DOCSLIB.ORG

Building Capacity for Year 9 Reform: Learning from the Teachers’ Perspectives

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Building Capacity for Year 9 Reform: Learning from the Teachers’ Perspectives BUILDING CAPACITY FOR YEAR 9 REFORM: LEARNING FROM THE TEACHERS’ PERSPECTIVES A thesis submitted by Rebecca Seward-Linger B.Ed. (hons), Dip. Lang For the award of Doctor of Philosophy 2016 Abstract In Australia, Year 9 is generally the third year of secondary school catering for students aged 14-15 years. Year 9 has been identified in the literature as a problematic period with high levels of student disengagement, absenteeism and teacher stress. In order to improve Year 9 education, some Australian schools have instigated separate campus programmes dedicated solely to Year 9. This instrumental case study centred on a Tasmanian independent school that engaged in such reform. Whilst research regarding the middle years of schooling (Years 5-9) has grown significantly in Australia over recent decades, studies on middle years’ reform have often neglected teachers’ voices. This study examined the process of Year 9 reform with a specific emphasis on the teachers’ perspectives, recognising that teachers are the key agents in enacting school change. The study was underpinned by constructivist inquiry and collected qualitative data from multiple sources, using the tools of: full participant observations, semi- structured interviews, school document analysis and Email dialogues. The researcher gained full access and participation in the Year 9 reform as a teacher employed at the case school. From the teachers’ perspectives, this study uncovered the case school’s rationale and vision for Year 9 reform; eight key roles teachers play in reform; and factors that contribute to capacity building for successful change. The findings of this study resulted in two significant recommendations for reform in the middle years. Firstly, in order for reform to be holistic and successful, schools need to adopt a strategic, research-guided approach that involves teachers at every stage. Secondly, schools need to take a three-fold approach to capacity building so that all facets of capacity – personal, interpersonal and organisational – are duly developed for successful change. This study provided the first Tasmanian perspective on the rationale and vision for Year 9 reform. Importantly, it identified eight key roles that teachers play i during reform and gave recommendations on how these roles could be enhanced for greater teacher leadership. The findings of this study are significant for future middle years’ reform; the generation of theory on the roles of teachers in reform; and rationale and vision for Year 9 reform in Australia. ii Certification of Thesis This thesis is entirely the work of Rebecca Seward-Linger except where otherwise acknowledged. The work is original and has not previously been submitted for any other award, except where acknowledged. Student and supervisors’ signatures of endorsement are held at USQ. iii Acknowledgements There are several people I wish to thank for their continued encouragement and support during my studies. Firstly, my deepest gratitude goes to my Primary Supervisor Dr. Tony Dowden who guided me from the very beginning of this doctoral study to the end. I have come to know Dr. Dowden as an exemplary teacher who shows great care for his students and a genuine desire to see them succeed. I wish to thank him for his thoughtful advice, his keen eye for detail, his kindness, commitment and encouragement throughout this project, particularly during the tough times. My Associate Supervisor, Associate Professor Dorothy Andrews provided great assistance in honing my thinking and research skills. I want to thank her for the professional advice and encouragement she gave me throughout this project. I feel truly grateful for the opportunity to work with someone of Associate Professor Andrews’ experience and expertise. My appreciation also goes to Professor Joan Abbott-Chapman and Dr. Megan Short who assisted as Secondary Supervisors during the first two years of this study at the University of Tasmania. A special thanks goes to my friend Therese Hennessy-Batge for her valuable feedback on chapter drafts and the “fresh eyes” she was able to offer. My gratitude also goes to the principal, leaders and teachers who participated in this study. I thank them for allowing me to share their experiences and learn from them. Finally, I wish to thank my family for their unfailing love and support. I thank my husband, Martin Linger, for his sympathetic ear and constant belief in me. I thank my parents Karen and Steven Seward and my mother-in-law Susanne Linger for their enduring support, particularly at home and with my son Isaac. I dedicate this thesis to my Dad who inspired my love of learning and taught me that great things are possible through hard work and perseverance. iv Table of Contents Abstract ........................................................................................................................... i Certification of Thesis ................................................................................................. iii Acknowledgements ....................................................................................................... iv Table of Contents .......................................................................................................... v List of Abbreviations .................................................................................................... ix List of Figures ................................................................................................................ x List of Tables ................................................................................................................ xi Chapter 1 - Introduction ................................................................................................ 1 1.1 Personal Reflection ............................................................................................................................ 1 1.2 Introduction .......................................................................................................................................... 2 1.3 Background to the Study ................................................................................................................. 3 1.3.1 The socio-political context of Year 9 education in Australia. ................................. 4 1.3.2 Developmental characteristics of Year 9 learners. ..................................................... 8 1.3.3 Socio-cultural issues affecting Year 9 learners. .......................................................... 13 1.4 Design of the Study .......................................................................................................................... 17 1.5 Research Aims .................................................................................................................................... 17 1.6 Research Questions ......................................................................................................................... 18 1.7 Significance of the Research ........................................................................................................ 19 1.8 Thesis Overview ................................................................................................................................ 20 Chapter 2 - Literature Review .................................................................................. 22 2.1 Introduction ........................................................................................................................................ 22 2.2 Rationale for Reforming the Middle Years of Schooling .................................................. 23 2.2.1 The middle years – A developmentally distinct period of schooling. ............... 23 2.2.2 Disengagement and dissatisfaction from learning in the middle years. .......... 26 2.2.3 Rationale for Year 9 reform. ............................................................................................... 28 2.3 Vision and Philosophy for Reform of the Middle Years and Year 9 ............................ 32 2.3.1 Vision and philosophy for middle years of schooling in Australia. .................... 33 2.3.2 Vision for Year 9 reform in Australia. ............................................................................. 39 2.4 Capacity Building for Sustainable School Improvement ................................................. 42 2.5 Personal Capacity ............................................................................................................................. 48 2.5.1 Factors impacting on building the personal capacities of teachers. ................. 49 2.5.2 Building personal capacity through teacher leadership. ....................................... 51 2.6 Interpersonal Capacity ................................................................................................................... 54 2.6.1 Interpersonal capacity and school culture. .................................................................. 54 2.6.2 Affective elements of culture. ............................................................................................. 56 2.6.3 Cognitive elements of culture. ........................................................................................... 61 2.7 Organisational Capacity ................................................................................................................. 62 2.7.1 Support for ongoing teacher professional development. ....................................... 63 2.7.2 Leadership
Load more

Recommended publications
  • 27 September 2019 Mr Simon Sprague William Lovell Church Of
    Ofsted Piccadilly Gate Store Street Manchester T 0300 123 1231 www.gov.uk/ofsted M1 2WD 27 September 2019 Mr Simon Sprague William Lovell Church of England Academy Main Road Stickney Boston Lincolnshire PE22 8AA Dear Mr Sprague Special measures monitoring inspection of William Lovell Church of England Academy Following my visit with Chris Davies, Her Majesty’s Inspector, to your school on 10– 11 September 2019, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken since the school’s previous monitoring inspection. The inspection was the second monitoring inspection since the school became subject to special measures following the inspection that took place in January 2018. The full list of the areas for improvement that were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached. Having considered all the evidence I am of the opinion that at this time: Leaders and managers are taking effective action towards the removal of special measures. The school’s improvement action plan is fit for purpose. Having considered all the evidence I am of the opinion that the school may appoint newly qualified teachers. I am copying this letter to the chair of the board of trustees, the chief executive officer of the Lincoln Anglican Academies Trust, the director of education for the Diocese of Lincoln, the regional schools commissioner and the director of children’s services for Lincolnshire.
    [Show full text]
  • Commerce Alternative Personnel System Year Nine Report - OHRM
    12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Home > HR Practitioners > Compensation & Leave Commerce Alternative Personnel System Year Nine Report APPENDIX D-2, YEARS ONE – NINE OBJECTIVE DATA RESULTS PREVIOUS YEARS’ OBJECTIVE DATA RESULTS1 Range of Percent Salary Increases for Demonstration Group Employees Year One—Range of Percent Salary Increases for Demonstration Group Employees Year Two—Range of Percent Salary Increases for Demonstration Group Employees Year Three—Range of Percent Salary Increases for Demonstration Group Participants https://hr.commerce.gov/Practitioners/CompensationAndLeave/PROD01_007071?format_for_print=true 1/120 12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Year Four—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on 2,099 of the 2,641 Demonstration Group participants for whom salary data were available. Year Five—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on the 2,723 of the 3,072 Demonstration Group participants for whom salary data were available. Year Six—Range of Percent Salary Increases for Demonstration Group Participants https://hr.commerce.gov/Practitioners/CompensationAndLeave/PROD01_007071?format_for_print=true 2/120 12/9/2018 Commerce Alternative Personnel System Year Nine Report - OHRM Note: This analysis is based on 2,734 of the 4,465 Demonstration Group participants who had eligible performance ratings and for whom salary data were available. Year Seven—Range of Percent Salary Increases for Demonstration Group Participants Note: This analysis is based on 3,979 of the 4,608 Demonstration Group participants who had eligible performance ratings and for whom salary data were available.
    [Show full text]
  • Letter of Intent to Apply for a Tennessee Public Charter School
    Letter Of Intent to Apply For a Tennessee Public Charter School All applicants must file a Letter of Intent at least 60 days prior to the application deadline of April 1. This letter must be delivered to the local board of education and the Tennessee Department of Education no later than February 1. When the February 1 deadline falls on a Saturday, Sunday, or State observed holiday, the letter of intent is due on the next business day. Submit the letter of intent via email to [email protected]. Contact the local board of education to determine where to submit the letter of intent. Name of Proposed Charter School: Chartering Authority for Proposed Charter School: Sponsor/Sponsoring Agency: Model Or Focus Of Proposed School: Provide the name of the person who will serve as the primary contact for the application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding the application. Name of Contact Person: Mailing Address: Primary Telephone: ( ) Alternate Telephone: ( ) _ E-Mail Address: Name of Proposed School Leader (If Any): Replication Application: Yes No Projected Year of School Opening: Enrollment Projections Grade Levels Total Student Enrollment Year One Year Two Year Three Year Four Year Five Year Six Year Seven Year Eight Year Nine Year Ten Current Leadership List all current and identified board members and their intended roles on the table below (adding rows as needed). Full Name Current Job and Employer Focus/Expertise* *Community Service/Outreach, Legal Expertise/Attorney, Public Relations, Education, Management/Organizational Experience, Parent/Community Involvement, Finance, Marketing, Fundraising/Grant Writing, Personnel/Human Capital, Other (please elaborate) Please provide an abstract for your proposed school (two pages maximum).
    [Show full text]
  • Curriculum Document Year 9 2021
    CURRICULUM DOCUMENT YEAR 9 2021 PRINCIPAL’S WELCOME TO YEAR NINE (2021) STUDENTS Dear Parents and Guardians Thank you for continuing to trust us to be an important part of your daughter/son’s future. We know that students have a better chance to achieve their full potential when school and family work together to this end. Year Nine promises to be another exciting school year. In 2020 it has been wonderful to see the intellectual growth and maturity of the Year Eight cohort who have continued to embrace the ethos and traditions of our College in what has been a very challenging time. Their enthusiasm and cooperation have been similarly of a high order. In Year Nine, students must be committed to doing their very best in all their subjects from the beginning of the school year. Students’ academic achievement in English, Humanities Mathematics, Religious Education and Science, as shown on their 2021 Semester One Year Nine Report, plays a big part in determining which course level they will be allocated in Year Ten, which in turn has implications for the 2022 Year Eleven courses they will be able to select. When choosing their Year Nine elective subjects, students are very much encouraged to choose those subjects that they enjoy and/or in which they show obvious talent. I encourage students and parents to read through this Curriculum Document as they plan for Year Nine. The College staff look forward to working with the students as they take on the status, responsibilities and opportunities afforded to them as the senior students in the lower secondary school.
    [Show full text]
  • Edition No. 58
    Contents Whole School Principal Foreword 3 International Baccalaureate Diploma 40 Programme News Cambridge Outstanding Learner Awards 4 Ceremony UK Universities 42 24-Hour Run 6 Artbeat 43 Secondary Production of ‘Evita’ 10 Peripatetic Music Department and British 51 Section Drama World Book Day 14 Secondary Learning Development 52 Foundation Stage One 17 Department News Foundation Stage Two 18 Secondary House News 54 Year One 19 International Award 56 Year Two 20 Secondary Pioneers 58 Year Three 21 Primary Pioneers 60 Year Four 22 Primary After School Activities (ASAs) 61 Year Five 23 Primary Sportsdesk 62 Year Six 25 Secondary Sportsdesk 69 BSME Writing Competition 26 Ski Trip 76 Year Seven – ‘ToTAL’ 27 Model United Nations (MUN) 77 Year Seven – History and Geography 28 Senior Trip 78 Year Eight – ‘ToTAL’ 29 Alumni News 79 Year Seven Science and Year Seven/Eight 30 MES Cairo Achievers 82 Mangahigh and COBIS Maths Challenge Ms Georgina Dean’s Ironman Challenge 83 Year Eight Maths 31 and New Births Year Nine News 32 Professional Development and British 84 British Section – English 33 Embassy Carol Concert Design and Technology News 35 Seasonal Concert 85 American Section – Mathletes 38 MESMerised 87 2 Whole School Principal Foreword MESsenger magazine is the Students are no icing on the cake. It showcases longer empty vessels Our the ‘extra’ that defines an MES waiting to be filled, Cairo educational experience and endorses our but rather the owners reputation as an ‘outstanding’ school. It celebrates of curious minds how fortunate our students are to experience all which are encouraged that our school provides and how well they thrive to think, discover and given such privilege.
    [Show full text]
  • Year 9 Options 2021
    Year 9 Options 2021 Introduction The purpose of this booklet is to provide you and your parents with information which will help towards making decisions about which subjects you should study in Years 10 and 11. The end of Year 9 represents a landmark in your school life as it represents the point at which you embark on examination courses that will have a large influence on the rest of your life. Many of the subjects will be building on the skills and knowledge acquired during Years 7, 8 and 9, but there will be an opportunity to take up new subjects or specialise in areas where you have shown ability and interest. This booklet is part of the information gathering process which will help you to make your decision about which options to take. Good choices will help to make the next two years both happy and worthwhile. It is also important that you realise what you are taking on when starting on courses that lead to GCSE exams. You should think carefully before making your choices. You will be given as much help as possible. There will be revision classes and mock exams as well as many opportunities to talk to teachers about your progress. Most importantly, it will be down to you. Your success will be determined by your attendance, organisation and effort with both class and homework. 2 Key Stage 4 Rationale English Baccalaureate The English Baccalaureate (EBacc) is a performance measure for schools, awarded when students secure a grade 4 or above at GCSE level across a core of five academic subjects: English, mathematics, history or geography, the sciences and a language.
    [Show full text]
  • The Curriculum Early Year Foundation Stage Curriculum
    The Curriculum Early Year Foundation Stage Curriculum The EYFS requires us to prioritise the below overarching principles when planning our curriculum: 1. Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. 2. Children learn to be strong and independent through positive relationships. 3. Children learn well and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents / carers; and 4. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities. The National Curriculum for early years in England is divided into 7 learning areas. These learning areas comprise of three prime areas: Personal, Social and Emotional Development Communication and Language Physical Development and four specific areas: Literacy Mathematics Understanding the World Expressive Arts and Design Attainment in these learning areas is measured against 17 Early Learning Goals at the end of Foundation Stage 2. As most of our students entering Foundation 1 have little or no English we focus heavily on developing their speech through songs, rhymes and stories. This ensures children acquire English in a fun and engaging manner. In Foundation stage 1, we also begin the school year teaching ‘Letters and Sounds’ Phase 1 which is the prelude to phonics. In Phase 1 the emphasis is on developing a child’s listening and speaking skills. Seven aspects are covered within Phase 1: 1.
    [Show full text]
  • Curriculum Policy
    Author: AWW. Adapted by STH for JPA Date: September 2020 Review Date: September 2021 GOSFORTH GROUP CURRICULUM POLICY AIMS OF THE CURRICULUM . To meet statutory requirements for students’ entitlement to learning . To ensure that students develop essential functional skills in literacy, numeracy and ICT . To provide students with an appropriate curriculum which enables them to reach their potential and gain the best opportunities for progression . To ensure that students develop their personal, learning and thinking skills . To promote students’ spiritual and moral development . To develop students’ capacity for independent and lifelong learning CURRICULUM STRUCTURE In Jesmond Park Academy there are 30 periods per week, each lasting 50 minutes, with an additional 20 minutes at the start of each day for tutorial time and assemblies. Students in Years 7‐11 are timetabled for 30 periods, and have the option of participating in the programme of extra‐curricular activities in Period 7 on Tuesday, Wednesday and Thursday. The number of lessons for which students in Years 12 and 13 are timetabled depends on their study programme (the number and type of courses they take); all have some periods of free time for private study during the school day, some of which may be designated as study periods to be spent in the Library or other learning facility. KEY STAGE 3 In Jesmond Park Academy, we believe that all students are unique. We know that different students have different strengths and, for this reason, all students study the full range of the National Curriculum with specialist teaching in all subjects with a focus on embedding knowledge and development of skills in preparation for students’ next stage of learning.
    [Show full text]
  • Curriculum Overview Curriculum Intent
    Curriculum Overview Curriculum Intent At Middleton Technology School we believe that the curriculum should reflect the needs of our students in supporting them to make exceptional progress and be work/college ready. The curriculum is the foundation on which our school is built; it is where students learn, and where they learn how to learn. Our curriculum is designed to ensure that our students are equipped to study or work in any establishment of their choosing and prepares them for adult life in a 21st century world. Our curriculum is a knowledge-enabled curriculum. The foundations are built on a deep and broad knowledge base where students will acquire information and learn effective strategies for remembering it. Armed with a firm grasp of subject knowledge our students will develop skills in application of knowledge. Through debate and discussion our students will aim to deepen their understanding and learn to make informed decisions about issues at a range of scales. They will develop effective written and verbal communication skills that allow them to articulate their views and show respect for the views of others. Our students will grow in both independence and resilience as the culture of learning from mistakes and improving work grows across the five years. Our curriculum is supported by a range of experiences, both curricular and extra-curricular that enriches academic development and personal growth. From subject specific learning experiences to sports teams and performing arts clubs our curriculum is a school-wide approach that extends beyond the classroom for every student regardless of background or circumstance.
    [Show full text]
  • KS4 Choices Booklet 2016-2019 Springwood High School
    Springwood High School Phone: 01553 773393 Fax: 01553 771405 Email: [email protected] www.springwoodhighschool.co.uk KS4 Choices Booklet 2016-2019 Springwood High School A guide for pupils and parents in making the choice of subjects and courses from those available for 2016—2019 (Year 9 to Year 11) Contents PAGE NUMBER Key Stage 4 at Springwood High School 2 Subjects taken in Years Nine, Ten and Eleven 3 Where to go for advice 5 Opportunities for parents to seek advice 5 Level of course 6 Instructions on how to fill in your choice sheet 6 SECTION A - Core Subjects English 7 Mathematics 8 Science 9 Religious Studies 10 Physical Education (core) 11 SECTION B - Selected Subjects Art and Design 12 ASDAN 13 Business 14 Computer science 15 Construction 17 Dance 18 Design & Technology 20 Drama 21 Economics 22 Food Preparation and Nutrition 23 French 30 Geography 25 German 30 Hair and Beauty Services 27 Health and Social Care/Child Development 28 History 29 Music 31 Performing Arts – Musical Theatre 33 Photography 34 Physical Education 35 Sociology 36 Spanish 30 SECTION C – Completing the form Quick guide to what’s happening when 37 Notes for completing the subject choices form 39 Subject choices form 40 1 Key Stage 4 at Springwood High School At Springwood we are committed to all students achieving the best they can while at the school. At Key Stage 4 this means students leaving at least 9 GCSEs or equivalent qualifications at the best grade possible for the student. We offer an extremely wide range of subjects for study in Years 9, 10 and 11, and so it is important that the right decisions are made to allow appropriate pathways into further education and employment.
    [Show full text]
  • Year Nine Report
    DEPARTMENT OF COMMERCE PERSONNEL MANAGEMENT DEMONSTRATION PROJECT EVALUATION YEAR NINE REPORT Washington, DC April 15, 2008 FINAL REPORT DoC Personnel Management Demonstration Project FINAL REPORT TABLE OF CONTENTS EXECUTIVE SUMMARY .............................................................................................. ES-1 ES.1. The Department of Commerce has completed nine years of the Personnel Management Demonstration Project, designed to test and evaluate a series of alternative personnel practices and to determine the generalizability of these interventions elsewhere .............................................................................. ES-1 ES.2. At the conclusion of nine years, evidence exists that a number of the interventions are having the desired effects......................................................... ES-4 ES.3. Recommendations are offered to help focus the Demonstration Project as it moves forward ................................................................................................... ES-10 1. INTRODUCTION..........................................................................................................1-1 1.1. The Department of Commerce has completed nine years of the Personnel Management Demonstration Project, designed to test and evaluate a series of alternative personnel practices and to determine the generalizability of these interventions elsewhere .................................................................................1-1 1.2. This report provides an assessment of
    [Show full text]
  • Year 9 Handbook 2018
    St John Fisher College Year 9 Handbook 2018 1 Our Mission The St John Fisher College Community is inspired by God’s Spirit and the Catholic faith tradition to live, to love and to learn with respect for truth, the courage to seek justice, the gift of peace and the grace to forgive as we respond with equal dynamism to society’s challenges today and tomorrow. 2 CONTENTS Our Mission 2 Message from the Principal 4 Year Nine Subjects 5 Subject Pathways 6 Subjects Offered Business 8 Digital Technologies 9 Drama 10 English 11 French 12 Geography 13 Health and Physical Education 14 History 15 Home Economics 16 Mathematics 18 Music 19 Religious Education 20 Science 21 Visual Art 22 Careers 23 Useful Internet Sites for Career Planning 24 Inclusive Education 26 Where to Go for Help 26 Homework Guidelines 27 Planning for Success 27 Contact Details 28 3 MESSAGE FROM THE PRINCIPAL We hope that Year Seven and Eight were a great experience and you are looking forward to Year Nine. Although I will not be with you, our staff look forward to working with you over the year ahead. Welcome to the new students joining our St John Fisher College community. We hope that your stay in this very special community will be happy and rewarding. The next two years are a chance for you to consolidate your academic skills and take advantage of new experiences so that you can make appropriate choices for your senior years. We believe our curriculum will assist you to achieve your best and enjoy your learning as well as provide you with a strong foundation for your senior studies.
    [Show full text]