independent education issue 1 | Vol 51 | 2021

SPECIAL FEATURE Meeting of the minds: Julia Gillard and Sally McManus P6

the professional voice of the Independent Education Union of Australia Uluru Statement from the Heart

Our Aboriginal and Torres Strait Islander tribes were the first sovereign Nations of the Australian continent and its adjacent islands, and possessed it under our own laws and customs. This our ancestors did, according to the reckoning of our culture, from the Creation, according to the common law from ‘time immemorial’, and according to science more than 60,000 years ago.

This sovereignty is a spiritual notion: the ancestral tie between the land, or ‘mother nature’, and the Aboriginal and Torres Strait Islander peoples who were born therefrom, remain attached thereto, and must one day return thither to be united with our ancestors. This link is the basis of the ownership of the soil, or better, of sovereignty. It has never been ceded or extinguished, and co-exists with the sovereignty of the Crown.

How could it be otherwise? That peoples possessed a land for sixty millennia and this sacred link disappears from world history in merely the last two hundred years?

With substantive constitutional change and structural reform, we believe this ancient sovereignty can shine through as a fuller expression of Australia’s nationhood.

Proportionally, we are the most incarcerated people on the planet. We are not an innately criminal people. Our children are aliened from their families at unprecedented rates. This cannot be because we have no love for them. And our youth languish in detention in obscene numbers. They should be our hope for the future.

These dimensions of our crisis tell plainly the structural nature of our problem. This is the torment of our powerlessness.

We seek constitutional reforms to empower our people and take a rightful place in our own country. When we have power over our destiny our children will flourish. They will walk in two worlds and their culture will be a gift to their country.

We call for the establishment of a First Nations Voice enshrined in the Constitution.

Makarrata is the culmination of our agenda: the coming together after a struggle. It captures our aspirations for a fair and truthful relationship with the people of Australia and a better future for our children based on justice and self-determination.

We seek a Makarrata Commission to supervise a process of agreement-making between governments and First Nations and truth-telling about our history.

In 1967 we were counted, in 2017 we seek to be heard. We leave base camp and start our trek across this vast country. We invite you to walk with us in a movement of the Australian people for a better future.

Endorsed by: independent education issue 1 | Vol 51 | 2021 Executive Editors Deb James Mark Northam Terry Burke Managing Editors Bronwyn Ridgway Sue Osborne Editorial Committee Emily Campbell Monica Crouch Cathy Hickey Sue Osborne Bronwyn Ridgway Pam Smith Thinking long-term Jessica Willis Journalists Why we need to reduce excessive Emily Campbell Monica Crouch demands on early career teachers 10 Angus Hoy Sue Osborne Bronwyn Ridgway AUSWIDE Educating young people Jessica Willis News and views from around 4 about conflict and violence 22 Design Australia Coward punch victim Pat Cronin’s legacy Chris Ruddle is literature aiming to de-escalate conflict About us IE is the professional journal Special feature: Julia Gillard of the Independent Education talks with Sally McManus 6 Keeping work outside Union of Australia. It is A meeting of minds on our challenges the classroom safe 24 published for members and and opportunities ahead Health and safety hazards are everywhere subscribers and has a circulation of approximately 70,000. The – two members share their expertise content of this journal does not The year the singing stopped necessarily reflect the views of Performing arts teaching was hit hard 9 From the ground up the IEUA or the editors nor imply by COVID-19 in 2020. How an enrivonmental project is 26 endorsement by them. enhanced by local Indigenous culture IE online www.ieu.asn.au/publications/ Reducing excessive demands Contributions on early career teachers 10 Change behaviours, act Contributions from members Overloading new teachers can have for the environment 28 are welcome. Printing does adverse impacts on the profession overall Environmental education involves more not reflect endorsement and than learning about the environment contributions may be edited at the editor’s discretion. Using student data effectively Email [email protected] Practical ways to use data to improve 12 Letter to the editor A member responds about #metoo 29 Advertising teaching and support students Chris Ruddle – (02) 8202 8900 and cultural challenges in boys schools [email protected] Setting the stage for Advertising is carried in IE 14 What are the capabilities? in order to minimise costs. lifelong learners Self-regulated learning is a valuable How teachers can work effectively 30 Advertising does not in any with disengaged students way reflect endorsement of the tool that can help all students flourish products or services. Subscriptions Give teachers a stronger Understanding the unique 32 IE is available free to members voice in assessment 16 needs of flexi-schools of IEU, or by subscription, Two academics unpack complex A look at this growing sector and the contact Tania Yardley challenges for teachers and support staff [email protected] assessment terminology (02) 8202 8900 Print Post Number 100007506 Responding to extreme 19 Workplace discrimination NSW and ACT Teachers behaviours 34 Reading this publication may A step-by-step guide to managing Are you facing discriminatory count as PD. Professional reading seriously problematic conduct practices? We explore a couple of can be included as part of real-life cases your PD or PL for maintenance purposes. Remember to log your professional reading with NESA or TQI. For more information refer to NESA or TQI websites. independent education | issue 1 | Vol 51 | 2021 | 3 Editorial IE continues to bring you professional news from across Australia. Throughout the global turbulence of 2020, teachers, support staff, researchers and academics examined, assessed and explored a range of innovative educational pathways. In Queensland this first edition of our magazine for New salary benchmark for PMSA school officers 2021 you can read about their findings A new benchmark salary has been set for school officers thanks to the on a variety of topics. collective efforts of Queensland Presbyterian and Methodist Schools Association (PMSA) members. Julia Gillard, Chair of the Global The level 7 school officer classification will pay a benchmark salary of Partnership for Education and Sally $99,157 which reflects the increasingly complex role of school officers. The McManus, ACTU Secretary, discuss win is one of several in the new collective agreement. the extraordinary challenges and Other key member wins include a 2.5% wage increase per year over opportunities we face in education the life of the agreement for teachers and school officers, a $500 one-off around the world, together with the payment to most employees as well as a new top classification level for future role of unions (p6). school officers. Excessive workloads and demands In addition to an enhanced middle leader structure, PMSA schools will on early career teachers are laid bare begin a phased transition to the nationally accredited Highly Accomplished in a new Australian study, read how and Lead Teacher (HALT) classifications with significant salary enhancements. these issues, school resources, student Considerable workload provisions won in the agreement include: an extra behaviours and support through their 30 minutes to the minimum preparation and correction time for primary union, overwhelmingly affect early teachers, extra consultations and resourcing for changes to curriculum, career teachers and their professional assessment and/or reporting, updated PD provisions to include an extra development (p10). two days of employee-directed PD and provisions for consultation and School data coach and consultant, Dr compensation regarding employer-directed mentoring. Selena Fisk writes about the way we can The employers have also committed to providing a minimum 10 days control the narrative of the data story paid domestic violence leave to be accessed automatically rather than at a in Australian schools, so it enhances principal’s discretion. practice and supports schools and students to thrive and flourish (p12). Northern Territory See David Vinegrad’s 10-point plan Enhanced professional provisions focus of member bargaining which he offers teachers and support staff Enhanced provisions to address key professional issues are at the heart to help respond to extreme behaviours, of collective bargaining negotiations for members in the Catholic and calmness he says, is contagious (p19). Lutheran sectors. The Pat Cronin Foundation has taken In the Catholic sector, provisions related to scheduled supervisions, staff a message national about the ‘Be meetings including subject/faculty meetings, planned meetings, year group and Wise’ educational program – enter the committee meetings have been put forward in the employee log of claims. giveaway to receive the foundation’s IEU members are also seeking professional provisions for teachers to be educational books (p22). included in the collective agreement instead of the current Memorandum of Work health and safety issues are on Understanding (MOU). everyone’s mind in 2021, read in this A matter of particular concern raised by Catholic sector members edition about key issues (p24). relates to the Laptop Program for Teachers in Non-Remote Schools, where Branches of the IEU offer environment employees are currently being charged $10 per fortnight by their employer and sustainability grants to schools and to hire a laptop which is essential for performing their role. learning centres throughout Australia. In the Lutheran sector, a key issue for teacher members relates to how In this edition there are reports from professional duties are defined. members who have made significant The IEU has put forward a redrafted hours of work provision for Northern inroads utilising outdoor learning Territory Lutheran teachers. programs to educate students about The redrafted provision has three components, including but not limited Indigenous cultural programs and our to: curricular activities; co-curricular activities; and extra-curricular activities. environment (p26). For the latest information on these collective bargaining campaigns visit Academics from Tasmania share their www.ieuqnt.org.au insights into working effectively with disengaged students (p30), while flexi- Victoria schools are experiencing a surge of IEU Learning Hub delivers quality professional support student numbers showing that a greater In addition to union rep training and Health and Safety rep training, understanding is needed about unique IEU Victoria Tasmania runs a free, comprehensive suite of professional teaching challenges (p32). development activities focusing on broad areas of interest and specialised I trust you will benefit from the training for different cohorts of our membership. Last year the IEU Vic Tas information on offer in this edition and developed the IEU Online Learning Hub as an expanded source of high share it with your colleagues. quality online professional development on a range of topics. Working with our training organisation, the Teacher Learning Network Mark Northam (TLN), the IEU has run 50 professional development webinars in 2020 [email protected] which were free to IEU members. In addition, members had access to the

4 | independent education | issue 1 | Vol 51 | 2021 TLN extensive early childhood webinar program, and the vulnerable people in the ACT and also implement National growing suite of video-on-demand webinars. The union’s Disability Insurance Scheme (NDIS) worker screening. casual relief teacher members also had access to a number The most significant change is that the length of the of free professional development conferences and seminars registration period will change from three years to five delivered by TLN. years. If members are captured by this change, they will be The program for 2021 is extensive with over 40 webinars. contacted directly by Access Canberra. It continues to provide high-quality practical PD for all In addition, disqualifying offences will be applied to all membership groups and builds on last year’s program, existing registrations and new applicants. which members can revisit on demand. The year’s program Class A disqualifying offences include, but are not limited is available at www.ieulearninghub.tln.org.au to, murder, culpable driving causing death and sexual offences against vulnerable people. A list of disqualifying Tasmania offences can be found at www.act.gov.au/accesscanberra. Review removes teacher input A person with a conviction or finding of guilt for a Class A In the previous edition of IE we reported that the Tasmanian offence will have their registration cancelled. Government had initiated a review of the bodies that regulate Class B disqualifying offences include, but are not limited Tasmanian education. This review focused on the Teachers to, child neglect, serious assault, drug, fraud, and theft Registration Board (TRB) the Office of Tasmanian Assessment, offences. A person with a charge, conviction or finding of Standards and Certification (TASC), and the Register, guilt for a Class B offence, or a charge for a Class A offence Education and the Non-government Schools Registration will not be able to work or volunteer in a regulated activity Board (NGSRB) which deals with aspects of registration of involving children or an NDIS activity unless exceptional non-government schools. IEU Victoria Tasmania made a circumstances apply. comprehensive submission to the review panel. Renewal arrangements have changed due to COVID-19. The minister advised stakeholders in January of the Any member whose registration expired on, or after, removal of the representative composition of the TRB and 16 March 2020 has had their registration automatically NGSRB. IEU VicTas and the AEU Tasmanian Branch have extended. As a result, they will receive a new renewal notice for many years nominated skilled, experienced teachers after the COVID-19 public health emergency has formally to the minister for appointment. The IEU has also been a ended, which might be some months away. nominating body to the NGSRB. More information about the WWVP scheme (including The review recommended that TRB, TASC and NGSRB NDIS worker screening) is available on the Access Canberra boards be ‘skilled based’, appointed by the minister without website. www.act.gov.au/accessCBR or contact the WWVP nominations from stakeholders. The panel recommended team on 13 22 81. that the school education sectors’ ‘voice’ be provided by a newly established Advisory Council to the minister which South Australia consists of the education sector authority heads. Will we see Vaccination – who, what, when, where and why? a teacher representative anywhere? While Australian states manage COVID-19 spot fires, the IEU VicTas is seeking a meeting with the minister to game changer worldwide is the rollout of vaccination. The express concern and seek improvement to teacher IEU(SA) has lobbied Premier Steven Marshall for school staff involvement on these important education bodies. to be included in phase 1B (critical high-risk workers) rather than phase 2A (other critical and high-risk workers). New South Wales While young people are low in the priority ranking, staff PD review politically motivated in schools tend to be in the older demographic. Teachers A politically motivated restriction of professional working in schools at close quarters with a large group of development (PD) courses for maintenance of teacher unvaccinated students may be at increased risk of virus accreditation is a major concern. Following a review by the transmission. NSW Government of NESA-recognised courses, changes to The economic and social ripples of school shutdowns NESA’s Maintenance of Accreditation Policy took effect from spread through the community. Parents and caregivers need February 2021, limiting both the range of PD providers and to miss work and daily activity. There is also the obvious the variety of courses. problem of disruption to student learning and wellbeing. While the IEU will continue to provide PD courses in The IEU(SA) is taking a strong pro-vaccination stance, the government-approved priority areas, in the words of recognising the value of high vaccination rates in herd a member, “this heavy-handed decision, which is political immunity. At the same time, the union recognises that in nature, will only serve to disempower teachers and some people may have valid medical reasons for not ‘deprofessionalise’ teaching”. being vaccinated. Hopefully the vast majority of people will recognise their responsibilities and not unreasonably decline ACT vaccination. We see no need for any compulsion in the Changes to the Working with Vulnerable People Act vaccine roll out in employment situations. The ACT Working with Vulnerable People (WWVP) Act was replaced on 1 February by the Working with Vulnerable People (Background Checking) Act 2021. This change was designed to better protect the safety and welfare of

independent education | issue 1 | Vol 51 | 2021 | 5 SPECIAL FEATURE Meeting of the minds: Julia Gillard and Sally McManus

In November 2020, former Prime Minister Julia Gillard sat said. “And they will want to continue to turn inwards even down with Australian Council of Trade Unions Secretary in the days beyond the health crisis. We will continue to Sally McManus. Journalist Monica Crouch zoomed in. see nationalism shaping domestic politics in many places “My next guest needs no introduction,” quipped ACTU in the world.” Secretary Sally McManus in opening her conversation with McManus noted that this inward-facing, nationalist trend Julia Gillard as part of ACTU’s Virtual Organising Conference is not serving people well. “Those right-wing populist on 18 November 2020. leaders are the most hopeless in terms of dealing with the McManus said that while we all know Julia Gillard was pandemic,” she said. “If you look at Trump, at Bolsonaro Australia’s 27th Prime Minister (from June 2010 to June in Brazil, at Boris Johnson – it’s a total disaster for those 2013), what we may not know is what she’s doing now. countries. They haven’t been able to use that strength or Julia Gillard is Chair of the Global Partnership for nationalism to mobilise their countries to deal with the Education, an international fund dedicated to developing pandemic. In fact, they’ve denied it.” education in lower-income countries; she is Chair of the Gillard said that in contrast to these strong-man types, she Global Institute for Women’s Leadership at King’s College, really wanted to believe women were proving better leaders London; and she is a Distinguished Fellow with the Center during the pandemic – think Jacinda Ardern in New Zealand, for Universal Education at the Brookings Institution in Angela Merkel in Germany, and Erna Solberg in Norway. Washington DC. She is also Chair of Australian mental health However, her inner statistician initially thought the sample support service Beyond Blue, and co-author, with Ngozi size was too small and focused on countries with advantages Okongo-Iweala, of Women and Leadership: Real lives, real before the pandemic. lessons, published in 2020. “But I’ve been very taken by a piece of UK research which Gillard and McManus tackled a broad theme: Where is has compared like countries and concluded that many the world up to now? In her initial remarks, Gillard broke this women have led better,” she said. While the researchers down into three central challenges and three opportunities. are still drilling down to find out exactly what they did differently, she said, “one of the things appears to be that Challenge 1: Nationalism they listened to the scientists and they acted early on things “There is a tendency of populations during difficult days, like lockdowns and community restrictions”. when the pressures of globalisation and change are so Stay tuned for more on science. acute, to turn inwards,” Gillard said. “This had full-throated expression through the Brexit vote in the United Kingdom. Challenge 2: Inequality It’s the kind of politics that’s driven ‘make America great While economic, race and gender inequality pre-date again’ and the Donald Trump phenomenon, and it has also the pandemic, “what the health crisis has done is put new had a deep hold in many other countries around the world stresses, strains and spotlights on the underlying fault lines”, and led to Trump-style leaders in many places.” Gillard said. Gillard says the pandemic is “turbocharging” this trend, McManus said the pandemic had reinforced economic despite the election of Joe Biden in the United States. “Many inequality, with entire workforces losing their jobs overnight nations have turned inwards to fight the health crisis,” she and the health of many communities threatened because

“It is quite clear that around the world, casualised and insecure work has been a contributing element to this health crisis.” Julia Gillard

6 | independent education | issue 1 | Vol 51 | 2021 countless workers in insecure jobs did not have access to Gillard added that Australia’s top three export industries sick leave. are facing huge challenges: coal and iron ore because of In the UK, Gillard said people from Black, Asian and climate change; and university education because of the minority ethnic communities were bearing an excessive funding model. burden during the pandemic. “Those communities are often the staff in the lower paid Opportunity 1: Government jobs in healthcare,” she said. “So they’re uniquely exposed “In many ways, government is back,” Gillard said, observing to the virus; how much of it is because they’re in casualised that people around the world were beginning to take a and insecure work and because they just have to keep greater interest in government and politics. going to work?” “Before the pandemic, I think it was possible for many Australia has its own version of this: think of who people to think to themselves, ‘government doesn’t matter comprises the bulk of the cleaning, aged care and food to me, politics doesn’t matter to me; every so often, one delivery workforces. crowd gets replaced by another crowd, but what do I care?’”, Gillard noted that the virus disproportionately kills men she said. but beyond this the pandemic is having “ripple effects”. But the pandemic has alerted people to just how much The first ripple has hit the front line of the health and caring governments can really have an impact on our lives, right down professions – predominantly women; the next is that the to whether we live or die. “I’m hoping that this breeds a new domestic load during lockdowns falls heavily on women, as sense of seriousness and engagement in politics,” she said. does domestic violence; and the third ripple is that women McManus agreed. “We can’t just sit back and watch have been disproportionately impacted by job losses. history happen – we’ve got to create it, we’ve got to be part McManus drew a lesson from the global financial crisis. of influencing its direction,” she said. McManus also said Despite how many had hoped to build a better system, defending democracy and enabling trust in government inequality had only worsened. “Why was that?” she asked. and elected leaders was particularly important in the face of “In the end I wonder if it’s because the financial class, the rising nationalism and authoritarianism. very rich, were much better organised. They were better “There’s also been a change in people’s attitude to the role organised, and they just rolled ahead with what they were of government in providing public services,” McManus said, doing while we were struggling with unemployment and and this is calling into question the privatisation agenda that all of the consequences of it.” has taken root in Australia in the past 30 years. Out of the health crisis, Australia’s conservative Coalition “Certain things are essential – and it’s essential the government has organised a dangerous Industrial Relations government does them, and they’re there for everyone, Omnibus Bill that weakens job security and wages. What they and they’re not about the profit motive,” she said. A quick may not have expected is the strength of the push-back. As glance at the privatised health system in the United States McManus says, “you don’t help the economy by hurting workers”. compared with public health in Australia provides a good example. Yet even within Australia, the pandemic has Challenge 3: University education revealed deep cracks within privatised aged care compared “A wave of change was coming for education and particularly with state-run aged care. universities before the pandemic and that wave is now a tsunami,” Gillard said. The reliance on overseas student fees Opportunity 2: Science to cross-subsidise research means the funding model for Not only is government back, science is too, Gillard says. Australian universities is “profoundly challenged”, she said. “After all of the scientific wars we’ve had around climate The impact of this is not to be underestimated. “It matters change, for most of 2020 we’ve been hanging off the words for the intellectual capital of the nation and our research of experts who can tell us what is going to happen next with ability, and it matters in terms of the prospects of working caseloads, what is going to happen next with vaccines, what Australians and their families to get a university education is going to happen next with treatments,” she said. in a quality institution, and it also matters profoundly to our “We’ve been listening to scientists and I think we can economy,” she said. leverage that into a broader listening to scientists in the

“We can’t just sit back and watch history happen – we’ve got to create it, we’ve got to be part of influencing its direction.” Sally McManus

independent education | issue 1 | Vol 51 | 2021 | 7 public policy domain, including on climate change.” “I am hoping that the pandemic feeds into a greater Yet she also says debate is to be expected, fearing that appetite for sorting out that workplace inequality,” Gillard once inquiries into the pandemic are under way “it will said. be quite convenient for politicians to point the finger of Both expressed concern that the pandemic would blame at scientists”, she said. “But if we can come out of this reinforce gender roles – that the long-term option to work strengthened around science and evidence-based public from home would disproportionately be taken up by women policy, I think that’s good for all of us.” as they are more inclined to need work-family balance to McManus agrees. “Science is sexy again,” she said. “In care for children and/or ailing parents, not to mention doing Australia, we’ve been so driven by it and especially for the lion’s share of the housework. Both were apprehensive those of us in states that are having outbreaks or have had that men would be more likely to attend workplaces, be outbreaks, it’s worked. So we’re taking advice from it, and perceived as more available in times of crisis, and have that advice has led to good outcomes. It’s about building more opportunities for promotion and networking at the confidence again in the integrity of science, and the depth of workplace and at after-work drinks. knowledge and expertise in our scientists.” From this too she “I worry that there’ll be a new ceiling,” McManus said. “Not takes heart that scientific reasoning will prevail around the a glass ceiling but some other ceiling, maybe just the ceiling challenges of climate change. in your house that you won’t be able to get past.” Both Gillard and McManus favour scientific and medical advice about vaccination over distorted debates on social Facing the future media driven by commentators who lack lifelong research If, as political scientist Benedict Andrews wrote, nations are expertise. “If this virus threatens anybody anywhere in the “imagined communities”, then how does Australia imagine world, then it still threatens all of us,” Gillard said. “So there its communal future? needs to be a global solidarity around vaccine distribution.” Both Gillard and McManus believe Australians are already asking themselves some tough questions. “They’re Opportunity 3: Work wondering, ‘In the economic rebuild, who’s going to get McManus has been a regular media fixture during the past opportunity? How am I going to make sure my son or 18 months. She was instrumental, with former Labor Minister daughter doesn’t emerge into a world where there are just Greg Combet, in negotiations for the JobKeeper program no jobs for them, and no hope?’” Gillard said. which has not only been a lifeline to many during the past And this, she says, opens up a conversation for the year, it has provided vital economic stimulus. progressive side of politics. “As those debates roll out, the Then came the stark reality of how deep the seam of voice and role of the trade union movement, here and insecure work and casualisation runs throughout Australia. around the world, will be absolutely critical to our prospects But McManus sounds a note of hope. “We’ve sensed a shift of success,” she said. in the debate around insecure work,” she said. “We’ve been banging on about it for decades and we only get so far. But now we’ve had this mass experience of people in insecure work just losing their jobs overnight and the whole community being threatened by the fact that people Win a copy of Women and leadership: Real don’t have sick leave in a pandemic.” This is making people lives, real lessons by Julia Gillard and Ngozi really think differently, she said. Okonjo-Iweala. Gillard spoke on this theme too. “There is a debate to be We have one copy of this practical had about casual and insecure work,” she said. “It is quite inspirational book to give away. Some of the clear that around the world, casualised and insecure work world’s most extraordinary women leaders, has been a contributing element to this health crisis.” including Jacinda Ardern (NZ), Hillary Clinton (US), McManus has consistently said that when employers don’t Joyce Banda (Malawi), Christine Lagarde (European provide sick leave, people are forced to choose between Central Bank) and Erna Solberg (Norway) share their their health and putting food on the table. Then there are the experience and advice. risks posed by those who need to work two or more jobs to To enter, simply email [email protected] with the make ends meet. book’s title in the subject line by Thursday 15 July.

8 | independent education | issue 1 | Vol 51 | 2021 The year the singing stopped

Performing arts teaching was hit technology doesn’t always work, such maintaining student safety. hard by COVID-19 in 2020. Teachers as breakout rooms. Students suddenly “Drama teaching has become a lot and support staff had to adapt fast leave the session and it’s challenging more theory orientated, with limited to the changing environment, and to work in groups. It’s harder to ‘read physical activities, group discussions, many of the challenges persist, the room’ when many students don’t improvisation and warm-up games. journalist Sue Osborne writes. Spatial relationships have become A team of nine educators from extreme”. Australia, New Zealand, the US and “The sudden change Music teacher Rochelle Keshishian Singapore conducted an international has prompted teachers (pictured) does casual blocks at qualitative study of 635 teachers. primary schools in north west Sydney, Dr Melissa Cain, of Australian to think more deeply and tutors piano at home. Catholic University Brisbane said She found teaching music over Zoom the survey, Teaching and Learning in about what matters was a problem as many children do not COVID Times, which opened in May in arts education and have instruments at home. Singing was 2020, asked teachers how COVID-19 the first casualty of the pandemic, with affected them and their students. the rich connections group singing prevented as exhalation Interestingly, of the 179 Australian could exacerbate the spread of the virus. respondents, 65 percent had more than students make Keshishian said tutoring piano to 21 years’ teaching experience, but less creating in the same students she was not familiar with via than 10 percent had experience Zoom was not practical, and many teaching online. physical space.” families dropped out of tutoring For creative and performing arts for financial reasons. The additional teachers, significant pedagogical equipment cleaning between students changes were needed, and often the was an extra burden on tutors. curriculum could not be delivered as In class, cleaning of instruments and intended or not in full, she said. equipment was also a problem, and One of the study respondents said: the inability to use everyone’s natural “COVID-19 restrictions completely instrument, the voice, didn’t allow for reframed the way I engage with many alternatives. the curriculum (particularly live For Zoom lessons she said: “There performances). I had to shift to was more an emphasis on listening, individual tasks for assessment.” research and theory.” Other comments included: “It When students were allowed back has involved more independent into class, they were keen to pick up learning time than my students are their instruments again, but additional used to”; “Arts performances were cleaning requirements were a heavily impacted”; “It has restricted challenge. all rehearsals and performances – this Keshishian and many of her fellow was particularly trying for the parents music teachers turned to the body as a of foundation [kindergarten] students percussion tool. who did not see their children’s first “Groups of children can stand performance at school.” together and click, stamp and clap “Numerous school events and and work with percussion in that way,” experiences were cancelled or she said. postponed until Term 4. In Year 12 the Keshishian said many teachers HSC Drama Group performance and responsible for music and drama, have Extension Music Group performances preferred drama over music, because were cancelled completely. Movement- of the barriers. based performances are restricted to The sudden change has prompted the smaller spaces available in homes teachers to think more deeply about with an individual focus.” what matters in arts education and Another respondent said: “It has the rich connections students make made me realise that all my teaching in creating in the same physical space. drama and dance has been dependent on making meaning within groups Reference in close proximity. The games I play https://www.jcu.edu.au/college-of-arts- are often dependent on touch. It society-and-education/postgraduate- is much more difficult for students study-and-research/education-research/ to learn about the art form without research-projects/teaching-and- constructing the meaning by working learning-in-covid-19-times in a group in person. Some aspects can only be described and not physically show their face and it’s harder to experienced.” tell if students are understanding or Most teachers indicated that online responding to the work”. teaching resulted in an inferior When students did return to the experience for their students: “The classroom, teachers were anxious about

independent education | issue 1 | Vol 51 | 2021 | 9 Thinking long-term Why we need to reduce excessive demands on early career teachers Excessive demands placed on early career teachers The findings demonstrate a teacher’s self-efficacy – their have damaging, long-term impacts on their classroom confidence and sense of professional preparedness – is management according to a new Australian study, writes established fairly early and remains quite stable even up to journalist Jessica Willis. 15 years of teaching. The study surveyed 395 teachers on how their workload, “This shows that teacher education isn’t just important school resources and confidence to manage student for equipping future teachers with effective classroom misbehaviour affected their teaching methods across a management skills,” Professor Watt said. 15-year time period. “It’s also important to developing their confidence to As a priority, reducing excessive demands on teachers manage student misbehaviour through positive structures in schools, especially during their early career, was the key rather than negative reactions. recommendation coming out of the study. “But this gets derailed when teachers who are just “Our findings highlight the importance of how teachers becoming established are overwhelmed by paperwork and begin their careers, as these early experiences showed suffer extreme time pressure,” she said. enduring importance for their professional development,” the report said. Pressures vary with school context The study found that demands and pressure on teachers Empirical evidence for reducing workload vary between different school contexts. The research, led by Professor Helen Watt of the University of IEU members will be familiar with the growing pressures Sydney and Professor Paul Richardson of Monash University, associated with the teaching profession listed by the adds to growing evidence regarding the urgent need to authors: time pressure, performance pressure, poor student reduce excessive demands on teachers. motivation, challenging professional and parent-teacher Teachers who felt well-prepared and confident in their relationships and decreasing autonomy in the workplace. ability to manage classroom behaviour were more likely All compounded by increasing administration tasks as well to report the ability to provide their students with clear as government or employer processes and policies. structure and expectations about behaviour. Demands are more excessive in secondary than primary They were less likely to adopt negative approaches such as schools, the study found. yelling, losing their temper or using sarcasm. The study also found teachers who perceived themselves On the other hand, teachers who experienced excessive working in more ‘advantaged’ schools tended to be more demands during their early career were more likely to have confident in their ability to manage classrooms. their positive management methods derailed, instead Perceived school advantage was determined by three developing negative approaches to manage student factors: reported resources and facilities in the school; misbehaviour in the classroom. socioeconomic status; and student achievement level. Professor Watt said the way teachers start out sets up long- Professor Paul Richardson said this may be explained by term professional behaviours. the better conditions teachers experience in such schools. “The key message from our findings is that the excessive “Teachers who work in these settings may be confronted demands experienced by beginning teachers have long- with fewer disruptions and less problematic student term, damaging consequences for their teaching behaviour,” behaviours, producing lower levels of stress and a higher Professor Watt said. sense of self-efficacy.”

10 | independent education | issue 1 | Vol 51 | 2021 Early career mentoring and support essential according to your collective agreement as well as provide a Early career mentoring related positively to beginning collective structure for consultation with your employers. teachers’ self-efficacy and to less excessive demands, which “Workload pressures are a significant issue throughout may suggest it helped the teachers cope better, according to the teaching profession – no matter what state, territory or the study. system – but most collective agreements have provisions Professor Richardson said mentoring and appropriate won by members that can help ameliorate problems,” support is needed for early career teachers. Rosser said. “A reduced allocation of workload, assistance with meeting “Your IEU organiser or relevant union officer can help you the initial professional registration requirements teachers and your colleagues collectively identify which provisions face in their early careers, and quality mentoring programs might be in breach and how to best hold your employers would likely help beginning teachers cope with the initial to account. overload of demands they experience, said Professor “Members should remember they have a right to do this Richardson. and employers have legal obligations to adhere to collective IEU-QNT Organiser Caryl Rosser said with the early years agreements. often presenting professional challenges, the benefit of “Teachers only want the best for their students and for that quality mentoring and support cannot be overstated. to happen teachers need to be supported and respected in “Mentoring is a crucial support mechanism for early the workplace. career teachers; however, anecdotally we know mentoring “IEU members should talk to their non-member colleagues experiences vary significantly,” she said. about joining our union as well as attend and actively “Our union would add that all teachers – no matter their participate in union meetings in your workplace and branch,” experience level – need ongoing, quality support and she said. advocacy from their employers. Contact your union branch to discuss how you and your “The sheer volume of tasks teachers must complete colleagues can respond to this issue. to comply with government or employer regulations is unreasonable and contributing to the overall burnout and To read the full study: Rebecca, Lazarides, Helen Watt, in some instances, psychological injury, of teachers across Paul Richardson (2020). Teachers’ classroom management Australia. self-efficacy, perceived classroom management and “It all comes back to teachers having autonomy over their teaching contexts from beginning until mid-career, profession and contemporary working conditions that allow Learning and Instruction, 69(2020) article 101346. them to do what they do best: teach,” Rosser said. The study is based on an ongoing Australian FIT-Choice Don’t just join your union – be active program of research and is the only study in the world This study highlights the real impact working conditions can to track a large sample of teachers from their entry into have on professional practice. teacher education until up to 15 years into their teaching Rosser said a strong union presence in your school can career. help ensure that your working conditions are kept in check

independent education | issue 1 | Vol 51 | 2021 | 11 Using student data effectively

Everything we do is for our students have an impact on future generations, 2016), and research that demonstrates and using student data should be and to support young people to that evidence-informed practice no different. School data coach and achieve their goals. has an impact on student outcomes consultant Dr Selena Fisk highlights (Brown et al., 2017; Department of how using data improves our practice Using data enhances practice Education and Training, 2017; Hattie, and gives us some practical ways to As a teacher, I did this job for the 2012). Unfortunately – and possibly enhance student growth. students. And now, as a school data compounded by negative school A few years ago I started teaching coach and consultant, I still do it for comparisons and data use by the a Year 11 mathematics class where them. Despite what some may believe, media – some believe that using approximately one third of the students using data and a student-centred student data reduces humans to had failed Year 10 mathematics and approach are not mutually exclusive. numbers. If a teacher was only forming none had achieved higher than a B+. Instead, data should be viewed as a their perception of student data from I knew only a handful of the students way to support students to achieve ATAR and NAPLAN comparisons in the from previous years, so I started their best, and be used to celebrate media, it is understandable how they the year a little apprehensively. with them when they make progress. might come to this conclusion. On the first day, I talked with the The use of data enhanced my practice class about some of their previous as a teacher as it taught me more Reflecting on strengths and gaps results, and I expressed my concern about the learners in my classroom and in learning by sharing the ways they would need showed me what I needed to do to Students should always be front mathematics in the future. I asked best support them. The gains that some and centre of our data use. Student students what had not worked for of my students made throughout my data should be used to reflect on them in the past, and they started teaching career would not have been the strengths and gaps of individual discussing strategies that worked best possible without regular check-ins, learners, small groups in our for them. We talked about the need tracking, and conversations. As a school classrooms, trends across a whole to practice and develop fluency in data coach, I get to work with teachers class, and/or across cohorts. mathematics (and consequently to and schools to share this same impact Data analysis and intervention at all do homework). I shared my hopes for for our young people on a larger scale. of these levels looks really different, them, and students seemed interested and some ‘interventions’ and shifts in improving. I walked away from the “We can control the in practice may be relatively small. lesson having learned more about Some may lead to more significant them as learners and determined to narrative of the data changes. Either way, using student help them succeed. data should be about ensuring that the story in Australian actions, informed by the evidence and Identifying goals and strategies data, support student growth. Some In the following lesson we talked schools, so that it is examples of ways that data might be about small and major shifts needed used in schools include: to improve, and I told them I would one of enhancing • Analysis of trends at a cohort level in do whatever I could to support them. practice and a standardised test might identify that I sat with each student and discussed a particular skill at the students’ year their goals, and we identified strategies supporting schools level (for example, Year 4, equivalent they could use to improve. A number fractions) was particularly poor. The of students asked me to help them and students to thrive year level teaching team might stay accountable by keeping an eye decide to do a bit more digging on their classwork and homework. and flourish.” into the types of equivalent fractions I kept a record of their homework Using student data in Australian students are struggling with (through completion and in-class quizzes. I schools is more important than ever a short pre-test quiz), find extra time had regular conversations with them before, thanks in part to international to work on equivalent fractions in about the importance of practice. I comparisons such as PISA and TIMSS, class, and run a post-test at the allowed students to catch up on their the increase in the explicitness of end to see whether students have homework if they had work or sporting the use of data and evidence in the improved. commitments, and we regularly talked Alice Springs (Mparntwe) Education • A teacher might identify through about their progress, and whether they Declaration (Education Council, 2019), a standardised test or an in-class were on-track to achieve them. At the the role of data in teacher performance assessment that a class is not going end of the semester, all but one student assessments for pre-service teachers well with a particular element of the passed, and three students achieved As. (Australian Institute for Teaching and curriculum (for example, in a Year This story exemplifies why we do School Leadership, 2015), the National 3 class, most students are incorrectly what we do – we became teachers to School Improvement Tool (ACER, identifying audience and purpose

12 | independent education | issue 1 | Vol 51 | 2021 when reading informative texts). The in Australian schools, so that it is one Department of Education and teacher might decide to incorporate of enhancing practice and supporting Training. (2017). High impact teaching more explicit teaching of these skills schools and students to thrive strategies: Excellence in teaching and over the coming weeks. and flourish. We are allowed to be learning. Victorian Government. https:// • A formative task (for example, in a infuriated when newspapers compare www.education.vic.gov.au/Documents/ Year 7 design technology class) school NAPLAN and ATAR data, but we school/teachers/management/ might reveal that a small group can also use data to benefit the people highimpactteachingstrat.pdf of students are struggling to that motivated us to become teachers Education Council. (2019). Alice Springs independently develop a specific in the first place. (Mparntwe) Education Declaration. skill. As a response to this evidence, http://www.educationcouncil.edu.au/ the teacher might work with this References site/DefaultSite/filesystem/documents/ small group for a portion of the next Australian Council for Educational Reports%20and%20publications/ lesson to build this skill, then check in Research (ACER). (2016). National Alice%20Springs%20(Mparntwe)%20 with each student individually over School Improvement Tool. https:// Education%20Declaration.pdf the coming week to monitor their research.acer.edu.au/cgi/viewcontent. progress. cgi?article=1019&context=tll_misc Hattie, J. (2012). Visible learning • A teacher may identify incomplete for teachers: Maximising impact on Australian Council for Educational homework or classwork and learning. Routledge. Research (ACER). (2021). Trends in intervene by first having a international mathematics and science Organisation for Economic conversation with a student (for study (TIMSS). https://www.acer.org/au/ Cooperation and Development example, Year 9 mathematics, no timss (OECD). (n.d.). Programme for homework completed for 10 days). International Student Assessment. The teacher might learn that the Australian Institute for Teaching and https://www.oecd.org/pisa/ home situation has changed and School Leadership (AITSL). (2015). work with the student to have the Accreditation of initial teacher work completed so she does not fall education programs in Australia: Dr Selena Fisk is a School Data behind. Alternatively, the teacher Standards and procedures. https:// Coach and Principal Consultant at might follow up the conversation with www.aitsl.edu.au/docs/default- Aasha for Schools, working with the student by contacting home. source/national-policy-framework/ leadership teams, middle leaders accreditation-of-initial-teacher- and teachers on data-informed In all of these instances, shifts were education-programs-in-australia. strategies for schools. made which benefited students, but pdf?sfvrsn=e87cff3c_26 were done so as a result of looking Brown, C., Schildkamp, K., & Hubers, at student assessments and data. M. D. (2017). Combining the best of These shifts in practice were evidence- two worlds: A conceptual proposal informed, as the teacher/s used for evidence-informed school the information gleaned from the improvement. Educational Research, assessment, considered what students 59(2), 154-172. needed, and adjusted their practice or approach accordingly.

Using data to celebrate growth All the points above refer to shifts in practice to support students to bridge a gap identified in the data. However, when the data shows a student has improved, reached a personal best, or achieved excellent results, the data should be used to celebrate this. I have worked with schools that celebrated students on assembly who made the greatest amount of progress in school- based assessments, but also in PAT Reading and Mathematics assessments, and NAPLAN assessments. Growth in standardised testing and school- based results demonstrate a change in attitude, effort, or persistence. The use of student data in schools is a current priority in Australia that is unlikely to disappear, and nor should it. Teachers might choose to focus on the negatives of data use, the comparative nature of numbers, and the endless skills, attributes and characteristics that data alone cannot tell us about our students. However, this attitude misses the opportunity to use the transformational power of data. We can control the narrative of the data story

independent education | issue 1 | Vol 51 | 2021 | 13 Self-regulated learning Setting the stage for lifelong learners Self-regulated learning (SRL) is a valuable tool that could “It’s about developing independent learners; giving them the help all students succeed in school, university and the skills they need to be effective and efficient learners,” she said. workforce according to Flinders University Professor Stella Vosniadou, writes journalist Jessica Willis. Lack of self-belief can be debilitating Vosniadou said it is imperative students believe they can What is self-regulated learning and why is it important? improve their ability to learn and that teachers can help them SRL is a conceptual framework for understanding the do this. cognitive, motivational and emotional aspects of learning. “We’ve done questionnaires investigating people’s beliefs It is based around the premise that the ability to learn about education and learning,” Vosniadou said. can be improved and is, “more effective when students can “We were really surprised to see how many students control their motivational states, employ appropriate cognitive believe learning is something that is almost innate – that and metacognitive strategies and reflect upon their learning some students are born better learners than others and that processes and outcomes” (Vosniadou 2020, pp s95). there is not really much you can do to improve your learning. Vosniadou said SRL is essential for students as it provides “[This view] seems to be more predominant in students them with the knowledge and the ability to control their from low socio-economic backgrounds. learning and, more importantly, allows them to reflect “This is a very debilitating belief because it means if you critically on their learning, particularly on the areas they need think of yourself as a ‘slow learner’ then there isn’t anything to improve. you can do, and you won’t succeed in school.

14 | independent education | issue 1 | Vol 51 | 2021 “This is a very negative belief to hold. “This means the students are actively and constructively “However, teachers can be very effective in creating engaged with learning instead of passively listening to what curricula and instruction that helps students realise there is a the teacher says. lot they can do to improve their learning. “Research shows this is important and that these types of “Of course, there are undeniably individual differences tasks have a very positive result in student learning. [between students] – but that does not mean each one of “It requires support from the school as a whole, from the us, as a learner, cannot improve ourselves, our learning skills principal, from the district and from [the employer]. and performance,” she said. “Of course, individual teachers are the ones [implementing the change] but if they aren’t supported, they won’t be able SRL for all stages of life to introduce effective change – even if they really want to do Vosniadou said a lack of SRL is also being recognised as a so,” she said. barrier in the transition from secondary education to tertiary. “One of the main reasons why students fail and drop out Professional resources on the way of university is because they are not independent learners,” Vosniadou said her team has just finished an experimental she said. learning program developed for teachers. “They cannot deal with all the tasks and learning because “We tested it with around five to six schools, with a few the university environment is a very different environment teachers from each school. from high school: it requires a lot of independent learning. “We are now analysing the results and developing “If you don’t have the skills, you get overwhelmed and professional development materials so that the strategies we cannot deal with it. developed can be disseminated throughout more schools. “Although students usually do difficult tests on their She said the best way teachers can become more aware background knowledge in different subjects [for university of what and how they are teaching is through critical self- entrance], they are very rarely assessed on whether they reflection. possess the skills necessary to manage their learning in an “Teachers could start increasing the amount of classroom effective way,” said Vosniadou. time on independent, supervised activities. This is why her research focuses mainly on secondary “Asking questions such as ‘what can I do to ensure my schooling; however, Vosniadou said this does not mean students are capable of understanding this concept?’ and this is the only time SRL should be explicitly taught – it is a ‘what skills do they need in order to be good learners?’ can process that starts in early childhood education and primary also help,” she said. school settings. Members can find more information about Stella SRL skills are also highly important for life and fit into the Vosniadou’s research, which is funded by the Australian 21st century skill set needed to survive in the workforce. Research Council, at www.teachinghowtolearn.edu.au These include collaboration, communication, critical thinking, creativity and problem solving. Stella Vosniadou is Strategic Professor in the School of Education at Flinders University. She has more than Change needs support from top and bottom 150 publications in the areas of cognitive development, Vosniadou argues student learning and academic cognitive psychology, conceptual change, and achievement could be improved if there was a broad effort learning science and mathematics. She is well known to ensure SRL was a priority. internationally for her research for which she received However, it would need to be supported at all levels – the 2011 Distinguished International Contributions from classroom teachers, to school and sector leadership, to Child Development Award by the Society for employing authorities as well as policy makers. Research in Child Development. She is a fellow of One problem is schools do not have sufficient time or the American Educational Research Association and of resources to devote to teaching learning skills – rather they the International Academy of Education, and a frequent are pressured to cover course content. keynote speaker in international conferences, Professor In a recent survey of teacher practices in Australia, Harding Vosniadou is the current editor of the Educational et al (2017) found almost all (98.8%) of Australian teachers Practices Series a publication of the International said SRL skills are important, but only 32% included them in Academy of Education and of the International Bureau lesson planning. of Education of the UNESCO, and serves on the Of the remaining participants 45.8% said that there was editorial board of five international journals, including not enough time to teach the content of the curriculum as the Educational Psychologist, Mathematical Learning and well as SRL skills and 24.1% acknowledged they did not Thinking, and Human Development. know how to teach SRL (Vosniadou 2020, pps96). Vosniadou said a major problem was too much focus on References results – for example, the results of standardised tests like Harding, SM., Nibali, N., Griffin, P., Graham L., and English, PISA and NAPLAN. N., 2017. Teaching Self-regulated Learning in Victorian She said change would require a significant overhaul of classrooms. Paper presented at the Australian Association how we train teachers and how teachers teach. for Research in Education (AARE) conference as part of a “In order for students to develop SRL skills, we need to symposium: Beliefs and Knowledge about learning and change the way we teach which can be a very difficult thing Teaching in Teachers and Students. Melbourne, Victoria, to do. Australia. “Rather than focusing on just learning content for each Vosniadou, S., 2020. Bridging Secondary and subject, promoting SRL requires teachers to design Higher Education. The Importance of Self-regulated constructive and interactive tasks that students can use to Learning. European Review, 28(S1), pp.S94-S103. process content information critically,” she said. “It also requires teaching students the strategies needed for the successful completion of such tasks.

independent education | issue 1 | Vol 51 | 2021 | 15 Give teachers a stronger voice in assessment for common terms around assessment “When I use a word,” Humpty Dumpty said in and seek agreement on how they want to use these terms within their school. rather a scornful tone, “It means what I choose Getting consensus on the meaning it to mean neither more nor less”. of terms across a school could lead to a productive discussion about assessment and data, which is a key step in starting “The question is”, said Alice, “Whether you can to build assessment and data literacy skills within the school. make words mean so many different things”. In this article, we will start the discussion by defining a few common “The question is,” said Humpty Dumpty, assessment terms (assessment, testing, evaluation, measurement, “Which is to be master – that’s all.” formative assessment, summative assessment, assessment for learning (Carroll 1875, p.124) and assessment of learning) that are in daily use within our schools. Given that there are different understandings of What is assessment terminology? critical that we know how to read and each of these terms, our intention is to Professor Jim Tognolini and interact with literature on assessment use our definitions as the starting point Rayanne Shakra from the Centre and be the conduit between school for teachers’ discussion, rather than say that these are the ‘correct’ definitions. for Educational Measurement and the community by using terms and Assessment (CEMA) at the such as assessment, testing, evaluation, Definitions of some common University of Sydney consider aspects measurement, summative assessment, assessment terms formative assessment and accurately, of assessment literacy, namely A starting activity might be to complete consistently and appropriately. assessment terminology. the matching item in the callout box To be able to communicate accurately We do not intend to produce a (see ‘Test your knowledge’ on p18). among ourselves (as teachers) and ‘glossary’ of definitions of assessment This item provides some definitions of with our communities – at a time terms for broad use. However, we key, common assessment terms and when teachers must have enough believe that teachers can start the asks the reader to match the term with confidence to become a strongvoice process of building a corpus or the definition. in assessment and data usage – we glossary of assessment terms that have We have chosen to adopt the must have a shared understanding of consistent and appropriate meanings following because they fit our view the key terminology associated with across their school, by first discussing of assessment that is predicated on assessment. whether some terms mean ‘many the key elements of ‘professional In an age where the importance of different things’. judgement’; ‘image’; and ‘monitoring basing our practice on research-based The discussion itself will be quite of performance on a developmental evidence is widely acknowledged, it is illuminating as teachers share meanings continuum’ which underpin the

16 | independent education | issue 1 | Vol 51 | 2021 assessment activities that are A second set of terms that link to the An interesting exercise for teachers conducted and promulgated by the definition of assessment and relate to within a school would involve Centre for Educational Measurement the purpose of assessment include: discussing the extent to which we and Assessment (CEMA). • Formative assessment is defined believe that the terms formative and Assessment involves professional as assessment used to monitor summative are the same as assessment judgement about student performance learning progress during teaching. for learning and assessment of with respect to a continuum of It is designed to provide continuous learning, respectively. development and is based upon the feedback to both students and image formed of the student by the teachers concerning strengths and School-based assessment collection of evidence. weaknesses. The assessment The term school-based assessment, Evidence about student performance activities are usually teacher which is widely used more in secondary can be gathered in numerous ways that constructed and generally come from school than in primary schools, is range from ‘less formal or unstructured the less formal methods of collecting embedded in the teaching and methods’ to ‘more formal or highly information. learning process and characterised by: structured methods’. Classroom tests, • Summative assessment is defined • the teacher being involved from checklists, practical work, project work, as assessment typically used to beginning to end in the collection and observation interview are methods assess achievement at the end of data for collecting information about of a course. Although the main • the teacher basing the image on students. They are not as formal in their purpose is summarising performance a number of samples of student structure as the more highly structured it just provides one more piece performance (from both formative means of collecting evidence such of information that can confirm or and summative assessments) over a as examinations, published tests and challenge the existing image that the period of time state-based or national-based testing teacher has of a student’s • the student being more actively programs, but they happen much performance. It also provides involved in the assessment more often and contribute more to the information for the teacher to judge process, especially if self and/or peer formation of the ‘image of a student’s the appropriateness of the course assessment is used in conjunction performance’. outcomes and the effectiveness of with teacher assessment This definition of assessment appeals their teaching. • the teacher being able to give to us because it is an inclusive term • Diagnostic assessment is defined as immediate and constructive feedback which refers to the processes used to a highly specialised procedure that to students which in turn stimulates collect evidence and make judgments is used to diagnose persistent continuous assessment and about student achievement. Within each learning difficulties. adjustment of the teaching and knowledge domain, teaching experience The main difference between learning process. and subject expertise helps develop the formative and summative assessment • it complements other forms of image of a student’s performance that is the way the information from the assessment, including external is then used by the teacher to make a assessment is used. Assessment is examinations, enabling those aspects professional judgement regarding the summative if it is only used to produce of the curriculum that are difficult to progress of the student, relative to a a summary mark or grade and not assess by examinations to be continuum of development. If this is the used directly to influence learning. assessed and included in the final starting definition of assessment, then it Assessment is formative if it is used to grade; and, can be seen that: monitor progress during teaching and • it involves some form of moderation • Testing is just one relatively formal provide feedback to both the student when the assessment is to be used way of collecting information about and the teacher during the teaching to for high stakes purposes, like tertiary students that contributes to images improve student learning. selection. of their performance. As a formal Other terms related to the way process it is a structured form of assessment is used are ‘assessment for There are numerous other areas assessment implemented according learning’ and ‘assessment of learning’. related to assessment that could to specified procedures (question We believe that these two terms also be considered and added to a types, answer formats, etc). are very similar, if not the same, as ‘school glossary’. For example, we • Evaluation is when we summarise the formative assessment and summative could consider the area of standards- information (captured in the image) assessment, although they come from a referencing results. What do we by assigning a grade, comment or different starting point. understand by terms such as standards- a mark that is used to make a value • Assessment for learning is the referencing, norm-referencing and judgment about the image (it is good process of seeking and interpreting criterion-referencing? What do we mean or bad; it is worth an A; it is a high evidence for use by learners and their by standards, performance standards, distinction; etc.). teachers to decide where the learners achievement standards, curriculum • Measurement is the process of are in their learning, where they need standards, syllabus standards, outcomes assigning a number to the to go and how they can best get there. targets – and these are terms that we all performance to represent position • Assessment of learning is the use daily and read about in professional with respect to the continuum process of evaluating the extent literature regularly. Yet, less often do of development underlying the to which participants in education we talk about what they actually mean performance (sometimes referred to have developed their knowledge, when we use them. But as stated at as a progression). understanding and abilities. the beginning of our article, our aim is

independent education | issue 1 | Vol 51 | 2021 | 17 not to provide an exhaustive glossary, negotiated through a shared language. • Association of Independent Schools – our aim is to spark discussion between To stimulate the discussion, we have The Evidence Institute teachers about the meanings of key offered definitions of some key terms IEU and CEMA) located within the assessment terms. based on our views of assessment. Sydney School of Education and Social In answering Alice’s question in Work, are developing a partnership Importance of professional the quotation, we can assure her that to provide professional learning for development “Assessment by any other name is teachers in assessment, data and Teachers being assessment literate not the same.” This emphasises the evidence. means that they need to know how key point that there is a difference in The professional learning modules to write and select high-quality meaning associated with terms and it are available at https://sydney.nicheit. assessments (including HOTS items); is important to communicate clearly com.au/education_social_work/web/ integrate results obtained from and accurately in our profession. A workshop assessments with improvements shared understanding of assessment During registration, teachers are in learning (formative assessment terminology or ‘glossary’ is the first required to use their individual and Assessment for Learning); step on a road toward articulating teacher email address and create a communicate accurately about student and initiating the development and 9-character password to access the learning; and demonstrate data literacy. use of assessment to enhance the selected module in Canvas. Payment These are some of the several specific achievement of all students. by credit card is required to complete and essential elaborations of assessment The Centre for Educational registration and be granted access to knowledge and understanding that Measurement and Assessment (CEMA) the course. teachers at all career levels need to currently provides consultancy support be able to demonstrate according to to several schools. These projects Professor Jim Tognolini is Director Standard 5 of the Australian Professional include developing a methodology of The Centre for Educational Standards for Teachers. for measuring creativity; measuring Measurement and Assessment These elaborations were used to 21st century skills; and developing (CEMA) situated within the University build two professional development school-wide practice in formative of Sydney School of Education and programs by CEMA: one is called assessment. We have also developed Social Work. Assessment Literacy for School partnerships with the following NSW Teachers and the other Data Literacy education agencies with the intention Rayanne Shakra is a NESA sponsored for School Teachers. The investment of of promoting the role of assessment scholarship doctoral student. schools and teachers in such courses is in learning, and ensuring an informed The focus of the Centre is on the key to improving assessment education understanding to support teacher broad areas of teaching, research, since they meet the challenges that ‘voice’ in this fundamental aspect of consulting and professional learning are expected of teachers, including practice: for teachers. complex thinking skills. • Independent Education Union of Australia NSW/ACT Branch References Conclusion • Australian Education Union NSW Carroll, L. (1875). Through the looking In this article we have positioned Teachers Federation Branch – Centre glass, and what Alice found there. New assessment within a school culture for Professional Learning York: Macmillan & Co. where concepts and meanings of • Catholic Schools NSW assessment terms are understood and • NSW Secondary Principals Council

Test your knowledge Match the definition in the following table with the term that it defines. Terms don’t have to be used and they can also be used more than once.

Enter term Definition number Choose from these terms The process of making a value judgement about the quality of the information 1. Formative assessment collected is called … 2. School-based assessment The system of teacher assessment of a student that covers all aspects of student 3. Assessment development is referred to as … One relatively formal way of collecting information about students’ achievements 4. Summative assessment would be … 5. Evaluation Professional judgement based upon an image formed by the collection of 6. Testing information about student performance is called … 7. Measurement Assessment that is typically used to assess achievement at the end of a course is referred to as … The process of seeking and interpreting evidence for use by students and their teachers in deciding where learners are in their learning, where they need to go and how best to get there is referred to as … The process of ascribing a number which summarises how much of a construct is present in the performance of a student is referred to as …

An assessment that is embedded in the teaching and learning process is called …

Answers: Answers: Matching item in order to assessment terms: 5-2-6-3-4-1-7-1 terms: assessment to order in item Matching

18 | independent education | issue 1 | Vol 51 | 2021 Responding to extreme BEHAVIOURS You may have heard extreme behaviour stories that have So, what are extreme behaviours? become staffroom folklore: “remember when Christian Extreme behaviours can be described as those that was running around the outside of the gymnasium overwhelm the resources of the classroom and what is smashing windows with rocks...” David Vinegrad outside the range of normal student behaviour including risk provides a step-by-step guide to responding to extreme taking, pranks, attention seeking and goofing off. behaviour. Extreme behaviours are beyond our usual range of teacher You never expected anything like this to happen in your experiences, beyond what is expected in a mainstream classroom, or at least you hoped it wouldn’t. Then one classroom, and beyond what we were trained as teachers day it did. Corna has swallowed a tablet that someone to cope with. Extreme behaviours can be markedly different found in the playground, or after giving Bunsen umpteen for early, middle and senior students and for some school reminders not to swing on his chair, he has fallen demographics. backwards, slamming his head on the concrete floor and there is a mess of blood and screams coming from other What causes extreme behaviours? students. All behaviour is an expression of human needs. Think Hopefully by reading this article and developing your own Maslow. One simple and sensible framework that explains response plan you will feel more confident in your role when some extreme behaviour is when the demands of the the extreme happens. classroom overwhelm the coping skills of the student.

independent education | issue 1 | Vol 51 | 2021 | 19 “Calmness is contagious. It will help the other children manage what is happening.”

Extreme behaviours can be the result of a complex range down the rational prefrontal cortex and putting our amygdala of backgrounds and influences that impact on a student’s on high alert; the mid-brain is our smoke detector or early ability to cope, including: warning device to keep us safe. Can you see the similarity • neglect and abuse when a child is overwhelmed by the classroom demands or • dysfunctional attachments to significant caregivers expectations? Remaining calm and taking decisive action • adverse childhood experiences is the best way to get a child’s rational brain back online or • drugs and alcohol out of freeze, flight or fight mode. Reading this article and • social media developing your own extreme behaviour plan is ‘practice’ • social skills and emotional competencies that will help you to remain a little calmer each time you think • learning needs and delayed development about or experience an extreme behaviour event. • situational and generational poverty and disadvantage This means that you need to rehearse and practise your • nature v nurture – our biology and biography extreme-behaviour response so you can keep your rational • motivating reluctant students to value formal education. brain online when a student loses it in your classroom. This also means having a plan. By having a plan, it will be your All we need to do to reduce the risk of extreme behaviour reference point and you will feel more confident about what is to address and ameliorate one or more of the above so you need to do when it hits DEFCON 5 in your classroom that students can cope with school demands. Simple! (Defence Readiness Condition). For some children, extreme behaviour is their best In practical terms it means lowering the volume of our response to a complex social, emotional or academic setting. voice, using a calm tone and stepping back out of the child’s Their behaviour can be escape and avoidance related or personal space. is about control and power over someone or something. If Stopping any aggressive body language, gestures, teachers can look through the lens of ‘what need is being movements, expressions that may be seen as a threat and met by this behaviour’ and replace that behaviour with repeating some calming phrases like ‘it will be OK/we will a more appropriate one, then an extreme event may be sort this out/you are not in trouble/take some breaths’ etc. avoided. By being able to understand the child and what Calmness is contagious. It will help the other children antecedents may trigger individual extreme behaviours manage what is happening and assertiveness is about we can be more proactive and reduce the likelihood of an consistency and predictability. Both important things for the extreme event. other children to see and feel; they trust you and can rely on you to sort this out with a minimum of fuss. How to respond to extreme behaviours The key is to be calm and assertive. Being calm is usually The 10-step plan the first piece of useless advice given when responding Assertiveness is showing that you know what to do, you have to an extreme event like an earthquake, a fire, or a lock a plan to sort this out. Below is a 10-step plan that you can down. Being calm is the last thing our brain wants us to do, incorporate into your teaching. especially when the event or behaviour is a new experience that our brain perceives as a threat. 1. Establish and maintain safety – your safety and Can you remember the first time a child shouted at their safety you or used some colourful language to describe your Are you safe? Your wellbeing is a key consideration. Do appearance? You will know of some colleagues who have you have appropriate training to get involved physically worked in demanding schools where extreme behaviours and separate and restrain students? Will the measures are commonplace and they have become habituated or that you took be deemed reasonable in a court of law and used to these sorts of behaviours. Think of the calmness that should you have done something else? Are the bystanders emergency services personnel show when in the heat of the and onlookers safe? Is there the potential for them to be moment. It takes some time to understand the teaching ‘role’ injured or become involved? Do the following: call out ‘stop’ and detach enough (keep being warm and approachable!) repeatedly in your biggest voice. If you know the child’s to know that the behaviour is not about you; it’s not personal. name use that with ‘stop’. We need to get the thinking brain When we sense a threat, our brain puts us into a freeze, back online so hearing their name with verbs like ‘stop’ flight or fight response. We need practice to reduce the may do the trick. In between calling out ‘stop’ instruct other threat response that floods our body with adrenalin, shutting students to ‘get a teacher/get someone from the office’.

20 | independent education | issue 1 | Vol 51 | 2021 Summon the need for help repeatedly. Send lots of students Four guiding principles for reporting and responding to in all directions. In between shouting stop and sending an extreme behaviour students for help, instruct any senior students to move the • Provide clear, accurate information – to the office or senior younger students away. ‘You lot, move the junior students member of staff so they know clearly who to get and away/Help me out and take the younger students onto the what to do to help you and your students. oval’. Be decisive and assertive. • Describe the actions to be followed – what and who do you need in your classroom/playground immediately and 2. Self-regulate – this is about you at the end of the day? What can you use to manage your emotions and think clearly • Provide help for all affected – follow the 10 steps above. about what to do and say? Use some mindfulness, take 10 • Maintain a normal school/classroom program as close deep breaths, bring your plan to mind. as possible – stick to known routines to provide a level of predictability and consistency for all. 3. Calm the child Knowing the child and what will help them to self-regulate We can sometimes feel powerless in not being able to do can be very helpful, especially if they have a care or safety anything to stop the extreme behaviour and it is common plan. If not, ask them to go with you to somewhere private that after we consider what we did, we criticise ourselves and quiet, and encourage them to have a drink or eat for not taking another course of action. This is normal something, draw, do something tactile. Whatever helps the neurological behaviour as in the cold light of day we can child to self-regulate. access the rational areas of our brain, which are now back online, that escaped us in the heat of the moment. 4. Help the child understand what happened Journaling or writing objective notes in a personal diary When they are ready, ask them to talk or draw or show what may be helpful in the recovery process. Remember to sign happened. Restorative practices, questioning is helpful here. and date it, for example: Monday 1 April 2020 at 2.45pm Avoid blame through ‘why’ questions. David is moving in and out of the classroom, screaming 5. Work with the child to take responsibility obscenities and refusing to join the class despite a range Encourage story telling by working through the beginning, of clear directions that I gave including, “David, I need you middle and end stages of what happened and debrief the to stay in the classroom, sit down, and be quiet thanks” and child about their actions, thoughts and feelings. “David, it is not OK to be using those words in our classroom, remember our agreement thanks”. I sent two reliable 6. Speak with the other children students with a ‘red card’ to the office to request assistance Provide the bystanders and onlookers and friends a voice and from the assistant principal. I attempted to distract David and some agency by asking reflective, open-ended questions and offer a calming activity at our ‘chill corner’. He refused and maybe even run a class meeting or healing circle for extreme threw a glue stick at me, breaking my laptop screen. behaviours that have impacted on everyone. How to recover from an extreme behaviour? 7. Write a complete report/debrief with admin Once the dust has settled and everyone involved has been Your school may have a paper or online recording and supported through the recovery stage, a response needs reporting system that you can use to make an accurate to be mounted. This should support the child to prevent record of who, what, when, how, where. further extreme behaviour and address their needs through some reasonable adjustments, usually documented in an 8. Review the plan Individual Education Plan, Behaviour Plan, Care Plan and a If you have a school-wide critical incident plan or a plan for Crisis Plan. your classroom, review what went well, what changes are Communication and clarity around roles, responsibilities, needed, what did we learn. and expectations is vital and after an extreme behaviour event a fresh plan needs to be considered rather than a fresh start. 9. Document, document, document The incident should be logged on the school system. In summary Spending some time documenting what happened in a Extreme behaviours can and will have a different impact on journal or teacher diary is often helpful for people to gather all teachers. Remember to: their thoughts. Leave the incident in the journal to help you • have a plan work through any strong and lasting emotions. • document, document, document 10. Debrief with a trusted colleague • debrief with a colleague Some of us can recover from an extreme incident without • review the plan. a further thought but others can’t stop thinking about what happened. We may be experiencing post-traumatic stress disorder (PTSD). It is recommended that teachers are set up with a buddy and when needing to manage an extreme David Vinegrad is the Director of Behaviour Matters, behaviour or event take the time to have a debrief. There are an organisation that works with schools to implement two examples of a quick debrief below. best practice behaviour management and relationship development programs. David is a classroom practitioner • Debrief version 1 with experience that ranges from working in government What did you do that helped? and independent schools across Australia and What did you do that did not help? internationally. He has co-authored five books about What would you do differently if faced with the same behaviour? Restorative Practices and spends most of his time facilitating workshops and seminars for schools on how to manage • Debrief version 2 relationships and discipline across the school setting. What concerned you during the incident? What concerns you now about what happened? What needs to happen about that? What support can we provide?

independent education | issue 1 | Vol 51 | 2021 | 21 Educating young people about the dangers of violence during conflict “Be wise, think carefully and act launched in August 2020, aim to “While the stories are fictional, I have kindly” is the simple but incredibly spread their message to younger drawn on my knowledge of Pat, his powerful message the family of children. personality and his life, and included coward punch victim Pat Cronin is “One of the foundation’s some features that reflect the young communicating to young Australians cornerstones is about education and man being honoured in these books,” through a newly released trio of books initially we worked predominantly with Maureen said. for primary school aged children, secondary schools to convey the ‘be “Throughout the series, I have used writes journalist Emily Campbell. wise, think carefully and act kindly’ the name Patch for the main character message,” Matt said. as this was a nickname of Pat’s. The Pat Cronin Foundation “However, early intervention is vital “Another of Pat’s nicknames, On a quiet night out in Melbourne and children learn their behaviour bestowed upon him by his football during April 2016, 19-year-old Pat from all their environments, which is coach, is ‘Skipper’, which the owl in the Cronin was coward punched while why we decided to create these books story has been named. assisting his friend who was being targeted towards young children and “The colours of the school and harassed by a group of strangers. communicate the message to them at football uniforms in the illustrations Pat was taken to hospital with home and school. were worn by Pat,” she said. severe head injuries but, tragically, his “These stories are designed to First in the series is The New condition was such that his family made engage primary school students to help Playground, set when Patch is in early the agonising decision two days later them reflect on attitudes and behaviours primary school. It revolves around to switch off his life-support system. around anger and aggression, so they children eagerly wanting to try out the Following Pat’s senseless death, can feel empowered to develop their new school playground, before one his family established the Pat Cronin own action plan and be wise by never classmate makes a poor choice by Foundation to honour Pat’s memory by using violence,” he said. pushing another student off the slide raising awareness about the coward because they wanted to go first. punch and educating young people The series The next story, The Four Square about the dangers and potentially The three books: The New Playground, Challenge, revolves around a group of deadly consequences of resorting to The Four-Square Challenge and middle-primary school-aged children violence during conflict. Footy Fever, feature relatable playing a ball game. It leads to a The Cronins are determined that characters, captivating illustrations challenge and some unexpected turns no other family should experience and adventurous storylines designed in the final practice game and teaches the devastation they have faced since to engage young readers but also to one girl an important lesson. Pat’s death. teach them an important message that The third and final book, Footy Fever, Matt Cronin, Pat’s father and violence is never acceptable. follows an Aussie Rules football match founding director of the Pat Cronin When writing the stories, author where Patch captains the Year 6 team, Foundation (pictured opposite with Maureen Hyland, a family friend of the which plays against another team. Robyn Cronin, Pat’s mother), said it Cronins who taught at Pat’s primary While everyone on the ground is important that from the earliest school, said she took inspiration from is well-behaved and shows great possible age, children should be Pat in creating the characters and sportsmanship during the match, one taught and learn to understand that commentary. player wants to make a name for himself violence and physical aggression are at all costs and learns a valuable lesson totally unacceptable and they need to about teamwork as a result. always think carefully and act kindly. “The foundation was formed after Pat Early intervention critical died in 2016 and from very early on, our Matt said the storybook narratives theory has been that to make change and illustrations form a critical part of you need to educate,” Matt said. the Pat Cronin Foundation’s ‘Be Wise’ Although the foundation already education program by introducing has an ongoing active secondary children to the message of ‘Be school program that wise, think carefully and act informs students about kindly.’ Pat’s story, the “The books were storybooks, specifically written to help

22 | independent education | issue 1 | Vol 51 | 2021 reinforce that we all need to ‘Be Wise’ Connecting the story with students has been raised, with the proceeds when interacting with others and we Story books are an excellent way to directly funding the foundation’s Be need to think carefully before we act,” connect with young children and teach Wise educational programs and the Matt said. them lessons in ethics and morality, publication of the books. “The sooner children learn our ‘Be and Matt says that Pat and his other Distributing the books through Wise’ message, the sooner we will children, Emma and Lucas, grew up their family garage, Matt said the achieve our mission to end the coward surrounded by books. foundation’s goal is to eventually have punch, because cultural change starts “We’ve always had books in our a set of books in every primary school at a young age,” he said. house, right from the time the children in Australia. “Although the books don’t specifically were born and to this day, we still have “This project has been a while in the mention the coward punch or death, a library full of story books we haven’t making and since the book launch on they explore age-appropriate discussions been able to part with,” Matt said. 25 August 2020, we have sold 3000 about violence and the harm it causes. “The best part of these books is the books, which is brilliant,” he said. “It starts with a push and then next children are learning without even “We always thought the books would thing you know it is escalating. thinking about it and enjoying the story, be successful, but we still have a long “In the last book, the character gets each of which has a message way to go if we want to ensure every pushed into the goal post and hurts and lesson,” Matt said. primary school in Australia has a set of their shoulder so they’re not dying At the end of each book, author our books in their library. from their injury, but these behaviours Maureen has included some teachers’ “It’s important to spread the word are building blocks to more extreme notes and activity suggestions so further and further because violence violence,” he said. teachers can plan a lesson around the is not just a local issue, it’s a national, One thing Matt really likes about the key messages of the story. even a worldwide issue. books is the way Maureen reinforces “If it’s being read at home by a “If we can change behaviours starting that in life there are consequences parent, guardian or grandparent, there in our own backyard and call out our for negative actions; for example, are age-appropriate discussion points bad behaviour, that goes a long way to someone being excluded from an adults can have with their children to making a difference,” Matt said. activity as punishment, which may make prompt conversation and find out more a child think twice. about what the children are thinking,” To learn more about the Pat Cronin “It’s not just a case of punishing Matt said. Foundation and purchase the books, the person who has done something visit www.patcroninfoundation.org.au wrong, it’s about getting them to learn Making the message national from it and consider what the outcome Since the Pat Cronin Foundation was of their actions is,” said Matt. established in 2016, more than $1million Giveaway Enter the IEU giveaway to win a set of Pat Cronin Foundation books featured in this article. Email entries to [email protected]. Write your name, membership number and postal address in the body of your email. All entries must be received by 15 July 2021.

independent education | issue 1 | Vol 51 | 2021 | 23 KEEPING WORK OUTSIDE THE CLASSROOM SAFE As IEU members return to schools to start another year, Work Health and Safety (WHS) managers and reps must return their focus to controlling hazards in the workplace. Emma Morrissey, the WHS Officer for IEU Victoria Tasmania, takes a close look at the WHS issues relating to the safety of employees working largely outdoors.

2020 – a challenging year are risks to safety for these employees through exposure to In many parts of the country the WHS focus in 2020 was rain and storms, solar radiation, heat, cold, air pollution and preoccupied with the risks associated with COVID-19. Health low sunlight. and safety reps in workplaces have never been so crucial Employers have an obligation to either eliminate exposure to the proper representation of workers and a consultation to hazards or to minimise the risk of injury through exposure point for employers. In some schools and workplaces, the by control measures such as: emergence of COVID-19 made apparent that there was no • working indoors (where possible) formally elected health and safety representative and for • ensuring indoor workspaces are adequately ventilated others it was a steep learning curve of risk assessment and and temperature controlled hazard minimisation procedures. There is no fundamental • modifying the work rate or providing alternative duties on difference between the approach to identifying, assessing days of extreme temperature and controlling the hazard of COVID-19 and any other • postponing outside work or rostering that work for workplace hazard, the steps are the same regardless mornings and late afternoons of whether the hazards are mechanical, psychological, • providing access to shelter and shade for breaks chemical, body stressing, gravity or sources of energy. • providing personal protective equipment including clothing suitable for extreme temperatures, solar radiation, What are the WHS requirements? or air pollution Persons Conducting a Business or Undertaking (PCBU), • using automated or remote-controlled equipment instead known in some states’ legislation simply as ‘employers’, of manual labour must provide as far as reasonably practicable, work and • providing access to drinking water or hot drinks in cold workplaces without risks to health and safety; including safe weather plant and structures, safe systems of work, the provision of • scheduling frequent rests, and adequate facilities and training and information to workers • providing education about the signs of exposure to to allow them to work safely. environmental hazards such as heat/cold. PCBUs and employers must have established systems for controlling hazards and risks with effective control measures Safety regulators in all states and territories have guidance which are regularly reviewed. With compensation claims for material about working in heat and extreme temperatures psychosocial injuries – particularly for teachers – increasing, it and duty holders should have policies and procedures to is all too easy for employers to become complacent about the deal with the risks of working outside. hazards present in physical and manual handling work. It is WHS representatives should speak to the workers they vital schools remain vigilant about those hazards which many represent about the hazards of temperature and weather IEU members are exposed to outside the classroom setting. and carry out risk assessments for their workplace to assist in the negotiation of local policies to control hazards Safety working outside and prevent injury, keeping in mind it is ultimately the Around a quarter of Australia’s workforce is employed in responsibility of the PCBU or employer to provide and jobs that may require working outdoors for at least some of maintain safe workplaces. WHS reps can seek the assistance the time. In schools, that includes gardeners, maintenance, of their IEU state and territory office at any stage. It is transport workers, crossing supervisors, sports coaches, important not to wait until a particular season to begin these teachers and trade contractors and sub-contractors. There negotiations.

24 | independent education | issue 1 | Vol 51 | 2021 According to Safework Australia, between 2015-2019: by the employer. These policies should be regularly reviewed • 122 workers were killed following a fall from heights and delivered to staff, ensuring that this is included in the • the greatest number of fatalities involved falling from induction of any new employees, including casual staff. buildings and other structures (25), ladders (19) and Every worker has the right to safe work and employers horses, donkeys and mules (10) have duties under law to provide and maintain the safety of • the construction industry accounted for 40 percent of falls- workplaces. No work is hazard free and whilst schools are related fatalities (www.safeworkaustralia.gov.au/ beginning to tackle the prevention of psychological injuries, heights). and 2020 has served as a wake-up call about workplace injury through disease, workers will be injured or even killed Apart from the possibility of the odd donkey at the at work if there is complacency about physical hazards. The performance of the nativity play, the most likely occurrence stronger regulation around physical hazards is meaningless if of falls in school is from roofs and ladders. Schools have, in individual workplaces don’t have the safety systems they are the most part, improved their practices about preventing required to establish and maintain. The best way to stay safe falls. However, given that there are WHS regulations in all at work is to encourage others to join the IEU in your state jurisdictions covering the prevention of falls, PCBUs and or territory and make sure your workplace has a properly employers could face prosecution and penalties for failing to elected WHS representative. Your union can provide access manage risks around falls, specifically from over two metres to training, resources and support for your WHS rep and but more broadly falls from any height. individual IEU members. Health and safety is core union WHS reps should ask to see their school’s policies about business. preventing falls, including risks assessment and controls and make sure that members of their workgroups are aware of the measures and have been adequately educated and trained

The joys and challenges of the great outdoors Two IEU members highlight for IE the diversity of their roles and explain some of the WHS challenges that can arise.

Lisa Hall Richard Soule – Castlemaine Steiner School, – St Finn Barr’s Launceston, Victoria Tasmania From a background as a landscape Richard Soule is an IEU member architect, Lisa Hall began work at and former IEU Rep at St Finn Barr’s Castlemaine Steiner School 12 Catholic Primary School, where he years ago as the school gardener, has worked for 38 years in utility and then branched into outdoor and groundwork. environmental education and the Over the course of his career, kitchen garden program. Lisa loves Richard has seen the introduction working in nature and creating and implementation of many WHS a living, healthy environment for regulations to improve the safety of children to give them a strong the work he performs. connection to the natural world into While Richard regularly performs their future lives. physical work with risks which must Castlemaine Steiner School is set on 18 acres of former be managed and controlled through local safety systems, grazing land in Central Victoria. It has been redesigned there are specific WHS regulations that apply to hazardous through permaculture into a natural environment which work which requires a specific qualification or licence, enables biodynamic gardening, thus eliminating the such as electrical work. Part of Richard’s role as utility and common hazard of chemical storage and use. This natural compliance officer involves the co-ordination of licensed environment does, however, contain other hazards that you tradespeople to do that work at the school when required. would expect to find in such a healthy habitat – wildlife. All Another area of improvement in effective WHS schools need to manage the occasional mouse or pigeon management Richard has witnessed is the regulation of but Castlemaine Steiner School may be one of a handful working at heights. Long gone (hopefully) are the days in of schools with registered snake-handlers on staff. It is not schools when any employee, often the teacher on yard uncommon to find tiger snakes, red-bellied black snakes and duty, would climb onto a roof to retrieve balls, lunchboxes brown snakes onsite, so the school has ongoing education or shoes. Richard is the designated and trained person at and awareness programs for staff and students as part of its his school to perform any work over 1.8 metres and his WHS risk control system. employer provides access to training every three years to Like all employees who work outside, the other WHS keep his knowledge and skills current. The school provides hazard Lisa deals with at this time of year is heat. Having had the necessary equipment and signage to allow Richard to some skin cancers removed has made Lisa very conscious do this work within the limits of his training. Work above this of staying protected from the sun. The school allows for limit is contracted out to licensed operators. adjustments to start and finish times and modified work for The school has a weekly bulletin which features safety staff working outside during days of high temperature and advice for staff and reminders about following the WHS high UV radiation. systems the school has in place to prevent injury, including It is never going to be all that simple - managing WHS in not ever stepping onto a ladder, table or chair to retrieve schools definitely needs to encompass a broad spectrum of items or hang displays. This is work which is only to be work environments. performed by Richard using proper safety procedures. While the IEU would like to assume this was the case in every school, workers compensation claim details tell us otherwise.

independent education | issue 1 | Vol 51 | 2021 | 25 From the ground up Combining sustainability and Indigenous cultural understanding for a better future

In 2019 Kate McCormick, the IEU of each of the learning areas, can fully Creek. As for most primary schools Rep at St Thomas More’s Catholic participate in the curriculum and can in recent times, St Thomas More’s Primary School on Melbourne’s build their self-esteem, and has been building its commitment to Mornington Peninsula, applied for • that the Aboriginal and Torres Strait sustainability for many years. the inaugural IEU Victoria Tasmania Islander Histories and Cultures cross- In such a setting the school has a Education for Sustainability Grant. curriculum priority is designed for all strong connection with the outdoors The grant was awarded to the school students to engage in reconciliation, and a focus on outdoor learning. and provided funds to support the respect and recognition of the The school has set about providing expansion of their sustainability and world’s oldest continuous living for the cross-curriculum requirement Indigenous cultural programs. cultures (Australian Curriculum, for sustainability with many of the Aboriginal and Torres Strait Islander usual and important matters covered, IEU Organiser Lou Prichard Nicholson Histories and Cultures Overview). such as recycling, composting, energy outlines how the school’s program saving arrangements and solar panels, is enabling the students to deepen Blending delivery of the curriculum tank water, nude food and minimising the relationship between their priorities in the areas of sustainability paper usage and waste. Recently there understanding of the local Indigenous and Indigenous culture has the has been a growing connection of people and their own sustainable potential to deepen the knowledge their sustainability curriculum with an practices. The program also highlights base of a generation of Australian Indigenous focus in the program. ways in which we can embrace and students and strengthen their Students at St Thomas More are engage with ancient Indigenous connection to both Country as well now maintaining the bushland with wisdom in our daily lives. as sustainable Indigenous practices. weeding and planting of native trees, Curriculum delivery, if managed in this and they visit the creek to check the Harnessing of cross-curriculum way, has the capacity to increase the water clarity and to remove rubbish. priorities reach of Australia’s Reconciliation However, there was a push to take the The teaching of cross-curriculum Action Plan to our youngest citizens connection between the curriculum priorities in the Australian Curriculum and bring about positive communal priorities further. can enrich a student’s understanding attitudinal change. Initially the school community started of their place in the world, specifically Embedding Indigenous culture into to gather materials to make natural with regard to Australia’s engagement sustainability studies could encourage hives for native insects. Plans have with Asia, and also in the areas of our nation’s youth to view discussion, been drawn up for large garden beds Sustainability and Aboriginal and Torres acknowledgment and consideration of for each year level to plant and care Strait Islander Histories and Cultures. Aboriginal and Torres Strait Islander issues for a large vegetable garden featuring Through the cross-curriculum priority as the norm, and as usual and potentially edible native plants. The students have framework, the Australian Curriculum necessary to everyday discourse. discovered that Indigenous plants such is working to address two distinct as finger limes, lilly-pilly, midyim berries needs with respect to Aboriginal and Outdoor learning and Davidson’s plums will all grow well Torres Strait Islander education: St Thomas More’s Catholic Primary in their area. The students will learn • that Aboriginal and Torres Strait School in the suburb of Mount Eliza has how to prepare the Indigenous foods Islander students are able to see the benefit of being situated on a large grown for eating. themselves, their identities and their piece of land substantially covered Importantly, the school plans to work cultures reflected in the curriculum by bush, backing onto Kackeraboite with the local Indigenous community

26 | independent education | issue 1 | Vol 51 | 2021 for advice on planting and on the the ongoing teaching and learning at St priorities together, can also make a history of the area. Thomas More’s well into the future. clear acknowledgment that Aboriginal Bunjil, the wedge-tailed eagle is Schools making connections with and Torres Strait Islander people have a the animal totem for the Mornington local Aboriginal and Torres Strait rich and continuous connection to the Peninsula and the garden will incorporate Islander communities is becoming land on which we all live. it with children’s art and sculpture. more widespread. Connecting with Most importantly and powerfully, this The change to the remote-learning Indigenous sustainable practices deepening of all Australian students’ mode of delivery through 2020 has brings a fresh understanding to what is connection to their local Aboriginal and resulted in the school continuing this possible for Australians wanting to live Torres Strait Islander communities via work into 2021. The intention is to more sustainably in the 21st century. sustainability education has the potential continue the linking of sustainability and The public connection by teachers, to further the necessary reconciliation of Indigenous culture to become a part of as they deliver the cross-curriculum our entire Australian community. The project’s framework Cyclical planning is key Planning for the inclusion of the cross-curriculum priorities Embedding into the broader curriculum is addressed in a cyclical fashion at St Thomas More’s. St Thomas More’s has embedded both the Sustainability and A bi-annual scope and sequence chart is outlaid for Aboriginal and Torres Strait Islander Histories and Cultures the Australian Curriculum cross-curriculum priority of priorities into a range of curriculum areas as a result of Sustainability recognising the inclusion of the Aboriginal the Kitchen Garden and Indigenous Planting Project and and Torres Strait Islander Histories and Cultures priority. Program. For example: The school is currently focusing on a two-year topic Maths: Opportunities for practical application of overview for the kitchen garden and Indigenous planting. mathematical concepts – area, length, volume, seasons of the year, data collection, graphing of rainfall and Project and program temperature. Curriculum links to the learning areas of English, maths, Digital Technologies: Weather station design (coding), science, humanities, arts, technology and health are also using design, computational and systems thinking. clearly identified, as well as the expected educational English: Research opportunities, communications outcomes from the relevant project activities. By way of with school and wider community, ongoing student example, at St Thomas More’s, the students will engage publication. in research into local Indigenous planting and make Science: Weather patterns, sustainable production of connections to the history of local Indigenous people food, biodiversity/vegetation. and culture. Geography: Vegetation (local Indigenous), biodiversity. Learning how to undertake this sort of background research will have a focus across the learning areas of Consistent recognition that the cross-curriculum humanities, science, maths and English, with particular priorities are not stand-alone subject areas, but priorities facets of the underlying skillset needed for such a to be threaded through the curriculum, and the blending research task covered in the relevant learning area, such of the priorities of Indigenous culture and sustainability as data collection and analysis in maths. It is in this way is providing an extra layer of richness to both. “Education that the learning continuum of the general capabilities for sustainability develops the knowledge, skills, values outlined in the Australian Curriculum can be maintained. and world views necessary for people to act in ways In addition to the design as a two-year topic, the that contribute to more sustainable patterns of living” curriculum planning entails every unit of work for (Australian Curriculum). each learning area having a stated focus for the cross- A valuable part of that world view is the understanding curriculum priority of Sustainability and also a specific of Indigenous sustainability, and the manner in which social justice focus. those Indigenous practices can be incorporated into the At St Thomas More’s, the cross-curriculum priority of modern world. Aboriginal and Torres Strait Islander Histories and Cultures is considered under the umbrella of social justice. The Connecting with the local Indigenous community Australian Curriculum key concepts for the cross-curriculum The St Thomas More school community views Indigenous priority of Sustainability specifically mention social justice. sustainability not just as an historical learning about The study of the priority “enables a diversity of world Indigenous practices, but also as a way to support current views on ecosystems, values and social justice to be modern sustainable living through Indigenous culture. discussed and recognised when determining individual Through the established inclusion of cross-curriculum and community actions for sustainability” (Australian priorities, the study of sustainability has moved beyond Curriculum, Sustainability Key Ideas, Key Concepts). school recycling programs and collecting compost. This further clarifies and strengthens the Similarly, educating students about Aboriginal and Torres appropriateness of linking the two priorities. Strait Islander Histories and Cultures now incorporates Some of the Organising Ideas stated in the Australian current Indigenous complexities rather than limiting to a Curriculum for the Indigenous priority can clearly be clichéd historical perspective. viewed through a social justice lens also, specifically Working together with the local Indigenous community with regard to historic and contemporary impacts of will assist the students of St Thomas More’s to connect colonisation. The layering of the Indigenous Organising with both cross-curriculum priorities in a concrete way. Ideas over the Systems, World Views and Futures Further, embedding the two cross-curriculum priorities recommendations for the Sustainability priority will enable through the school’s entire curriculum, will encourage a discussion and potentially problem solving for both more modern perspective of problem solving to find an priority areas. equitable and sustainable way forward for all Australians.

independent education | issue 1 | Vol 51 | 2021 | 27 Change behaviours, act for the environment

Environmental education is more local professionals for assistance with than learning about the environment. design and modelling successful It is about learning, journalist Angus ecological practices. Hoy writes. Old Bar Community Preschool: By gaining knowledge of basic Keen to be Green environmental concepts, students are This project built on the preschool’s equipped with the skills required for recently established Garden Club active and informed participation in to create learning opportunities for managing the environment. the children around caring for the The IEU has a proud history of environment. This project included supporting education projects – re-establishing their worm gardens and through advice and funding – that bring commencing composting to embed school-based sustainable projects to sustainable practices for children into life. For a number of years, the IEUA the future. NSW/ACT Branch has facilitated the development and distribution of a KU West Pymble Preschool: Solar- sizeable grants program to members’ Powered Recycled Water Course schools and early childhood education for Play and care centres to assist them in This project provided for children to creating inspiring environmental engage in water play without wasting a initiatives for their students and school valuable resource, supporting a specific communities. QIP goal to encouraging children to There is no definitive list of possible become environmentally responsible, activities, but typical projects include minimise our environmental footprint habitat conservation and biodiversity and embed sustainable water saving and tree planting, outdoor learning initiatives into the program. undertaken at Northside Montessori areas, vegetables in kitchen gardens, School. This is a program with a strong organic produce, water and energy St Rose Catholic Primary School emphasis on environment studies, saving, waste, recycling and Collaroy Plateau: Air Bee and Bee Indigenous studies, food technology, composting projects and First Nations The focus of this project was inquiry- student initiated micro businesses, art cultural projects. based learning around the role of and agriculture. The eligibility criteria include long- pollinators. With the help of native The project will involve close term viability of the project, a link to bee experts, the project established a association with Kur-ing-gai Chase the broader environmental education hive of native stingless bees, created National Park rangers, Indigenous strategy and effective management of bee hotels for solitary native bees community members and input the project. and planted native flora, herbs and from students. It includes service vegetables, designed to support the learning with bush regeneration, Holy Family Primary School, bees and ensure they thrive and in building of native garden beds and Skennars Head: Koala Forest Project turn improve pollination rates. The end orchards, cooking using school grown Holy Family School was convinced by goal was the creation of a very rich, native produce and integration of local Koala Rescue Coordinator Maria biodiverse environment where students environmental education into all Mathes to create a koala tree forest of can explore and learn about the role of subjects of the curriculum. 800 trees on school wetlands, outside nature in their lives. “We will integrate practical the school fence, which will contribute applications to study within all the key substantially to filling an urgent need Uniting St Luke’s Preschool, learning areas,” said Year 9-12 Director for alternative koala habitats in the Belmont Park: War on Waste Margaret Kroeger. Ballina district. This project will also The project launched with a War “For example, we can extend student greatly enhance the natural beauty of on Waste week to support more understanding of percentages and the school environment and provide daily recycling with the children, by ratios in Mathematics when we mix and teachers and students with exciting also providing the families with the dilute natural fertilisers for our native opportunities for environmental opportunity to recycle goods through orchard. learning. the preschool. The resources and “As part of our study of mixtures practices from the project will support and matter in Science, we can test the St Joseph’s Primary School, knowledge and understanding of strength of resins from native trees Port Macquarie: Growing Minds sustainability and recycling. in our orchard, including the pink This project transformed an area flowered dough wood and the silver of land into a flourishing outdoor Work in 2021 wattle. classroom and food forest. Through For 2021, the IEU has again pledged “We can explore multiplication of integration of the two, the aim was thousands of dollars in Environment fractions and financial mathematics by to provide opportunities for students Grants in support of worthy making and selling bush tucker treats to learn new skills and make deeper environmental education projects. from our Indigenous orchard and connections to the world around One standout project that the union gardens. them and content taught across the has helped fund for 2021 is the Bush “Learning will be meaningful, student curriculum. The school engaged with to Brunch to Books initiative being -centred and hands on.”

28 | independent education | issue 1 | Vol 51 | 2021 Letter to the editor

and the prevention of gendered the leadership team. These groups violence is key. Training should have a in the workplace and the report will report to the principal and to the clear purpose, reflect staff needs and released earlier this year, Respect@ consultative committee. be delivered in a way that enables Work, contains 55 recommendations A recent and significant development worker participation. around what needs to happen to at St Kevin’s is that for the first time Topics should cover: eliminate sexual harassment in the in its 102 year history the school has • Gender awareness workplace. Recommendation 10 appointed a woman as Principal. • Gendered Violence recommends that all Australian Cultural change will not happen • Active bystander governments ensure children and overnight at St Kevin’s or any other • Conscious/unconscious bias young people receive school-based school. The challenge is how to respectful relationships education that address the issues and implement Support for young men and boys Women working in is age appropriate, evidence-based effective and long term change. Young people are soaking in and addresses the drivers of gender- Gender equality is a human right gendered attitudes and expectations boys schools and based violence, including sexual and extends to all workplaces across from their environment and it is harassment. the country; without it, everyone is time to talk openly about gender in schools with male affected as it perpetuates a culture of boys schools. We also need to talk dominated cultures: What are the barriers to sexism and inequality. to students about race, class, sexual changing culture? Schools, as places of learning and orientation, and other intersectional • The refusal to believe anything is innovation, should be leading the way issues. We want young men to wrong in terms of providing safe and healthy know and value gender equality for Are we • Old boy mentality communities. To do so they need to be themselves and for all people in their IE • Entrenched behaviours and lack of In a recent edition of an extensive able to recognise gender inequality lives. It’s not simply about behaving acknowledgement that anything is and have structures in place to deal when they are outside the school gates ready for wrong with it including prevention strategies. in their school blazers. Schools are in a • The entitled males are in power For IEU members in boys schools unique position to engage young men and don’t want to change the the first step is to consult with women to achieve gender equality in both their our #metoo system because it suits and members. The facilitation of a Women’s public and private lives. article on women working in boys benefits them Rights at Work (WRAW) chat is a great • Lack of leadership and structures way to connect with each other and to Pathways to change moment? that allow for change talk about the issues of gender equality There are many ways a school can • Finding male allies in the school to and the actions that might be taken make progress: publicly demonstrate assist process of change in response. a commitment to gender equity and Why do we think • Lack of policies and procedures in We know that schools are different help to engage the workforce; engage The public behaviour of these this is happening? this space and any plan about how to address women in the consultation, planning While improvements in gender schools was published. The IEU received particular boys has prompted a • Unchallenged gender assumptions • The difficulty of changing long issues of gender equality must take into and delivery of events, and invite equity are slowly making changes in questioning of the continuing culture • Tendency to favour people with established traditions and culture consideration the uniqueness of that women as guest speakers; hold events workplaces and society in general, of inequality and sexism in many boys the same background/experience/ • Good men are in every school – school and workplace. and activities that focus on women’s our education unions are continuing schools and co-educational schools style as the male executive they need to speak up What is gender equality? leadership and voices to promote to work with members to tackle with a very masculine culture, and an • Too many senior male staff in the • Blindness from those who are not Gender equality is when people gender equality; consider linking the male dominated cultures which still examination of what can be done to school want to be liked, mates with directly impacted of all genders have equal rights, event to broader campaigns to prevent exist in many schools IEU Victoria change this. the boys and aren’t above having • Women accessing leave, responsibilities, and opportunities (the violence against women, such as the Tasmania Branch Officers, Therese the following Letter to the Editor with The IEU has been working with a laugh with the boys at a female particularly parental leave or part end goal). It is the equal distribution International Day for the Elimination O’Loughlin and Marit Clayton have members in co-education and boys’ teacher’s expense time arrangements which then of resources based on the needs of of Violence against Women/16 Days specific responsibility for gender schools to examine what they are • Desensitisation to the behaviour limits their ability to move up the different groups of people (the means of Activism Against Gender-Based and equity issues, including training experiencing, why they think this is • Old boy culture’ hierarchy and puts the brakes on to get there). Violence campaign. and policy development. Here they happening, and what are the barriers to • Parents enable/protect/defend their careers. They are taken less What are the solutions? A workplace culture that supports outline the key problem areas and changing culture. • Disconnect between teachers seriously and seen as ‘in and out The solution is a whole of community gender equity can be seen in point to ways schools can build Below are issues our members are and leadership. Leadership team of the system approach and a commitment from workplaces that are aware of the name, address and school supplied. gender equality. talking about: are often unaware or unsupportive • No systems in place to support leadership at all levels. There are some importance of gender equality and Issues of sexism and inequality of the needs and concerns of female teachers who stand their specific strategies that we need to build respectful relationships, ready to talk in society are at the forefront of What our members working in teachers ground and call out behaviour. into an overall approach. about gender inequality, gender discussions about how to make our boys schools are experiencing • School reflects broader societal They are often shamed, made to stereotypes, and violence against workplaces safe and respectful for It’s a boys school – get used to it • attitudes that men are more feel guilty or targeted Using a gender lens women. Such workplaces are: everyone. A recent survey by the Male colleagues stepping in to • powerful and often excused for • Change comes from the top This involves assessing a given • open to doing things differently, and Australian Human Rights Commission sort out the ‘issue’ and thinking things • Schools are ripe for a #metoo situation for gender equality issues, • committed to taking action to build a The writer asked to remain anonymous. revealed that two in five women and they are doing you a favour We now have more females on moment. • for example, the gender composition fairer workplace. one in four men have experienced • There are no women in leadership exec but five out of six Year Level in decision making roles; promotions sexual harassment in the workplace. • Male voices being heard in the Coordinators are male so there is Tackling gender inequality of women to leadership positions; Creating a supportive workplace This is not a ‘women’s issue’, it is school – female voices overlooked a very masculine perspective on all The St Kevin’s College union sub- the evidence of gender equality culture takes time and requires multiple a societal issue and is driven by • Boys feel we are nagging, mumsy behaviour issues branch has begun the process of across organisational systems and mutually reinforcing strategies. underlying inequality. Education is • A boy lifted my skirt with a pencil • A lack of leadership on these issues addressing the cultural factors which policies/procedures/practices; job Three critical strategies that underpin a key factor in initiating change and We publish it here in the interests of when I was helping another and insufficient consequences contribute to gender inequality. IEU descriptions and performance criteria; workplace culture change work are this has prompted a questioning of student and had my back to him. • An ingrained culture of misogyny members are committed collectively the availability and utility of flexible involving workers, engaging leaders, the culture of inequality and sexism in and underlying hatred of women to cultural change and to a fair, working arrangements, family and and involving women and men. many boys’ schools and co-educational The issues women face in these work in a very military based staff transparent and authentic process of caring responsibilities for women and We need to fix the systems and schools with a very masculine culture. environments arise from leadership • Sport is the most important thing engagement with the school. men. the norms that perpetuate gender Less than a year ago St Kevin’s College, culture, appointment practices, and the rest doesn’t matter as much. Through a lot of work as a sub- inequality – and our schools are great a Catholic boys school in Melbourne, interactions with students, with staff, branch, they have created two Professional learning opportunities places to start. continuing discussion on this important was at the centre of some very public with parents and the underlying culture It is not just in schools where these representative IEU working groups Training that develops knowledge, scandals and allegations of a culture of of the school. Underpinning all of these attitudes prevail. In 2018, The Australian – one is a women’s group, the other, attitudes and skills for gender equality sexism and misogyny which included the are gender inequality and sexism and Human Rights Commission launched a importantly, includes a member of independent education | issue 3 | Vol 50 | 2020 | 11 filming of a group of students on a tram the ways unequal attitudes toward national inquiry into sexual harassment singing a salacious chant about women. women manifest in the workplace. St Kevin’s is not alone. issue – Editors. 10 | independent education | issue 3 | Vol 50 | 2020 IE, Issue 3, Volume 50

Why should the culture of a school change? predominantly male administration, for a reason – so For women working in boys’ schools and the rise in the everyone should be expected to follow them. We need our #metoo movement, change is necessary. Our students in men to see the impact of casually ignoring some things. It’s all-boys schools have to learn how to work in a society that the little things that can grow to be a much bigger problem. is gender balanced and diverse. Women will be supervisors, Our boys need to be held accountable for actions. All bosses and CEOs. Learning how to respect the female teacher, teens push boundaries and play authority figures off against administrative and support staff of a school will impact how each other. We need to stand in solidarity to improve the successfully our boys will navigate their way in the world once chances of our boys to flourish in every aspect of life and they pass through the school gates for the last time. respect all humans. Some people might have been upset to see the article We need to empower our boys to become well-rounded presented about women working in boys schools, but from good men of the future, so we need our good men to first-hand experience it is time that many of the points raised demonstrate being the best selves they can and supporting in the article were aired. We need good men to speak up our good women to be empowered. Everyone in a school and support the many inconsistencies presented. is impacted by the behaviours of others and everyone has a We are presented with PD at the beginning of the year role in nurturing and growing our good men to be the best. explaining the need for consistency in approach to uniform, Learning to accept women as leaders and be respectful of behaviour, learning behaviours, speaking respectfully to consistent practitioners in the field of education, the stronger students and within a blink of an eye inconsistencies are our society will be. evident with many allowing the behaviours to slip and if, I have been educating boys for nearly two decades and as a woman, you raise it you’re viewed as a nagging and successfully raised a well-rounded son and nephew, now complaining woman. We either have standards or we don’t. adults of whom I could not be prouder. I teach boys because If a female teacher is reasonably requesting that a student I know I make a difference and I am passionate about making adjust a behaviour, they don’t need a male teacher to the world we all live in a better world. intervene, saying “they’ll handle it from here”. Name witheld We need our boys to see that all people should be respected, rules have been put in place, usually by the Send your letters on any topic to [email protected]

independent education | issue 1 | Vol 51 | 2021 | 29 What are the capabilities? Working effectively with disengaged students Three eminent academics from the University of investigating the personal attributes of effective teachers Tasmania share with IE readers their work examining as well as their professional capabilities. AITSL focuses on how teachers and schools are working effectively with setting standards for teachers and school leaders and has disengaged students. This piece discusses the crucial produced the Australian Professional Standards for Teachers role of flexi-schools, with a follow up article on page 32 (APST; AITSL, 2018) which outline seven professional exploring a new study into the professional challenges standards for teachers in three key domains (see box below). faced by staff employed in these contexts. Alongside this document AITSL has also produced a list of Not all young people benefit from mainstream schools, key ‘non-academic capabilities’ (AITSL, 2020) associated with with those from marginalised and lower socio-economic successful teaching; motivation to teach: backgrounds being less likely to have their educational • strong interpersonal and communication skills needs met by the traditional education system (Lamb et • willingness to learn al., 2015). To address these needs, schools offer alternative • resilience programs to support disengaged students and improve • self-efficacy their educational outcomes. These programs aim to offer • conscientiousness, and organisational and planning skills. pathways to successful education for those who experience barriers to completing school and aim to re-engage students Australian Professional Standards for Teachers (AITSL, 2018) so that they may return to regular settings. There are more than 900 alternative education schools and Domains of Standards programs in Australia, catering to over 70,000 young people teaching (te Riele, 2014). These alternative education programs fall Professional 1. Know students and how they learn into three broad groups: stand-alone programs or schools; knowledge programs within mainstream schools; and programs within 2. Know the content and how to teach it further and adult education. Professional 3. Plan for and implement effective Improving educational outcomes for disengaged practice teaching and learning students is important because educational attainment is 4. Create and maintain supportive and safe a strong predictor for future life opportunities (Lamb et learning environments al., 2015) and high-quality education is fundamental to developing skills, social connections, identity, dignity, and 5. Assess, provide feedback and report on wellbeing. While schools often draw on staff from a range student learning of professional backgrounds such as youth workers, social Professional 6. Engage in professional learning workers, counsellors and Aboriginal education workers (te engagement Riele, 2014), our focus here is on teachers, as teachers are 7. Engage professionally with colleagues, consistently nominated as the biggest influence on student parents/carers and the community experiences and achievements (eg, The Australian Institute for Teaching and School Leadership (AITSL), 2018; Thomson Ideally all teachers need a balance of professional et al., 2017). and academic attributes, but our project (Thomas et al., More specifically, we ask what ‘type’ of teacher is best 2020) examined whether effective teachers working in suited to re-engagement programs, from the perspective engagement programs possess a differently balanced of school principals. Better understanding the desirable skillset compared with their colleagues working in the attributes of staff working with disengaged students mainstream teaching environment. will support selection of teachers for these roles, inform We surveyed 100 principals from government and non- recruitment into initial teacher education, and potentially government schools in Tasmania and asked them to describe inform teacher development in traditional schools to prevent the attributes of their current re-engagement program staff disengagement (Longaretti & Toe 2017). and the attributes of their ideal re-engagement program Teachers play a pivotal role in the learning equation staff member. The attributes they identified painted a and are imperative for positive school interactions and picture of a knowledgeable, flexible and committed group educational outcomes. Hattie (2003) argues that personal of teachers who were passionate about improving the student characteristics account for 50% of the variance in educational outcomes of the disengaged students they learning outcomes, and that home (eg, levels of expectation worked with. and encouragement from family), school (eg, resources, class sizes), principal (eg, influence on the climate of the Principal perceptions school) and peer (eg, bullying) impacts account for 20% When attributes were coded into the professional standards of the variance. This leaves the teacher responsible for the and non-academic capabilities described by AITSL (2018; remaining 30% of variation in student achievement and 2020) it became evident that principals believed that the represents the greatest potential impact for schools to exert ability to create and maintain supportive and safe learning positive influence on outcomes. environments and plan for and implement effective teaching and learning were the most important professional standards Teacher professional standards and capabilities for re-engagement staff to have. Strong interpersonal and Given the wide variety of cultural, health and socio-economic communication skills were identified by principals as the factors that may contribute to a student’s need for an most important non-academic capability. engagement program and the significance of individual The professional standards of “plan for and implement teachers in the success of such programs, it is worthwhile effective teaching and learning”, and “create and maintain

30 | independent education | issue 1 | Vol 51 | 2021 supportive and safe learning environments” reflect the need for working with a diverse range of complex needs. They for programs to be strategically designed and structured also need to be given the opportunity to learn the reasons to be able to meet the often complex learning, social and behind disengagement, and the proven pedagogical and personal needs of disengaged students. Far from providing structural approaches to be able to plan for their effective informal ‘chill out’ spaces, teachers need to be able to re-engagement with education. effectively run multiple personalised learning programs, at the same time as delivering wrap-around support References such as access to mental health, housing, and drug and Australian Institute for Teaching and School Leadership alcohol support services. In addition to this, programs for (AITSL). (2018). Australian Professional Standards for disengaged students have significantly higher proportions teachers. Retrieved from https://www.aitsl.edu.au/docs/ of students living with a disability. default-source/national-policy-framework/australian- As well as needing these highly developed professional professional-standards-for-teachers.pdf skills, the findings from our study indicated that principals Australian Institute for Teaching and School Leadership also wanted their re-engagement program staff to have (AITSL). (2020). Action now: Selection of entrants into initial strong interpersonal and communication skills. teacher education. Retrieved from https://www.aitsl.edu.au/ Teachers who have these capabilities are often identified docs/default-source/default-document-library/aitsl_action_ informally by principals as ‘the right type of person’ to be in now_selection_guidelines_2020.pdf?sfvrsn=cef9ec3c_2 these specialist roles and are appointed because they are Hattie, J. (2003). Teachers make a difference: What is the the best person available. Our findings suggest that, unlike research evidence? Melbourne, VIC: Australian Council for other teaching roles, staff were not selected based on their Educational Research. specialist qualifications or on their specific professional Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). capabilities and experience working with disengaged Educational opportunity in Australia: Who succeeds and who students. When comparing the number of responses for misses out. Melbourne, VIC: Mitchell Institute. current and ideal staff, most capabilities had a similar Longaretti, L., & Toe, D. (2017). School leaders’ perspectives number of responses. However, there were noticeable on educating teachers to work in vulnerable communities: differences with two capabilities: engage professionally New insights from the coal face. Australian Journal of Teacher with colleagues, parents/carers and the community, and Education 42(4), 1–18. willingness to learn, which principals indicated they desired MacDonald, A., & Cruickshank, V. (2017). Good teachers in ideal candidates but saw less of in their current staff. grow: Disrupting negative depictions of teachers through relational a/r/tographic inquiry. Australian Art Education, Professional learning 38(2), 319. While professional learning programs such as trauma te Riele, K. (2014). Putting the jigsaw together: Flexible informed practice and adolescent mental health are learning programs in Australia final report. Melbourne, VIC: available to teachers working with disengaged students, The Victoria Institute. what appears to be lacking are comprehensive, research- Thomas, J., Cruickshank, V., Herrlander Birgerson, E., Reid, based opportunities that address all the aspects of this D., & te Riele, K. (2020). It takes a special type of teacher. role. To our knowledge very few Initial Teacher Education An investigation into the capabilities of staff working with programs, or even postgraduate qualifications specialise in disengaged students. International Journal of Inclusive the re-engagement of disengaged students, and we see this Education, 1-16. as a clear area of improvement. Thomson, K., da Silva, R., Draper, P., Gilmore, A., Majury, In addition to formal training opportunities, principals N., O’Connor, K., & Waite, J. (2017). Student voice in in our study identified the need for ongoing professional work integrated learning scholarship: A review of teacher support, mentoring and development whilst on the education and geographical sciences. Teaching & Learning job, often with the recognition that the time and energy Inquiry, 5(1), 1–13. requirements of staff in these programs was different to those teaching in the mainstream school environment, Co-authors leading to a higher rate of teacher burnout. Dr Vaughan Cruickshank, Program Director, Health and Overall, we found that teachers who work with disengaged Physical Education; Mathematics and Science, School of students do require specific strengths, skills and attributes Education, University of Tasmania. in addition to standard classroom teaching. It takes a special Dr Donald Reid, Lecturer in the Media School at the teacher to work effectively with disengaged students, University of Tasmania. and our study shows that these teachers are both born Dr Jeff Thomas, Lecturer in Behaviour management and and made. Teachers in this area need to be excellent Coordinator of the GradCert (Inclusive Education) School communicators and open to learning all the skills necessary of Education, University of Tasmania.

independent education | issue 1 | Vol 51 | 2021 | 31 Understanding the unique needs of flexi-schools Further to the previous article, a Importantly, flexi-schools provide “There’s a great deal of variety in surge in the number of flexi-schools an opportunity for students who have the governance of flexi-schools, which is drawing attention to the fact that a become disengaged with mainstream are often sponsored by youth groups, greater understanding of the unique schooling to reconnect with education. religious organisations, charities, professional challenges faced by Dr McGregor said the reasons some philanthropists and community staff in these contexts is needed, students drop out or do not cope with bodies,” Dr McGregor said. journalist Emily Campbell writes. schooling are complex and varied: “Given they are frequently grassroots A proposed joint study by researchers mental health issues, volatile home life, community or charitable responses to from Griffith University in collaboration teenage pregnancy, social and economic the needs of marginalised young people, with Queensland University of disadvantages, behavioural problems flexi-schools can operate individually and Technology (QUT) will be the first of which have led to expulsion or exclusion in isolation from other sites. its kind to investigate the working and the inability to cope academically “This increases their vulnerability conditions and professional needs are some of the reasons cited. to failure due to tenuous funding of teaching staff employed in the “The staff are teaching some students arrangements and increased alternative education sector. who have really high needs, including challenges for the teaching workforce During the first phase of research, the many children with low socio-economic who may lack adequate professional study will examine a broad overview issues,” she said. development and personal support,” of flexi-schools, including the career “There may be compounding issues she said. background of those working in the like significant trauma, there could sector, staff experiences working be homelessness, children who are Understanding the sector with students from diverse and couch surfing, [children with] learning The research process being conducted disadvantaged backgrounds, school difficulties or behavioural problems by Dr McGregor, along with Dr Aspa funding structures and how teachers associated with undiagnosed issues,” Baroutsis from Griffith Institute for adjust their lessons and assessments to she said. Educational Research and Professor suit individual students. Dr McGregor said flexi-schools Martin Mills from QUT, will take place Once published, the findings of the provided a more viable educational over the next three years. first phase will enable the IEU and option for students facing these types “To date, education researchers have researchers in the second phase of the of hardship, given these schools often focused their attention upon teachers study to better understand and explore have flexible timeframes for attendance and teaching in mainstream schools; ways to address the industrial and and completion of curriculum and however, the unique contextual professional issues faced by these staff. assessment. and professional challenge and Dr Glenda McGregor, one of the “Their structure is non-traditional pedagogical innovations of those who researchers involved from Griffith compared to other forms of traditional teach in non-traditional schools have University’s School of Education and schooling in the sense of culture, not been investigated,” Dr McGregor Professional Studies, and Michael relationships and wrap-around social and said. Loudoun, IEU member and flexi-school health services in addition to providing “During previous research, we teacher, discuss what the research aims individualised curriculum and pedagogy became aware of, and curious about, to uncover. for students,” Dr McGregor said. the opportunities and challenges for According to Dr McGregor, demand teachers working in these sites, so we The role of flexi-schools for flexible education centres and wanted to learn more. Alternative education programs and alternative schooling programs has “In our research, we’re looking to flexi-schools play an important role increased significantly over the last examine the extra freedoms teachers in society – aiming to re-engage decade, with over 400 flexi-school have to experiment with curriculum disadvantaged and alienated young programs operating across Australia and pedagogy, but also the drawbacks people in learning (Thomas & Nicholas, which cater to around 70,000 students and challenges faced by staff, things 2018). (AAFIE, 2019). like lack of funding and resources,

32 | independent education | issue 1 | Vol 51 | 2021 “I would say it’s probably the biggest issue faced across flexi- schools, the increasing amounts of trauma you encounter in the young people and how that affects you personally.” which can make these schools quite “One of the aspects of working at a essential factors in providing quality vulnerable,” she said. flexi-school I most enjoy is having the education,” he said. ability and scope to work with young “The study will help to identify the Research approach people with a bit more flexibility and unique challenges flexi-teachers face “During the first phase of research we freedom in the way I teach.” and open a platform to learn more.” will explore the big-picture questions, He said teaching in flexi-schools is Members working in flexi-schools such as who are the people who have different to working in a traditional who are interested in participating in chosen to teach in non-traditional school and that it doesn’t suit everyone. Dr McGregor’s study can contact her schools and why, and the challenges “In traditional high schools, different with expressions of interest via email they face. teachers specialise in teaching [email protected] (include “We also want to explore how particular subjects, whereas because name and phone number). teachers modify their teaching and we’re in small settings, we usually assessment to suit individual students, have to be very multi-skilled and learn The Australian Institute of Health how the schools operate and the outside our curriculum,” he said. and Welfare (2019) reports that realities of working in these roles. Loudoun said the emotional impacts every student who fails to complete “We want to examine all angles – staff of working with high-needs students, Year 12 or equivalent and is unable job security, staff attrition, funding many of whom have experienced to actively engage in work or study models, the impact on staff mental trauma, is a significant issue for flexi- following school produces long- and physical health, hours of duty, the school staff. term costs to Australian society. emotional impacts of dealing with high- “I would say it’s probably the biggest Communities reap both social needs students and the increasingly issue faced across flexi-schools, the and economic benefits through blurred lines of professional roles. increasing amounts of trauma you greater investment in flexi-schools, “Another aspect is the differences in encounter in the young people and with estimates suggesting that for professional and industrial issues based how that affects you personally,” each dollar invested in the sector, on geographical location, so we will be Loudoun said. Australian society will likely accrue looking at metropolitan, regional and “Employers need to look at, and between $6 and $18 in return through remote flexi-schools,” she said. address the need for, increasing PD gains associated with decreased The research project is being funded around topics like vicarious trauma and criminal offending and reliance on by an Australian Research Council how to cope with that,” he said. public health and other social systems Linkage Project grant in partnership For some flexi-schools, funding of (Thomas & Nicholas, 2018). with Edmund Rice Education Australia, resources and job security can be issues Jabiru Community College, Community of concern for staff, which is one of the References Learning Limited (Jabiru College) angles of research Dr McGregor’s team Australian Association for Flexible and Youth Inc, all of which run flexible plans to investigate. and Inclusive Education 2019, AAFIE, learning centres at a range of sites. Loudoun said he is pleased at the viewed 1 February 2021, https://aafie. research being undertaken by Dr org.au The reality for staff McGregor and her team, which will Thomas, J & Nicholas, C 2018, Loudoun is an IEU member who has undoubtedly benefit flexi-schools and Estimating the economic returns to worked at St Mary’s Flexible Learning wider society. flexible learning options in Australia - A Centre since 2015, after previously “The study is a positive move which social return on investment analysis. teaching at schools in the western gives a lot of credibility to the amazing https://youthplusinstitute.org.au/wp- Sydney area. work being done in flexi-schools content/uploads/2018/09/SROI-Final. “When St Mary’s opened in 2015, it and hopefully it will support the pdf was in response to a community need development of improved industrial for a flexi-school and so I’ve been there and professional conditions for workers since the beginning,” Loudoun said. in flexible learning centres, which are

independent education | issue 1 | Vol 51 | 2021 | 33 Workplace discrimination laws – more nuanced than you may think

Employees in Australian each jurisdiction, and there may be their employer knows what adjustments workplaces may be subjected to exceptions or exemptions to unlawful are required and why. discriminatory practices by their discrimination depending on the The Victorian Civil and Administrative employer. IEU Victoria Tasmania jurisdiction. Tribunal in Mulder v Victoria Police Industrial Officer Jessica Mekhael Largely, unlawful discrimination can [2020] VCAT 428 found that it was examines the circumstances and be either direct or indirect. The general not enough that Mulder advised that relevant legal framework involved characteristic of direct discrimination he would not work under Box Hill in the prohibition of workplace is that the discriminatory act is done Police Station management or that discrimination and takes us through because of or, on the basis of, the he was open to working elsewhere a couple of relevant cases. particular attribute. as that information did not inform There are various federal, state and Indirect discrimination usually occurs his employer or managers that he territory anti-discrimination laws when a condition, requirement or needed an adjustment because of operating throughout Australia which practice is imposed, or is proposed, a disability. prohibit discrimination in a person’s which is likely to disadvantage persons In that case, Mulder brought a employment on the basis of particular with a particular attribute and it is not claim against Victoria Police, alleging characteristics or attributes. reasonable. amongst other things, that it had failed The attributes on which to make reasonable adjustments for his discrimination are prohibited include Adjustment for disability disability. One of the issues between age, employment activity, gender Most jurisdictions make it unlawful for the parties was whether Mulder identity, disability, industrial activity, an employer to refuse adjustments had actually made a request for a lawful sexual activity, marital status, or accommodations for employees reasonable adjustment. parental or carer status, political belief where such adjustments are required to It was found that Victoria Police did or activity, pregnancy, race, religious enable the employee to perform their not discriminate against Mulder when belief or activity, sex, sexual orientation work. Generally, such provisions require it refused to move him to another and personal association (whether as that the adjustment or accommodation police station after he requested the a relative or otherwise) with a person is reasonable in the circumstances move, as the employer was not aware who is identified by reference to any of or does not create an unjustifiable that Mulder required this change the aforementioned attributes. hardship to the employer. because of his disability and there It is important to note that the Generally, an employee who requires was no evidence before the Tribunal attributes protected by anti- reasonable adjustments to their showing the employer had that discrimination legislation vary in working conditions cannot assume information.

34 | independent education | issue 1 | Vol 51 | 2021 Mulder also alleged that he became leave for reasons that included the fact aware of the other arresting officer that Ms Nederpel was pregnant. being bullied and harassed by senior In this case, there were various management at Box Hill Police Station, contraventions of the Fair Work Act and that this made Mulder afraid 2009 (Cth), including a contravention that he would be subject to the same of the discrimination provision of the treatment. Act. Namely, that the employer took Victoria Police directed Mulder to adverse action against Ms Nederpel return to work under that arrangement. because of her pregnancy. The relevant One of the claims made by Mulder industrial instrument which applied in the matter was that the direction to the employment along with the that he work under Box Hill Police terms of Ms Nederpel’s contract of Station management amounted to employment specified her hours of discrimination against him by failing work and meant that the employer to make reasonable adjustments for could not change those hours without his disability. In order to succeed in Ms Nederpel’s agreement in writing. this claim, Mulder had to show that Approximately three weeks after Ms the employer knew, or at the very least Nederpel had given notice of her should have known, when they directed intention to take unpaid parental leave, him to work under the management WKO unilaterally reduced her hours of Box Hill Police Station that he had a (by taking two days of work away from disability which made him unable to her and giving those days to another safely work under that management. worker), the reduction amounted to 15 The evidence in the hearing showed hours per week to her hours of work. that it was not clear in Mulder’s The Director of WKO refused Ms communications to his employer at the Nederpel’s application for unpaid time that the reason he would not be parental leave, advising her that she working at Box Hill Station was because was not entitled to it and that she had of his disability, or on his doctor’s to resign from her employment. advice or due to a medical reason. In this case, the employer admitted The managers involved were not the contravention and that it took aware at the relevant time that Mulder the adverse action of reducing had or claimed to have a disability Ms Nederpel’s hours of work and which made him unable to work under consequently increasing the hours of Box Hill Police Station management, work of another employee, forcing Ms and therefore it cannot be said that the Nederpel to cease her employment employer failed to make a reasonable with WKO and therefore constructively adjustment for that disability. dismissing Ms Nederpel because she It is prudent to note that had the was pregnant. Mulder then took some time off work evidence shown that if the managers around the birth of his child, and when were aware that Mulder could not work Nuances in discrimination legislation he was due to return to work, Victoria at Box Hill Station due to his disability The contrast in these cases highlights Police changed the arrangements or on the advice of his doctor, the that based on the jurisdiction and the at Burwood Police Station so that it outcome may have been different at circumstances, what is considered as became a ‘shop front’, managed by Box the hearing regarding whether the unlawful discrimination will vary. Hill Police Station. direction to Mulder to return to work at The case involving WKO The background to the dispute Box Hill Station amounted to a failure to demonstrates very obvious and involved an incident when Mulder was make a reasonable adjustment under deliberate actions that constitute working at Burwood Police Station. the Equal Opportunity Act 2010 (Vic). discrimination; however, in the matter He, along with a colleague from Box involving Victoria Police, the facts did Hill Police Station, had attended a Adverse action because of not warrant a finding of discrimination. call-out to a family dispute. This call- pregnancy It is possible that had the facts shown out resulted in a man being arrested Conversely, in the decision of Fair Work knowledge on the part of the employer and charged. Later, the charges were Ombudsman v WKO Pty Ltd [2012] that it was aware that Mulder could withdrawn, and the man made a FCA 1129, the Federal Court imposed not work at a particular police station complaint against the two arresting penalties on a childcare operator and due to his disability, then the direction officers. Mulder considered that the a director for adverse action taken may have been discriminatory in those investigation conducted by Victoria against an employee because of her circumstances. Police was unfair and reached wrong pregnancy. Prospective applicants in conclusions and that it was improper The Fair Work Ombudsman brought discrimination cases may have the that the investigator was from Box proceedings against WKO Pty Ltd benefit of state or territory anti- Hill Police Station, when there had under the Fair Work Act 2009 (Cth) for, discrimination legislation, in addition to been senior officers from that station among other things, taking adverse the federal anti-discrimination laws and involved in the arrest. action against its former employee, Ms the Fair Work Act 2009. Mulder considered that his Nederpel, because she was pregnant. Each jurisdiction has its unique employer treated him differently after In summary, the employer admitted hurdles and advantages, and each the investigation and he suffered that, after Ms Nederpel applied for case will turn on its particular facts. It is a psychological injury and made a unpaid parental leave, it reduced Ms important to keep abreast of changes in WorkCover claim for the medical costs Nederpel’s hours of work and refused your jurisdiction that apply and to seek associated with his psychological injury. her entitlement to unpaid parental appropriate advice from your union.

independent education | issue 1 | Vol 51 | 2021 | 35

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