully as well as meaningful and authentic. Research in social endeavours is still acknowledge the background and social It is development and training of this worth reading in this regard. More conditions that implicitly influence and type that is most successful as it is recent examples include Sachs’s (2003) contribute to ... ways of seeing’ (Kinsella needs based, context specific and elaboration of the activist professional & Pittman, 2012, p. 43), focusing designed and implemented from a and Groundwater-Smith’s (2010) instead on individual constructions of practitioner perspective. At the same characterisation of evidence-based reality that are seemingly context-free. time it is conceptually based and practice within knowledge-building/ Kemmis and Wilkinson (1998) some critically informed on the one hand, creating schools. Groundwater-Smith time ago argued that participatory and systematically and sustainably (2003; 2010) in conceptualising the action research is a collaborative social undertaken on the other. To engage ‘vital professional’ depicts professional process of professional growth and in professional development that is learning as “draw(ing) upon diverse development which is participatory, technocratic or reductionist, based experiences and forms of engagement practical, emancipatory, critical and on ‘other people’s knowledge’ rather to organize a body of professional recursive, concerning actual (not than one’s own, and embedded in knowledge by actively interrogating what abstract) practices. Professional theory that is disconnected from the has happened, what has taken place, Practice Research of this type does personal professional world of practice what has been read, what has been said not require participants to follow a is wasteful and ill informed. As a (2003, p. 1)”. These works and others pre-determined process (see Kemmis profession undergoing constant pressure have been instrumental in envisioning & McTaggart 1988), but rather focus to grow, improve and reconstitute the concept of praxis that is central to on the development of a strong and the work of teachers and principals in teacher development of this type. authentic sense of development and new times, we must, as a continuing evolution in practice, and practitioners’ The work of Schoen (1983; 1987) was priority, advocate strongly for modes of understanding of their practice and

What does research tell us about effective strategies? 107 the situation in which they practice. playing into the hands of reductionist elevate the rigour of reflection and The more recent work of Kemmis educational providers. Educational learning beyond reductionist individual (2005) consolidates the importance of agents have been identified as one of preoccupation to a more complex the interplay of socio-cultural, socio- the central institutions for maintaining level that recognises ‘the negotiation of political and socio-historical constructs this hegemony. This is a real threat if meaning within practice settings and and teachers’ professional thinking and one is to consider the proposal most the role of discourse in the process ... repositioning of their practice through recently advocated by AITSL (2012), [ensuring] concern with not only his or consideration of the material, social the Australian Teacher Performance and her own interpretations in practice but or discursive dimensions of practical Development Framework. also the dialogic possibilities implicit in knowledge. Kinsella and Pittman the recognition of the interpretation of Inherent in the original conceptualisation (2012) argue that it is only through … others (Kinsella & Pittman, 2012, p. of a simplistic framework for reflective this deeper and more comprehensive 49).This demands of reflective practice practice can be found Schoen’s three form of reflection that enables teachers a desire to enable a problematising of key concepts of ‘pragmatic usefulness, to ‘crack the codes’ (Greene, 1995) the taken-for-granted underpinnings persuasiveness and aesthetic appeal’ ‘to consider the invisible cloud that of practice realising the ‘transformative (Schoen, 1987). While these concepts pervades everyday life and everyday potential’ of the practitioner and his or imply the importance of teacher practice, and from this location to her community. decision making based on individual envision new possibilities together’ reflective practices that value fit-for- In contrast Kemmis (2012) argues for (Kinsella & Whitford, 2009). purpose, subjective judgements and the centrality of praxis in professional professional appreciation, such thinking learning and purports that praxis may What is good reflective is limiting if professional learning is to be precede phronesis. Interestingly, he practice? deep in nature, sustainable and designed claims that phronesis is a phenomenon So this raises the questions of what to have transformative repercussions than cannot be acquired through makes good reflective practice as the for teachers’ professional practice. instruction. Rather, ‘it can only be core to effective professional learning. Kinsella and Pittman (2012) argue that learned, and then only by experience’ Do all types of reflective thinking reflection that is central to a deeper (Kemmis, 2012, p. 149). Such guarantee the reconstruction of better form of thinking and learning requires experiential learning through phronesis professional practice or does it simple a stronger focus on the concept of opens the thinking of practitioners endorse the status quo? ‘phronesis or practical wisdom’ (Kinsella to viewing the world differently, from & Pittman, 2012, p. 1). This call for the multiple perspectives. This presents It has been argued for some time now reconceptualisation of professional opportunities for practitioners to that current educational practices based learning based on phronesis implies see anew, to initiate new ways of on simplistic notions of professional a deeper deliberation of professional understanding familiar or troubling learning do not develop true critical practice, framed by an ethical situations. To do so, argues Kemmis thinking (Mangan, 2002) on the part positioning, shaped by professional (2012), professional learning must of the professional educator, nor do values and advised by practical enable the educator to become open they ensure transformation of practice. judgements that are filtered through to new experiences in the interests Further, educationalists agree that sustained and systematic processes of transforming practice; open to simplistic reflective practice barely of complex professional reflection. experiences in the fullest sense of the enables ‘surface learning’ (Biggs, 1987) Kinsella and Pittman (2012) argue word – socially, politically, culturally and as teachers engage in endless cycles that matters of ethical concern are historically. ‘The person who wants of reflection, taking up and discarding central to the process of professional to develop phronesis as wisdom new educational artefacts as quickly as learning and deliberative practitioner and prudence wants to understand they are promulgated by sophisticated reflection. Professionals who are the variety and richness of different marketing intelligentsia who based their cognisant of the centrality of phronesis, ways of being in the world’ (Kemmis, rationale on little or no educational foreground ethical matters that are 2012, p. 156). In order to raise the research. This weakness enables commonly invisible in more technically consciousness of the practitioner the maintenance of an ‘ideological rationalist approaches. Further, Kinsella through professional learning hegemony’ by which dominant groups and Pittman (2012) entice the reader characterised by phronesis, Kemmis reinforce their legitimacy. As long as to think seriously about the place of supports Kinsella’s call for the centrality educators do not question this ideology ‘dialogic intersubjectivity’ in order to of ethics and virtue in professional they will in fact be reinforcing it and

Research Conference 2012 108 learning in order to ‘take moral and how they articulate with the larger • It aims for a deeper understanding responsibility for our actions and the constructs that determine the everyday of professional practice, an enriched consequences that follow from them’ world of curriculum work, enables the capacity to engage in professional (Kemmis, 2012, p. 156). Importantly, learning community to be better placed practice and a commitment to for those interested in the nature of to enter a phase of transformative an ongoing quest for quality professional learning, Kemmis argues action and to reshape their practice. improvement in professional that we should firstly value ‘praxis – It is increasingly being recognised that practice on the part of professional individual and collective’, and following practitioner research of this type enables practitioners both individually and this, phronese can be learned from participants to understand and change collectively. one’s own and others’ practices within practice; and it invites them to look at • It does not deny the centrality of professional collectives that ‘commit their work in new and insightful ways. the practitioners’ positioning in the to the good through its practice as a Phronesis as professional learning and research; rather it highlights the profession’ (Kemmis, 2012, p. 159). The development can be enabled through centrality of both practitioners and model of Professional Practice Research Professional Practice Research. From their practice. However, it does raise advocated in this paper has been the point of view of professional the importance, if not the moral/ designed to reflect these principles. practitioner researchers the ontological ethical responsibility, of professional position inherent in this model is practitioners to be transparent one of democratic participation and Professional Practice in stating the values and beliefs inclusion; the epistemological stance Research: A model of that motivate their thinking and is associated with socially critical professional learning for practice. Such positioning is vital constructions of knowledge; and the teachers for documenting and disseminating methodological approach is a ‘working research processes and research Developing a culture of professional with’ rather than a ‘working on’ people. outcomes. learning based on ‘phronesis built For professional practitioner researchers, on praxis’ requires a critical and people are learning participants and • It encourages democratic participatory practitioner research research colleagues, and not objects of participation, but it may occur in culture. A culture of learning such as this professional development. This overall hegemonic environments which is essential in order to invite professional view of professional learning sits within militate against such involvement. practitioners to question existing the view that the purposes are to create An activist stance is therefore very policies and practices and to provide and extend theory, to illuminate and significant in advocacy for this sort of rich data as a basis for transformation inform practice and to influence policy research. through professional learning and in an informed way. Ethical matters are, • It is conceived in these terms and development – to build a culture of of course, of utmost importance in a seeks to avoid the possibilities ‘active interrogation’ (Groundwater- characterisation of Professional Practice of researchers and the research Smith, 2003). Research within what is a heavily value- becoming indulgent, introspective, if laden position. Professional Practice Research of this not incestuous. Rather, professional type does not require participants to Professional Practice Research of practice research enables become involved in a strategy design this type is shaped by the following collaborative, authentic and liberating to pursue pre-determined processes principles: inquiry to be generated for the social or outcomes, but in the development good of all participants. of a strong and authentic sense of • It is an interrogation and investigation development and evolution in practice, of professional practice by the Professional practice research is living and practitioners’ understanding of their professional practitioners themselves research and active learning. The form practice and the situation in which they (in collaboration among themselves of professional learning moves away practice. In their work with graduate and with others). from telling or being told towards a genre of investigation. The data collection students, Aspland and Brooker (1998) • It is research that is critically centres on conversational cycles around concluded that pursuing an approach informed, politically activist, and a number of key statements about to teaching and learning that centres on action oriented in a transformative professional practice research. Broadly, locating the subject in their everyday sense with a view to illuminating the conversation flows from key research world of curriculum work, focusing on theory, informing policy and questions that have been generated how everyday experiences are shaped improving practice. from within professional practice by

What does research tell us about effective strategies? 109 the community of learners. These learning designed to achieve phronesis systematically and sustainably undertaken become the focus of the interrogation. has the potential for giving voice to on the other. Professional Practice The questions that are considered professional practitioners in areas of Research opens up new possibilities for together in the first conversational advocacy and action at the various constructing a territory for professional cycle are ontological (and ethical) and levels. How and where professional learning regarding who drives it, who epistemological in orientation. Cycles practitioners position themselves in owns it and who benefits from it? of dialogical conversation continue this sort of research-based professional A blending of ongoing advocacies and until multiple perspectives have been learning is very significant for actions are essential for the field of achieved and the point of data saturation considerations of validity, authenticity professional practice research shaped by has been recognised. and worthwhileness as well as for phronesis to gain increasing acceptance ethical goodness. Further the rigour Conversation is used as a tool to and respect. It is highly complex and in this sort of professional learning interrogate participants’ ideas about demanding; and the challenges which must be defined differently from the professional practice research in a it presents require an ever-vigilant and way it is defined in reductionist and critically reflective way. Professional unrelentingly open and transparent more traditional forms of professional learning becomes a sustained approach to documenting and learning – it should remain a contested conversation designed to interrogate disseminating professional learning and notion with which participants ideas about professional practice transformative professional practices. continue to struggle in defining and research in a critically reflective way. It is redefining its focus, purpose, process through conversation that participants References and outcomes. It is not concerned with elicit an elaboration of what can be issues of certainty; Professional Practice Aspland, T., & Brooker, R. (1998). A called a tentative construction of a Research embraces uncertainty. pathway to postgraduate teaching. territory for professional practice In B.Atweh, S. Kemmis amd P. Weeks research. The conversations are carefully Professional Practice Research of (Eds.) Action research in practice: framed and structured. The statements this type clearly informs professional Partnerships for social justice in and questions are embedded in, and practitioners about their ever-evolving education (pp280-301). London and emerge from, the juxtaposition of professional knowledge to the point new York: Routledge. ideas, concerns and tensions that led to that is difficult to draw the boundary the working definition of professional between theory and policy on the Aspland, T., Elliott, B., & Macpherson, practice research. During this phase one hand and practice on the other. I. (1997). Empowerment through significant points emerge from the Further, this type of professional professional development. Australian conversation, for example: learning challenges hegemonic views and New Zealand Councils for about knowledge acquisition, how it Educational Research. SET, March. • Time is required to establish is generated and who owns it; and relationships with people engaged in Biggs, J. (1987). Student approaches to it also raises questions about ethical professional practice. learning and studying. Hawthorne, principles and practices associated Victoria: ACER. • Negotiation of research agendas with this type of professional learning within the contexts of professional which, in some ways, is unpredictable Doecke, B., Parr, G., & North, S. with practice is necessary. and uncontrollable compared with the Gale, T., Long, M., Mitchell, J., Rennie, more traditional or positivist forms of J. & Williams, J. (2009). National • Authentic blending of theory and professional development. Ongoing Mapping of Teacher Professional practice occurs in interrogations of sharing and dialoguing about this Learning. DEEWR, Canberra. professional practice. emergent professional knowledge is Dewey, J. (1933). How we think: A • It is important to confirm and necessary both within the immediate restatement of the relation of reflective affirm emergent constructions of professional practice context and other thinking to the educative process. professional knowledge. professional contexts. Boston: Health & Co. Networking is a significant requirement Those engaged in Professional Practice Grattan Institute. (2010). What teachers of professional practice research for Research must advocate for this sort of want: Better teacher management. sharing and validating the experiences research-based professional learning in Report released 24 May. (http://www. and outcomes as well as for a rigorous way – a way that emphasises grattan.edu.au/publications/033_ contributing to the local picture and the that it is conceptually based and what_teachers_want.pdf) larger whole. This type of professional critically informed on the one hand, and

Research Conference 2012 110 Greene, M. (1995). Releasing the Macpherson, I., Aspland, T., Brooker, British Educational Research Journal, imagination: Essays on education, R., & Elliott. B. (1999). Places and 21(3), 339–355. the arts, and social change. London: Spaces for Teachers in Curriculum Stenhouse, L. (1975). An Introduction to Routledge. Leadership. Canberra: Goanna Print Curriculum Research and Development. and Australian Curriculum Studies Groundwater-Smith, S. (2000). London: Heinemann. Association. Evidence-based practice – Towards whole school improvement. Paper Macpherson, I., Brooker, R., Aspland, T., & presented at the Annual Conference of Elliott, B. (1998). Putting professional the Australian Association for Research learning up front: A perspective of in Education, Sydney, December. professional development within the context of collaborative research Groundwater-Smith, S. (2003). about curriculum leadership. Journal ‘becoming the vital professional: of Inservice Education, 24(1), 73–86. Learning from the workplace’. Paper presented to the Faculties of Macpherson, I., Aspland, T., & Cuskelly, E. Education and Health, Queensland (2010). Constructing a territory for University of Technology, Brisbane, 29 professional practice research: Some May, 2003. introductory considerations. In A. Campbell & S. Groundwater Smith, Kemmis, S. (2005). Knowing practice: Action Research in Education, New Searching for salience. Pedagogy, Delhi: Sage Publication. Culture and Society, 13(3), 391–426. Mangan, J. M. (2002) “Critical Teacher Kemmis, S. (2012). Phronesis, experience Education: Problems and Possibilities” and the primacy of praxis. In Kinsella, Paper presented at the Challenging E. & Pittman, A. (Eds), Phronesisas Futures Conference: Changing agendas professional knowledge: practical in teacher education, University of wisdom in the professions. Rotterdam, New England, Armidale, New South The Netherlands: Sense Publishers. Wales. February 2002 Kemmis, S., & McTaggart, R. (1988). OECD. (2009). Creating effective teaching Introduction: The Nature of Action and learning environments: First results Research. The Action Research Planner. from TALIS. Paris: OECD. Geelong: Deakin University Press. Reezigt, G. J., & Creemers, B. P. M. (2005). Kemmis, S., & Wilkinson, M. (1998). A comprehensive framework for Participatory action research and effective school improvement. School the study of practice. In Atweh, B, Effectiveness and School Improvement, Kemmis, S., & Weeks, P. (1998). Action 16(4), 407-424. Research in Practice: Partnerships for Social Justice in Education. London and Sachs. J. (2003). The Activist Professional. New York: Routledge. Milton Keynes: The Open University Press. Kinsella, E., & Pittman, A. (2012). Phronesisas professional knowledge: Schoen, D. (1983). The reflective Practical wisdom in the professions. practitioner. New York: Basic Books. Rotterdam, The Netherlands: Sense Schoen, D. (1987). Educating the Publishers. reflective practitioner. San Francisco: Kinsella, E., & Whitford, G. (2009). Jossey Bass. Knowledge generation and utilisation: Somekh, B. (1995). The contribution of Towards epitemic reflexivity. Australian Action Research to development in Occupational Therapy Journal, 56(4), social endeavours: A position paper 249–258. on action research methodology.

What does research tell us about effective strategies? 111 Building teacher capacity and raising reading achievement

Abstract communities (Robinson & Lai, 2006) advocate a view of professional Our goal in this paper is to discuss two learning as an ongoing, iterative and rather unsurprising notions. The first is contextualised process (Timperley that teacher learning impacts schooling Wilson, Barrar, & Fung, 2007). Put simply, improvement. The second is that these researchers argue that schools teachers, like all other learners, need can accelerate student learning when to be scaffolded through the learning reflective teachers learn what it is process. As part of this discussion we that they need to know to meet their Kath Glasswell will present examples from a school– students’ needs, teach accordingly and university partnership project aimed at re-run the reflective cycle. Griffith University, Qld. raising student achievement in reading comprehension. Specifically, we will Another major finding in recent years Dr. Kath Glasswell is an international expert describe tools that we have used to is that professional learning is enhanced in instructional change and collaborations with effectively support teachers in learning when teachers in a school do not work schools for innovation in literacy instruction. in isolation, but when their efforts She has worked with schools in diverse urban to work with student data as they communities in New Zealand, Australia and the strive for improvements in teaching and are supported by other like-minded United States of America. Her current research learning. colleagues (Earl & Katz, 2007; Earl & initiative, Smart Education Partnerships, is Timperley, 2009). significantly accelerating literacy achievement in For the past four years [2009–2012], a Logan City schools in Queensland. Dr Glasswell’s team of Griffith University researchers Our engagement in schools has taken work can be read in journals such as Reading these ideas seriously and we have Research Quarterly, Asia Pacific Journal of has been engaged in a literacy Teacher Education, Phi Delta Kappan, Language innovation partnership project working worked to improve teacher capacity Arts, and The Reading Teacher. with two clusters of schools in a through an approach that values culturally diverse, low socioeconomic professional responsibility and collective area south of Brisbane. The project is focus in an ongoing cycle of reflective a research and design collaboration practice. To anchor our efforts and funded in part by an Australian make the focus on professional learning Research Council Linkage grant. In the meaningful, we utilise the concept of 2011 school year, we worked with 133 ‘professional learning communities’ classroom teachers and 3149 students (PLC). The term PLC was coined to in 12 partner schools. This group of denote the activity of ‘a group of people schools is demonstrating accelerated sharing and critically interrogating progress on TORCH and NAPLAN their practice in an ongoing, reflective, measures of reading. Our goal in this collaborative, inclusive, learning-oriented, work was to close the achievement growth-promoting way’ (Stoll, Bolam, gap by helping teachers develop skills McMahon, Wallace, & Thomas, 2006, p. in making evidence-based decisions 223). Over the last four years of the about what to teach, to whom and partnership, schools have established how, assisting the school community to and grown professional learning develop a reflective practice capacity, communities that act as ‘think-tanks’ for and to support the staff of each an inquiry process centred on student school to develop extensive content achievement, teacher learning and knowledge for teaching reading so that quality instruction. they might create unique innovations to Data are central to all partnership activity accelerate student learning. and it serves two purposes. First, data are Growing research evidence indicates used to focus our inquiry and reflection that effective professional learning for efforts, but they are also the measure we teachers is inquiry oriented. Indeed, use to evaluate the utility of the research New Zealand colleagues working in model we are building (Glasswell, Davis, problem-based methodologies and Singh & McNaughton, 2010). In all our inquiry-focused professional learning enthusiasm for using data, we have had

Research Conference 2012 112 some reservations. We live in a world Our schools are no different. Our providing critical information about where data-driven decision making is a reservations, however, lead us to concur individual students, they engage with it phrase that has real consequences, but with the assertion that data is not differently and are keen to learn more often little real meaning. Indeed, school always dealt with in ways that have about what it means and how they systems all over the world that are most meaning for teaching practice might best use it. engaging in change processes put great and maximum impact on student In the following pages, we describe efforts and resources into examining data achievement (DuFour, DuFour, & Eaker, two ways in which we have helped as a lever for change and as evidence of 2008). In aggregated reports of a schools build a culture of inquiry it. School administrators are awash with population’s performance, critical detail around evidence that we believe is data (Hattie, 2005). They deal in scale can become lost. Individual students both rigorous and ‘real’. We present scores, stanines, percentile rankings and can become lost. For us, using data in for discussion ‘focussing activities’ and test-item analyses every day. In Australia, meaningful ways in schools means a smart tools that skilled facilitators as National Partnerships schools across commitment to ‘keeping it real’. By this use to support teacher learning the country try to work out ways to we mean that achievement data should and actively promote inquiry and use data to drive intervention and assess be traceable to the students it concerns collaboration. Like other researchers effects, discussions often turn to how to and related to real-world instructional (Danielson, 2009; Little & Curry, 2009), collect, analyse and reflect on student problem solving in unique classroom we suggest that skilled facilitation is data in ways that will help accelerate settings. Our experience in this project an important aspect of establishing student learning. is that when teachers see data as and maintaining productive routines for professional engagement around student data. The project itself has evolved through three phases of activity that are cumulative and incorporate an inquiry focus on data, observing and reflecting on teaching and building capacity for instructional innovation. During the first phase of the project School-based Researchers (SBRs) employed by the University were each assigned to several schools where they began to coach teachers and principals about how to collect, analyse and use student achievement data to plan instruction. Data are gathered using Tests of Reading Comprehension (TORCH) (ACER, 2003) three times in each school year and the information is used as an inquiry focus for teachers, schools and SBRs. In the process of each round of data inquiry, two major focusing activities take place in the schools. These activities were designed to simultaneously serve as models of the inquiry process for schools and as professional learning experiences. Teachers engaging in the meeting processes learn the routines for interacting and become more reflective. Thus, the meetings are both a journey and destination for teacher learning. Figure 1: Class Map adapted from TORCH (ACER, 2003)

What does research tell us about effective strategies? 113 A common tool to focus inquiry in teacher and the SBR/coach collaborate Through a collaborative process, these meetings is data visualisation. to establish professional learning needs facilitated by a School-based Researcher, Data visualisations are graphic and to problem solve issues related to teachers interrogate the evidence of representations of data that help the logistics of innovations to be trialled. student learning, identify groups of teachers ‘see’ patterns, describe and students who need additional support, The second data visualisation tool we explain understandings about students’ raise questions, share expertise and use is the school-wide ‘TORCH wall’ (see strengths and needs and focus on develop innovations. Figure 2). All our schools have a TORCH next steps teaching. The first data wall, usually displayed in an area where The TORCH wall serves a different visualisation tool we use is the ‘class- teachers congregate informally or come purpose to the class map and the map’ (see Figure 1). It is central to together to plan. TORCH walls are large routines and interactions that surround inquiry about class level data and there charts (2 m x 3 m) constructed from it are particular to its purpose. The wall is a set of routines that accompany it. black felt. Each is a horizontal TORCH activity acts as an anchor for a strong Within a week of gathering reading scale divided into 13 bands of TORCH and proactive professional community. comprehension data via TORCH testing, scores, which become represented as Conversation is focused on student each teacher is released from class columns. Each year level in a school has a learning and professional responsibility to engage in a one-on-one coaching row on which student identification tiles for student progress. The TORCH wall meeting focused on student needs are placed. Each child’s tile is attached to remains on display until the next round and teacher learning. A key activity in the wall in the row for his/her year level, of data collection when it is re-plotted the meeting is to use the class map and the TORCH score band column that and the reflective cycle is rebooted. to develop a visual representation of the score allows. National norms for the a teacher’s class data. Each student’s Over the course of the last four years mean and the range of the distribution score is plotted on the class map. The we have seen some considerable are marked and give teachers immediate map includes a scale and a TORCH changes in the ways teachers collect, visual information about how their Described Regions overlay that is interpret and interact with data and student scores compare to those of designed to help teachers understand how they collaborate around the data national cohorts. student learning profiles and needs, visualisations. When we first began and the complexity of reading Three times each year, teachers attend our work with mapping student comprehension development. whole-staff meetings where they map achievement, we met with some their own students onto the large resistance to our ideas. We learned early As the meeting progresses, students TORCH wall. The resultant scatter on in our project that, if misunderstood, with similar needs are identified and plot allows the professional learning the data displays had the potential to possible grouping options thought community to see the achievement become walls of despair – a constant through. The discussion incorporates profile of the school as a whole, of each reminder of the ground still to be made a clear focus on current instructional year level overall, of each class and of up. Careful scaffolding over repeated practices and possible innovations that each student as an individual. The data cycles of reflection has increased will help move students forward. The have meaning at multiple levels. teacher learning to the point that many

Figure 2: TORCH wall

Research Conference 2012 114 schools now value what they used to Defining the terrain. School mistrust and report that they will sustain Leadership and Management, 27, 3, these focusing activities as the project 239–258. draws to a close. Earl, L. & Timperley, H. (Eds.). (2009). Professional learning conversations: Final thoughts Challenges in using evidence for We began this paper with a promise improvement. USA: Springer Science to discuss some commonplace ideas and Business Media. in schooling improvement. What we Glasswell, K., Davis, K., Singh, P., & hope to have shown is how those ideas McNaughton (2010). Literacy have been translated into practice in lessons for Logan learners: A smart ways that had meaning for the teachers education partnerships project. involved. Our goal in this partnership Curriculum Leadership, 8, 31. was to close the achievement gap. This mission saw us focus on teacher Hattie, J. (2005). What is the nature of learning as we developed an inquiry evidence that makes a difference to focused model for examining and learning? In Using Data to Support using student achievement data to Learning: Conference Proceedings guide instructional decision making. The of Australian Council for Education second obvious point we raised was Research (ACER) (Australia), that teacher learning occurs best when Melbourne, Victoria (pp. 11–22). it is scaffolded through a combination Camberwell, Victoria: ACER. of routines, resources and interactions Little, J. W., & Curry, M. W. (2009). that help teachers grow gradually into Structuring talk about teaching the skills and knowledge they need. Our and learning: The use of evidence focusing activities and smart tools used in protocol-based conversations. by skilled facilitators repeatedly over In L. M. Earl & H. Timperley (Eds.), four years and eleven cycles of reflection Professional learning conversations: have provided us with the means to Challenges in using evidence for engage our teachers in a rigorous improvement (pp. 29–42): Springer. habit of inquiry that had real learning outcomes for them and their students. Robinson, V. M., & Lai, M. (2006). Practitioner research for educators: References A guide to improving classrooms and schools. Thousand Oaks, CA: Corwin Australian Council for Educational Press. Research (ACER). (2003). (2nd ed.), Tests of Reading Comprehension Stoll, L., Bolam, R., McMahon, A., Wallace, (TORCH). Victoria, Australia: ACER M., & Thomas, S. (2006). Professional Press. Learning Communities: A review of the literature. Journal of Educational Danielson, C. (2009). Talk about teaching: Change, 7, 221–258. Leading professional conversations. Thousand Oaks, CA: Corwin Press. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Best evidence DuFour, R., DuFour, R., & Eaker, R. synthesis iterations (BES) (2008). Professional learning on professional learning and communities at work: New insights development. Wellington, NZ: for improving schools. Bloomington, Ministry of Education. IN: Solution Tree Press. Earl, L. & Katz, S. (2007). Leadership in networked learning communities:

What does research tell us about effective strategies? 115 Targeting the things that matter

Abstract Spending more but achieving less Throughout Australian school education Not only do we lag behind some of we have invested in areas that we know our regional neighbours, we belong to do not have a strong association with a very small group of countries where student learning. Education expenditure student performance is declining. PISA in Australia has increased substantially results show that the average Australian for more than a decade, but results 15-year-old in 2009 performs at a level have either stagnated or declined (at about 4 months below the average least on international assessments 15-year-old in 2000. Our students Ben Jensen such as the OECD Programme for are learning less than they used to. Grattan Institute, Vic. International Student Assessment Unfortunately, this is occurring as our (PISA)). This indicates that we are spending is increasing. In 2009, Dr Ben Jensen joined the Grattan investing in the areas that don’t have Between 2000 and 2009, real Institute from the OECD, where he spent 5 years the greatest impact on student learning. working in the international policy arena on issues expenditure on education increased critical to Australian education policy. Comparisons with high-performing by 44 per cent.2 The average cost of systems and schools show that this Dr Jensen took a lead in the production of two non-government school fees rose by 25 significant reports. The first was Creating Effective begins with ineffective strategies that per cent.3 These mismatches between Teaching and Learning Environments. This looked at do not adequately target student expenditure and performance in school new evidence on issues such as teacher appraisal, learning. This impacts resource allocation education reflect long-term trends. school evaluation, teaching practices within decisions in schools and across schools, and school leadership. Leigh and Ryan (2011) demonstrated education systems. Nevertheless, there that productivity, which is defined as The second was Measuring Improvements in is considerable evidence about what Learning Outcomes – Best practices to assess the real expenditure increases divided by added value of schools. This report provided a works. Stronger targeting of resources student performance, decreased by guide to designing, implementing and utilising on ‘what works’ can have a substantial 12–13 per cent between 1975 and systems that measure the contribution of schools impact on student learning in schools 1998 and 73 per cent between 1964 to lifting student performance. It details how these and throughout our education systems. systems enable governments, schools, teachers and 2003. This reflects longer-term and other stakeholders to develop, monitor trends. Between 1964 and 2003, real and continually improve education policies and Introduction per child spending in school education programs to reach stated education objectives. The latest PISA results show that increased 258 per cent, while numeracy He was also responsible for an international Australian students perform relatively test results significantly fell by 1.1 points network examining the learning environment and on the LSAY3 scale (equivalent to 11 organisation of schools, which focused on issues well compared to their peers in other such as teacher salaries and working hours and countries. In PISA 2009, when the focus points on the PISA scale (Leigh & Ryan, conditions, instruction hours within schools and was on reading, Australian students 2008)). class size. performed above the OECD average. Australian spending on school education Prior to joining the OECD, Dr. Jensen was a However, Australia lags behind the is comparable with other developed Senior Analyst at the Department of Premier leaders, many of them from our own and Cabinet at the Victorian Government and countries. Australia spends slightly less a Research Fellow at the Melbourne Institute region. In Shanghai, the average 15-year- per primary school student than the of Applied Economic and Social Research, old mathematics student is performing OECD average, but more than the where he led the education research program. at a level two years, on average, above OECD average on pre-primary and This expanded on his previous research, which his or her counterpart in Australia.1 concentrated on schools in disadvantaged urban secondary school students (OECD, areas and the impacts of disadvantage upon 2010a). However, most spending students. He also greatly enjoyed his time as increases in the last decades have not Assistant Professor of Economics at a liberal arts improved student learning. college in the United States of America. Dr Jensen holds a PhD in Economics from the University of Melbourne.

1 This should be interpreted as two to three 2 Combines real schooling expenditure for ‘OECD years’ of education. PISA points are State and Territory and Commonwealth converted to education months, on average, governments. MCEETYA (2001) Figure 3.1; across OECD countries on the PISA scale. ACARA (2009) Figure 8.1. Conversion rate sourced from Thomson, De Bortoli, Nicholas, Hillman & Buckley, 2010. 3 Ibid.

Research Conference 2012 116 Our big expenditure items ratios have a substantial impact on Building and operational expenses expenditure, but are not associated with are other significant cost categories. Given that expenditure increases have improved student performance (Hoxby, At the national level, these have not resulted in improved outcomes, 2000; Bohrnstedt & Stecher, 2002; increased substantially over the past it is important to consider where the Mishel & Rothstein, 2002; Hanushek, few years. This included expenditure additional expenditure is going. While 2003; Krueger, 2003; Jepsen & Rivkin, on computers and IT in the Education this will vary across schools, the data 2009; Chingos, 2010). It is clear that Revolution, and the Building Education shows that there are key drivers of increasing teacher salaries has not Revolution expenditure. It is important expenditure that differ from resource been a policy lever that has driven to realise that there is little evidence allocations in high-performing systems expenditure increases over the period. of a significant impact of these and from the evidence about ‘what investments on student learning works’. The analysis of expenditure between (Hattie, 2009). Like overall education 2000–01 and 2008–09 does not assign Unfortunately, the data on education expenditure levels, once a minimum causality between these changes and expenditure are not particularly standard has been reached, there is declining performance over the period. detailed or complete in its coverage little evidence showing a significant These data do not permit analysis of across Australian school education. impact of investments in buildings and causal effects of specific programs. But The data are better for government IT expenditure on student learning. the magnitude of both the increase expenditure on government schools so in expenditure and the decline in If we consider the example of Shanghai, we must restrict some of our analysis performance should be a large feature resource allocations follow the evidence to this particular set of expenditure on of the current school funding debate about ‘what works’. In Shanghai, the particular schools. and the formulation of education policy. average teacher teaches for 10–12 Increases in teacher expenditure hours per week, compared to an make up the vast majority of total A greater focus on student learning average of 20 hours in Australia. The expenditure increases. There are key trade-off is class size. In Shanghai, It is clear that policy decisions and three factors that explain increases in classes range, on average, between 35 resource allocations made in Australian expenditure on teachers: changes in and 45. This does not mean that class school education have not had the the student–teacher ratio; real changes sizes of 45 students are ideal, or even desired impacts. The important question in teacher salaries; and the natural preferable, but that is the trade-off that is: what can be done to increase student increase in the teacher wage bill due to has been made. But the key aspect learning? To address this issue, it is the ageing of the teacher cohort. Most is how teachers’ non-teaching time pertinent to look at best practice in teachers receive annual increments is devoted to improving learning and high-performing systems. Importantly, the and, at different stages in their careers, teaching in schools. lessons from these systems are applicable promotions that are linked to tenure at all levels of school education. Considerable resources are devoted (Jensen & Reichl, 2011). Thus, over the to teachers’ ongoing school-based period in question, the distribution of The biggest expenditure in school professional learning. Classroom teachers shifts to the higher end of education is teacher salaries. Therefore, observation and feedback is frequent. the pay structure. This distribution shift resource allocation decisions need to Considerable resources are devoted will occur naturally, with no change in focus on teachers’ working time. Initially, to teachers’ research and professional policy; the first two of these factors are, this needs to consider the division learning, such that research is a key however, policy malleable. There has between teaching time and non-teaching component of teachers’ job description been little change in teacher salaries time. Instruction hours and class sizes (and promotion criteria). Active over this period. Hence, changes in will be the main determinants of professional collaboration is not student–teacher ratios (and therefore teaching time, with, for some teachers in something that is done after school changes in class size, given there have particular, the breadth of the curriculum finishes, but is a central component been minimal changes to instruction also having an impact. of effective teaching and schools. time and teachers’ working time) have Teachers’ activities in their non-teaching Identifying students learning needs, been the policy decisions that have time are critical for improving learning often in a collaborative environment is driven much of the expenditure in and teaching in schools. Careful given considerable resources, as is the school education (Jensen et al., 2011). considerations have to be given to modelling of good teaching practice. This adds to the research showing that these activities with the appropriate This can lead to improvements in reduced class sizes and student–teacher trade-offs identified. the structuring of lessons, classroom

What does research tell us about effective strategies? 117 management, individualised learning, shown to improve student learning, and Economic Journal, 113(485), F34–F63. active learning, and the development of cutting resources in areas that do not. Leigh, A., & Ryan, C. (2011). Long- advanced thinking skills and deductive Doing what matters is easy. Only doing run trends in school productivity: reasoning (OECD, 2009a; Jensen, Hunter, what matters is very difficult. Evidence from Australia. Education Sonnemann, & Burns, 2012). Finance and Policy, 6(1), 105–135. In contrast, similar policies in Australia References Levin, H. (2001). Waiting for Godot: too regularly are administrative exercises, Bohrnstedt, G., & Stecher, B. M. (2002). Cost-effectiveness analysis in disconnected from improving learning What we have learned about class size education. New Direction for and teaching. The OECD survey (2009b) reductions in California. Palo Alto, CA: Evaluation, 90(Summer), 55–68. of Teaching and Learning (TALIS) shows CSR Research Consortium. that teacher appraisal and feedback is Meyenn, B. (2008). Class size reduction Chingos, M. (2010). The impact of a often disconnected from the classroom program: 2008 Evaluation Report, universal class-size reduction policy: and that new teachers are no more likely NSW Department of Education and Evidence from Florida’s Statewide to receive feedback on an observation Training. Mandate. Program on Education of their teaching if they work in a school Policy and Governance Working Mishel, L. & Rothstein, R. (2002). The with, or without, a mentoring program. Papers Series, Harvard MA. class size debate. Economic Policy There are numerous examples Institute. Hanushek, E. (2003). The failure of input- of effective practices in schools based schooling policies. Economic OECD. (2009a). Change in reading (and education systems) in high- Journal, 113(485), F64–F98. performance between 2000 and performing systems that are pertinent 2009. Online database, figure V.2.1. to discussions of how to improve Harris, D. N. (2009). Toward policy- schooling in Australia (Jensen et al., relevant benchmarks for interpreting OECD. (2009b). Creating effective 2012). High-quality teacher education effect sizes: Combining effects with teaching and learning environments: and professional learning programs are costs. Educational Evaluation and Policy First results from TALIS. Paris: France. crucial to improving school effectiveness. Analysis, 31(1), 3–29. OECD. (2010a). Education at a glance But a discussion of these programs is Hattie, J. (2009). Visible learning: A 2010. Paris: OECD. outside the scope of this short paper synthesis of over 800 meta-analyses (OECD, 2009b; OECD, 2012). OECD (2010b) PISA 2009: What relating to achievement. Routledge. students can know and do: Student The challenge lies in how best to Hoxby, C. (2000). The effects of class performance in reading, mathematics reallocate resources to improve student size on student achievement: New and science. Paris: OECD. learning: to increase active collaboration; evidence from population variation. to improve instruction through OECD. (2012). The experience of new Quarterly Journal of Economics, 115(3 feedback based on careful observation teachers – Results from TALIS 2008. (November)), 1239–1285. of teachers’ work; to improve teachers’ Paris, OECD. content and pedagogical knowledge Jensen, B., Hunter, A., Sonnemann, J., & Productivity Commission. (2011). through school-based research. These Burns, T. (2012). Catching up: Learning Report on Government Services 2011. activities have continually been shown from the best school systems in East Steering Committee for the Review to increase student learning (e.g. Hattie, Asia. Grattan Institute. of Government Service Provision. 2009). Jensen, B., & Reichl, J. (2011). Better Canberra: Productivity Commission. Generally, in school education we teacher appraisal and feedback: Tsang, M. C. (1997). Cost analysis for have not been strong at identifying the Improving performance. Melbourne: improved policy making in education. effectiveness of how we allocate our Grattan Institute. Educational Evaluation and Policy resources (Levin, 2001; Tsang, 1997). Jepsen, C., & Rivkin, S. (2009). Class size Analysis, 19(4), 18–24. This needs to be done at all schools reductions and student achievement: Thomson, S., De Bortoli, L., Nicholas, and each level of education systems. The potential tradeoff between Improvements will come when we M., Hillman, K., & Buckley, S. (2010). teacher quality and class size. Journal Challenges for Australian education: concentrate resources on constantly of Human Resources, 44(1), 223–250. improving student learning. Its sounds Results from PISA 2009. Melbourne: simple but it requires investing Krueger, A. B. (2003). Economic Australian Council for Education resources in areas that have been considerations and class size. Research.

Research Conference 2012 118 Poster Presentations

1 Mary Oliver, Grady 2 Leanne Fried Venville and Philip School of University Partnerships Adey Edith Cowan University WA The Graduate School of Education, The University of Western Australia, The Professional Learning Community Model “I didn’t know I could think in In the project presented in this poster, that way!” Thinking Science a Professional Learning Community Australia: effective intervention (PLC) was chosen as a model for with an effect size. conducting research in a government primary school. The model automatically This paper presents research on the places research, teaching and learning effects of a cognitive acceleration in co-operation with each other, intervention in science lessons on thus potentially avoiding problems low socio-economic students in a traditionally experienced with government high school in regional conducting educational research. This Western Australia (WA). Thinking poster presents the processes involved Science Australia is a sustained in the early stages of development of a professional development program PLC in a low socio-economic school in over two years for science teachers. Western Australia. The PLC was based The research was conducted over on the DuFour model with an action two years as a case study in one and results orientation, Collaboration school with students as they entered and collective inquiry was used to gain high school in Year 8. Data collection an understanding of classroom reality, involved cognitive tests at the start develop a clear picture of expected and completion of the program and student learning and establish goals. The comparisons were made with an important stages in PLC development age-matched control group. Findings are presented together with issues and show that significant cognitive gains achievements experienced. Evidence to were made (effect size of 0.81), date in the project points towards the with concomitant improvement in value of such a model in the process of the state-wide testing in science school improvement. when participating students were in Year 9, aged 14, compared with all other students in WA. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention program.

What does research tell us about effective strategies? 121

Conference program

Sunday 26th August

6.00 – 7.30 AM Cocktails with the presenters – Sydney Convention Centre Bayside Gallery

Monday 27th August

7.30 AM Conference registration – Sydney Convention Centre Bayside 8.30 AM Welcome to Country 9.00 –10.15 AM Keynote Address1 Continual improvement through aligned effort Professor Geoff Masters (ACER) Auditorium Chair: Dr Sue Thomson (ACER) 10.15 AM Morning Tea 10.45 AM – 12.00 PM Concurrent Sessions block 1 Session A Session B Session C Session D Session E Session F Differentiated Transforming Walking the walk: Building professional Using data to drive Conversation with a classroom learning, education through The need for school capability in school school improvement Keynote technologies and the Arts: Creating a leaders to embrace improvement Professor Helen Wildy Professor Geoff school improvement: culture that promotes teaching as a clinical Professor Helen (University of WA) Masters What experience and learning practice profession Timperley 104 (ACER) research can tell us Professor Brian Professor Stephen (University of Auckland, Chair: Marion Meiers 101 Professor Kathryn Caldwell and Dr Tanya Dinham NZ) (ACER) Moyle Vaughan (University of Melbourne, Auditorium Analysis and discussion (Charles Darwin (Educational Vic) Chair: Kerry-Anne of data University, NT) Transformations, Vic) 103 Hoad 102 105 Chair: Ralph Saubern (ACER) Chair: Philip Arthur Chair: Dr Michelle (ACER) An expert teaching team (ACER) Anderson (ACER) Effective teaching Differentiated classroom Creating a culture that practices learning promotes learning

12.00 – 1.00 PM Lunch and networking 1.00 – 2.15 PM Keynote Address 2 Endgame: a self-improving school system Professor David Hargreaves (Cambridge University, UK) Auditorium Chair: Dr Sue Thomson (ACER) 2.15- 2.45 PM Afternoon tea 2.45 – 4.00 PM Concurrent Sessions block 2 Session G Session H Session I Session J Session K Session L Session M Effective strategies Improving school Effective teaching: Lessons for A personal The influence of Conversation with for implementing practices for Lessons from improvement and collective teaching strategies a Keynote differentiated Aboriginal and mathematics from international commitment to a on student Professor David instruction Torres Strait Professor Mike comparative focus on school achievement in Hargreaves Associate Professor Islander students: Askew (Monash studies improvement higher order skills (Cambridge John Munro The voices of their University, Vic) Dr John Ainley Mr Mark Campling, Professor Patrick University, UK) (University of parents and carers 102 (ACER) Mr Stephen Griffin (University of 101 Melbourne, Vic.) Ms Gina Milgate Chair: Marion 105 Savvakis and Melbourne, Vic.) Auditorium and Mr Brian Giles- Meiers (ACER) Chair: Dr Sue Ms Jane Sedgman 104 Chair: Kerry-Anne Browne (ACER and Effective teaching Thomson (ACER) (Department of Chair: Chris Hoad (ACER) Dare to Lead) practices Targeted use of Education and Freeman (ACER) Differentiated 106 resources Training Qld) Analysis and classroom learning Chair: Lance 103 discussion of data Deveson (ACER) Chair: Lynda Creating a culture Rosman (ACER) that promotes An explicit learning improvement agenda

What does research tell us about effective strategies? 125 Tuesday 28th August

9.00 -10.15 AM Keynote Address 3 Developing and implementing an explicit school improvement agenda Dr Michele Bruniges (NSW Department of Education and Communities) Chair: Dr Sue Thomson (ACER) 10.15 – 10.45 AM Morning tea 10.45 AM – 12.00 PM Concurrent Sessions block 3 Session N Session O Session P Session Q Session R Session S Session T SimScientists: The Teachers are the Professional Building teacher Targeting the things Conversation with An example of neighbourhood just Key: Strategies Practice Research: capacity and that matter a Keynote how technology got bigger: Schools for instructional Ensuring teacher raising reading Dr Ben Jensen Ms Valerie Hannon can support and communities improvement development achievement (Grattan Institute, (Innovation Unit, UK) differentiated working together Ms Lynette Virgona through a critical Dr Kathryn Vic) 101 instruction in the for change (W.A. Department approach to Glasswell Auditorium classroom Dr Michele of Education and professional (Griffith University, Chair: Chris Dr Mike Timms Lonsdale, Dr Training) learning Qld) Freeman (ACER) (ACER) Michelle Anderson 104 Professor Tania 105 An explicit 106 and Ms Sharon Chair: Kerry-Anne Aspland (University Chair: Lynda improvement agenda Chair: Frances Clerke Hoad (ACER) of Adelaide SA) Rosman (ACER) Eveleigh (ACER) (ACER) Effective teaching 103 Analysis and Differentiated 102 practices Chair: Catherine discussion of data classroom learning Chair: Marion Pearn (ACER) Meiers (ACER) An expert teaching Creating a culture team that promotes learning 12.00 – 1.00 PM Lunch 1.00 – 2.15 PM Keynote Address 4 Innovating a new future for learning: Finding our path Ms Valerie Hannon (Inovation Unit, UK) Auditorium Chair: Dr Sue Thomson (ACER) 2.15 – 2.30 PM Conference Mr Anthony Mackay (Director ACER Board) Summary

Research Conference 2012 126 Sydney Convention Centre Bayside Gallery floorplan

bayside auditorium A

exhibition centre parkside and exhibition centre bayside foyer level 1

B A e c a r r e bayside gallery t or do out

What does research tell us about effective strategies? 129

Conference delegates

Dinner Table No. Name Position Delegate Organisation

Mr Christopher Agnew Assistant Principal De La Salle College, NSW Ms Thalhath Ahmed Student , SA 1 Dr John Ainley Principal Research Fellow ACER, VIC Mr Graeme Akers Education Officer Curriculum Brisbane Catholic Education, QLD Secondary Mr Joseph Alexander Education Officer: Curriculum Brisbane Catholic Education, QLD Dr Intaj Ali Principal Malek Fahd Islamic School, NSW Mrs Jenny Allen Executive Director Bathurst Catholic Education Office, NSW Mrs Maria Anasiopoulos Arthur Phillip High School, NSW Mrs Jan Anderson Principal Beecroft Public School, NSW 4 Dr Michelle Anderson Principal Research Fellow ACER, VIC Mrs Paula Anderson Principal St Margaret's School, VIC 23 Ms Sharon Anderson Teacher Sanctuary Point Public School, NSW 24 Ms Jill Annicchiarico Teacher Torrensville Primary School, SA Ms Gillian Anstee Head of Curriculum Teaching & SCECGS, Redlands, NSW Learning Ms Deirdre Arendt Principal Collinsvale Primary School, TAS 9 Mr John Armstrong Principal Cardinia Primary School, VIC Miss Natalie Armstrong Principal Ajuga School, NSW Mr Simon Armstrong Principal The Lakes College, QLD Mr Terry Armstrong Creative Arts Casimir Catholic College, NSW 25 Mrs Trish Armstrong Principal Lumen Christi Catholic Primary School, VIC Mrs Voula Arnas Head Middle Year Aquinas College, VIC 7 Mr Phillip Arthur Manager, System Testing ACER, NSW Ms Meredith Ash School Education Director DEC, NSW Mr Mark Ashby Mandurah Baptist College, WA Mr Greg Ashman Head of Mathematics Clarendon College, VIC 31 Dr Mark Askew Head of Educational Services Catholic Schools Office, NSW 2 Professor Mike Askew Prof. of Primary Education Monash University, VIC Professor Tania Aspland Professor in Teacher Education The University of Adelaide, SA Ms Leonie Atkins Curriculum Coordinator Redlands, NSW 25 Mr Brendan Atley Principal St Mary's Primary School, VIC 20 Ms Vvienne Awad Principal Domremy College, NSW Mr David Axworthy Deputy Director-General, Schools DET, WA 3 Mr Cameron Bacholer Director of Teaching & Learning The Peninsula School, VIC Mr Graham Badge Head of Junior School Tranby College, WA Miss Linda Baird Network Leader Office for Schools, ACT 30 Mrs Christina Baker Assistant Principal Pakenham Hills Primary School, VIC Mr David Baker Deputy Principal , VIC Mr Mark Baker Principal St Paul's College, NSW Ms Nicole Baker Teacher Duncraig Senior High School, WA Mr Stephen Baker Assistant Principal St Monica's College, VIC

What does research tell us about effective strategies? 133 Dinner Table No. Name Position Delegate Organisation

5 Mr Daniel Balacco Manager Programs & Projects DECD, SA Mr Damien Barker Area Supervisor Brisbane Catholic Education, QLD Mrs Lynette Barker Teacher-Librarian St Therese's Primary School, NSW Mr Michael Barra Mathematics Education Officer Brisbane Catholic Education, QLD 25 Mrs Enrika Barron 5/6 Leader Lumen Christi Catholic Primary School, VIC 30 Mrs Kathryn Barry Deputy Head of Prep. - Curriculum TSS Preparatory School, QLD Mrs Josephine Bartlett Deputy Principal Toodyay District High School, WA 32 Mr Travis Bartlett Deputy Principal Allenby Gardens Primary School, SA Mr Craig Bassingthwaighte Headmaster Somerset College, QLD 13 Ms Kerri Batch Director of Teaching & Learning Aitken College, VIC Mr Craig Battams Principal St Patrick's Special School, SA Mrs Jodi Bavin Maths Teacher Duncraig Senior High School, WA Mr Michael Bawden Principal Aldgate Primary School, SA Mrs Donella Beare Head of Secondary St Stephen's School, WA Mr David Beattie Principal Tuggerah Lakes Secondary College Mrs Jo Bednall Principal Tranby College, WA 19 Mr Antoon Been Support Officer John Calvin Schools, WA Mrs Naomi Belgrade Head of Mathematics Woodcroft College, SA Mr Andrew Bell Principal Snowy Mountains Grammar School, NSW 31 Dr Anne Bellert Administrative Officer Catholic Schools Office, NSW Mr Dan Belluz Coordinator - Teaching/Learning Brighton Grammar School, VIC 15 Mr Peter Bennet Data Management Leader Fitzroy High School, VIC 17 Mr Paul Bennett Principal St Brigid's Catholic School, SA Ms Christine Benson Head of Primary St Stephen's School, WA 10 Mrs Jenni Beri Deputy Principal The Willows State School, QLD Mrs Elizabeth Bernasconi Deputy Principal Cammeray Public School, NSW Ms Lyn Berryman Nelson Cengage Learning Pty Ltd Miss Katrina Berwick HAT Crawford Public School, NSW 22 Mrs Christine Bessant Head of Junior School Thomas Hassall Anglican College, NSW Mr Matthew Best Assistant Principal Warrawong Primary School, NSW Mr Warren Best Head of Middle School Nambour Christian College, QLD 7 Ms Jessie Bice Policy & Research Analyst Independent Schools Council, Australia Mrs Therese Bielinko Mathematics Teacher Queenwood School for Girls, NSW 12 Mrs Nina Bilewicz Vice Principal Penleigh & Essendon Grammar, VIC Mrs Cate Birch Principal St Anthony's School, SA 11 Ms Angela Bird Principal Lenah Valley Primary, TAS 21 Mr Daniel Bishop Principal DETE, QLD Mrs Melanie Bishop Leading Teacher Coatesville Primary School, VIC Mr Steve Bishop HOD Maths Matthew Flinders Anglican College, QLD Ms Beth Blackwood Principal Presbyterian Ladies' College, WA 11 Mr Christopher Blake Principal Penola Catholic College, VIC Mrs Kate Blake HSIE Coodinator Casimir Catholic College, NSW

Research Conference 2012 134 Dinner Table No. Name Position Delegate Organisation

Mr John Bleckly LNNP Numeracy Manager DECD, SA Mr Jamie Blowes Principal St Therese School, SA 14 Mrs Kay Blundell Professional Officer Catholic Education Office, NSW Mr Paul Blundell Area Supervisor Brisbane Catholic Education, QLD Mrs Marg Blythman Deputy Principal St Francis Xavier College, VIC 32 Ms Anna Bock School Advisor Mathematics Catholic Education Office, VIC Miss Wendy Boggs Teacher Duncraig Senior High School, WA Mrs Fran Bonanno Assistant Principal St John Bosco Catholic Primary, NSW 23 Mrs Anita Bond Principal - Early Phase North Lakes State College, QLD Ms Rosa Bondza Strategic Program Coordinataor DECD, SA Mr Mark Bonnici Deputy Principal St Edward's College, NSW Mr Jason Borton Principal Richardson Primary School, ACT Mr Darrell Bottin Stage 5 Dean Kempsey Adventist School, NSW Mr Christopher Bounds Assistant Principal Chevalier College, NSW Mrs Paula Bounds Principal Bethlehem College, NSW Ms Elizabeth Bourke Principal Claremont College, TAS 17 Mrs Mary Bourke Director of Learning St Francis Xavier College, VIC Ms Melanie Boyd AITSL, VIC Mr Tony Boyle Principal St Joseph's Primary School, NSW Mrs Grace Bradley Head of Learning Area English Como Secondary College, WA Mrs Lorraine Bradwell Principal Woonona Public School, NSW Ms Laura Brady VCE Coordinator Ballarat Clarendon College, VIC Mrs Natalie Bratby Teacher/Coordinator Holy Family School, NSW Mrs Cathy Brennan Principal Education Officer DEC, NSW Mr Matthew Brennan Director of Boarding St Gregory's College, NSW 30 Mrs Tania Brewer Head of Primary The Springfield Anglican College, QLD Mr Wade Bridgwood Deputy Principal Beecroft Public School, NSW Mr Farley Briggs Head of Inclusion & Enrichment Westminster School, SA Mrs Helen Briggs Leading Teacher Chandler Park Primary School, VIC 28 Mrs Zelda Brissenden Teacher St Patrick's Primary School, VIC Mr Ian Broadley Head of International Programs Oxley Christian School, VIC Mrs Sally Broadley Principal Oxley Christian School, VIC Mr Mark Brockhus Salesian College, VIC Mr Dan Broderick Head School Org. Aquinas College, VIC Mrs Michelle Brodrick Director of Curriculum St Joseph's College, VIC 27 Mr Patrick Brodrick Principal Our Holy Redeemer School, VIC Mr Richard Brodrick Student Management Coordinator St Joseph's College, VIC 27 Ms Lindy Brooke Principal Richmond Primary School, SA Mr Paul Brooks Director of Teaching & Learning St Joseph's College, NSW 24 Miss Ann Brown Senior Leader 1 West Lakes Shore School, SA Mr Garry Brown Deputy Principal Qld Academy for Health Sciences, QLD Mrs Julie Brown Mathematics Coordinator Catherine McAuley High School, NSW Ms Penny Brown Education Development Manager Social Ventures Australia, NSW

What does research tell us about effective strategies? 135 Dinner Table No. Name Position Delegate Organisation

Mrs Sue Brown Principal Uralla Central School, NSW Mr Wayne Brown Director of Staff Development The Hutchins School, TAS Ms Marcia Brumpton Head of Teaching & Learning St Margaret's Anglican Girls' School, QLD 1 Dr Michele Bruniges Director General DEC, NSW 18 Mrs Catherine Bryant Executive Asst. Director St Joseph's Primary School, NSW Mr Gavin Bryce Coorparoo Secondary College, QLD Mrs Donna Bucher Senior Adviser - Curriculum & Catholic Education Office, TAS Pedagogy Mrs Suzanne Budd Curriculum Coordinator All Saints Catholic School, SA Mrs Betty Burchard Regional Leadership Consultant DECD, SA Miss Eloise Burgess Head Teacher HSIE St Mary's Senior High, NSW Ms Melissa Burke Principal Qld College of Teachers, QLD Mr Janessa Burkhardt Curriculum Coordinator Mansfield Secondary College, VIC Dr Ruth Burnett Learning Enhancement Brigidine College, QLD Mrs Jacqui Burrage Deputy Principal - Primary School Mandurah Baptist College, WA 30 Ms Sue Burtenshaw Principal Findon High School, SA Mrs Deborah Buscall Regional Consultant Catholic Education Office, NSW Mrs Judith Butcher Head of Preparatory School , NSW 18 Mr Warren Butler HOD Science West Moreton Anglican College, QLD Mrs Christine Butterworth Manager - Student Support Catholic Education, TAS 30 Miss Gail Butterworth Leading Teacher Pakenham Hills Primary School, VIC 9 Mrs Margaret Buttigieg Principal Casey Grammar School, VIC 25 Mr Anthony Butts Principal St Mary's Primary School, VIC Ms Angela Byron School Development Officer DEC, NSW Mr Paul Cahill Head of Secondary Curriculum Catholic Education Office, NSW Mrs Tania Cairns Head of Learning Emmaus Catholic College, NSW Ms Janet Cairncross Teaching & Learning Coordinator Casimir Catholic College, NSW Professor Brian Caldwell Managing Director and Principal Educational Transformations, VIC Consultant Mrs Wendy Camenzuli Deputy Principal Toodyay District High School, WA Mrs May Camilleri Principal Marymount College, SA Mr Bruce Campbell Head of College Nambour Christian College, QLD 4 Mr Mark Campling Assistant-Director General, School DETE, QLD Performance Ms Maria Canala Principal Consultant Catholic Education, SA 23 Ms Anne Cannizzaro Principal West Lakes, SA 27 Mrs Lisa Canty Head of Teaching & Learning Our Holy Redeemer School, VIC 6 Ms Keren Caple General Manager AITSL, VIC Ms Tracey Cappie-Wood Director UC Schools University of Canberra, ACT 8 Mr Jeff Capuano Director of Educational Research , VIC Unit Ms Nada Carapina Primary Curriculum Officer , NSW Mr Michael Carniato Principal John Paul College, NSW Ms Beverley Carr Director of Learning Support The Friends' School, TAS

Research Conference 2012 136 Dinner Table No. Name Position Delegate Organisation

9 Ms Leanne Carr Principal Consultant Catholic Education Office, SA Mr Richard Carroll Director of Studies , VIC 33 Ms Margo Carwardine Assistant Principal St Columba's School, QLD Mr Thomas Casey Teacher All Saints Anglican School, QLD 5 Ms Kate Castine Manager Programs & Projects DECD, SA Mrs Colleen Catford Senior Coordinator AIS, NSW Mr John Cattoni Principal Wavell Heights State School, QLD Mrs Bernadette Caulfield Director of Studies: Senior Years , VIC Mrs Suzanne Cavanagh Senior Education Officer Catholic Education Office, QLD 4 Ms Christine Cawsey Principal Rooty Hill High School, NSW Mr David Chadwick Regional Director DECD, SA Ms Sharlene Chadwick Education Manager PEER Support Australia, NSW 26 Mr Anthony Chalkley Principal St Patrick's School, VIC Mr Manoj Chandra Handa School Development Officer DEC, NSW 33 Mr Peter Chapman Principal St Joseph's College, QLD Mr Jon Charlton Principal Kilvington Grammar School, VIC Dr Angela Chessman Director of Research & Innov. , NSW Learning Mr Glenn Chippendale Deputy Principal Benowa State High School, QLD 25 Mrs Marilyn Cimera Deputy Principal Lumen Christi Catholic Primary School, VIC Ms Grace Cini Deputy Principal Catholic Regional College, VIC Mrs Genevieve Clark Principal Peace Lutheran Primary School, QLD 20 Mr Steve Clarke Head of School John Hartley School (B-7) 4 Ms Sharon Clerke Senior Project Director - Schools First ACER, VIC 32 Mrs Julie Cobbledick Education Consultant Catholic Education Office, VIC Mrs Rhonda Cochrane Deputy Principal Wavell Heights State School, QLD Mr Sean Cocoran Head of English , NSW Mrs Sidonie Coffey Principal St Joseph's Primary School, NSW Mrs Eileen Coghill Education Officer Curriculum Brisbane Catholic Education, QLD Primary 24 Mr Leon Colla Principal Queen of Peace Primary School, VIC 31 Mr David Collie Primary School Consultant Catholic Schools Office, NSW Dr John Collier Head of School St Andrew's Cathedral School, NSW 7 Ms Colette Colman Policy Analyst & Research Manager Independent Schools Council, Australia Mrs Shauna Colnan Head of Curriculum Abbotsleigh, NSW Mr John Coman Senior Education Officer Catholic Education Office, QLD Mr Shaun Conlan Head Teacher Fairfield High School, NSW Mrs Jayne Conley Associate Principal Jolimont Primary School, WA Ms Megan Connors Deputy Principal James Ruse Agric. High School, NSW Ms Jill Conole Senior Education Adviser Catholic Education, SA Ms Amanda Conray Head Teacher Fairfield High School, NSW Ms Fiona Conroy Principal Education Officer DEC, NSW Ms Monica Conway Assistant Director Catholic Education, SA

What does research tell us about effective strategies? 137 Dinner Table No. Name Position Delegate Organisation

Mr Allan Cook Principal ISIS District State High School, QLD 13 Mr Douglas Cook Principal Yale Primary School, WA 16 Ms Tracey Cook Deputy Principal Woodridge State High School, QLD Mrs Bianca Cooke Assistant Director Good Shepherd School, NSW 16 Ms Jan Cooper Principal Annandale State School, QLD Ms Janene Cooper Vision Education, NZ 10 Mr Steven Coote Principal Winthrop Baptist College, WA Ms Terri Cornish Sales Manager ACER, NSW Mr Terry Corrigan Principal St Patrick's School, VIC Mr Garry Costello Head of Schools DECD, SA Mrs Sandra Cottam Snr Consultant Primary Teacher Department of Education, WA Development Dr Michelle Cotter Principal Mercy College, VIC Mrs Sue Court Education Officer Catholic Education Office, NSW Mr John Cowan Coordinator Christ The King Primary, NSW Mrs Elizabeth Cox Head of Curriculum & Pedagogy Norwest Christian College, NSW 11 Mr Philip Crane Head of Staff Services St Mark's Anglican Comm. School, WA Mrs Pamela Crawley Principal Cammeray Public School, NSW 14 Mrs Anne-Maree Creeaune Team leader, Curriculum & PedagogyCatholic Education Office, NSW Ms Mary Creenaune Principal Good Shepherd School, NSW Mr Tony Crehan Executive Director Independent Schools, TAS 9 Mrs Stephanie Cremin Principal Leaning Tree Community School, WA Mr Rick Cricelli Head of Science Somerville Baptist College, WA 30 Mr Steve Croft Head of College The Springfield Anglican College, QLD Mrs Suzanne Cronan Education Officer Curriculum Brisbane Catholic Education, QLD Primary Mr Simon Crook eLearning Adviser Catholic Education Office, NSW Mrs Jennifer Crossman Deputy Principal Kambala, NSW Mr David Crowe Principal Singleton Public School, NSW Mrs Nicole Crowe H.T. PDHPE Maitland Grossmann High School, NSW Ms Kimberley Crowley Humanities Head Lowther Hall AGS, VIC 4 Mr Michael Crowther Director DEEWR, ACT Mr Daniel Crump Curriculum Leader Mt Alvernia College, QLD Mr Alexander Cubis Adviser Cubis, ACT Mrs Kristi Culley Assistant Principal Cessnock East Public School, NSW Ms Ros Curtis Principal St Margaret's Anglican Girls' School, QLD Ms Maria D'Agostino Professional Officer Catholic Education Office, NSW Miss Helen Dallas Stage Coordinator , NSW 15 Mr Tom Daly Principal Upwey High School, VIC Mr Derek Danby Deputy Principal Beecroft Public School, NSW 11 Mrs Lucy D'Angelo DP Teaching & Learning Penola Catholic College, VIC 13 Mrs Brooke Daniels Education Officer School Service Centre North, QLD Mrs Sheevaun Darby Deputy Curriculum St Stephen's School, WA Mrs Tania Darling Deputy Head Scotch College Jnr. School, SA

Research Conference 2012 138 Dinner Table No. Name Position Delegate Organisation

17 Ms Neila Darrough Deputy Principal St John's Catholic College, NT 9 Miss Jessica Dart Teacher Cardinia Primary School, VIC Ms Clare Das-Neves Teacher Westlawn Public School, NSW Mr Christopher Daunt Watney , QLD Ms Louise Davidson Head of Learning Area English Australind SHS, WA 24 Ms Tracey Davies Head of School Woodville Gardens School 3-7, SA Dr Alison Davis Director Vision Education, NZ Ms Anna Davis Science Coordinator Casimir Catholic College, NSW Mr Ken Davis SDO DEC - Riverina, NSW Mr Ray Davis Associate Director Accreditation Council of International Schools, VIC Ms Trish Davis HOD - Mathematics Wenona School, NSW Ms Fran Dawning Principal Bonner Primary School, NSW Mr Adam Day Head of Secondary Years Norwest Christian College, NSW 17 Mrs Anne-Marie Day Principal Oonoonba State School, QLD 12 Mrs Tanya De Maio Consultant Catholic Education Office, WA Mr Rohan Deanshaw Principal Kempsey Adventist School, NSW Dr John DeCourcy Director, Strategy Parramatta Catholic Education Office, NSW 34 Mrs Carmel Delintsch Assistant Principal Our Lady of the Rosary, NSW Ms Tracey D'Elton Maths Head Lowther Hall AGS, VIC 17 Mr Chris Derwin Schools Consultant CEO Bathurst, NSW 5 Mr Lance Deveson Library and Information Manager ACER, VIC Ms Sandra Diafas Principal , VIC 15 Ms Sandra Dickins Team Leader Fitzroy High School, VIC Ms Maureen Dillon Teacher Librarian St Joseph's Primary School, NSW Mrs Catherine Dimmick LNIT Seton College, QLD 17 Mrs Rachel Dingle Senior Statistician NZCER, NZ Professor Stephen Dinham Director Learning and Teaching University of Melbourne, VIC 23 Ms Kate Dishon Principal Catholic Regional College, VIC Mrs Erika Dixon Sped. Consultant Catholic Education, SA Ms Karyn Docking Consultant GRM International, VIC Dr Bronwyn Donaghey Senior Policy Adviser Association of Independent Schools, SA Mrs Amanda Donlan Principal Northbridge Public Schooll, NSW Ms Anne Donnelly Principal Emmaus Catholic School, SA 28 Mrs Mary Dorrian Head of Service Catholic Education Office, ACT Mr Jamie Dorrington Saint Stephen's College, QLD Mr Tony Dosen Director of Teaching & Learning Moreton Bay Boys' College, QLD Mr Peter Douglas Principal Sacred Heart School, TAS Mrs Toni Douglas Principal Spreyton Primary School, TAS Ms Leonie Dowd Assistant Principal Mary MacKillop College, NSW Ms Liz Dowd Director DEEWR, ACT Mrs Lilian Dowell CEO DEC, NSW Mrs Gabrielle Downie Principal St Joseph's Primary School, VIC

What does research tell us about effective strategies? 139 Dinner Table No. Name Position Delegate Organisation

Mr Adrian Drane Deputy Principal Notre Dame College, VIC Mr Trent Driver Dean of Academic Development Brisbane Girls' Grammar School, QLD Mrs Maureen Duddy Deputy Principal Hampton Senior High School, WA Ms Annie Duggan Acting Principal Catholic Schools Office, NSW 27 Mr Francis Dullard Principal St Liborius Primary School, VIC Ms Karen Duncan Principal Medina Primary School, WA Ms Leesa Duncan Teaching and Learning Leader St Clent of Rome, VIC Mr Stephen Dunk Director of Studies Pymble Ladies College, NSW Ms Diane Dunn School Educ. Director DET, NSW Mr Jamie Dunnill Senior Sace Officer SACE Board of SA Mr Gavin Dykes Deputy Principal Notre Dame College, VIC 13 Ms Karen Dymke Director of Learning Luther College, VIC Mr Tim Edmonds Head of Curriculum Pembroke School, SA Mrs Christine Edwards Manager, Special Projects Tasmanian Catholic Education Office, TAS Mrs Sally Egan Head of Learning and Innovation Saint Ignatius College, NSW Ms Shirley Ellis Parnership Mentor Orange Schools Office, NSW Mr Peter Elmoreo Principal St Thomas More College, QLD Ms Karen Endicott Principal Sarah Redfern High School, NSW Ms Kathryn Entwistle Principal Riverdale R-7 School, SA Mrs Danielle Ervine Rel. DP St Mary's Senior High, NSW Mr Colin Esdale Head of Mathematics - Junior Ballarat Clarendon College, VIC 9 Mrs Trudie Esler Teacher Cardinia Primary School, VIC Mr Matthew Evans Religious Education Coordinator St John Bosco Catholic Primary, NSW Miss Sheri Evans Deputy Principal Guildford Public School, NSW 7 Ms Frances Eveleigh State Manager, Systemwide Testing ACER, NSW Ms Kylie Fabri HT Welfare Rutherford Technology High School, NSW Mr Chris Fanning Assistant Principal Catholic Schools Office, NSW 20 Ms Mary Farah Deputy Principal Catholic Ladies College, VIC 16 Mr Oronzo Farina Principal St Augustine's College, VIC Mr Peter Faulkner Principal St Leonards Primary School, TAS Ms Milly Fels Manager Equity RMIT University, VIC Mr Greg Feltis Assistant Principal John Paul College, NSW Mrs Margaret Ferguson Teacher Holy Family Primary School, NSW Mr Harry Fernandez Assistant Principal Bede Polding College, NSW 27 Mr David Fetterplace Assistant Principal All Saints Catholic Boys College, NSW Mr Westley Field Director of Learning Innovation Waverley College, NSW 31 Mrs Judith Finan Assistant Principal St Ursula's College, QLD Mrs Elizabeth Fitzgerald Assistant Principal St Lukes School, NSW 32 Mr Grant Fitzgerald Snr Educ. Officer Catholic Education Office, VIC Mr Allan Fjording Principal Snowy Mountains Christian School, NSW Mr Max Fletcher Deputy Director Catholic Education Office, VIC 18 Mr Neil Flottmann Director of Curriculum West Moreton Anglican College, QLD Ms Jennifer Foldes Adviser: Religious Education Catholic Education Office, NSW

Research Conference 2012 140 Dinner Table No. Name Position Delegate Organisation

Ms Karen Forbes Principal Catholic Schools Office, NSW Ms Carolyn Ford All Saints Catholic Primary School, NSW Mr Richard Ford Director of Teaching & Learning St Andrew's Cathedral School, NSW 28 Mr Gordon Forrest Teacher St Patrick's Primary School, VIC Mrs Cathy Forrester Head of Primary Curriculum Catholic Education Office, NSW Mr Mark Fowler Head of Curriculum Urangan Point State School, QLD Mrs Karen Fox Deputy Principal Notre Dame College, VIC 29 Mrs Marita Fox Literacy & Numeracy Improvement St Augustine's College, QLD Teacher Ms Josephine Foxcroft Director of Curriculum & Learning Presbyterian Ladies' College, VIC 27 Mrs Denise Frantz Principal St Joseph's School, VIC 32 Ms Celia Franze School Adviser, Learning & Teaching Catholic Education Office, VIC Mr Brendan Fraser Dean of Middle Years Xavier College, VIC 25 Mrs Cate Fraser Principal St Mary's Primary School, VIC Miss Tiali Fraser Director of Curriculum Arden Anglican School, NSW 7 Mr Chris Freeman Research Director of Systemwide ACER, NSW Testing Dr Leanne Fried Post Doctoral Fellow Edith Cowan University, WA Ms Deborah Frizza Head of Bayview Mentone Grammar School, VIC Ms Gina Galluzzo Senior Curriculum Officer CEO, ACT Mrs Tosca Galluzzo Teacher Educator Catholic Education Office, NSW Mr Paul Gavin Deputy Principal Sarah Redfern High School, NSW Mrs Karen Geary Assistant Principal Warrawong Primary School, NSW Mr Tony George Principal St Stephen's School, WA 27 Mr Jason Gerachty Principal Our Holy Redeemer School, VIC 12 Mrs Carol Geurts Principal Schools Advisor Catholic Education Office, WA 15 Mr James Giannopoulos School Adviser Mathematics CEOM, VIC Mr Jason Gibbs Head Senior School Merrimac S.H.S., QLD Mr Brenden Gifford Dean of Curriculum Carey Baptist College, WA Mrs Deb Gilbert HT Welfare Bulahdelah Central School, NSW Ms Desire Gilbert Adviser Association of Independent Schools, SA 5 Mr Brian Giles-Browne National Schools Coordinator Dare to Lead, NSW 10 Mr Chris Gill Deputy Principal Bundaberg State High School, QLD Mr Sean Gill Head of School Services Tasmanian Catholic Education Office, TAS 11 Mrs Sharyn Gill Principal Austins Ferry Primary School, TAS 33 Mr Mark Gillett Principal Department of Education, WA Ms Beth Gilligan Principal Dominic College, TAS Mrs Kathryn Gilmour Deputy Principal Riverdale R-7 School, SA Ms Jodie Gioria Assistant Principal Mary Immaculate Primary School, NSW 12 Mr Craig Glass Senior Vice Principal , VIC 3 Dr Kathryn Glasswell Senior Lecturer Griffith University, QLD Mr Anthony Gleeson Principal St Leo's Catholic College, NSW 32 Ms Liz Gleeson Secondary Principal Consultant Catholic Education Office, VIC Mrs Trish Gleeson Education Officer Catholic Schools Office, NSW

What does research tell us about effective strategies? 141 Dinner Table No. Name Position Delegate Organisation

Mrs Jo Gluckman COS - Student Leadership Moriah College, NSW Miss Elizabeth Godwin Principal Cabramatta High School, NSW 13 Mrs Kirstine Gonano Deputy Principal Arthur Phillip High School, NSW Ms Liana Gooch Academic Enhancement Coordinator Toorak College, VIC 13 Ms Lynne Goodwin Principal Arthur Phillip High School, NSW 17 Mr Adam Gordon English Leader St Francis Xavier College, VIC 10 Mrs Cherylynne Gostelow Head of Department Winthrop Baptist College, WA Mr Peter Gould Principal Tauhara College, NZ Mr Barry Graham Director of Admin. St Gregory's College, NSW Mrs Wendy Grant Director of Curriculum Firbank Grammar, VIC Miss Dianne Grantham Manager School Improvement Support, ETD, ACT Mr Rob Gratton Principal - Primary School Mandurah Baptist College, WA Mr Paul Gray Head of Maths Merrimac S.H.S., QLD Mrs Tracey Gray Manager, Nat. Partnerships Assoc. of Independent Schools, WA Mr Richard Grech Assistant Principal Delany College, NSW Mr David Green HOD DETE, QLD 9 Mrs Louise Green Artarmon Public School, NSW 24 Mr Patrick Green Director of Learning Marcellin College, VIC 19 Mrs Allison Greenaway Principal Stuart State School, QLD Mr John Greene Principal Education Officer Queensland Health, QLD Ms Meredith Greenwood Head Senior Years Aquinas College, VIC Dr Johan Griesel Principal Portside Christian Collegle, SA 1 Professor Patrick Griffin Director, Assessment Research University of Melbourne, VIC Centre Mrs Josephine Griffiths Acting DP Curriculum Brigidine College, QLD Mr Brian Grimes Principal A.B. Paterson College, QLD Mrs Sue Guilfoyle Principal Holy Family School, NSW Ms Leanne Guillon Deputy Principal Carey Baptist Grammar School, VIC 18 Ms Jenny Hadzi-Popovic DEEWR, ACT Dr Jeremy Hall Head of Department Newington College, NSW Mrs Julie Hall Deputy Principal , VIC Ms Penny Halleen Principal Wanneroo Primary School, WA Mr Peter Halpin Professional Officer Catholic Education Office, NSW Mr Jason Hammond Head of Yr 9 Program The Peninsula School, VIC Ms Deb Hancock Principal Modbury West School, SA Mrs Kitty Hancock Principal St Joseph's Primary School, NSW Mrs Shirin Hanfi-Scott Head of Media Haileybury, VIC Ms Kathleen Hannigan Head Teacher Fairfield High School, NSW Mrs Valerie Hannon Director Innovations Unit, UK Ms Melody Harding Senior Curriculum Officer Board of Studies, NSW Mrs Jacqueline Hargan Early Years Coordinator Genazzano FCJ College, VIC 1 Professor David Hargreaves Fellow Emeritus of Wolfson College Cambridge University UK Mr Todd Harm Head of Middle School All Saints Anglican School, QLD 12 Mrs Joanna Harmer Head of Junior School Sepentine Jarrahdale Grammar, WA

Research Conference 2012 142 Dinner Table No. Name Position Delegate Organisation

Mr Peter Harold Assistant Principal All Saints College, NSW 30 Dr Helen Harper Senior RO Menzies School of Health, NT 17 Mrs Joanne Harris Principal Greenwood College, WA Ms Sandra Harvey Head of School Services Tasmanian Catholic Education Office, TAS 5 Ms Jeanette Hasleby Principal Advisor Community Edith Cowan University, WA Development 3 Mr Robert Hassell Coordinator of Data Assoc. of Independent Schools, WA Mrs Wendy Hawking Teaching & Learning Coordinator Yarra Valley Grammar, VIC 8 Mr Andrew Hay General Manager, Teaching & Independent Schools, VIC Learning Mr Michael Hayes Director of Studies MLC School, NSW 18 Mr Ian Hayne Head of Department West Moreton Anglican College, QLD Ms Tracy Healy Head of Yrs 10-12 Lowther Hall AGS, VIC 12 Mrs Judy Hearne Principal Schools Advisor Catholic Education Office, WA Ms Jayne Heath Senior Leader Australian Science & Mathematics School, SA Mr Michael Heenan Principal St Clent of Rome, VIC 30 Dr Janet Helmer Senior RO Menzies School of Health, NT 11 Mrs Deborah Hemming Principal Port Lincoln Junior Primary, SA Mrs Margaret Hendriks Assistant Director Catholic Education Office, QLD 14 Mr Noel Henry Head of School Services (Primary) Catholic Education Office, NSW 19 Mr Cameron Herbert Dean of Students (10-12) , QLD Ms Maree Herrett Head of Senior School MLC School, NSW Mrs Sandra Hewson Assistant Principal , SA 7 Mr Alasdair Hey Teaching/Learning/ICT Coordinator All Saints Catholic Senior School, NSW Mrs Robyn Hickman Principal Aurora College, NZ Mr David Hillhouse Principal Torbanlea State School, QLD Mrs Denise Hillier Dean of Learning (7-9) , NSW 3 Dr Patricia Hindmarsh Director Tasmanian Catholic Education Office, TAS 2 Ms Kerry-Anne Hoad Director, ACER Institute ACER, VIC Mr Andrew Hocking Deputy Principal Yarra Valley Grammar, VIC Ms Karen Hodge Principal Warrawong Primary School, NSW Mr David Hodge Principal Moonta Area School, SA 23 Mr Michael Hoey Principal - Middle Phase North Lakes State College, QLD Mr Robert Hoff Principal Immanuel Primary School, SA Ms Suzanne Holden Principal Canterbury Girls High School, NSW Mrs Robyn Holla Performance Analysis & Reporting DECD, SA Consultant 13 Mrs Deborah Hollis Assistant Head of Middle School Luther College, VIC Mr Paul Holman Assistant Director Catholic Schools Office, NSW Ms Tracy Holmes Principal Somerville Baptist College, WA 2 Ms Jillian Holmes-Smith SREAMS, VIC 2 Mr Philip Holmes-Smith SREAMS, VIC Mr Rowan Holmes-Smith Business Development Manager SREAMS, VIC

What does research tell us about effective strategies? 143 Dinner Table No. Name Position Delegate Organisation

8 Miss Josephine Holzner Assistant Director DEEWR, ACT Mr Geoff Hood Principal DET, WA Mr Bill Hooper Dean of Teaching & Learning Matthew Flinders Anglican College, QLD 34 Mr Michael Hopkinson Primary School Consultant Catholic Schools Office, NSW 21 Mrs Sheila Horn Assistant Principal Carwatha College P-12, VIC Mr Tim Horiblow Careers Advisor , TAS 10 Mr Ross Horner Assistant Director School Services Townsville Catholic Education Office, QLD Ms Loretta Hornery Relieving Head Teacher CAPA Rutherford Technology High School, NSW Ms Gaye Hoskins Consultant DEC, NSW 24 Mr Peter Houlihan AP - Learning Marcellin College, VIC Mr Rob Houston Principal Hahndorf Primary School & , SA Mr Rodney Howard Assistant Principal Bede Polding College, NSW Ms Anne Huard Network Leader Office for Schools, ACT Mrs Judy Huda Coordinator National Partnership AIS, NSW Mr Don Hudson Principal Bulahdelah Central School, NSW Ms Mary Hudson Director St Paul's Educ. & Curr. Services, SA 14 Mrs Belinda Hughes Education Officer, Primary Catholic Education Office, NSW Curriculum Mrs Carol Hughes Director Lioncrest Education, NSW Ms Debbie-Lee Hughes Principal Education Officer DEC, NSW Mrs Simone Hughes Deputy Principal Rutherford Technology High School, NSW Ms Wendy Hughes Deputy Principal William Rose State High School, QLD Mr Ian Humphries Primary Dean Kempsey Adventist School, NSW Mr Anthony Hunter Education Consultant Catholic Schools Office, NSW Ms Janet Hunter Head of Mathematics Ascham School, NSW Mrs Leonie Hunter Teacher Duncraig Senior High School, WA Mr Noel Hurley Schools Consultant CSO Armidale, NSW Mrs Sue Hutchens Religious Education Coordinator St Joseph's Primary School, NSW Mr Allan Hutchison Psychologist Catholic Education Office, VIC 29 Ms Debra Hutton Principal Montello Primary School, TAS 26 Ms Jacqui Huxtable DOTL Wollondilly Anglican College, NSW Ms Susan Hyde Principal Australian Science & Mathematics School, SA Ms Megan Ioannou Catholic Education Office, VIC Mr Gabrielle Jackson Deputy Principal St Mary's Primary School, VIC Mrs Samantha Jackson Senior Education Officer DEC South Western Sydney, NSW Ms Sylvia Jaksa Executive Assistant Catholic Education, SA 6 Mr Martin James Manager, Policy & Programs AITSL, VIC Mr Eric Jamieson A/Director DEC, NSW 32 Ms Sharon Jeloscek Deputy Principal Sacred Heart College Senior, SA Mr Trevor Jenkin Deputy Principal Mandurah Baptist College, WA Mr Ben Jenkinson Deputy Head of Senior School , TAS Ms Tracey Jenner Deputy Principal Uralla Central School, NSW

Research Conference 2012 144 Dinner Table No. Name Position Delegate Organisation

Dr Ben Jensen Director of the School Education Grattan Institute, VIC Program Ms Jenny Johns Assistant Principal Aberfoyle Park High School, SA 27 Mr Reuben Johnson Principal Our Lady of the Sacred Heart, VIC Ms Lois Joll Principal Perth Modern School, WA Mr Allan Jones Principal Our Lady of the Way Primary, NSW Mrs Bridget Jones Assistant Principal St Andrew's Catholic College, QLD Mr Kevin Jones Principal Bede Polding College, NSW 20 Mr Leo Jones Principal St Joseph's Primary School, VIC Miss Renee Jones Teacher Kempsey Adventist School, NSW 20 Mrs Sonia Jones Principal St John's Primary School, VIC Mrs Terrie Jones Head of Teaching and Learning Ravenswood, NSW Ms Linden Jones-Drzyzga Principal Catholic Schools Office, NSW Mrs Louise Jongejan Assistant Principal St Thomas Catholic School, NSW Mr David Jury Catholic Education, SA 11 Ms Susan Just Principal Lauriston Girls School, VIC Mrs Georgina Kadel Consultant Aboriginal & Torres Strait Brisbane Catholic Education, QLD Islander Education 9 Ms Sonya Kadel Brisbane Catholic Education, QLD Mr Simon Kanakis Deputy Principal Aranmore Catholic College, WA Ms Rebecca Kaukau Vision Education, NZ Mrs Lois Kavanagh Head of Learning , QLD Mr Chris Kay Assistant Principal Donvale Christian College, VIC Mrs Julienne Kay School Consultant Catholic Education Office, WA Ms Denise Keane Literacy & Numeracy Improvement Emmaus College, QLD Teacher 25 Mrs Lucy Keath Principal St Mary's Primary School, VIC Mr Larry Keating Principal Catholic Schools Office, NSW 9 Ms Lisa Keeffe Teacher Leaning Tree Community School, WA Mrs Catherine Keegan Director of Teaching & Learning St Gregory's College, NSW Mrs Julie Keegan Lead Teacher Boat Harbour Primary, TAS Mrs Wendy Keen Director of Curriculum Melbourne Girls School, VIC Mr Peter Kelaher Education Officer Catholic Education Office, NSW 27 Mr Michael Kelleher Assistant Principal Patrician Brothers' College, NSW 18 Mrs Claire Kelly Principal St Francis School, VIC Ms Gail Kelly Teacher Yr 3 Ascham School, NSW Mrs Kate Kelly Teaching Educator Catholic Education Office, NSW Ms Mary Kelly Assistant Principal Holy Family Primary School, NSW Mr Tony Kelly Principal Catholic Schools Office, NSW 22 Mrs Katherine Kendon Stage 3 Coordinator Thomas Hassall Anglican College, NSW Ms Julie Kennedy Principal Girraween High School, NSW 28 Mrs Mary Kennedy Teacher St Patrick's Primary School, VIC 15 Mr Michael Kennedy Principal St Michael's Primary School, VIC 17 Miss Pam Kenyon Teacher St John's Catholic College, NT

What does research tell us about effective strategies? 145 Dinner Table No. Name Position Delegate Organisation

26 Ms Liz Keogh Principal Christ the King School, SA Mrs Wardeh Khoury Coordinator St Patrick's Primary School, NSW 6 Mr Liam King Deputy Principal Kingswood College, VIC Mr Michael King Director Quality Learning Australia, ACT Mrs Kerrie Kingston-Gains Assistant Principal Pakenham Lakeside Primary, VIC Mrs Selina Kinne Director of Teaching & Learning Dominic College, TAS Mr David Klahr Deputy Head Moriah College, NSW Mr Greg Kluske Director of Curriculum St Joseph's College, VIC 13 Mr Robert Knight Executive Officer - Education QCEC, QLD Mrs Suzanne Knight Principal Leda Primary School, WA Ms Bernardine Knorr Head Teacher English St Catherine's School, NSW Ms Kerry Knowles Deputy Principal Toodyay District High School, WA Mrs Olivija Komadina Head of VET Australian Industry Trade College, QLD Mr Kimon Kousparis Maths Coordinator Casimir Catholic College, NSW Dr Jane Kovacs Director Quality Learning Australia, VIC 31 Mrs Cathryn Kratzmann St Ursula's College, QLD Mr Michael Krawec Regional Director Catholic Education Office, NSW Mr Andrew Kreibich Deputy Head of Senior School St Margaret's School, VIC 21 Mr John Kural Manager Dept. of Education Services, WA 26 Ms Karen Kurczak POR Australian Curriculum Christ The King School, SA 10 Ms Wilma Kurvink College Head of Library Wesley College Institute, VIC Mr Steve Kyburz Network Leader Office for Schools, ACT Ms Pauline Laing Literacy Leader St Clent of Rome, VIC 28 Mr Jamie Lamb Teacher St Patrick's Primary School, VIC Mrs Irene Lambrinos VET/Careers Casimir Catholic College, NSW Miss Jennifer Lamet Teacher Somerville Baptist College, WA Mr Gregory Lancaster Head of Learning Area Science Australind SHS, WA Mrs Adele Langdale Deputy Principal Hercules Road State School, QLD Mrs Rebecca Langdon Principal Muswellbrook South Public School, NSW 23 Ms Katrina Larsen Senior School Principal North Lakes State College, QLD 10 Mr Anthony Laskey Deputy Principal Bundaberg State High School, QLD Ms Chris Lawrence Leadership Consultant DECD, SA Ms Kath Lawrence Consultant AIS, WA Mr Chris Leadbetter Principal Chisholm Catholic College, QLD Mrs Amy Lee Head Teacher Arthur Phillip High School, NSW Mr Stephen Lee Assistant Principal St Patrick's Primary School, NSW 29 Mr Darrel LeMercier Principal Belmont City College, WA Mrs Chris Lemon Assistant Principal St Patrick's Special School, SA 6 Ms Elisabeth Lenders Principal Kingswood College, VIC Mr Gary Leonard Leading Teacher Norwood Secondary College, VIC 11 Ms Jenny Leppard Principal Windermere Primary School, TAS Mrs Leanne Lesic AP - Secondary Kempsey Adventist School, NSW Mrs Mary L'Estrange Primary Regional Consultant Catholic Education Office, NSW

Research Conference 2012 146 Dinner Table No. Name Position Delegate Organisation

Mr Troy Lethlean Director of Curriculum & Pedagogy Norwest Christian College, NSW Mrs Jeanette Little Head of Mathematics Coorparoo, QLD 3 Ms Jenny Little Deputy Principal Korowa Anglican Girls' School, VIC Mrs Lisa Little Education Officer Catholic Schools Office, NSW Mr Richard Lobb Manager, Secondary Support Department of Education, WA Ms Catherine Loel Head of Learning Toorak College, VIC 13 Mr Stephen Loggie Executive Principal Palm Beach Currumbin State High, QLD 7 Mr Andrew Long Policy & Research Analyst Independent Schools Council, Australia 4 Dr Michele Lonsdale Principal Research Fellow ACER, VIC Mrs Michelle Lovegrove Teacher DET, NSW Mr Jonathan Lowe Principal New Gisborne Primary School, VIC Mr Ben Lowrie Vice Rector Pastoral Care Padua College, QLD 28 Mrs Kathy Ludbrook Teacher St Patrick's Primary School, VIC Ms Therese Lunghusen Teacher Xavier College, VIC Miss Pamela Lynch Director of Studies Benowa State High School, QLD Mrs Helen Lyons Teacher St Patrick's School, VIC Ms Kate MacArthur Teacher Star of the Sea School, QLD 16 Mr Peter MacDonald Academic Administrator Brisbane Boys' College, QLD Mr Tony MacDougal Principal Casimir Catholic College, NSW Mrs Julie MacFarlane Principal Hallam Primary School, VIC Ms Myrna Machuca-Sierra Education Specialist World Bank, NSW 1 Mr Tony MacKay Executive Director Centre for Strategic Education, VIC Mrs Anne Maczkowiack Principal Living Faith Lutheran Primary School, QLD Mr Sean Maher Deputy Principal Nambour State High School, QLD 19 Mr Tony Maio Regional Leadership Consultant DECD, SA Dr Suzann Malaney HOD Science Ascham School, NSW Mr Chris Malone Assistant Principal Sale College, VIC Miss Danielle Manicaros Teacher Star of the Sea School, QLD Ms Maura Manning Director of Teaching & Learning Pymble Ladies College, NSW Mrs Anne Marceau T&L Coordinator Western DEC, NSW Ms Kaylene Maretich Primary Coordinator Catholic Schools Office, NSW 19 Mrs Anne-Marie Marias Research Student Charles Darwin University, NT 26 Mr Scott Marsh Deputy Head William Clarke College, NSW 12 Ms Clair Marshall Brighton Grammar School, VIC 3 Mr Robert Marshall Director of Learning Westbourne Grammar School, VIC Mr Raymond Martin Principal Holy Spirit College, NSW Ms Susan Martin Assistant Principal Brigidine College St Ives, NSW Mr Tim Martin Principal Toodyay District High School, WA Mrs Vivienne Marwick School Consultant Catholic Education Office, WA Ms Jenny Mason Assistant Principal Norwood Secondary College, VIC 1 Professor Geoff Masters CEO ACER Mr Guy Masters Director of Boarding Saint Ignatius Collelge, NSW Mrs Suzana Matic Head Teacher Cabramatta High School, NSW

What does research tell us about effective strategies? 147 Dinner Table No. Name Position Delegate Organisation

Mrs Michele Maton DEC, NSW Ms Frances Matthews Sales Support Officer Keepad Interactive, NSW Mr Simon Matthews CEO Christian Schools, TAS Mrs Rosslyn Mattner Head of Senior School St Francis De Sales, SA Mr Ian Maynard Principal Norwest Christian College, NSW Ms Ros McCallan-Jamieson School Development Officer DEC, NSW 14 Mrs Cynthia McCammon Team Leader, Pastoral Care & Catholic Education Office, NSW Learning Support Mr Gerry McCloughan Assistant Director DEC, NSW 25 Ms Sharon McCormack Maths Leader Lumen Christi Catholic Primary School, VIC Ms Kylie McCullah Director of Studies St Clare's College, NSW Ms Helen McCullough Deputy Principal Bohlevale State School, QLD 29 Mrs Carole McDiarmid Regional Director DET, NSW Mr Michael McDonald College Deputy Mt Alvernia College, QLD Mr Kris McDonall Ed. Team Support World Bank, NSW Mrs Julie McDougall Professional Learning Teacher Our Lady's Primary School, VIC Mr Anthony McElhone Assistant Principal Our Lady of the Way Primary, NSW Mr Paul McEntee Principal Our Lady's Primary School, VIC Mrs Trish McEvey Head of Curriculum Kirwan State School, QLD Mrs Cheryl McFadzean Principal Trevallyn Primary School, TAS Mr Joshua McGahen Deputy Principal Girraween High School, NSW Ms Jennifer McGie Head of English/Literacy Ballarat Clarendon College, VIC Ms Sharon McGowan Professional Learning Coordinator Mount St Benedict College, NSW Mrs Joanne McGrath ReCl. DP Casimir Catholic College, NSW Mrs Kath McGuigan Principal Mary MacKillop College, SA Mrs Debbie McIlwain Assistant Principal Warrawong Primary School, NSW Mr Daniel McInerney Assistant Principal St Patrick's College, NSW Ms Ann McIntyre Director DEC, NSW Mrs Jennifer McKeown Principal St Thomas Catholic School, NSW Mrs Leanne McLennan Teacher Educator Lismore Catholic Schools Office, NSW 14 Mr Matthew McMahon Education Officer: Sec. Curriculum Catholic Education Office, NSW Mr Lee McMaster Principal St Andrew's Catholic College, QLD Ms Kerry McMinn Principal Albuera Street Primary School, TAS Dr Gai McMurtrie Manager, Leadership Learning DEC, NSW Mr Christopher McNamara Director of Curriculum Melbourne Girls Grammar, VIC Mr Paul McSweeney Director of Studies St Patrick's College, NSW Mr Thomas Meehan Head of Department Pimlico State High School, QLD 6 Mrs Marion Meiers Senior Research Fellow ACER, VIC Mrs Tania Melki REC St Andrew's College, NSW Mr Digby Mercer Principal Como Secondary College, WA Mrs Lyn Mercer HOLA John Forrest Secondary School, WA Mrs Kendal Merchant QT Coordinator Busby West Primary Schooll, NSW Mr Andrew Messenger Principal St Paul Lutheran School, SA

Research Conference 2012 148 Dinner Table No. Name Position Delegate Organisation

Mr Jason Miezis School Education Director DEC, NSW Mrs Annette Mikulcic Head of Junior School Woodcroft College, SA 5 Ms Gina Milgate Indigenous Liaison Officer ACER, VIC Mr Paul Milgate KLA Coordinator Xavier College, NSW Mrs Trish Miller Deputy Principal Sacred Heart Primary School, VIC Mrs Virginia Milliken Education Officer Catholic Schools Office, NSW 30 Mrs Sally Mills Deputy Principal St Brendan's Primary School, VIC Mrs Jane Milross Assistant Principal St Francis de Sales, NSW Mrs Anna Mirasgentis Director of Curriculum Mary MacKillop College, SA Mrs Catherine Misson Principal Melbourne Girls Grammar, VIC Miss Cathy Molloy Leader of Pedagogy Mary MacKillop College, NSW 12 Ms Kathryn Moloney Senior Coordinator RMIT University, VIC 24 Mr Nicholas Moloney Assistant Principal Marcellin College, VIC Dr Carolyn Montgomery Dean of Students Carey Baptist College, WA 18 Mr Aaron Moon Principal St Joseph's Primary School, NSW Mr Craig Mooney Assistant Principal Clancy Catholic College, nsw Mrs Cathryn Moore Curriculum Coordinator Ascham School, NSW Mr Tony Moore Director of Personnel Services Waverley College, NSW 32 Mrs Gail Morgan Director of Teaching & Learning Sacred Heart College Senior, SA Mrs Jillian Morgan Head of Mission and Education Tasmanian Catholic Education Office, TAS Mr Ray Moritz Senior Education Adviser Catholic Education, SA Ms Elizabeth Moroney Schools Officer CEO, ACT Mr David Morris Principal Pimlico State High School, QLD Ms Angela Morsch Inclusive Education Consultant Brisbane Catholic Education, QLD Mr David Mowbray Campus Principal Sale College, VIC 1 Professor Kathryn Moyle Charles Darwin University, NT 7 Mr Anthony Mueller Principal Faith Lutheran College, QLD Mr Robert Mulas Principal Fairfield High School, NSW Mr Dennis Mulherin Assistant Director Lutheran Education, QLD Mr Michael Mullaly Education Consultant Catholic Schools Office, NSW 2 Assoc Prof John Munro Head of Studies In Exceptional University of Melbourne, VIC Learning and Gifted Mr Grant Murphy Curriculum Coordinator Casimir Catholic College, NSW Mr Paul Murphy Project Officer Catholic Education Office, QLD Ms Catherine Murray Education Officer Catholic Schools Office, NSW Mr Wayne Murrill Middle Years Coordinator Genazzano FCJ College, VIC Ms Fiona Murty Head Teacher Girraween High School, NSW Mr Greg Murty Deputy Principal Girraween High School, NSW Mr Robert Muscat Principal St Clare's Catholic High School, NSW Mr John Muskovits Mount St Benedict College, NSW Mrs Barbara Myors Assistant Director Catholic Schools Office, NSW 29 Mrs Dina Nardone Literacy Numeracy Improvement St Augustine's College, QLD Teacher Mr Robert Nasasi Assistant Principal Aquinas Catholic College, NSW

What does research tell us about effective strategies? 149 Dinner Table No. Name Position Delegate Organisation

Ms Shauna Nash Assistant Principal St Andrew's College, NSW Dr Kristine Needham Consultant Freelance, NSW Mrs Elizabeth Neil Head of Junior School Ascham School, NSW Mr Michael Nekvapil Teacher Orana Steiner School, ACT Ms Tanya Nelipa Network Leader Office for Schools, ACT 18 Mr Andrew Newcombe HOD Mathematics West Moreton Anglican College, QLD Mr Mark Newham Director Independent Schools, QLD 18 Ms Anna Newman Teacher St Francis School, VIC Mr Geoff Newton Principal Hillbrook Anglican School, QLD Dr Bronte Nicholls Assistant Principal Australian Science & Mathematics School, SA Mr Mark Nikulandra Dean of Learning (10-12) Loreto Normanhurst, NSW 15 Ms Kathryn Nolan Project Officer CEOM, VIC Ms Kellie Noonan Classroom Teacher St Mary's Primary School, VIC Mr Gary Norbury Principal Pakenham Lakeside Primary, VIC 16 Mr John Norfolk Principal Woodridge State High School, QLD Ms Rosalie Nott Assistant Director Catholic Education Commission, NSW Mr Mark Nunan Assistant Principal Newman Senior Technical College, NSW Mrs Helen O'Brien Executive Asst. Director Catholic Education, SA Mr John O'Brien Education Consultant Townsville Catholic Education, QLD Dr Kate O'Brien Assistant Director of Teaching & Catholic Education Office, NSW Learning 16 Mr Matthew O'Brien Dean of Studies Brisbane Boys' College, QLD Mrs Michele O'Brien Senior Curriculum Officer CEO, ACT Mrs Monica O'Brien Teaching and Learning Coordinator Mount St Joseph, NSW Dr Alec O'Connell Headmaster Scotch College, WA Ms Anne O'Connell Learning Support St Andrew's Catholic College, QLD Mrs Franceyn O'Connor Education Officer Catholic Education Office, NSW 25 Mr John O'Connor Principal St Mary's Primary School, VIC Mr Mark O'Connor English Coordinator Mary MacKillop College, NSW Mrs Cathy O'Donnell Curriculum Coordinator Busby West Primary Schooll, NSW Mr Mark O'Farrell Director of Curriculum Waverley College, NSW Mrs Janine O'Hea Deputy Principal Dominic College, TAS 6 Dr Mary Oliver Res. Assoc. Prof. University of Western Australia, WA 26 Mrs Annette O'Neill Principal Ruse Public School, NSW Mr Greg O'Neill Principal Crawford Public School, NSW Mr Steven Orlando Head of Secondary Meadowbank Education, NSW 20 Ms Aiva Ositis Principal John Hartley School (B-7), SA Dr Mary Oski Assistant Director Catholic Education Office, VIC Mr Paul O'Sullivan Deputy Principal Pimlico State High School, QLD Mr Paul Ould Principal St Anthony's Catholic College, QLD Mrs Elizabeth Ovens Assistant Principal St Joseph's Primary School, NSW 8 Ms Clare Ozolins Research Fellow, Psychometrics & ACER, VIC Methodology

Research Conference 2012 150 Dinner Table No. Name Position Delegate Organisation

Mrs Juliette Page Head of English Lesmurdie S.H.S., WA Mrs Jo Paini Consultant Catholic Education Office, WA Miss Juliette Pantaleo Primary Adviser (eLearning) Catholic Education Office, NSW Mr Louis Papadimitriou Assistant Principal , VIC Mr David Parawa Assistant Principal St Christopher's Primary School, NSW Ms Panayoula Parha Principal Norwood Morialta High School, SA 31 Ms Alison Parolo Lesmurdie Senior High School, WA Ms Rebecca Parsons Consultant Brisbane Catholic Education, QLD 26 Mr Gary Pascoe Deputy Principal Emmaus Catholic School, SA 26 Mrs Teresa Pascoe Assistant Principal Christ The King School, SA Mr Michael Pate Assistant Principal Emmaus Catholic College, NSW 7 Mr Murray Paterson Indigenous Education Coordinator St Peters Lutheran College, QLD Mr Scott Paterson Prof. Learning & Leadership DEC, NSW Coordinator Ms Mary-Ellen Pattinson Education Consultant Townsville Catholic Education Office, QLD Mr Peter Paul Principal Chandler Park Primary School, VIC Mrs Geraldine Paynter Head of Primary Years Norwest Christian College, NSW 20 Mr Brian Pearce Year 9 Team Leader Catholic Ladies College, VIC 24 Mrs Joanne Pearce Leader of Learning Queen of Peace Primary School, VIC 2 Ms Cath Pearn Teaching Fellow ACER Institute, VIC 18 Mrs Anne Marie Peebles ReCl. DP St Joseph's Primary School, NSW 29 Mr Geoff Pell Principal Taylors Lakes Secondary College, VIC Mrs Jan Pennisi Teacher Wyong High School, NSW Ms Heather Penny Chief Policy Analyst Ministry of Education, NZ Mr John Percy Executive Officer - Education QCEC, QLD Mrs Grace Pergamalis TAS Coordinator Casimir Catholic College, NSW Mrs Tanya Perritt Curriculum Coordinator De La Salle Catholic College, NSW Ms Marie Perry Assistant Principal A.B. Paterson College, QLD 3 Mr Andrew Pesle Deputy Principal Rooty Hill High School, NSW Ms Judy Petch Director DEEWR, ACT 21 Mr Aaron Petersen Educational Leader Carwatha College P-12, VIC Ms Catherine Petersen Assistant Principal - Curriculum St Catherine's Catholic College, NSW Mrs Jenny Petersen Leading Teacher Chandler Park Primary School, VIC Mrs Patricia Petterson Principal Willoughby Public School, NSW Dr Philip Pettit Senior Officer Catholic Education Office, ACT 32 Mrs Margaret Pfitzner Director of Secondary School Ocean Forest Lutheran College, WA Mr Joemon Philip Deputy Principal Snowy Mountains Christian School, NSW Ms Gay Phillips HOD - Science, Gifted Wellington Point SHS, QLD 33 Mrs Marie Louise Phillips Maths Advisor Catholic Education Office, VIC Mrs Terese Phillips Manager of Education Services Independent Schools, TAS Mrs Julie Piesse H.T. Science Cabramatta High School, NSW Mrs Alexandra Piggott Head of Humanities Pembroke School, SA Mrs Kim Platts Grade Leader/Team Leader Good Shepherd School, NSW

What does research tell us about effective strategies? 151 Dinner Table No. Name Position Delegate Organisation

Mr Stephen Plowright Principal Campbell Town District High, TAS Mrs Antonella Poncini Curriculum Consultant Catholic Education Office of WA Mr Mark Porter Headmaster Woodcroft College, SA Mrs Allison Prandolinia Deputy Principal Lowther Hall AGS, VIC Mr Robert Prest Director of Curriculum Woodcroft College, SA Mr David Prete Deputy Principal Atherton State Primary School, QLD Mrs Marian Prete Principal Ed. Advisor DET, QLD Mrs Darnelle Pretorius Head of Primary St Stephen's School, WA Mrs Marie Previte Senior Education Officer - CurriculumBrisbane Catholic Education, QLD Mrs Danielle Priday Principal Tingalpa State School, QLD 21 Mr Richard Prideaux Campus Principal Beaconhills College, VIC Mrs Kerri Proctor Head of English Woodcroft College, SA 7 Mr John Proeve Executive Director Lutheran Schools Association, SA/NT/WA 15 Ms Sandrine Prosser Assistant Principal Upwey High School, VIC 12 Ms Tracey Puckeridge CEO Steiner Education Australia, NSW 16 Mr Adrian Puckering Deputy Principal St Bede's College, VIC Mr Andrew Pullar Principal Moama Anglican Grammar School, NSW Mrs Jennifer Pullar Teacher Moama Anglican Grammar School, NSW Mrs Megan Pursche Director of Learning Loreto Normanhurst, NSW 3 Mr Brendan Pye Project Director ACER Institute, VIC Mrs Diane Quartermaine VET Coordinator South Fremantle Senior High School, WA Mr Stephen Quartermaine Deputy Principal Como Secondary College, WA 25 Ms Josephine Quinlan Deputy Principal St Mary's Primary School, VIC 33 Mrs Julie Quinn Dean of Studies St Joseph's College, QLD 33 Mrs Luci Quinn Senior Education Officer Catholic Education Office, VIC Mr Nello Raciti Senior Education Officer Catholic Education Office, QLD Mr Trevor Radloff Executive Director DECD, SA 22 Ms Nicola Ramsay Mathematics Coordinator Thomas Hassall Anglican College, NSW Mr Andy Rankin Prof. Learning & Leadership DEC, NSW Coordinator 24 Fr Ian Ranson Parish Priest Queen of Peace Primary School, VIC 33 Mrs Elina Raso Manager Catholic Education Office, VIC 14 Mr Mark Raue Head of Religious Education & Catholic Education Office, NSW Learning Services Mrs Karen Rayner Deputy Principal Muswellbrook South Public School, NSW Mr Bradley Raynor Deputy Principal Kununurra District High School, WA Mrs Rebecca Read Assistant Principal Modbury West School, SA Mr Trevor Read Principal Darwin High School, NT Mrs Vanessa Rebgetz Acting Principal Qld Academy for Health Sciences, QLD 15 Mr John Reddan Education Consultant CEOM, VIC Mrs Naomi Reed Assistant Principal Chandler Park Primary School, VIC Mr Wayne Reed Student Performance Manager Mentone Grammar School, VIC 6 Ms Louisa Rennie Manager, Principal Standards AITSL, VIC 22 Mr Hugh Renshaw Director of Operations Thomas Hassall Anglican College, NSW

Research Conference 2012 152 Dinner Table No. Name Position Delegate Organisation

23 Mrs Kelly Revelman Deputy Principal Catholic Regional College, VIC Mrs Frances Reynolds Schools Consultant Catholic Schools Office, NSW Mrs Emma Reynoldson Director of Learning Notre Dame College, VIC Ms Elisabeth Rhodes Deputy Principal Lowther Hall AGS, VIC Mrs Bernadette Ricciardiello Assistant Principal St Therese Primary School, NSW 33 Mr Frank Rice Principal Consultant Catholic Education Office, VIC 23 Mrs Andrea Richards Deputy Principal St Martin de Porres Primary School, VIC Ms Michelle Richards Senior Sace Officer SACE Board of SA 23 Mr Kevin Richardson Principal Immanuel College, SA Mr Daniel Richardson Coordinator Moonta Area School, SA 14 Mrs Helen Riekie Cardijn College, SA Ms Janina Rinaldi Teacher St Patrick's School, VIC Ms Kristine Rintoul Senior Project Officer Catholic Education Office, VIC Mrs Loretta Robbins Learning & Teaching Teacher Our Lady's Primary School, VIC 23 Ms Suzanne Robens Assistant Principal Sanctuary Point Public School, NSW Ms Alison Roberts Teacher , VC Mr Brett Roberts Deputy Head of Secondary School St Stephen's School, WA Mr Terry Roberts Principal Consultant Catholic Education, SA Mr Mark Robinson Head of Curriculum Delany College, NSW 8 Ms Megan Robinson Journalist/Communications Officer ACER, VIC 12 Mr Mark Robson Head of Mathematics St Peter's College, SA Mrs Rhonda Robson Head of Junior School St Andrew's Cathedral School, NSW Mr John Roche Coordinator/Teacher St Patrick's - Sutherland, NSW Miss Clare Roden PDHPE Coordinator Casimir Catholic College, NSW Mr Jaime Rodriguez Deputy Principal St Charbel's College, NSW Mrs Grace Romano Teacher Educator Sacred Heart Catholic Primary, NSW 3 Ms Lynda Rosman Manager Programs & Projects ACER Institute, VIC 27 Ms Cheryl Ross Deputy Principal Richmond Primary School, SA Mrs Margaret Rouggos Principal Kildare College, SA Mr Peter Rouse Deputy Principal Fairvale High School, NSW Mrs Pam Rowe Head of Student Services Mount Scopus Memorial College, VIC Ms Lorraine Rowles Manager, Teacher Learning DEC, NSW 16 Mrs Pam Ruddell Deputy Principal Woodridge State High School, QLD Mr Duilio Rufo Principal Catholic Schools Office, NSW Dr Brad Russell CEO DEC, NSW Mrs Libby Russell Head of Junior School Carey Baptist Grammar School, VIC 10 Mr Bart Rutherford Librarian Wesley College, VIC Mr Paul Ryan Principal Emmaus Catholic College, NSW Ms Kathryn Salkeld Coordinator St Patrick's Primary School, NSW Mr Carl Salt Head Pembroke School, SA Ms Robyn Salziel Deputy Principal Moonta Area School, SA 24 Mrs Anne Sammut Acting Deputy Principal William Light R-12 School, SA Mr Darius Samojlowicz Head of Primary Meadowbank Education, NSW

What does research tell us about effective strategies? 153 Dinner Table No. Name Position Delegate Organisation

Mrs Gail Sampson Principal Cooloongup Primary School, WA Mr Mark Sampson Regional Director Tribal Group Pty Ltd, NSW Ms Lynne Samson LNIT St Francis College, QLD Ms Rosa Santopietro Mathematics Learning Area Our Lady of the Sacred Heart College, SA Coordinator 6 Mrs Marina Santos International Projects SEP, Mexico Mrs Mary Sapio Literacy & Individual Needs Immaculate Heart of Mary School, SA Coordinator Mr Mark Sargeant Deputy Principal Fairfield High School, NSW 4 Mr Ralph Saubern Director, Assessment Services ACER, VIC Mr Nick Saunders Head of Preparatory School Shore School, NSW 22 Mrs Alexandra Saville Stage 2 & 3 Curriculum Coordinator Thomas Hassall Anglican College, NSW 4 Mr Stephen Savvakis Principal DETE, QLD Ms Ekbal Sayed Rich Head Teacher Fairfield High School, NSW Mrs Denise Scala Principal MLC School, NSW Mr Luke Schoff Assistant Principal Immanuel Primary School, SA Mr Shane Schoff SACE Officer SACE Board of SA Ms Cathy Schultz Manager, Moderation & Standards SACE Board of SA 32 Ms Brooke Schumann Primary Coordinator/Teacher Holy Name Primary School, NSW Mrs Shelley Schwartz Deputy Principal Casula Public School, NSW Mr Derek Scott Principal Haileybury, VIC Mrs Janice Scott Deputy Principal Cammeray Public School, NSW Mrs Cheryl Screech Deputy Principal Liverpool Girls High School, NSW Ms Margaret Scroope Professional Officer Catholic Schools Office, NSW Mrs Marie Seaford Education Officer Catholic Schools Office, NSW 22 Mr Jon Seccombe English Coordinator Thomas Hassall Anglican College, NSW Mrs Lynda Secombe Assistant Director Association of Independent Schools, SA 4 Ms Jane Sedgman Principal DETE, QLD Ms Judith Selby Mathematics Consultant DEC, NSW Ms Jenny Self Business Manager The Hutchins School, TAS 3 Mr Brendyn Semmens Regional Director DECD Western Adelaide, SA Ms Linda Shardlow Head of Mathematics Methodist Ladies College, VIC Ms Robyn Sharpe Senior Education Officer Catholic Education Office, QLD Ms Aminath Shashi Student Flinders University, SA Mrs Christine Shaw Assistant Head Ballarat Grammar School, VIC Mrs Julie Shaw Deputy Principal Pymble Ladies College, NSW Ms Donna Shay Head of Middle School Wellington Point SHS, QLD Ms Julia Shea Head of Curriculum Newington College, NSW Mr James Sheedy Principal St Mary's Primary School, VIC Ms Caroline Sheehan Director of Teaching & Learning Xavier College, VIC Mr Rob Sheehan Consultant Sharp Words, VIC 19 Mr David Sheil DOTL St Dominic's College, NSW Ms Chris Sheldon Asst. Regional Director DECD, SA 26 Mrs Margaret Shepherd Assistant Principal All Saints Catholic Girls School, NSW

Research Conference 2012 154 Dinner Table No. Name Position Delegate Organisation

Mr David Shinkfield Principal , NT Mrs Emma Shulman Director of Teaching & Learning Mount Scopus Memorial College, VIC Miss Jodie Sibbald Teacher Holy Family Primary School, NSW Mrs Toni Simms Leadership Consultant Leadership Learning, NSW Mrs Jan Simpson Head of Primary School Nambour Christian College, QLD Dr Mark Simpson Principal Trinity South School, SA Ms Sue Sinko Education Officer Catholic Education Office, NSW Mr Paul Sjogren Deputy Principal St Andrew's Anglican College, QLD Miss Megan Skinner Leading Teacher Coatesville Primary School, VIC Ms Kate Slater Principal Richmond Primary School, TAS Mrs Jane Sleeman Principal Qld Academy for Health Sciences, QLD 10 Mrs Christina Smeed Deputy Principal Wavell Senior High School, QLD Ms Barbara Smith Leader of Learning Marymount College, SA 8 Ms Barbara Smith Schools Program Manager ACER, VIC Mrs Georgina Smith Assistant Director Catholic Education, SA Ms Liz Smith Deputy Principal Hampton Senior High School, WA 29 Mrs Margaret Smith Teacher (LNIT) St Lukes Catholic School, QLD Mrs Marie Smith Senior Regional Consultant Catholic Education Office, NSW Mrs Michelle Smith Teacher Holy Family Primary School, NSW 29 Mr Simon Smith Principal Taylor Primary School, ACT 8 Mr Vaughan Smith Head of Research , VIC 34 Mr Christopher Smyth Secondary Consultant Catholic Schools Office, NSW Mr Peter Snowden S.D.O. DEC, NSW Mrs Louise Speke Curriculum Coordinator Freeman Catholic College, NSW Mrs Robyn Spence HOD - Maths Wellington Point SHS, QLD Dr Helen Spiers Deputy Principal Kormilda College, NT Mrs Karen Spiller Principal St Aidan's Anglican Girls' School, QLD 9 Mrs Julie Squires Head of Teaching/Learning Casey Grammar School, VIC Mr Brady Stallard Head of Junior School St Francis De Sales, SA Ms Sallyanne Stanbridge Primary Coordinator St Therese's Primary School, NSW Dr Phil Standen Consultant - IE , QLD 14 Ms Helen Steele Head of Middle School Cardijn College, SA Mrs Joanna Stella Advisor: School Improvement & Catholic Education Office, NSW Compliance Mr Greg Stevens Principal St Joseph's Primary School, NSW 30 Mrs Paula Stevenson Principal St Brendan's Primary School, VIC 8 Ms Sandy Stevenson Assistant Director DEEWR, ACT 15 Ms Bronwyn Stewart St Michael's Primary School, VIC Mrs Jan Stewart Education Officer Catholic Education Office, SA 16 Mr Scott Stewart Principal William Ross High School, QLD Ms Jane Stock Curriculum Leader St Joseph's Primary School, VIC Mrs Sharon Stocker Head of School Mount Scopus Memorial College, VIC Mrs Annelise Stockey Principal Christ The King Primary, NSW Mrs Victoria Stodulka ACE Teacher Kingsford Smith, ACT

What does research tell us about effective strategies? 155 Dinner Table No. Name Position Delegate Organisation

Mr Peter Stokes Deputy Principal Narrabeen Sport High School, NSW 16 Mr Brayden Stone Deputy Principal St Augustine's College, VIC 31 Mr John Stone Lesmurdie Senior High School, WA Miss Keryn Stone Best Start Consultant DEC, NSW Mr David Stonestreet Deputy Principal Sutherland , NSW Ms Alison Stott Head of Professional Practice Aquinas College, VIC 15 Mr Ben Stott Teacher St Michael's Primary School, VIC Mr Simon Stower Vice Rector Administration Padua College, QLD 19 Ms Kaye Sullivan Principal Wulguru State School, QLD Mrs Michele Sunnucks Assistant Principal OLMC Mt Pritchard, NSW 31 Ms Nancy Surace School Advisor Mathematics Catholic Education Office, VIC Ms Debbie Sutton Manager, Prof. Learning Quality DEC, NSW Assurance 33 Mr Alan Swan Principal Consultant Department of Education, WA Mr Charles Swanepoel Deputy Head St Margaret's School, VIC Mr Ray Swann Teaching & Learning Coordinator Yarra Valley Grammar, VIC Mrs Loretta Swayn Principal Bohlevale State School, QLD Mrs Kim Sweeny Principal Cessnock East Public School, NSW 8 Mr Andrew Syme Principal Caulfield Grammar School, VIC 19 Mr Jeff Symms Head of Preparatory School The Southport School, QLD Mr Alistair Symons Mount St Joseph, NSW 28 Mrs Leeanne Szydzik Teacher St Patrick's Primary School, VIC Mr Declan Tanham Principal Nagle Catholic College, WA Mr Brett Tanner Deputy Principal Guilford Young College, TAS Ms Priscilla Tanner Senior Project Manager DEECD, VIC Ms Carmel Tapley Education Officer MN Catholic Schools Office, NSW Mr Ross Tarlinton Headmaster St Joseph's College, NSW Mrs Christine Tasker Principal Casula Public School, NSW Mr Robert Tassoni Director: Teaching Genazzano FCJ College, VIC 6 Mrs Mele Taumoepeau Coordinator Tonga Sec. Schools Leadership Prog, TONGA Mr Adam Taylor Principal Holy Cross College, NSW Ms Christine Taylor Primary Inspector Board of Studies, NSW Mrs Gail Taylor Principal James Meehan High School, NSW 2 Ms Margaret Taylor Administrative Officer ACER Institute, VIC Mrs Nicola Taylor Principal Sutherland Shire Christian School, NSW Ms Sabreena Taylor DEC, NSW 20 Mr Peter Teggelove Principal St Joseph's Primary School, VIC 19 Mr Alwyn Terpstra Principal John Calvin Schools, WA Mr Paul Teys Principal Hunter Valley Grammar School, NSW Ms Kath Thelning LNNP Literacy Manager DECD, SA Mrs Jenny Thomas Education Office, NSW Catholic Schools Office, NSW Mr Andrew Thompson Head of Visual Arts Newington College, NSW Dr Murray Thompson Director of Studies University Senior College, SA

Research Conference 2012 156 Dinner Table No. Name Position Delegate Organisation

20 Ms Ali Thomson Head of School Early Years John Hartley School (B-7) 1 Dr Sue Thomson National Research Coordinator ACER, VIC 28 Ms Bernadette Thorne Accelerated Literacy Consultant Effective Teaching, NSW Mrs Andrea Tiffin Assistant Principal Trevallyn Primary School, TAS 1 Dr Mike Timms Director, Assessment and ACER, VIC Psychometric Research Professor Helen Timperley Professor of Education University of Auckland, NZ Mr Bruce Titlesstad Head of School St Stephen's School, WA Mrs Susan Tolhurst Principal DEC, NSW 6 Mrs Meleane Tonga Mentor Tonga Sec. Schools Leadership Prog, TONGA Ms Helen Tooulou LOTE Coordinator Norwood Morialta High School, SA 5 Ms Jennifer Trevitt Librarian, Information Dissemination ACER, VIC Mrs Christina Trimble Principal Marist Sisters' College, NSW Mr Kevin Trimble Analyst Catholic Education Office, NSW Ms Dorothy Tselios Director of HR Carey Baptist Grammar School, VIC Mrs Gail Tull Literacy Coordinator St Mary's Primary School, VIC Mr Mark Turkington Regional Director Catholic Education Office, NSW Ms Bernadette Turner Deputy Principal Star of the Sea College, VIC 26 Dr David Turner Principal Bald Hill State School, QLD Ms Sarah Turner Assistant Director DEEWR, QLD Mr Kevin Tutt Headmaster , SA Mrs Bronwyn Underwood Assistant Principal St Joseph's Primary School, NSW Ms Christina Utri Principal Catholic Regional College, VIC Mr Geoff van der Vliet Deputy Principal Nambour Christian College, QLD 11 Dr Margaret Varady Coordinator University of New South Wales, NSW Mr Alfredo Vasquez Administrator Carmel Adventist College, WA 7 Dr Tanya Vaughan Senior Consulting Researcher Educational Transformations, VIC Ms Rosemary Vellar Education Officer Catholic Schools Office, NSW Ms Noelene Veness Head: School Improvement & Catholic Education Office, NSW Compliance Mr Nic Vidot Principal St Andrew's College, NSW Mr Steven Vincent Principal Kallangur State School, QLD Mrs Margaret Vingerhoets Education Officer Catholic Education Office, VIC 5 Ms Lynette Virgona Principal Consultant, Statewide Department of Education, WA Services Mr Anton Viser Deputy Principal Portside Christian Collegle, SA Ms Heather Vogt Principal Endeavour College, SA Mrs Binh Vu Senior Education Specialist World Bank, NSW Mrs Danielle Wadland Primary Coordinator Snowy Mountains Christian School, NSW 28 Mr James Waight Principal St Patrick's Primary School, VIC Mrs Ashleah Walker Coordinator St Patrick's Primary School, NSW 19 Mr Barry Walsh DOA St Dominic's College, NSW Mrs Bernadette Walsh Assistant Principal Christ The King Primary, NSW

What does research tell us about effective strategies? 157 Dinner Table No. Name Position Delegate Organisation

Mrs Joyanne Walsh Assistant Principal Kempsey Adventist School, NSW Mrs Suzanne Walsh Director System Learning CEO Parramatta, NSW Dr Michael Wan Head of Assessment University of Notre Dame, NSW Ms Debbie Ward Principal Wellington Point SHS, QLD Mr John Warren Principal Eynesbury Senior College, SA Ms Shannon Warren Vice Principal , SA Ms Janet Wasson School Education Director DEC, NSW Mr David Watkins Head of Junior School Arden Anglican School, NSW Mr Craig Wattam Assistant Director Catholic Schools Office, NSW Mr Phillip Waugh Aust. International School, Hong Kong Mrs Jenny Webb Principal St Patrick's Primary School, NSW Mr Mark Webber Head of Teaching Marist College Eastwood, NSW Ms Cheryl Weber Head Teacher Fairfield High School, NSW Ms Karen Websdale English Teacher Casimir Catholic College, NSW 31 Mrs Loretta Weedon School Advisor Mathematics Catholic Education Office, VIC Mr Chris Welch Assistant Principal Emmaus Catholic College, NSW Mr Andrew Wells Manager DECD, SA Miss Lisa Wells Coordinator Good Shepherd Catholic Primary, NSW 28 Ms Cathy Welsford Consultant Effective Teaching, NSW Miss Helen West Education Officer Catholic Education Office, NSW Ms Kerry Weston School Development Officer DEC, NSW 18 Mrs Helen Whale Principal St Joseph's Primary School, NSW Mr Ben Wheatley Head Teacher Maitland Grossmann High School, NSW 22 Mr Ross Whelan Principal Thomas Hassall Anglican College, NSW Ms Julie White Principal Woodstock State School, QLD Mr Peter White Principal Notre Dame College, VIC Ms Abby Whitehead Classroom Teacher St Patrick's School, VIC Mrs Rosalee Whiteley Literacy Consultant DEC, NSW Mrs Amanda Whitfield Director Amanda Whitfield Educ. Consultancy, NSW Mrs Kim Wickham Dean of Studies St Aidan's Anglican Girls' School, QLD 14 Mr Michael Wilcock Deputy Principal Cardijn College, SA 1 Professor Helen Wildy Dean of the Faculty of Education University of Western Australia, WA 33 Mr Martin Wilkie Principal St Columba's School, QLD Mrs Colleen Wilkin Principal St Mary's Primary School, VIC 22 Mr Glenn Wilkins HSIE Coordinator Thomas Hassall Anglican College, NSW 20 Ms Christina Wilkinson Learning Leader Catholic Ladies College, VIC Ms Eleanor Wilkinson PALLIC Literacy Leadership Mentor DETE, QLD 13 Mr Paul Wilkinson Principal St Kilians School, VIC Mr Roger Willcocks Head of Middle School St Francis De Sales, SA 34 Mr Alan Williams School Consultant Catholic Schools Office, NSW 29 Mrs Alison Williams Deputy Principal Taylor Primary School, ACT Ms Emma Williams Adviser Association of Independent Schools, SA

Research Conference 2012 158 Dinner Table No. Name Position Delegate Organisation

21 Mrs Jenny Williams Campus Principal Beaconhills College, VIC Mrs Maree Williams Education Officer Catholic Education Office, ACT Mrs Patricia Williams Principal Holy Spirit College, NSW Mr Keiran Williamson Assistant Principal Catholic Schools Office, NSW Mrs Amanda Wilson Principal Holy Spirit College, NSW Mr John Wilson Principal St Finbarr's School, NSW Mr Richard Wiseman Deputy Principal Griffith High School, NSW Mrs Leigh Witney Program Officer AISQ Schools, Qld Mr Christopher Witt Literacy Consultant AIS, WA 21 Mrs Janet Wood Principal Eden Hill Primary School, WA 21 Mr Peter Wood Assistant Director Dept. of Education Services, WA 21 Mr Paul Woodham Principal , TAS Mrs Samantha Woodham Assistant Principal Campbell Town District High, TAS Mr Anthony Woodhouse Deputy Principal Bohlevale State School, QLD Mrs Susan Woolfenden Leader of Thinking Good Shepherd School, NSW Mr Mark Woolford Assistant Principal Marist College Eastwood, NSW Mrs Christine Woolley Principal Northern Christian School, TAS Mr Alan Wright Business Manager St Stephen's School, WA Ms Sheena Wright Secondary Coordinator Catholic Schools Office, NSW Mrs Karolina Yeates Director of Teaching Xavier College, SA Mr Alec Young CEO Ingenious Technological Enterprises, TAS Ms Cathy Young Head of Gifted Education Catholic Education Office, NSW 22 Mrs Jennie Young Science Coordinator Thomas Hassall Anglican College, NSW Dr Lorraine Young Leadership Consultant DECD, SA 22 Mr Roger Young Head of Senior School Thomas Hassall Anglican College, NSW 29 Mr Daniel Zobel Principal Fadden Primary School, ACT Mrs Aminath Zubair Student Flinders University, SA Mrs Diana Zuvela Head of Department Gilmore College, WA

Conference Delegates 1,115 as at 27 July 2012

What does research tell us about effective strategies? 159

Don’t miss Australian Council for www.acerinstitute.edu.au Margaret Taylor T: 03 92775403F:035544E:[email protected] Enquiries andregistrations: Melbourne Convention andExhibitionCentre What lessonsare there forteaching? The ScienceofLearning: EducationalResearch 2013 4–6 August2013 Melbourne, Vic