Ie magazine #3 2014

the professional voice of the Independent Education Union

issue 3|Vol 44|2014

The real benefits of online|PD Democratic schooling: power to the students Dealing with aggressive behaviour: parent codes of conduct

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From the ground up Executive Editors John Quessy Deb James Terry Burke Managing Editor Sue Osborne Editorial Committee Cathy Hickey Michael Oliver Gloria Taylor Sue Osborne Journalists Sue Osborne Michael Oliver Design Chris Ruddle About us IE is a tri-annual journal published by the NSW/ACT, VicTas and Qld/NT Independent Education Unions for members and subscribers. It has a circulation of more than 65,000. IE’s contents do not necessarily reflect the views of the IEU or the editors nor imply endorsement by them.

Email NSW: ieu@ieu.asn.au VIC/TAS: info@ieuvictas.org.au QLD/NT: enquiries@qieu.asn.au IE online www.ieu.asn.au/publications/ Contributions Contributions and letters from members are welcome. Printing does not reflect endorsement and contributions may be edited at the editor’s discretion.

Email iemagazine@ieu.asn.au Advertising Chris Ruddle (02) 8202 8900 Advertising is carried in IE in order to minimise costs.

Advertising does not in any way reflect endorsement of the products or services.

Subscriptions IE is available free to members of the IEU, or by subscription.

Kayla Ordanoska: (02) 8202 8900 Print Post Number 100007506 Printing Print & Mail: (02) 9519 8268 ISSN 1320-9825

P10 Teachers and their work – how does Australia compare internationally?

Love Bites P14 P20 Editorial Kaleidoscope Australia wide

What don’t teachers do?

P4

John Bell

P4

news from the states and territories

P6

Reconciliation Feature

United by language

P8

From the ground up P10

P10

Professional and industrial

Teaching + learning

Agribus

P13

I care do you

The real benefits of online PD

P14 P16 P18

A shoulder to lean on – mentorship snapshots

Teachers and their work – how does Australia

compare internationally?

The Anchor – a guide for dealing with separation

and divorce

P22

Decision making in a sustainability context

P23

Power to the students

P24

The evolution of VET

P26

Diverse roles Technology

AEWs share stories and support

P27

How’s your cyberspeak?

P28

Legal

Dealing with violent and aggressive behaviour

– the use of parent codes of conduct

P30

Diary Talking point Review

Doing the rounds

P31

Why are we still debating capital punishment?

P32 P34

Depictions of childhood on film

P20

independent education| issue 3|Vol 44|2014|3

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issue 2|Vol

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students power to the t schooling: nduc Democratic codes of co of online PD ur: parent fits vio ne ha be be l e The rea h aggressiv Dealing wit

What don’t teachers do?

There’s a long-standing section in IE called Diverse Roles, which looks at the variety of roles people fulfill to make schools work, such as bursar, maintenance staff, front office etc.

However, IE could easily be renamed ‘Diverse Roles’ itself when one considers the huge range of tasks which seems to come under the auspices of a teacher or a principal.

This edition of IE canvasses some of that variety, looking at such diverse issues as building a new school, providing trade training, teaching agriculture and cyber language.

Our feature story From the Ground Up (p10) provides some guidance for teachers and principals who may be involved in the development or extension of a new school or building.

In this capacity principals have to become site manager, architect and environmentalist as they supervise the development of a new school.

With the story on Agribusiness (p13) and The Evolution of VET (p26), we look at how teachers are responding to the country’s skills shortages, adapting their teaching and learning for the needs of the community.

We also look at diverse uses for very differently languages: traditional Indigenous ones and cyber language, and find both have a similar role in unifying students.

Other stories cover professional issues such as online PD, mentorships and democratic leadership.

We hope you enjoy this issue of IE. We always welcome feedback from readers and story suggestions and ideas. Contact us at ie@ieu.asn.au.

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No profit grows where is no pleasure ta’en. In brief, sir, study what you most affect.

Kaleidoscope

Kaleidoscope John Bell The moment he founded the Bell Shakespeare Company Actor and Director John Bell started an outreach program to schools. He tells IE Journalist Sue Osborne how his own passion for Shakespeare started at an early age, and why he wants to share that gift with other youngsters through his schools programs.

I went to St Peters Convent School in Stockton until Year 4. All the teachers were nuns. I was terrified of the headmistress, who in my mind was a yellow old witch with a vile temper. But there was a cuddly one called Sister James who encouraged me to draw and paint.

She would give me extra time on my own while the rest of the class did arithmetic.

She could see I was keen to do art and she liked what I was drawing. This encouraged me to consider the arts and see they were important and other people thought they were important.

At Marist Brothers Maitland I had a very young teacher, he was probably about 18, Brother Francis, who encouraged me to perform. He had me in the school concert doing a Banjo Patterson recitation all dressed up as a swagman. He liked performance and showed us movies and played us songs, which was unusual for a Brother at that period.

I was gung-ho until I walked on stage and realised all those people were looking at me.

But I didn’t get stage fright. I was also the class clown and that got me out of a few scrapes. I started cartooning at that stage too. My work was pinned on the noticeboard and people would gather to look at it. It gave me the feeling I had something to offer that people appreciated.

In the senior school I had two fantastic English teachers, Brother Elgar and Brother Geoffrey. They were both lovers of Shakespeare, poetry and drama. Elgar was a published poet himself.

I owe those two men a great deal. In my final year Geoffrey put me in charge of the

school play. I directed it, played all the lead roles and designed the costumes. In the 100-year history of Marist Brothers Maitland that’s the only school play to get put on at Maitland Town Hall, as far as I know.

It was a terrific experience. Geoffrey said go to university and be an actor. I went to Sydney University to study English Honours but spent most of my four years with the drama societies. I joined the Players, the new group. It was then that I really decided what I wanted to do for the rest of my life.

When I founded Bell Shakespeare it was with the aim of bringing Shakespeare to the masses. We were always a national touring company and we immediately started an education program called Actors at Work.

We would perform in schools, three shows a day. It was of paramount importance.

I developed my passion for Shakespeare at a young age and it’s crucial to get youngsters involved early. We started our primary program because by high school students have sometimes been put off literature. We make sure the program is fun for them; we don’t hit them with Hamlet straight away.

I am the patron of John Colet School in French’s Forest, Sydney, and they get kids doing Shakespeare in kindergarten, teach them Mozart songs and Sanskirt. It’s an amazing school.

ABC Splash and Bell Shakespeare have launched a new initiative, Shakespeare Unbound, allowing schools to access 12 scenes from Shakespeare online at http:// splash.abc.net.au independent education| issue 3|Vol 44|2014|5

NSW Accreditation for all NSW Education Minister Adrian Piccoli has introduced a Bill into Parliament to amend the Teacher Accreditation Act. The Bill makes some major changes to the current regime of accreditation, requiring all NSW teachers to become accredited. Early childhood teachers will be included for the first time.

Those teachers who were employed prior to October 2004 will now become accredited.

The Bill doesn’t quite explain how this will occur although the Minister has stressed that “the accreditation process will recognise their extensive experience and length of service”.

In other news, the IEU campaign to improve the rate of pay for teachers who supervise the university practicum or student teacher professional placement program that began last November looks set to be the success story of this year.

The Union is finalising arrangements that will see

daily pay rates lift to $28.50 next year, then to $29.25 and $30.00 after that. This is great news as it is the first increase since 1991.

The universities will seek to have this participation registered with BOSTES and the Teacher Quality Institute in the ACT as accredited PD for teachers.

Victoria Tougher child protection laws Each year the legal framework that schools are required to work within is increasing in scope and complexity.

The Victorian Government recently introduced a number of additional working with children laws.

The latest was passed by the Victorian Parliament on

2 September. Under the new legislation, all work done by a Minister of Religion, regardless of religion, faith or congregation, will require a Working with Children Check unless any contact is only occasional and incidental.

Other amendments to the Working with Children Act include clearer definitions

and offence classifications, and greater powers to revoke a Working with Children Check where a person fails to provide required information.

Other recent child protection legislation introduced include antigrooming laws, a new offence for people in positions of authority who fail to protect

children, and another new offence for failing to disclose to police that a child is being abused.

stakeholders who are critical to the quality assurance process, as well as integral to timely, effective advice and support in this important regulatory function.

To date, the Board has been an effective body that efficiently fulfils its statutory obligations. This has ensured that non-government schools in Tasmania have been supported and assisted where necessary, to meet the standards of a registered school.

The Board members have been largely drawn from the non-government education sector and this has provided

integrity, balance and fairness in its processes.

There has been a high level of oversight which has ensured that schools and systems are accountable for the appropriate use of public funding.

The IEU is concerned that any new structure will need to be supported with appropriate resources and should have broad governance involving appropriate stakeholders.

Tasmania Board no more The Tasmania Government has announced that the Tasmanian Schools Registration Board will be abolished.

The Board has operated as the regulatory body for non-government schools in Tasmania.

The Government is drafting amendments to the Education Act and it is expected that new arrangements for the regulation of non-government schools will be in place by 1 February 2015.

It is proposed that the registration functions will be undertaken by a statutory

officer known as Registrar, Non-Government Schools Tasmania.

This position will sit within the Department of Education and be supported by the Department. IEUVicTas has written to Jeremy Rockliff, the Education Minister, about its concern that the Government is moving away from a statutory authority with a Board comprised of stakeholder organisations.

The Union highlighted the fact that the Board structure is the effective oversight body in almost all states of Australia and it allows for the involvement of key

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Australia wide

Queensland Beating the bullies Professional workplace training is an important tool to equip members with the practical skills and knowledge for collectively addressing issues in their school. Recent workplace bullying training conducted by IEUA-QNT and held at Brigidine College and at various branch meetings has given members a better understanding of the issue and how they can appropriately respond at a Chapter level.

The training sessions gave members an overview of the concept of bullying versus harassment in the workplace, defined what workplace bullying is, outlined what a

member can do if they are being bullied and broadly explored legal aspects.

IEUA-QNT Industrial Officer Danielle Wilson said for schools and other workplaces to meet their statutory and common law obligations, policy and procedures should exist that clearly set out what is expected of staff, students and parents in terms of appropriate behaviour and what steps will be taken if a complaint of bullying is made.

She said members may be unaware whether a bullying policy exists at their school and are encouraged to find out.

“Policies have got to be more than just words on the

page. Staff must be aware of the policies that exist and understand how they operate, and they must be enforced by administration,” Danielle said.

“More than that, if there is an elected Health and Safety Representative or a Workplace Health and Safety Committee, they must be accessible to staff and effective in progressing issues raised.”

Brigidine College Teacher and IEUA-QNT Member Susan Wootten took part in one of the training sessions.

“I found the workshop very worthwhile as Danielle clearly defined bullying in the workplace and gave

practical advice about how to respond to it. I found the specific examples she referred to very enlightening and appreciated the opportunity to ask questions and have issues clarified.”

Our Union, thorough its collective bargaining processes, seeks to work with employers by including provisions in agreements, that create work environments where bullying is less likely to germinate and grow.

Members are encouraged to check if their school has a workplace bullying policy in place and ensure it is up-todate and relevant.

Northern Territory Quality of education highlighted in review IEUA-QNT’s submission to the Northern Territory Government to assist in developing a new education act highlights some key concerns for schools and members.

As a first step in developing a new education act, the Northern Territory Government released a Discussion Paper for consultation, which set out a wide range of ideas for reform of the Act, based on concepts and strategies from across Australia and overseas.

Along with the IEUA-QNT, parents, teachers, principals, students and community members were consulted to assist in developing a new education act.

Local school autonomy The Union is supportive of moves to allow schools to develop locally responsive approaches and strategies; however, any movement towards local school autonomy provides a pathway toward charter schools and, ultimately, for-profit education. Charter schools have a negative effect on the culture and character of teaching because an emphasis on economic issues leads to erosion of wages and conditions for staff in schools. The current system of government and nongovernment schools provides for adequate parental choice with no third category of schools required.

Special needs education The NT Government has a responsibility to ensure that students with special learning needs are adequately supported at all levels of schooling. It would therefore be beneficial if the new legislation incorporates clear provisions for students with additional needs.

Quality education in nongovernment schools IEUA-QNT believes that it is appropriate for the new legislation to specify minimum requirements for provision of quality education programs in government and nongovernment schools. It is important that the legislation

retains a degree of flexibility in terms of non-government schools’ approach to implementation of the national curriculum and extracurricular programs as this is a key factor in parental choice.

Early childhood education Investment in high quality early childhood education and care yields substantial education, social and economic benefits. IEUA-QNT supports formal recognition of the importance of early childhood education, through inclusion of provision for preschool, kindergarten and early childhood services.

independent education| issue 3|Vol 44|2014|7

United by language All students enrolled at St Joseph’s Primary School Walgett, in far northern NSW, study Yuwaalaraay, IE Journalist Sue Osborne writes.

The local Indigenous language has been a compulsory topic at the school since about 1996.

It was one of the first schools in NSW to introduce an Aboriginal language into the curriculum.

It was introduced by Principal at the time Brother John Wright, and supported by Brother John Giacon, the linguist who was studying the language with the help of local elders.

Language Teacher John Brown (JB) has been teaching the language at the school since it was introduced.

“Brother John said students had to learn a language at high school, so why not start here with one that was appropriate to the community,” JB said.

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Current Principal Helen Cooney said many children who are at high school report that learning Yuwaalaraay at primary school has given them a head start when it comes to learning French or Japanese.

St Joseph’s has a population of 48% Aboriginal students. Helen said there is no delineation between students. All students do the same activities, be it dancing, excursions, sport and language lessons.

JB said: “All the children learn the language, all the children play together and are united, and the language learning has united the community.”

Helen said learning the Aboriginal language gave the non-Aboriginal students a sense of commonality with their Aboriginal peers.

“We’re sometimes asked why we teach a language that isn’t spoken elsewhere, but it gives students a sound basis for the learning of a language.”

Towards reconciliation

Aboriginal culture is embedded in everything we do and the parents have always felt positive about the school.

Signage around the school is either in English and Yuwaalaraay or just Yuwaalaraay.

Every Monday morning is assembly time and the children say a prayer, sing the national anthem and then sing the ‘flag song’, a song about the Aboriginal flag in Yuwaalaraay.

Cultural immersion at the school extends beyond language. All teachers joining the school attend a week-long immersion program called Dhawandaa, run by the local Catholic Education Office, during which they visit significant Aboriginal sites around the district and learn about the culture and people of the area.

Helen says complying with the new national professional standards for Indigenous education will come naturally to teachers at the school, because they are immersed in culture every day.

Students as well as teachers visit relevant sites such as the scarred trees in Walgett, an area where bark was removed from trees to make housing, boats shields and other items. They also visit Norman Tracker Walford Walkway, where many local birds can be found and the students learn the Aboriginal

names of the trees and the birds in the area.

All students, Aboriginal and non-Aboriginal, have travelled around Walgett, NSW and to Sydney to perform welcome to countries and other ceremonies in language.

St Joseph’s Aboriginal Education Worker Tanya Morgan said the students display reconciliation when they perform at venues such as the Lightning Ridge Language Nest.

“They all perform together, Aboriginal and non-Aboriginal, sing in the language, and do welcome to countries,” Tanya said.

Helen said parents and grandparents from the community have always felt comfortable visiting the school, and attendance and performance reflected their commitment.

“Every Friday Aunty Fay, our Liaison Officer, invites parents and grandparents to come to the school and take part in craft activities like sewing, bead making or making photo frames. This is a wonderful social time to yarn and catch up with each other. The students often visit the craft room and join in the yarns with the families.

“Aboriginal culture is embedded in everything we do and the parents have always felt positive about the school.” independent education| issue 3|Vol 44|2014|9

From the ground up

Good Samaritan’s John Walsh School staff preparing for the construction of a new school or renovating existing buildings should prepare themselves for the long haul. IE Journalist Sue Osborne spoke with a couple of principals who have ‘been there, done that’ to get some tips on how best to tackle the process.

Good Samaritan Primary Fairy Meadow Principal John Walsh is well positioned to discuss it. As founding Principal he was involved in the construction of Bethany Catholic Primary in the 1990s, which was developed from a green field site donated to the Parramatta Diocese in western Sydney.

He also oversaw the amalgamation of St John Vianney Primary with St Francis Xavier Primary to create Good Samaritan Primary in Wollongong. Good Samaritan opened in 2012.

Principals and educators should be part of the enabling committee for the development of any new school right from the beginning, John said.

The admin block and infants section was first to be constructed at Bethany, and one of the initial lessons was that it is important to liaise with builders and architects about the age of the children for whom they are constructing.

“When the bubblers arrived we needed to readjust them on installation for the height of the infants. When constructing specialist areas it is important that the age and needs of the students and the size of the class groupings is taken into consideration,” John said.

“Getting all the details right in the early part of the planning process is vital.”

Bethany is in a particularly hot part of Sydney and John said planning for natural ventilation and lighting was important at this school and at Good Samaritan.

The Green Building Council of Australia has produced a useful publication called The Future of Australian Education, Sustainable Places for Learning, which outlines recommendations for creating greener,

10|independent education| issue 3|Vol 44|2014

healthier schools which are more productive for students and staff.

It says buildings with access to daylight and views enhances performance in schools, high indoor air quality improves health and concentration, excellent acoustics boost learning potential and comfortable indoor temperatures “increase occupant satisfaction”.

The publication cites a number of studies such as the Heschong Mahone Daylighting Study which showed dramatic improvements in Californian students’ performance in maths and reading when they had exposure to natural light and views.

It also gives examples of how building schools including environmentally sustainable principles saves money and creates more links with the community.

John said that ensuring there was sufficient storage space and access to teaching resources was also vital.

Two office staff were initially recruited for the admin block at Bethany, but John said the room was redesigned for three at the time of construction and this turned out to be crucial as the school developed.

In at the start The amalgamation of two schools to create Good Samaritan threw up new challenges for staff, as furniture and resources from both original schools had to be culled, a shade structure brought to the new site, toilets refurbished, outdoor seating added and play areas reconfigured.

Again being in on the process right from the beginning was crucial.

Feature

“When the bubblers arrived we needed to readjust them on installation to the height of the infants students. When constructing specialist multipurpose areas it is important that the age and needs of the students and the size of the class groupings is taken into consideration,”

“Be prepared to roll up your sleeves right from the start,” John said.

“Make connections and meet regularly with parents, parish and the wider community.

Have parents and students also involved so they feel ownership of their new school.”

There was an enabling committee for Good Samaritan as well as a number of subcommittees looking at everything from the new uniform, parking, inclusive education, school vision, motto and curriculum. The principal, priests, teachers, parents and the staff of the Catholic Education Office were represented on the committees.

The decision to design a student drop off and pick up zone within the school grounds was one of the most successful made during the planning process.

“This has made it much safer for parents and children accessing the school, and the police and community are very happy with it as there is less traffic congestion and safer driving practices occurring,” John said.

Planning for adequate parking, if the site allows, will save a lot of future headaches.

One of the major considerations in the planning of Good Samaritan was to make sure the school was accessible to student with disabilities and additional needs.

As well as installing ramps and larger bathroom facilities, the new classrooms were designed with more space to allow for better access and maneuverability for all students who are enrolled in mainstream classrooms and access learning support.

“We have 48 students with additional funding for disability who are enrolled in mainstream classrooms and access learning support in an inclusive setting. A learning support centre operates within the school which the children access throughout the day. The learning support centre has been purpose-built with breakout areas and a sensory room.”

“Although the rest of the school has natural lighting and ventilation, the learning support centre has air conditioning, as we felt this was required for some students needing assistance in regulating temperature for specific medical conditions.”

There was also an attempt to future proof the school in terms of technology. Although John said “it’s impossible to know what’s around the corner” all classrooms were installed with interactive whiteboards and the capacity for future expansion in technology.

At Good Samaritan students use a range of technologies including ipads and computers and this was taken into consideration with the planning process.

Flexibility was built into the new infants classrooms, which all have operable walls and breakout areas, but John said “the students who are in more traditional rooms at the moment have access to a variety of learning spaces in the library, hall and in the

outdoor passive recreation areas.

“The hall caters for art, drama, music, band lessons, assemblies and social skills programs.”

The library is part of a two-storey building with the admin block downstairs. The library has “a withdrawal room” within it, so two classes can proceed in the library at once.

The withdrawal room is equipped with a screen and projector and is used for various KLAs, Italian, parent meetings and teacher professional development.

“The variety of learning spaces is taken into consideration in leading pedagogical practices.”

The NSW Commission for Children and Young People has a publication called Built 4 Kids, A Good Practice Guide to Creating ChildFriendly Built Environments, which is mainly aimed at local government, but has some tips on creating outdoor spaces for children.

It recommends children have ‘agency’ or input into the development of such spaces.

Giving children input into creating safe welcoming spaces where they can move around will improve their self-esteem and sense of belonging, it says.

John’s take-home tips are to purchase carefully your indoor and outdoor furniture and resources; ensure that you have sufficient storage for teaching resources; make sure the building is designed for the needs and age of the students; plan for good natural ventilation and lighting; be aware of compliance, flood mitigation and safety regulations; consider parking, safe access for students and most importantly build relationships within the school, parish and broader community.

An environment to complement practice St Brigid’s Catholic College Munmorah Founding Principal Julie Terry is embarking on the journey to build a school from a greenfield site in the Broken Bay Diocese, just south of Newcastle.

At the moment the school has Year 7 students only and classes are housed in demountables. It will develop over the next six years into a Years 7-12 College serving the lowest SES area in the Broken Bay Diocese.

“Our recently retired Bishop David Walker felt there was a need for an affordable Catholic school to serve the expanding population,” Julie said.

She has been having fortnightly meetings with the architects during planning and construction phases, even at the demountable planning stage. The support and advice of Catholic Schools Office staff with expertise in building, ICT and education have all contributed to the design.

“It’s really important to have a dialogue about your vision and hear what the expertise of the architects is from previous schools they have worked on,” Julie said.

“I’ve had involvement in the configuration of the demountable buildings and we’ve independent education| issue 3|Vol 44|2014|11

Feature

Just shows what you can do with a demountable – the open plan learning space at St Brigid’s College.

It’s really important to have a dialogue about your vision and hear what the expertise of the architects is from previous schools they have worked on.

ended up with five classrooms in a ‘U’ shape and the central area has a floor and roof – it has become a shared learning space which is quite impressive. This configuration will be reflected in the permanent buildings.”

Julie says it is important to research your educational practice and philosophy so that you can develop an environment that complements the way you will offer your curriculum.

“I wanted a very flexible learning space so teachers did not have just a classroom but areas they could use for small group work or individual research.”

The school’s one-to-one laptop program was a consideration during the planning stage.

Making sure there was good wireless connectivity throughout the building, with not too much concrete used in construction was important.

“You need to have good cabling in case the wireless is not working, and outlets that students can use for recharging. The

bandwidth capacity we have designed has room for expansion into the future.”

Julie says she was given three terms to research school development before the planning began, and she recommends visiting other innovative schools and talking to their staff.

“I attended the Council of Educational Facility Planners International Conference in New Zealand and that was a very enlightening experience.”

“I would recommend any principal to explore what the Council has to offer and attend a Conference if possible. I attended the Conference in New Zealand and was able to visit schools there that are very open plan. The classrooms are more like libraries, apart from specialist areas for subjects like science and woodwork.”

Visiting other innovative schools, the CEFPI site and researching your educational practice before embarking on a project are Julie’s three take-home tips.

References Council of Educational Facility Planners International: http://cefpi.org.au/ The Future of Australian Education, Sustainable Places for Learning, The Green Building Council of Australia. Download at http://www.gbca.org.au/uploads/167/34983/Green_ Schools_report_2013_Final_for_web.pdf Built 4 Kids, A Good Practice Guide to Creating Child-Friendly Built Environments.

Contact the NSW Commission for Children and Young People for a copy. http://www. kids.nsw.gov.au/ Daylighting in Schools: An investigation into the relationship between daylighting and human performance, 1999, Heschong Mahone Group http://h-m-g.com/downloads/ Daylighting/schoolc.pdf

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Teaching and learning

New tool opens gate to farming industry Agribusiness is more than just milking cows and feeding the chooks. The Agribusiness Gateway to Industry Schools Program is helping to transition young people from school to further education and employment by gaining valuable experience in the industry while still at school. IE journalist Fiona Stutz looks at the benefits of the program to students, teachers and the school community.

Established seven years ago by the Queensland Department of Agriculture Fisheries and Forestry (DAFF), the program was developed in response to a skills shortage across agribusiness industries and the need to attract and retain a skilled workforce in the future. Currently 29 Agribusiness Gateway schools are taking part in the program, with a view to include more schools in the future.

DAFF Senior Project Officer Karly O’Connell said for schools to take part in the program they are required to provide an action plan with the projects and activities they are running in their agriculture space for each year.

Within these schools various key learning areas and the associated curriculum will include a range of agribusiness-related contexts and activities in and out of the classroom.

The message to teachers through the program is to use agriculture as a teaching tool to expose all students, not just agricultural students, to agriculture by creating resources that can be used in subjects such as Maths, English, Science and IT with an agricultural flavour.

This encourages students that may not have considered agribusiness as a career to do so.

“This can be through agricultural studies or an agricultural-flavoured subject matter throughout other classes,” she said.

Teachers can feel confident they can teach this subject matter to their students with allocated professional development provided.

“Professional development is offered to teachers through the coordinators that head

up each region, through one-on-one support of specific PD days, depending on the school requirements and time constraints,” she said.

Schools can also work together by sharing information, ideas and resources, as well as strengthening partnerships with agribusiness industries. From these partnerships, opportunities for work experience, structured work placements and school based traineeships or cadetships with agribusiness industries become possible.

For the past five years Downlands College in Toowoomba has taken part in the program.

Downlands College Teacher Barbara Weller said currently about 100 students are involved, through Junior Agricultural Education, Agricultural Science and a Certificate in Rural Operations.

She said there are many benefits to the program for students at the regional school.

“Improved access to a scientist via DAFF, advice and equipment, being able to take students to the cotton industry conference and GRDC (Grains Research and Development Corporation) update.,” Barbara said.

She said the program has also enabled the school to access funds for a new shed, and encourages networking and professional development for teachers.

To find out more about the Agribusiness Gateway to Industry Schools Program or how to incorporate the program in your school, visit www.daff.qld.gov.au

independent education| issue 3|Vol 44|2014|13

I Care Do You? IEU Students with Disabilities campaign

The IEU is engaged in a major campaign calling upon the Federal Government to provide additional funds for the education of students with disabilities (SWDs).

The new funding model for schools that started in January 2014 continues to fail our students with disabilities.

Funding inadequacies remain a major barrier to the provision of essential resources, individual support and access to professional expertise, therefore compromising quality education for these students.

SWDs attending non-government schools remain significantly under-funded compared to a student with the same learning adjustment needs attending a government school.

Background The Union’s long-standing campaign for better funding for SWDs escalated during the Gonski Funding Review of 2010 and 2011.

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During this school funding campaign the IEU sought the following: “The full costs of meeting the educational needs of SWDs, as defined by the Disability Discrimination Act (DDA) and assessed, should be funded by federal and state government regardless of whether the student attends a government or non-government school”.

The final report from the Gonski Review of Funding for Schooling (2011) agreed with IEU members and the evidence of school communities and recommended significant funding for SWDs regardless of where they were enrolled: “The SWDs loading should be publicly funded as an entitlement, irrespective of the type of school the student attends or its school SES.”

Teaching and learning

Students with disabilities attending nongovernment schools remain significantly under-funded compared to a student with the same learning adjustment needs attending a government school.

What happened?

The previous federal government and the current government failed to act on this advice and as a consequence failed these students, their families, teachers and school support staff.

SWDs attending non-government schools remain significantly under-funded compared to a student with the same learning adjustment needs attending a government school. The gap in funding can be over $40,000 per student per year in the case of SWDs with high-level support needs who may require, for example a full-time aide or Auslan interpreter.

The Coalition has made only a limited commitment to the new funding model and it is unlikely that the majority of schools will receive the greater part of the additional funding that had been proposed. There are significant flaws in the implementation of funding for SWDs. Further there is a delay in the collection of data on SWDs that would enable an agreed definition of disability to help identify appropriate funding loadings.

Further the Price Waterhouse Coopers Review into SWD Expenditure is limited to only measuring how the students are currently funded and not considering actual needs.

The IEUA continues to urge the development of a framework of teaching and learning resource standards for high quality teaching and learning conditions for SWDs with regard to: • early intervention support and programs with the appropriate levels of specialist teaching and support staff

• class sizes which allow optimum teaching and learning for integrated classes • time release for curriculum and program modification and planning and liaising with parents and external agencies • adequate access to health and allied health professionals and services, and • access to appropriate and relevant professional development for staff.

But all of these require resources, or in unfashionable parlance, money.

The IEU calls upon all parliamentarians to make public statements of support for more public resources for SWDs; to make public statements to support the full funding of SWD irrespective of the school or school sector that they attend and to commit substantial and adequate resources to meet the learning needs of SWDs in the 2015 budget.

The IEU also calls on the Federal Government to revise the Price Waterhouse Coopers SWD Research project to ensure that not only existing provision is measured but that unmet needs are measured and that future SWD loadings in school funding fully meet those needs.

What can I do?

Go to the campaign website at www. educationforall.com.au/index.php/ campaignswd and send a letter to your local federal parliamentarian. Write a letter to the editor. Make sure your school community, especially parents, know about the issue and the campaign.

independent education| issue 3|Vol 44|2014|15

The real benefits of online PD IE takes a look at the improvements in online professional development and the benefits that it can deliver to time-poor staff in schools.

“There is a place for both online learning and face to face, but being able to do this in a quiet spot at home away from the distractions and demands of school, and without the extra travel is a wonderful advantage,” Gurdun Argropoulos, a German teacher from Hillcrest Christian College in Clyde North, Victoria said.

It’s a useful insight. Too many people view face-to-face and online learning as an either/or scenario when in fact there is a place for multiple forms of learning in any teacher’s ongoing professional learning.

Gurdun has participated in a number of online professional development programs

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in 2014 run by the Teacher Learning Network, the not-for-profit professional development provider that’s supported by the Victoria/ Tasmania Branch of the Independent Education Union. The Teacher Learning Network’s Program Manager, Max Grarock said Gurdun’s experience is common.

“Many people I speak to are reluctant to try online professional development. To them, learning can only take place in a traditional classroom,” Max said.

“But the technology has come a really long way in the last few years and it’s amazing just what can be done now. Those that have given it a shot are now regularly participating

Teaching and learning

and find it a great way to extend their opportunities to increase their professional knowledge”

“The beauty of it is that we’re able to offer a much more diverse program.

Suddenly, we’re able to run more niche topics knowing that teachers across the country will not have to worry about travel and are more likely to be involved.”

Greater diversity and reach It’s a growing area of work for his organisation. “Since we started running professional development online about five years ago we’ve seen an enormous increase in interest for online as a professional development delivery mechanism.

“In fact, during the last school holidays we ran a workshop that was attended by only seven teachers but the online stream of the same workshop was watched live over the internet by 65 teachers,” he said.

“The beauty of it is that we’re able to offer a much more diverse program. Suddenly, we’re able to run more niche topics knowing that teachers across the country will not have to worry about travel and are more likely to be involved.”

While early attempts at online professional learning may have left a sour taste in many teachers’ mouths, it’s the technological advance that Max refers to that is bringing back many teachers to online delivery as a mechanism for completing professional learning.

“In the early days many online professional development programs were of the ‘click and read’ style. Today the range of things you can do is huge – there’s a lot of really powerful options.”

The professional development that Gurdun has engaged in, is what the Teacher Learning Network describes as ‘live-online’.

This means that teachers view a video of a live presentation, hear the presenter, see any slides they’re showing and have the opportunity to ask questions, interact with other participants and undertake activities with the group participating.

Gurdun found the interaction facilitated during her sessions particularly useful.

“The instructors have been really great and have responded whenever I contacted them. The PD has been easy to follow with good introductions and clear learning intentions, so I have felt I have always profited from participating”.

Max said this isn’t by accident. “We work really hard with our presenters to make sure they feel comfortable presenting in this space and make the most of the tools available.

It’s quite a new way of working for most of them too and we do all we can to make the experience valuable”.

As well as convenience and accessibility, there can be other benefits to online learning.

“I’ve worked in this role for a number of years now and have seen too many teachers arrive at conference venues after having difficulty parking, finding the location, fighting traffic or otherwise being distracted by the difficulties of being in an unfamiliar environment.

“Seeing this I often think to myself ‘how much will he really learn today – surely his mind will be elsewhere.’ But online, participants can join in on their computer while they are in familiar surroundings and avoid many of those other distractions.”

Gurdun sets herself up so that she can be comfortable and ready to learn.

“At home I let everybody know I am not available and that is respected. I have also done one at school which allowed me to get a cup of tea set up and enjoy the session without interruptions.”

Enhancing flexibility As well as their ‘live-online’ programs, Max also manages other online learning experiences offered by the Teacher Learning Network.

“Many people find joining a live-online session difficult because they have other things on during that time. To help them access our material we also record our live sessions and make these available.

“While this isn’t as rich an experience – the opportunity to ask questions or take part in activities is unavailable when viewing recorded material – many people would rather this limited access over no access.

“We also produce PD programs that are designed to be undertaken whenever a teacher has time. Using videos, quizzes and forum postings helps keep these programs more engaging and interactive than a simple read and click process.

“The popularity of these is growing significantly and we’ll be offering a lot more of this in 2015.”

What about those who are intimidated by the technology requirements? “Things have come a long way in terms of making it easier for people to participate,” Max said.

“The software we use now means that, for most people, there will be no need to download any software. They just click on a link in an email and it all opens for them.

“Just in case there’s a problem we always make sure someone’s available by phone too. I’ve found that teachers don’t mind so much when something goes wrong as long as someone is there to answer the phone and help them fix the problem.”

Although based in Victoria, the Teacher Learning Network offers its online professional development programs to staff all over Australia. Operating on a school membership basis, any school that purchases a membership to the TLN is able to have their staff participate in online PD at no additional charge. Memberships start at $250 for 12 months for small schools.

More information about the Teacher Learning Network, online PD and membership can be found at www.tln.org.au or ring 03 9418 4992. independent education| issue 3|Vol 44|2014|17

A shoulder to lean on: mentorship snapshots In preparation for the Securing our Future: Induction and Mentoring Conference (Sydney, 21-22 May 2015), NSW/ ACT IEU Professional Development Officer Amy Cotton spoke with three schools that have established practices in mentoring. The Conference will explore best practice examples in schools and other related professions. If you’re interested in presenting, contact Amy Cotton (amy@ieu.asn.au).

St Benedict’s College Mango Hill, Queensland Under two years old, St Benedict’s is a regional, co-ed Catholic secondary college.

St Benedict’s is using a mentoring program to help establish a strong staff culture. In 2015, the school is set to double its student population.

All teaching staff in the school are paired with a mentor. Christopher Carlill, Academic Coordinator for English/SOSE/ Languages is both mentor and mentee.

His mentor is the deputy, and he mentors Hui Lee-Harvey, a language teacher. The mentoring largely happens within the line of management structure.

The mentor and mentee meet at scheduled times, at least once a week. They discuss and debrief ideas, including things that have worked well or not so well, and events and instances that have happened within the school. Beyond the weekly meetings, Hui is able to access Chris for casual chats and quick emails on the go.

Chris has been part of various mentoring programs for over 20 years. He feels fortunate that all of his pairings have worked. He strongly believes that mentoring is a vital part of professional learning and growth. When asked about juggling both being a mentee and mentoring simultaneously, he said, “It’s less about being two different people, it’s more about two different conversations for the same purpose.”

Hui teaches Chinese language and, although new to the profession in 2014, she comes with years of experience in coaching in other fields. While she feels confident of her teaching strategies, classroom management and subject content knowledge, Hui appreciates having a mentor as the administrative paperwork side is new.

“Chris helped me with templates of his own work, and shared lots of documents,” Hui said. He also provided commentary on the documents she produced, “which helped me to grow,” Hui said.

As the school prepares to expand in 2015, Chris uses the mentoring space to guide

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Hui’s ideas and enthusiasm. His experience enables him to help Hui identify immediate priorities for both the school and her work, differentiating tasks into one- and threeyear plans. The type of questions he uses are empowering: ‘What do you want to do?’ and ‘How can I help make that happen’? He focuses on helping her realise her vision by advising on pacing and structure in order to ensure Hui remains motivated. Chris said it’s about “helping her do her job”.

“I would have been very lost,” Hui said when asked how she would have coped without a mentor.

St Joseph’s College Hunters Hill, NSW St Joseph’s is an established, independent Catholic college in the heart of Sydney’s inner-west. Over 50% of the students (all boys) board, and many come from regional areas.

The induction and mentoring program is one of support and enculturation, applicable to all new staff regardless of years of experience.

The program focuses on the intricacies and unique nature of the school’s operations while supporting their continued learning as a teaching professional.

Mentors are handpicked and are never from within the same department, ensuring that “the mentor doesn’t become an authority figure,” Magdy Habib, Director of Personnel Services, said. This frees conversations up to include concerns the new teacher might feel.

James McKay is an experienced teacher who started at the school after the initial induction program had already begun.

He felt supported when the program was adapted to help his progress, acknowledging that in other workplaces induction programs might not include those joining the staff later than the first day. He is enthusiastic about the program: “Debriefing with colleagues outside of my department was beneficial”.

The program is anchored on a series of classroom observations – the head of department and mentor view two separate

Teaching and learning

It’s less about being two different people, it’s more about two different conversations for the same purpose.

Donna Petrovic, Leanne Edwards and Biance Di Giovanni. classes of the mentee and the mentee observes one lesson of a colleague (of their choosing). This repeats in terms 1 to 3. The observations follow a 2+2 format (two compliments and two suggestions) to which the mentee adds reflections. In Term 3, the mentee organises student surveys (a set, school-wide form) to be completed by two of their classes (junior and senior). The mentee collects and retains these forms, upon which they write a separate reflection that is presented for discussion in Term 4 in a meeting between the mentee, mentor, Head of Department and Director of Personnel Services. At all times the new teacher is in control of the observation and survey sheets.

Experienced mentor, Matthew Bentley, Head of Department, English, has worked closely with Magdy to develop the program further. He leads two sessions (Terms 2 and 3) that bring all new staff together to share and reflect upon their experiences. In addition, Magdy meets individually with all new staff after two months just to touch base.

Matthew said the broad inclusivity of the program “whether you are a new scheme teacher, head of department, or a leader, encourages you to get involved in the program. It sends out a nice message to all participating, as well as the broader staff, that the school values you as a teacher and learning processes are really important”.

St Kevin’s Catholic Primary School Lower Templestowe A Prep-6 school, St Kevin’s is a small school in suburban Melbourne with a focus on contemporary learning practices. The Principal, Frances Matisi, has provided one hour of formal mentoring time per

week. Donna Petkovic, (mentor, teacher and Student Services Coordinator) and Leanne Edwards and Bianca Di Giovanni (beginning teachers) said they “spend time collaborating, engaging in professional dialogue and sharing best practice.” This might include discussing planning, reporting, Institute requirements and anything other tasks that arise.

The school year starts with a whole day of formal induction (for all staff), focussing on school policies, procedures and expectation.

Teachers then meet with the principal every term for review meetings and in Term 3 for formal annual review meetings.

Time is also released for teachers to observe each other’s practice and receive feedback from the mentor through classroom observations.

“One of the strengths of the mentoring program is that the principal recognises the benefits of beginning teachers and mentors have scheduled time release,” Donna said.

“The role requires me to be a guide and a confidante. Mentors need to be patient and understanding.

“By initiating professional conversations that foster reflection, mentors can empower beginning teachers to develop their capacity as teachers.”

Leanne and Bianca talked about the support a beginning teacher needs to ensure “that we are on the right track in terms of planning, parent communication and report writing.

“We have found it supportive having someone to speak to and discuss any issues and concerns we have.”

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Teachers and their work – how does Australia compare internationally?

TALIS 2013 reveals an interesting picture of Australia’s teachers, their work and professional development outcomes in comparison to those of other OECD countries. IEUVicTas Assistant Secretary Cathy Hickey reports on the survey findings.

The OECD Teaching and Learning International Survey (TALIS) is the only international, large-scale survey that focuses on the working conditions of teachers and the learning environment in schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession.

The first cycle of TALIS was conducted in 2008 and surveyed teachers and school leaders of lower secondary education in 24 countries. TALIS 2013 was expanded to include 30 countries. In each country a representative sample of 20 teachers and their school principal from 200 schools was randomly selected for the study. The TALIS report not only outlines the overall findings across all of the participating countries, but also gives a country specific comparison against the full findings.

How do Australian teachers fare?

The typical teacher in Australia essentially looks like the typical teacher in TALIS countries. Both are on average 43 years old and have approximately 17 years teaching experience. The most significant differences

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are that there are approximately 10% more male teachers in Australia than the TALIS average (41% and 32% respectively), and we are slightly better qualified with 100% having completed university or other equivalent higher education compared to 91% average for TALIS countries; and 98% of the Australian teachers having completed a teacher education or training program compared to the 90% TALIS average.

The typical principal The biggest differences between the typical (average 53 year old) Australian and (average 52 year old) TALIS principal are in gender and specific principal training.

While there are disproportionally more male principals than female for both Australia and the average of TALIS countries, there are 10% more male Australian principals than the TALIS average (Australian 61%, TALIS 51%). While our principals’ percentage on university and teacher training qualifications is slightly higher, only 64% have been involved in a school administrative/principal training program and 69% instructional leadership training compared to the TALIS average of 85% and 78% respectively.

Teaching and learning

“Although more than nine out of 10 teachers in Australia reported being satisfied with their job, only 39% believe that teaching is valued as a profession by society.”

Key Findings Teachers’ work in Australia – reported working hours per week and distribution of time spent in the classroom during an average lesson: Teachers in Australia report working on average 43 hours per week, five more than the average for TALIS countries.

On average in TALIS countries and in Australia, teachers report spending about 80% of their lesson time on actual teaching and learning.

Teachers in Australia report 14% of their lesson time keeping order in the classroom, and 7% of lesson time on administrative tasks, which is similar to the TALIS average.

Participation in professional development: Teachers in Australia tend to report higher participation rates than the TALIS average for the number of different types of PD activities, including courses and workshops (86% vs 71%), education conferences (56% vs 44%)), in-service training in outside organisations (24% vs 14%), network of teachers (51% vs 37%) and individual collaborative research (37% vs 31%) In contrast, teachers in Australia tend to report spending fewer days than average engaging in PD activities in the past 12 months. On average they report spending four days on courses and workshops.

One in 10 teachers in Australia report having taken part in a qualification program during the last year (compared with 18% average for TALIS countries).

It should be noted that in Australia fewer teachers than the TALIS average report that their PD experiences had a meaningful impact on their capabilities. This is particularly evident in individualising learning, teaching students with special needs, and teaching cross-curricular skills such as problem solving and approaches to developing crosscurricular competencies for future work, where nearly twice as many teachers (between 37% and 42%) report little or no impact from their PD on their teaching,

compared with the average for TALIS countries (20% to 23%). However, despite the lower average impact, more than threequarters of teachers in Australia reported a positive impact in the development of subject knowledge and understanding, curriculum knowledge and pedagogical competencies.

Impact of teacher feedback On average across TALIS countries and economies, many teachers report positive impacts following feedback they receive about their work (formally and informally).

However, compared with teachers from other countries, fewer Australian teachers report that the feedback they receive led to positive changes in their teaching practices (62% vs 45%), their methods for teaching special needs students (45% vs. 29%) or their use of student assessment to improve student learning (59% vs 43%). The same trend also applies to personal outcomes, such as motivation (65% vs 50%) and confidence as a teacher (71% vs 57%).

Distributed leadership can be a source of well-being for teachers TALIS reports that one way to help teachers feel valued is to involve them as professional in school decisions. Although more than nine out of 10 teachers in Australia reported being satisfied with their job, only 39% of the Australian teachers believe that teaching is valued as a profession by society (compared with 91% and 31% on average in TALIS countries, respectively). Importantly, teachers working in schools where they are active participants in school decisions are nearly three times as likely to say teaching is a valued profession and they are satisfied with their job.

Report based on Australia – Country Notes – Results from TALIS 2013. For more information on the Teaching and Learning International Survey and the access the full set of TALIS 2013 results, visit www.oecd.org/talis independent education| issue 3|Vol 44|2014|21

The Anchor

a guide for dealing with separation and divorce Teachers and school counsellors are often the first to notice when a child is having a difficult time at home.

IE Journalist Fiona Stutz looks at a resource which has been specifically developed in response to the challenges school communities face when children are dealing with the separation of their parents.

Developed by UnitingCare Unifam Mediation and Counselling, The Anchor assists children and young people, their parents and their support system during and after separation. A specific kit for schools, Breaking the Fall: Teacher’s Handbook has been developed to assist school professionals to better understand the impact of separation and conflict on their students. The kit also provides tools for identifying and responding to children and young people in need of support and useful resources such as brochures, contact cards and a poster.

A Breaking the Fall: Schools Manual has also been developed, and contains an overview of the feelings, reactions and implications of separation and divorce on children, including themes such as: the loss of the ‘family’; the impact of parental conflict; change and adjustment; resilience; questions children ask; roles children take on; hope and acceptance; family relationship dynamics after separation; the family law system and creative ideas for teachers.

According to The Anchor, the aim of the resources is to prevent children struggling silently and having their distress go unrecognised.

The Anchor also provides a variety of educational seminars for teachers, school counsellors and other school staff. Topics include: • Reactions to separation – how do children and young people understand and react to separation and parental conflict?

• Impact development – what are their developmental needs and vulnerabilities through the separation process?

• Coping mechanisms – what resources do they have for managing family stress and defending themselves?

• Responding – what can school professionals do to assist children and their parents through this time?

To have resources available to schools demonstrates the vital role they play in

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identifying children who are unable to talk about their parent’s separation.

Other strategies According to ebooklet Working with Children of Divorced and Separated Parents with Conflict Issues by Murray Evely and Zoe Ganim, schools have the potential to provide the continuity, structure and predictability that may be lacking at home during this time.

The ebooklet states that two-thirds of children from separated families will exhibit changes in behaviour at school, with teachers typically noticing changes in academic performance and behaviour.

“If there are unresolved issues and continuing conflict between parents, behaviour changes and effect on school performance may continue and escalate,” it states.

“Teachers should be cautious about stereotyped expectations about how children from a ‘broken home’ might behave. Some children, who experience a traumatic home life become more mature and compassionate, and do very well at school with teacher support.”

However, it states that it is not the school’s role to become involved or to take sides when parents are in dispute or in protracted argument with each other. A duty of care towards the child and the child’s wellbeing should always be followed.

It recommends schools obtain clear advice from governing authorities about the legal framework that principals and teachers should follow if attempts are made to involve school personnel in Family Court or other legal matters.

For more information about the ebooklet, visit http://www.psych4schools.com.au/ excerpt/divorced-separated For more information about The Anchor’s resources, visit http://www.theanchor.org.au/ for_schools

angry

sad

happy

confused

distressed

scared NOBODY KNOWS HOW HARD IT IS WHEN YOUR PARENTS BREAK UP.

IT’S BEEN A YEAR… I’M READY TO TALK NOW.

If there are unresolved issues and continuing conflict between parents, behaviour changes and effect on school performance may continue and escalate.

Teaching and learning

EVERYONE GROWS UP WITH THE DREAM OF THEIR PARENTS STAYING TOGETHER.

WE WERE A SPECIAL FAMILY… NOW WE’RE NOT!

SINCE THE SPLIT, IT’S ALL ABOUT MUM AND DAD… LIKE WE’RE NOT EVEN THERE.

YOU NEVER THINK IT WILL HAPPEN TO YOU.

WHEN YOUR PARENTS SPLIT, YOU SPLIT TOO.

I FEEL SO MIXED UP SINCE MY PARENTS SPLIT UP.

I WISH MY MUM AND DAD KNEW HOW MUCH IT HURTS ME.

I’D JUST LOVE A STRAIGHT ANSWER FROM SOMEBODY… ANYBODY!

I DON’T WANT TO DUMP ON PEOPLE…

WHEN MY PARENTS BROKE UP THEY SAID NOTHING WOULD CHANGE … HELLO!?

Contact cards for parents

independent education| issue 3|Vol 44|2014|23

Power to the students When the Greeks invented democracy, they probably didn’t envisage its key tenet— that every voice is equal—would apply to children. Democratic schools, schools where students hold as much power as their teachers, are gaining traction in Australia. IEUAQNT Journalist Elise Cuthbertson investigates what makes this unorthodox schooling model tick.

For graduates of a conventional education, a schooling model that offers equal say to students — allowing them to opt in or out of classes, influence the curriculum and even take part in the hiring and firing of staff — is hard to imagine. And yet a variety of democratic schools are operating successfully in Australia. These schools give students agency over their schooling experience while still providing a recognised pathway into tertiary education and training.

Dr Rebecca English is Lecturer in Education at the Queensland University of Technology.

Her current research investigates why parents choose particular education pathways for their children, which led to an interest in democratic schooling. Rebecca said the best way to describe a democratic school is one that “gives a lot of power to students”.

“The

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students have a greater role in the school, outside of being a prefect, for example. The students determine how the school operates, are part of the school board and maybe even have a role in hiring and firing staff,” Dr English said.

“Unlike a traditional or mainstream school where teachers develop the syllabus in consultation with the curriculum and government authorities, a democratic school places the children in charge of what they’re learning.”

Dr English said the fluidity of a democratic schooling curriculum, which is governed by the predilections of students, sits in stark contrast to the highly regulated curriculum found in the majority of schools.

“I think the primary difference is where a mainstream school would use the set curriculum to determine the school day, a democratic school would use the children’s interests to determine the school day.

“In Australia, because of the requirements under the Australian Curriculum, Assessment

Teaching and learning

I think the primary difference is where a mainstream school would use the set curriculum to determine the school day, a democratic school would use the children’s interests to determine the day.

and Reporting Authority (ACARA), teachers in democratic schools will map the children’s learning back on to the Australian Curriculum documents.”

The uncertainty and changeability inherent in such a model clearly involves particular challenges for teachers. She said a selective approach to staffing choices is necessary for democratic schools. “Democratic schools look for teachers who are willing to try alternative models of education, teachers who are willing to engage differently to how we traditionally expect teachers to engage with children.”

Does it work?

Inevitably, the pressing questions to be asked are, ‘what are the benefits of democratic schooling’? and ‘how do they compare to mainstream schools’?

Comparing the schooling models is difficult due to their distinctions; however, studies have found that graduates of democratic schooling are no less successful in tertiary education than graduates of mainstream schooling.

“Advocates of democratic schools suggest that students are less likely to be disinterested in learning and they’re much keener and more motivated.

“Advocates say that democratic schooling graduates are better prepared when they end up at university, because they’re much better at handling their own learning and managing their time.”

Dr English said explaining democratic schooling to the uninitiated and overcoming stereotypes comprised the main challenges for proponents of the model.

“I think the stereotype is that if you let a kid do whatever they want, they’ll sit around and do nothing all day. Also, I imagine having to explain to my in-laws or parents about why I’m sending my kids to this kind of school.”

In practice When Education Queensland announced the closure of Yarranlea Primary School, located in Brisbane’s south-east, in 2013, the school’s rich 130-year history was at risk of coming to an end.

A community campaign resulted in the school reopening as the independent Yarranlea Primary School in July 2014. Along with the school’s new-found independence, came the introduction of a schooling model delivered in a single mixed-age class, strongly

resembling a democratic model.

IEUA-QNT Member Rebecca Trimble-Roles oversaw this transition in her appointment as Lead Teacher of the new school. While Yarranlea is not currently promoting itself as a democratic school, Rebecca said it is fair to suggest that their schooling program has strong ties to the model.

“Yarranlea gives every child a voice. We all sit down — students and teachers — and brainstorm what we want to learn and why.

From there it really comes down to voting; we all vote on what we want to learn for the term.

“The students set themselves goals; they choose what is important to them, which encourages them to grow as people. What we do here engages children in, not only learning, but also in those higher level thinking skills they need as citizens of tomorrow.”

She said there are clear advantages to the flexible, democratic-inspired learning model employed at Yarranlea.

“Our model fosters social and emotional well-being. Learning is not about just IQ, it’s about the EQ, the emotional intelligence.

It allows children to grow at their pace, learning in a framework that supports them to learn what they want to learn and how they want to learn and why they want to learn.”

Coming to a town near you?

Democratic schools have a mixed history— dating back to the famous Summerhill School founded in the United Kingdom in 1921. However, many democratic schools lack staying power and eventually close.

Dr English said the expense of running an independent school and the “select audience” democratic schools cater to are two reasons for school closures. Despite these challenges, the democratic schooling movement persists. In Queensland the roll of successful democratic schools includes the Pine Community School, Brisbane Independent School, Maridahdi School, Booroobin Sudbury School and Blackall Range Independent School.

She said it wouldn’t be surprising to see more democratic schools opening their doors around the country.

“There’s this idea that schools are part of a market and we’re all buying a service for our children. I think that as parents look for alternatives — or maybe feel a little disillusioned with mainstream schooling— there will be much more of a market for democratic schools.”

independent education| issue 3|Vol 44|2014|25

Teaching and learning

The evolution of VET Newman Senior Technical College at Port Macquarie on the mid north coast of NSW has served as a model for the development of VET education over the years, IE Journalist Sue Osborne writes.

“It was unfair that there was nothing on offer for students after Year 10 who did not want to pursue academic courses for the HSC.”

The College was founded in 1979, when it was known as St Joseph’s Vocational College, and it was then simply an annex to St Joseph’s Regional College, serving 20 boys doing a trade program and 20 girls doing business and commercial courses.

Coordinating Principal of St Agnes’ Parish Secondary Schools, Jim O’Brien, who retires this year, said the impetus for the College came out of a call for social justice.

“The Parish Priest, Father Leo Donnelly, said it was unfair that there was nothing on offer for students after Year 10 who did not want to pursue academic courses and sit the HSC,” Jim said.

“At that time we had a lot of students unable to find work or an apprenticeship after Year 10. There was growing youth unemployment, and Father Donnelly said there should be an opportunity for them to further their education. At the time Port Macquarie did not even have a TAFE College.

“It was the beginning of VET without anybody calling it that. Thirty five years ago VET was not part of the curriculum. We were pioneers in that sense.”

Jim became Principal in 1986, and has maintained an overseeing role as Coordinating Principal and works with the College Principal, Stephen Pares.

Starting off in temporary premises annexed to St Joseph’s Regional, the Vocational College secured its own premises in 1980 when an old primary school was vacated.

“We developed workshops in the industrial area of Port Macquarie and students were bussed in and out everyday.”

In 2005, then Prime Minister John Howard introduced the Australian Technical Colleges policy.

“We applied to become an Australian Technical College because the funding gave us access to resources like nothing we’d had before.

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“The funding helped us to build a purposebuilt facility on land near Port Macquarie Airport owned by the parish. But the funding was somewhat “a poisoned chalice”.

“The policy was to address national skill shortages and it only included trade courses.

We had to remove all our business and commercial courses to a different premises because they weren’t on the curriculum.”

“When the Labor Government came into power in 2007, the Australian Technical College model was abandoned. We negotiated with the new government to maintain the College as a systemic college under a new name, Newman Senior Technical College.”

Newman has been a model for the development of other technical colleges around the state.

“Our College never treats VET as an addon. The College offers 14 VET frameworks, all delivered on site at the College by fully qualified and experienced tradespeople or professionals in their industry.

The developers of Southern Cross Catholic Vocational College, opened in 2010 in Sydney, paid several visits to Newman during their development stage.

Jim said providing suitable buildings and resources are a major challenge in teaching VET. “The capital funding formula never takes into account the facilities and up-to-date machinery required to run modern VET courses. The workshops you need now are so much bigger than a traditional woodwork or metal room. You need industry standard machinery.”

Another challenge of VET is the huge workload demands on the teachers.

The requirements for accreditation and registration with BOSTES and industry bodies and the audits required for the Registered Training Organisation place extra demands on staff.

There is also the need to liaise with industry and monitor hundreds of work placements for students. Students complete up to 700 hours of workplace learning over Years 11 and 12.

Jim said some streamlining of this system is required, and the NSW/ACT IEU is in talks with employers and BOSTES about that now.

Diverse roles

For me it’s all about the kids and families seeing education is important, and through that closing the gap.

From left: Belinda, Jackie, Mary, Leanne and Kylie.

AEWs share stories and support It was a case of a problem shared is a problem halved for the group that attended the IEU’s annual Aboriginal Education Workers (AEWs) Seminar.

The seminar was a chance for AEWs to find out more about their rights and responsibilities, but also to share stories and learn from each other.

Leanne Fawns, (pictured second from right) at James Sheahan Catholic High School in Orange is relatively new as an AEW in the Catholic system, although she has fulfilled a similar role in government schools for many years.

Leanne said she “jumped at the chance” of a permanent position at James Sheahan, and has found it to be “supportive and rewarding”.

“The kids have got to know me know so I’m getting much busier, and I’m having lots of conversations with teaching staff about Aboriginal perspectives across the KLAs,” Leanne said.

Leanne said it was “very enlightening “ to come to the seminar and “share what we’ve been doing, and find new approaches and new ideas for different situations.”

Kylie Martinez (pictured far right) has been AEW at Assumption Bathurst or 10 years, and has attended the IEU’s seminar before.

“I like to get together with other AEWs from

other areas like Sydney and the south to share experiences and bond,” Kylie said.

“It’s always reassuring to know you are not alone with the problems you have and that you’re doing okay.

“You can learn from the new people with fresh ideas. For me it’s all about the kids and families seeing education is important, and through that closing the gap.”

Kylie says she belongs to the IEU because of things like the seminar, as well as the ongoing support she receives from the Union.

Belinda Chambers (pictured left) from St Francis De Sales Regional College Leeton said she saw her role as making sure Aboriginal students “get the best from their education on a day-to-day basis”.

Although she has been a member of the IEU for five years, this was her first time at the seminar.

“I came with Mary (Mary Atkinson, Holy Trinity West Wagga Wagga) and it’s been interesting finding out more about our rights.

“It’s nice to find out others have similar issues to deal with.”

independent education| issue 3|Vol 44|2014|27

BTW, netspeak is the new lingua franca Imagine a future where there are no language barriers, and people around the world communicate easily through social media.

That scenario may not be too far away, a study by Victoria University Senior Lecturer in International Business Roberto Bergami has found.

Netspeak, texteses, cyber speak, call it what you will, is providing a universal language allowing teenagers from diverse parts of the world to find common ground.

Professor Bergami’s study found that teenagers in Italy and Pakistan are using the same terms in their communications on Twitter, Facebook and other forms of social media as students in the US, UK and Australia.

He concluded that cyber speak needs to be included on the curriculum for any student learning English as a second language, because it is “reshaping language and social interactions”. The same argument could be applied to any language learning in schools.

The Principle of Least Effort (PLE) or Zipf’s law is influencing the way language is evolving, and in particular cyber speak among teenagers.

Abbreviations, acronyms, phonetic replacements and the use of symbols instead of words are all favoured techniques.

In his study, Professor Bergami took a group of 65 students aged 15-19 from Italy studying English and 99 Pakistani students aged 1819 studying English. They took a voluntary written survey about their use of cyber speak.

They were asked to list common words they used online and the reasons they chose to communicate with peers online.

While Pakistan has only four million Facebook users compared to Italy’s 19 million, and the internet penetration rate in Pakistan is 10% compared to 42% in Italy, the survey found the development of cyber speak among the Pakistani students

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(speaking Urdu) was just as advanced as the Italian students.

The Italian students were abbreviating their own language, for example cqm means comunque (however), qnd means quando (when) and C6 means ci sei? (are you there).

Likewise the Pakistan students use u for Tum (you) and y for Kium (why).

But the Italian students also use LOL (laughing out loud) the same as English speaking students and ttyl (talk to you later) and the ubiquitous OMG (oh my God).

The Pakistani students use g2g (got to go), btw (by the way) brb (be right back) and aka (also know as).

The researchers believe that “English is the default language of global communications” and the lure of American pop culture is attracting increasing numbers of young people.

Also, English is somewhat easier to abbreviate and allows for quicker communication.

Social media use has created a form of communication that stresses the need for language to be quick and economical, a new phenomenon in language development.

Professor Bergami said previous studies have found it important to include popular language into syllabi.

He said the students in his survey indicated they would embrace a syllabus that included internet related activities, such as text messaging, emailing and other activities.

Most textbooks for learning English do not address the use of cyber language, he said.

Technology

“Cyber language could be added to the syllabus under the rubric of ‘cultural material’. In this sense teachers may be regarded as effectively articulating a relevant curriculum.”

“This is largely due to the fact that most educators see the use of such language as a roadblock to the standard form of English,” he writes.

“However, students studying English need to recognise the diverse registers of the language that their international counterparts are making use of on a daily basis.

“It is argued that cyber language needs to be included in the English as a second language curriculum in order to meet the linguistic demands of 21st century communication abroad.

“This communication would be in a contemporary idiomatic fashion that includes the different varieties of internet language, across the various mediums that they use.

“Cyber language could be added to the syllabus under the rubric of ‘cultural material’.

“In this sense teachers may be regarded as effectively articulating a relevant curriculum.”

Professor Bergami concludes cyberspace

will continue to influence the teaching and learning of second languages in the future.

“Perhaps we should not be surprised then, if in the future, cyber language emerges as a course of study within the English language curricula in colleges and universities around the world. Such a course should assist to introduce less computer savvy adolescents to modern English.

“Usually the bookish or the studious are less likely to be active online, compared to the average student, who ends up emerging as more successful in the social environment – they are more likely to spend more time online and lesstime in books.

“Through the introduction of ‘net lingo’ into the curricula, students may be able to achieve a uniform level of communication on a par with their peers. Cyber language is a pass into the mainstream student group and societies.”

References Bergami R, Aulino B, Zafar A 2013 The Influence of Cyber Language on Adolescents Learning English as a Second Language: Voices from Italy and Pakistan, The International Journal of Learning, Vol. 18, Issue 12, pp. 108-120.

independent education| issue 3|Vol 44|2014|29

Legal

Dealing with violent and aggressive behaviour – the use of parent codes of conduct “Aggressive behaviours are behaviours that present a risk to a person’s physical and psychological health and safety and that can escalate into serious incidents of violence.”

The challenge of dealing with difficult parents is unfortunately a growing phenomenon in schools in all sectors of education. IEU VicTas Assistant Secretary Cathy Hickey explores the use of well-constructed parent codes of conduct in setting the boundaries and, where necessary, enforcing sanctions.

Schools have an obligation under occupational health and safety legislation to deal effectively with occupational violence.

Among other requirements, the legislation imposes a general duty on an employer to provide and maintain, so far as reasonably practical, a working environment that is safe and without risk to health.

This includes enabling employees to perform their work in a manner that is safe and without risk to health.

Occupational violence is any incident where an employee is physically attacked or threatened in the workplace. This behaviour can include physical acts, harassing gestures and expressions, vandalism of a person’s property, oral or written statements, including those communicated by SMS, phone, email and social media, and stalking.

Aggressive behaviours are behaviours that present a risk to a person’s physical and psychological health and safety and that can escalate into serious incidents of violence.

Violence in schools is present in any situation where a member of the school community is intimidated, bullied, abused, threatened or assaulted, or their property is deliberately damaged by another member of that community or the public in circumstances arising out of their activities.

When we are referring to parents we should include in this definition a student’s natural, adoptive or foster parents, and/or guardians and care givers.

Prevention and intervention In addition to effective complaints handling procedures, including access to mediation, parent codes of conduct are powerful tools for both preventing and dealing with violent and aggressive parents.

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Issuing your prospective parents with, and having them sign, a terms and conditions of enrolment document requiring adherence to the school’s policies and procedures is better than simply having statements in policy.

That being said, making clear that adherence to the school’s policies such as the parent code of conduct, parent email and use of social media policy is a key expectation of the school on parents will help both in educating parents, and in those unfortunate instances of aggressive and violent behaviour, invoking sanctions for such behaviour.

The range of sanctions that the school may consider in respect to a breach of the code of conduct should be clearly outlined in the code, and be proportionate to the seriousness of the breach. The school can write to parents warning that if certain behaviours continue the school will consider the relevant sanctions, including withdrawal of the enrolment of their child/children.

Where there has been a breach of law, the matter should be referred to the police. This will guide whether it is appropriate for the school to undertake its own investigation of the incident. Generally under trespass laws, principals have power to exclude people from the school site and treat them as a trespasser.

Many education departments and other system authorities, such as the Catholic education commissions in various states, are now issuing guidelines about codes of conduct and parental complaints handling procedures.

I have recently been involved in consultation with the Catholic Education Commission of Victoria in the development of draft guidelines for dealing with occupational violence (parent and student).

A stroll on the internet will also reveal a number of schools’ parent codes of conduct.

Diary

Diary Event: Pedagogy in the Pub: Dealing with Difficult People Who: NSW IEU Date: 11 November Venue: IEU Wattle St, Ultimo Book: www.ieu.asn.au Event: Kevin Hennah and Cultural Weeding Who: School Library Association NSW Date: 11 – 14 November Venue: various Book: www.slansw.asn.au Event: Legal Research Workshop for Legal Studies Teachers Who: Southern Cross University (SCU) Date: 21 November Venue: SCU Lismore campus Book: www. scu.edu.au/law-justice/index.php/85 Event: Annual Conference: Countdown 2015!

Who: English Teachers’ Association Date: 28 and 29 November Venue: UNSW Book: www.englishteacher.com.au Event: Headstart to Extension History Who: History Teachers’ Association Date: 29 November Venue: Macquarie University Book: www.htansw.asn.au/pd-Sydney Event: Maths Rocks Who: Maths Association Victoria Date: 4-5 December Venue: La Trobe University, Bundoora Book: www.mav.vic.edu.au

Event: Royal Australian Chemical Institute

(RACI) National Congress Who: RACI Date: 7-12 December Venue: Adelaide Convention Centre Book: www.raci.org.au Event: Teachers Matter Who: Spectrum Education Date: 21-22 January 2015 Venue: SMC Conference Centre Book: www.teachersmatter.co.nz Event: FutureSchools Who: Association and Communication Events Date: 11-12 March 2015 Venue: Australian Technology Park, Sydney Book: www.futureschools.com.au Event: Securing Our Future: Best Practice Induction

and Mentoring Who: NSW IEU Date: 21-22 May 2015 Venue: UTS, Ultimo Book: www.ieu.asn.au Event: EduTECH Who: Association and Communication Events Date: 2-4 June 2015 Venue: Brisbane Convention and Exhibition Centre Book: www.edutech.net.au

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“Why are we still debating corporal punishment in schools?”

Only politicians are talking about it John Connors Principal St Anne’s Catholic Primary School, Kew, Victoria Talk with anyone over a certain age and they might well say ‘it never did me any harm, I was always being sent to the principal and my teachers never took any nonsense’.

The days of the visit to the principal’s office to receive half a dozen of the best have been gone for some time now. Corporal punishment seems an easy way to fix things, doesn’t it?

But why are some out there still taking about corporal punishment? In reality, I don’t think we are, not in schools at least. It seems advisors to federal ministers are the ones that keep dragging this ridiculous debate into the headlines.

But like so many other education issues, we at the coalface, the teachers and principals dealing with students every day 32|independent education| issue 3|Vol 44|2014

(and very successfully mostly) will be the last ones consulted.

Where else is it okay, let alone legal, for a ‘boss’ or someone in a position of authority to hit someone in their care?

Why should we consider it acceptable in a school? It is not acceptable, nor should it be considered acceptable or reasonable in any situation. The alternatives, that is positive discipline or restorative practices, are proven to bring about changes in behaviour and attitudes, and involve the child.

Enough is enough! There is no room for corporal punishment in 21st Century education.

Talking point

A cause of trauma?

Paul Lannier Year 10 student McCarthy Catholic High School, Emu Plains, NSW Corporal punishment is a form of physical punishment as retribution for an offence. Do I believe it is a worthy punishment for a school kid? No. There are plenty of other ways to punish a child who did something wrong, such as an afternoon detention. Some people might say that an afternoon detention would never have as big an impact on the kid as corporal punishment would if it were used. Even though a bigger impact could be a positive factor of corporal punishment, I see a much larger negative factor.

By hitting a kid you could be setting him/her up for a lifetime of mental trauma, especially if that person is already experiencing abuse at home. Some might say the child will never do it again because he has been punished with corporal punishment, but different people react in different ways. Some kids might never do anything bad again and learn their lesson from it, whereas others might totally shut down and become afraid. These are things that people should look at when thinking about the use of corporal punishment.

When the strap ruled supreme Teacher Bill Grieve St Brendan’s College, Yeppoon, Queensland With great fondness, I remember my days in school where the cane and strap ruled supreme. Terrified, we would sit at our desks while the nuns moved up and down the aisles ready to rap our knuckles if we so much as looked sideways. Then the Brothers showed us how to behave with ‘The Strap’ reigning supreme. Ahhh, those were the days.

Then, it all disappeared, only to be replaced with a new form of corporal punishment. Essentially all that happened is that students were not punished instantly but slowly - like Chinese water torture. They were allowed to carry on with their merry ways, causing much dismay to those that previously dealt out

the pain. However, slowly but surely, they slipped behind in their work. That’s the new ‘corporal punishment’! That’s why we are still debating corporal punishment in schools.

‘We need to engage students somehow. Create interesting subjects.

Make the content fun. Give everything meaning. Context, context.’ Well, how did that go? We embraced that mantra and here we are. Still debating the same issue. Over and over again – the reason why the debate still rages should be obvious: it worked.

Many would also argue that the teacher population is dominated by more elderly participants. The problem

is that we remember the ‘good ‘ol days’. We remember how effective this practice used to be. This is of course tempered by the bad side of corporal. It was misused and abused, but is that any different to what we have today?

So, where to next? Should the debate be allowed to continue? Why not, it brings back fond memories and may actually serve to cheer us up. It’s also consoling to think that our current system of ‘corporal punishment’ (albeit not much more than the ultimate in passive aggression) is doing a pretty solid job at present.

independent education| issue 3|Vol 44|2014|33

Boyhood - The art of longitudinal film-making The release of Richard Linklater’s groundbreaking narrative film shot over 12 years, Boyhood, highlights the cleverness of the concept of the sustained storyline.

Linklater (Before Sunrise, Before Sunset) secretly decided in 2002 to make an ongoing film about a young boy’s journey into manhood, casting Ellar Coltrane, then five years of age, in the central role together with Linklater’s daughter as his sister and established actors Patricia Arquette and Ethan Hawke as his parents.

Each year for one week, he would film them in a carefully constructed story about family, relationships, growing up, interactions with significant people and other low key, naturalistic events.

Linklater’s vision was not to sensationalise the boy’s development, but to present an average view of culture and family over the time period. The film, after 165 minutes, concludes with the boy turning 18 and ready to face a challenging but not unpleasant world. The film shows his estranged parents providing the framework for his development, as well as how his interactions with his mother’s various partners affected him.

This masterwork in longitudinal filmmaking, has its origins in the notable documentary series made for television, 7 Up, begun in 1964 by Michael Apted, as an ongoing series exploring the way 14 children from differing backgrounds in the UK developed their thinking, attitudes, careers, relationships and life skills, every seven years.

The series was also meant to reflect the power of class and family on child development. The eighth episode 56 Up was released in 2012, and provided a potent compendium of the way these children had developed into adults, how their hopes and dreams had been changed, and how some had dropped in and out of the series every seven years for varying reasons.

The presence of the filmmakers every seven years created some issues for the 14 people, yet the concept was bold, innovative and

34|independent education| issue 3|Vol 44|2014

very revealing.

An Australian Version of the 7 Up series, begun in 2008 as Life at 1, by the ABC, has been filming very young children and their families from a diversity of backgrounds every two years. This year Life at 7 was shown, highlighting the rapid development of these children and their aspirations. These onscreen social experiments provide us with a valuable insight into the psychology of growing up.

Around 12 other countries have also adopted the 7 Up approach to filming children, demonstrating the formidable power such screen documentation can have.

Indeed, Gillian Armstrong has contributed significantly to this approach, by filming a group of teenagers and young woman over several years, with her epic documentaries: Smokes & Lollies 75, 14’s Good, 18’s Better 80, Bingo Bridesmaids & Braces 88, Not 14 Again 96, and Love Lust & Lies 09. These films, showing how these women have matured over 35 years demonstrate the value of this screen documentation. Added to this, is Genevieve Kelly’s excellent documentary I am 11, filmed in six countries and highlighting girls’ developmental experiences in various cultures.

Peter Krausz is the Former Chair of the Australian Film Critics Association, film critic, film journalist and regular broadcaster, including his weekly three-hour film & TV show: Movie Metropolis, heard on 99.3FM on Saturdays, and streamed live on: www. sunburyradio.com.au He can be contacted at: peterkrausz8@ gmail.com

Reviews

Thanks Ms Botha Look where I am today because of your class.

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independent education| issue 3|Vol 44|2014|35

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