The game-change
needed to move our
Education system up a
major notch
Reading (2009)
400
Shanghai- China 1
Korea 2
Finland 3
Hong Kong 4
Singapore 5
Canada 6
New Zealand 7
Japan 8
Australia 9
Netherlands 10
Belgium 11
Norway 12
Estonia 13
Switzerland 14
Poland 15
Iceland 16
USA 17
Liechtenstein 18
Sweden 19
Germany 20
Ireland 21
France 22
Taipei 23
Denmark 24
UK 25
Hungary 26
Portugal 27
Macao 28
Italy 29
Latvia 30
Slovenia 31
Greece 32
Spain 33
Czech Republic 34
Slovak Republic 35
Croatia 36
Israel 37
Luxembourg 38
Austria 39
Lithuania 40
Turkey 41
Dubai 42
Russia 43
Chile 44
Serbia 45
Bulgaria 46
Uruguay 47
Mexico 48
420
440
460
480
500
520
540
560
580
Reading (2009)
400
Shanghai- China 1
Korea 2
Finland 3
Hong Kong 4
Singapore 5
Canada 6
New Zealand 7
Japan 8
Australia 9
Netherlands 10
Belgium 11
Norway 12
Estonia 13
Switzerland 14
Poland 15
Iceland 16
USA 17
Liechtenstein 18
Sweden 19
Germany 20
Ireland 21
France 22
Taipei 23
Denmark 24
UK 25
Hungary 26
Portugal 27
Macao 28
Italy 29
Latvia 30
Slovenia 31
Greece 32
Spain 33
Czech Republic 34
Slovak Republic 35
Croatia 36
Israel 37
Luxembourg 38
Austria 39
Lithuania 40
Turkey 41
Dubai 42
Russia 43
Chile 44
Serbia 45
Bulgaria 46
Uruguay 47
Mexico 48
420
440
460
480
500
520
1
2
3
4
5
6
7
8
9.
540
560
580
BHP Billiton
108
Wesfarmers
171
Woolworths
175
Commonwealth Bank 227
Westpac Bank
229
National Bank
254
ANZ Bank
291
Telstra
438
Caltex
486
•
Developing people with the right skills and attributes –
entrepreneurship, creative, tenacious, passionate, in pursuit
of new ideas.
•
Individuals selected and combined into effective teams –
collaborations, diversity, pursuit of deeper understanding of
impact, respect for others
•
Organisations structured to be cross-functional with fluid
organisation roles – Enough order and structure to drive
action but enough ambiguity to keep uninhibited by the past.
•
A culture open to new ideas, welcoming diversity so as to
incubate and follow success
•
Autonomy leads to greater division between the best & the poorest.
•
Greatest barrier to improvement is the spread of schools
•
The variance is greater within than between schools
•
The closed nature of sharing and collaboration is among the greatest
damnations of the autonomy agenda
•
The centre is scared of taking excellent agendas that have worked in
many schools and rolling them out wider
•
Up scaling is the least understood concept in our business.
Teachers
Students
Home
Peers
Schools
Principal
25000
20000
15000
10000
5000
0
Average across all Five NAPLAN subjects
550
8th
3rd
4th
1st
2nd
6th
NT
NSW
Tas
ACT
Vic
WA
5th
7th
500
450
400
350
300
SA
Qld
Growth over time ALL = . 40
Year 3-5 = .54
Year 5-7 = .35 Year 7-9 = .26
0.70
0.60
Australia over grades
0.50
0.40
0.30
0.20
0.10
0.00
Reading
Writing
Spelling
Grammar
Numeracy
Average (purple) and Growth (red)
550
0.45
500
0.40
450
0.35
400
0.30
350
0.25
300
0.20
NT
NSW
Tas
ACT
Vic
WA
SA
Qld
Relation to SES
It is the case that there is a positive correlation between
Achievement score and SFO
0.50
0.40
SFO and Achievement
0.30
0.20
0.10
0.00
-0.10
Reading
Score
Writing Score Nmeracy
Score
Reading
Growth
Writing
Growth
Numeracy
Growth
But no relation of SFO and Growth
0.50
SFO and Achievement
SFO and Growth
0.40
Correlation
0.30
0.20
0.10
0.00
-0.10
Reading
Score
Writing Score Nmeracy
Score
Reading
Growth
Writing
Growth
Numeracy
Growth
Growth comparisons
• Males and female growth similar
0.05
• LOTE higher than non-LOTE
0.13
• Indigenous growth similar
0.04
• Lower parental occupation higher
growth than upper
0.11
Great vs. Low Growth Schools
Lowest Growth SchoolsHighest Growth Schools
School
1
2
3
4
5
6
7
8
9
10
Reading
Growth
Writing
Growth
Numeracy
Growth
-.14
.83
-.06
.17
.54
-.17
-1.88
1.31
-.18
-.63
.10
.21
.35
.41
.08
.13
-.02
.61
.08
.47
.24
.08
.02
-.25
.29
Reading Writing Numeracy
Growth Growth Growth
312
313
314
315
316
.23
.30
.24
.46
.30
.53
.73
.60
.68
.76
317
318
319
320
321
.48
.40
.72
.59
.48
.73
.68
.66
.94
.50
.76
.64
.48
.61
.67
.61
.81
.74
.72
.88
.64
.57
.71
.83
.47
High vs. Low Growth Schools
Lowest Growth Schools
School
1
2
3
4
5
6
7
8
9
10
H
M
H
L
L
L
M
M
H
H
Reading
Growth
Writing
Growth
Numeracy
Growth
-.14
.83
-.06
.17
.54
.10
.21
.35
.41
.08
-.17
-1.88
-1.31
-.18
-.63
.24
.08
.02
-.25
.29
.13
-.02
.61
.08
.47
.23
.30
.24
.46
.30
Highest Growth Schools
Reading Writing Numeracy
Growth Growth Growth
312
313
314
315
316
317
318
319
320
321
H
L
M
H
M
H
L
M
H
L
.53
.73
.60
.68
.76
.73
.68
.66
.94
.50
.48
.40
.72
.59
.48
.61
.81
.74
.72
.88
.76
.64
.48
.61
.67
.64
.57
.71
.83
.47
590
585
HME
3.5
GMP
3.5
GIP
3.5
580
575
570
565
560
555
550
21
Reading Mean
WMR
3.4
BSW
3.4
NMR
3.2
LMR
3.5
EMR
2.8
SMR
3.1
590
585
HME
3.5
GMP
3.5
GIP
3.5
WMR
3.4
BSW
3.4
NMR
3.2
LMR
3.5
EMR
2.8
SMR
3.1
0.54
0.52
580
0.50
575
Reading Mean
0.48
570
0.46
565
560
555
550
22
Growth
0.44
0.42
0.40
Percentage of schools well below (Red>.40),
below (Orange, d= .40 - .80) and above (Green d>.80)
100%
80%
60%
> .80
> .40 and <.80
40%
<. 40
20%
0%
Reading
Writing
Numeracy
Controlling the narrative: Growth for all
The tail, the gap, the disadvantaged, the low SES
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
Caucasians
[N=80,763]
Reading distribution (N=126,424)
18000
16000
14000
12000
Caucasian
10000
8000
6000
4000
2000
0
Maori +
Pasifika
Socio-economic status and Reading
14000
12000
10000
8000
6000
4000
2000
0
Parent education
< secondary
Parent education
> secondary
Retention
100
90
80
70
60
50
to Year 10
40
30
20
10
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Retention
100
90
80
70
60
to Year 10
50
to Year 11
40
30
20
10
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Retention
100
90
80
70
60
to Year 10
50
to Year 11
to Year 12
40
30
20
10
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Retention
100
90
80
70
60
to Year 10
to Year 11
50
to Year 12
40
Aboriginal
30
20
10
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Differences across teachers
32
Percentage of Student Work
Percentage of Student Work classified as Surface or Deep
classified
as Surface or Deep
80
70
60
50
40
30
20
Surface
Deep
Surface Deep
10
0
Experienced
Experienced
Experts
Expert
Ask not how do we best reproduce to meet the needs of schools but
how we work together to transform learning
School 1: Current schools have
•
a grammar of learning
•
dominated by teacher recitation
•
just given ‘em the facts ma’am
•
selection to the power roles in society, based on narrow NAPLANPISA type
measures,
•
privileging those who want control over their schooling in the name of
autonomy.
Ask not how do we best reproduce to meet the needs of schools but
how we work together to transform learning
School 2: Diagnose, Intervene, Evaluate
Aspire:
What is the student ready to learn and what is the evidence for this?
Anticipate:
What is the expected impact and how will you check?
Analyse:
What are the possible evidence-based interventions and what is the
implementation process for each?
Apply:
What evidence will be sought to modify the application
Appraise:
What happened & what resultant decisions were made?
Expectations
Low expectation
High expectation
Effects = -.03 to .20
Effects = .50 to 1.44
Expectations
Low expectation
High expectation
Effects = -.03 to .20
Effects = .50 to 1.44
Expect low performance, see low performance,
and this reinforces their views about low
performance
Considers Intelligence is fixed
Sees role as facilitators, constructivists,
socializers
Expect improvement, see the errors, and seek
negative evidence to enact improvement
Considered Intelligence is malleable
Sees role as director, active change agent,
academic instructor
Sees great differences between students in class Sees lower differences between students in class
Argues that some are expected to improve
Argues that all are expected to improve
Has more differentiated activities in class
Has less differentiated activities in class
Comments on low effort, class behaviour, in-class Comments on developing confidence,
relationships
motivation, persistence, and attitude to work
More often seen in higher SES schools
More often see in lower SES schools
•
Enhancing pay structures
The growth of learning
Introducing expertise
Driving from success in student learning
The value added revolution
•
Enhanced involvement, but need a “bar” & when above YES
•
Highlight the concept of ‘expertise’
•
A profession of teachers to control this “bar”
•
Seeing learning not teaching as success
Progress and Proficiency
CRUISING
Cruising
Schools/
Students
Proficiency
Low progress
High Proficiency
MUST
CHANGE
Low progress
Low Proficiency
Low Progress
OPTIMAL
Optimal
SCHOOLS
Schools/
Students
HIGH PROGRESS
Growth
NOW
ATTAINMENT
Growth
Schools
Schools/
Students
High Progress
Progress and Proficiency
Based on Yr 9 Reading
Proficiency
Low progress
High Proficiency
27%
CRUISING
Cruising
Schools/
Students
18%
Low progress
Low Proficiency
Low Progress
MUST
CHANGE
45%
10%
OPTIMAL
Optimal
SCHOOLS
Schools/
Students
HIGH PROGRESS
Growth
NOW
ATTAINMENT
Growth
Schools
Schools/
Students
High Progress
The best school is the neighbourhood school
Progress and Proficiency for all
Expertise in enhancing learning is leveraged
Collaboration, licensing, and evaluation
Identify, esteem & manage collaboration
The game-change
needed to move our
Education system up a
major notch