The Educator issue 3.03

Master of Education Guide 2017

EDUCATORONLINE.COM.AU ISSUE 3.03

SCHOOL SPOTLIGHT Breaking new ground in innovation BIG BUSINESS IN SCHOOLS Is it such a bad thing?

THE BIG INTERVIEW Marco Di Cesare, Caroline Chisholm Catholic College

INNOVATIVE SCHOOLS

The proponents of change educating tomorrow’s leaders

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ISSUE 3.03

CONNECT WITH US

CONTENTS

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UPFRONT 02 Editorial

Changing the status quo

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FEATURES

THE EDUCATOR’S M.ED GUIDE 2017 Looking to skill up for your next career move? The Educator presents its second annual guide to Master of Education programs

WALKING THE TALK

Principal Marco Di Cesare discusses the change he’s led at Melbourne’s Caroline Chisholm Catholic College in a bid to strengthen the connection between the community and the college’s leadership

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08 L&D update Preliminary summary results of the 2017 NAPLAN tests are in, and they’ve been described as a “mixed bag”

10 Technology update

A partnership between a university and an edtech start-up aims to improve student outcomes with adaptive learning technology Should high-SES public school parents pay fees?

2017 INNOVATIVE SCHOOLS

THE BIG INTERVIEW

Crucial takeaways from the Close the Gap 2017 report

12 Head to head

SPECIAL REPORT

In our third annual Innovative Schools list, The Educator profiles Australian schools leading the way with their efforts to prepare students for the world of the future

04 Statistics

14 Opinion

06 UPFRONT

NEWS ANALYSIS

Examining the role of big business in Australian schools today

A Sydney teacher shares how technology is enhancing the learning experience of his music students

PEOPLE 59 Career path

Mark De Vries recalls his inspirational journey to educational leadership

64 Other life

Teacher Emmet Nichols talks about the improvised-comedy troupe he’s travelled with all the way to Edinburgh

FEATURES

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SCHOOL SPOTLIGHT

BREAKING NEW GROUND IN INNOVATION

How Brisbane’s Ormiston College remains a pioneer in innovation in school education

38 Creating Australia’s best principals Australian Council for Educational Leaders (ACEL) CEO Aasha Murthy discusses what’s ahead when it comes to professional development opportunities for principals

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UPFRONT

EDITORIAL

CHANGING THE STATUS QUO

T

he pace of change in our world is faster today than it has ever been before.

So much on the horizon has the potential to significantly change both our daily lives and our industries: sometime in the not too distant future, online shopping giant Amazon expects to launch Prime Air, a new delivery system that aims to get packages to customers in 30 minutes or less via the use of drones; autonomous vehicles remain a hot topic and it’s unlikely to be long before we see the first driverless cars outside of a test environment on Australian roads; and, as suggested in a recent article published in The Guardian, 3D bioprinters could be the solution to a global shortage of organs required to undertake life-saving transplants. There’s a plethora of continuous activity wherever we look, the change relentless.

But in the words of high-profile American entrepreneur and AOL co-founder Steve Case, “The pace of change and the threat of disruption create tremendous opportunities”. A vastly different-looking workforce to

It’s exciting to contemplate the astonishing capabilities and skills that the workforce of tomorrow will possess serve tomorrow’s world will require employees to be equipped with skill sets never previously contemplated. It will require the global education industry to closely examine its methods and curriculums and to ensure that students are prepared to live and work in the 21st century, to have the tools necessary to succeed in that environment.

As we began sifting through the entries for our 2017 Innovative Schools report, we were overwhelmed by the sheer volume of work currently underway in Australia’s educational institutions as part of school communities’ endeavours to arm their students with the best education conceivable.

Education professionals from across the country alerted The Educator to a wide range of pedagogical and technological innovations rolled out, including initiatives designed to heighten their social awareness and make them better world citizens. It’s certainly heartening to learn about the passionate teachers and senior educators channelling their desire to see students succeed by embedding a culture of innovation in their schools.

Our 2017 Innovative Schools report highlights a number of schools leading the way on this front. Reading about their activities, it’s exciting to contemplate the astonishing capabilities and skills that the workforce of tomorrow will possess.

www.educatoronline.com.au AUGUST/SEPTEMBER 2017 EDITORIAL Managing Editor Iain Hopkins Editor Tim Garratt Journalist Brett Henebery Contributor Brad Fuller Production Editors Roslyn Meredith Jo Crichton

ART & PRODUCTION Design Manager Daniel Williams Designer Loiza Caguiat Traffic Coordinator Freya Demegilio

SALES & MARKETING Marketing & Communications Manager Lisa Narroway Business Development Manager Dominic Tusa

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FEATURE / BROKER EDUCATION UPFRONT

STATISTICS

TIME TO PICK UP THE PACE

INDIGENOUS STUDENTS REACHING NATIONAL MINIMUM STANDARDS FOR YEAR 3 READING The report measured the proportion of Indigenous students reaching national minimum standards (NMS) for Year 3 reading in each state and territory.

According to the figures, Queensland had the largest gain, while the Northern Territory had the lowest percentage of Indigenous students at or above the NMS

The 2017 Closing the Gap report reveals that while progress is being made, much remains to be done to improve outcomes for Indigenous Australians THE TARGETS set by the Council of Australian Governments (COAG) are still within sight, but the speed at which overall progress is being made must accelerate, in order for each of them to be achieved.

That’s a key finding to emerge from the ninth Closing the Gap report, released earlier this year. The Closing the Gap framework is directed to addressing the inequalities that exist when it comes to the health and

wellbeing, education and employment of Indigenous Australians versus non-Indigenous Australians.

The 2017 report highlights where real gains have been recorded and where efforts need to be heightened, in order for COAG targets to be met. On the education front, significant work still must be done as part of these endeavours to provide the same experiences and opportunities to all Australians.

National 2016 2008

81% 68%

Western Australia

83.4%

The overall attendance rate for Indigenous students nationally, compared with 93.1% for nonIndigenous students

60%

The apparent retention rate – data suggested almost 60% of Indigenous students stayed at school until Year 12 in 2015

61.5%

2016

93%

The percentage of Indigenous 20–24 -year-olds who achieved Year 12 or equivalent in 2014–15, which is an increase from 45.4% in 2008

2008

From 2005 to 2015, there was a 93% increase in the number of Aboriginal and Torres Strait Islander students in higher education award courses

71% 57%

Source: Closing the gap: Prime Minister’s report 2017

NUMERACY AND LITERACY RATES

YEAR 12 COMPLETION RATES

Across eight areas assessed (reading and numeracy for Years 3, 5, 7 and 9), the number of Indigenous students achieving national minimum standards in NAPLAN is on track in only one area (Year 9 Numeracy)

According to the report, recent data reveals statistically significant increases for Year 12 attainment in ACT, SA, NSW and Tasmania between 2008 and 2014–15

Source: Closing the gap: Prime Minister’s report 2017

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45.4%

61.5%

82.7% 56.6%

55.6%

43.0%

58.4%

76.4%

81.0% 53.6%

67.5% 52.9%

57.6% 68.5%

40%

2014–15

23.6% 29.7%

While the literacy and numeracy gap persists, the numbers required to halve the gap are within reach

60%

62.7%

Indigenous 15-year-olds are, on average, about twoand-a-third years behind non-Indigenous 15-year-olds in reading literacy and mathematical literacy

2008

80%

43.1%

According to the report, NAPLAN results for Indigenous students are worse in more remote areas

100%

20% 0% NSW

VIC

QLD

SA

WA

TAS

NT

ACT

Australia (overall)

Source: Closing the gap: Prime Minister’s Report 2017

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CLOSING THE GAP? THE COAG TARGETS Northern Territory 2016 2008

Queensland

42% 30%

2016 2008

85% 66%

NOT ON Halve the child mortality gap by TRACK 2018 Continued improvements in key factors that influence the health of Indigenous children have the potential to support achieving this target NOT ON Close the gap in life expectancy TRACK by 2031 The total Indigenous mortality rate declined by 15% between 1998 and 2015, with the largest decline from circulatory disease; however, the Indigenous mortality rate from cancer is rising

New South Wales 2016 2008

South Australia 2016 2008

Australian Capital Territory

88% 84%

2016 2008

75% 72%

84% 85%

Victoria 2016 2008

87% 88%

Tasmania 2016 2008

91% 88%

Source: ACARA and Closing the gap: Prime Minister’s report 2017

ATTENDANCE RATES Education authorities continue to work with communities and families to encourage and support children regularly attending school. According to the report, there was little change in the rate of attendance for Aboriginal and Torres Strait Islander students between 2014 and 2016 2014

2016

83.5% 83.4%

85.2% 85.4%

88.5% 88.2% 70.2% 68.6%

60%

77.4% 76.6%

81.1% 81.1%

85.2% 85.6%

86.8% 87.1%

80%

87.5% 86.8%

100%

40% 20% 0%

NSW

VIC

QLD

SA

WA

TAS

NT

ACT

Australia (overall)

Source: ACARA and Closing the gap: Prime Minister’s report 2017

95% of all Indigenous 4-year-olds enrolled in early childhood education by 2025 COAG renewed this target in December 2015 (as of 2015, 87% of all Indigenous children were enrolled in early childhood education) TARGET RENEWED

NOT ON Close the gap in school TRACK attendance by the end of 2018 The attendance rate for Aboriginal and Torres Strait Islander students in 2016 was 83.4%, compared with 93.1% for non-Indigenous students. For the target to be met, progress needs to accelerate NOT ON Halve the gap in reading and TRACK numeracy by 2018 Latest data shows that, of the eight areas measured, only one is on track ON Halve the gap in Year 12 TRACK attainment by 2020 The percentage of Indigenous 20–24-yearolds who’ve achieved Year 12 or equivalent rose from 45.4% in 2008 to 61.5% in 2014–15 NOT ON Halve the employment gap by TRACK 2018 There has been an increase in the Indigenous employment rate since 1994, but there has been a decline since 2008. The rate of non-CDEP employment has remained steady since 2008 Source: Closing the gap: Prime Minister’s report 2017

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FEATURE / BROKER EDUCATION UPFRONT

NEWS ANALYSIS

A DOUBLEEDGED SWORD? There are fears the growing reach of edu-business in schools could put the privacy of student data at risk.

But, as Brett Henebery reports, this misunderstood beast also has a profoundly positive role to play IN JULY, the NSW Teachers Federation (NSWTF) released a report, entitled Commercialisation in Public Schooling: An Australian Study, involving over 2,000 educators from across Australia.

The report’s authors say that teachers and principals are concerned about the increasing ‘creep’ of commercialism into public schooling.

One of its authors, Greg Thompson, says principals are particularly concerned about having to pay for services traditionally supplied by the Department of Education.

“There’s a really strong sense that commercialisation has no place in public schools,” he says.

“There’s also a real concern, I think, among participants that Australia seems to be

the high-stakes NAPLAN tests.

In 2012, Pearson Australia reached two separate agreements with the NSW Education Standards Authority (NESA), worth a combined $51.9m, to oversee the marking process and reporting of NAPLAN results. This caused great anxiety among public education advocates like the NSWTF and the Australian Education Union (AEU), which saw this development as evidence of the growing corporatisation of schools.

NSW Secondary Principals’ Council (NSWSPC) president Chris Presland says while it is harmless for a commercial entity to develop an education resource, there is a growing concern about the notion of one corporation controlling all elements of the

“There’s a real concern ... that Australia seems to be learning the wrong lessons from the UK and the US and bringing those into our schools” Greg Thompson, QUT learning the wrong lessons from the UK and the US and bringing those into our schools. As well, one of the really significant things is that people are concerned that public schools will go the way of TAFE.” Of those surveyed, 51% were located in NSW, where multinational edu-business giant Pearson Australia prints and distributes

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curriculum, testing and resourcing.

“It’s important to note that in addition to overseeing the marking and reporting process, Pearson also provides professional learning and resource material to support people getting through literacy tests,” he tells The Educator.

Presland adds that controlling the testing doesn’t necessarily mean setting the tests, but if

Pearson was to get to that point, there would be “an obvious conflict of interest”.

“If you look at the US as an example, Pearson controls every element of the testing, marketing and support material, but also has input into curriculum development,” he says.

In 2014, the value of the US education technology (edtech) market was estimated by the Software and Information Industry Association to be more than US$8.38bn. This was 5.1% higher than in 2013.

The latest NSWTF study found that testing and assessment was the most valuable market category in 2014, worth US$2.5bn, after growing by 57% over the previous two years.

Claims exaggerated?

Pearson Australia managing director David Barnett told The Educator that the report surveys union members only, who make up about 30% of all teachers and principals.

“The authors concede it’s not a fair representation of the views of all Australian educators,” Barnett said.

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A COMMERCIAL CONCERN

74%

of those surveyed saw the ethics of having student data in commercial hands as a major concern

72%

were highly concerned at the way public schools are being run as a business

45%

said the most significant concern was business dictating education policy

36%

were highly concerned at teacher activities being outsourced

57%

were also highly concerned about the lack of departmental support Source: Commercialisation in Public Schooling: An Australian Study, NSWTF

“Many public school teachers are authors of the resources we publish, or come in to mark the NAPLAN on a casual basis, both of which boosts their income.”

Barnett said if the conflicts of interest that the union are suggesting existed, they would

seriously. Only a few people have access to the data to do their job.”

Barnett said Pearson has tried to discuss the unions’ concerns directly but have been unable to secure a meeting.

“We’ve arranged four meetings with

“We have never breached the privacy of any student or teacher and take data security seriously. Only a few people have access to the data to do their job” David Barnett, Pearson Australia be a breach of the company’s contractual arrangements.

“We don’t sell any NAPLAN test preparation products or tutoring services, nor do we create or use any NAPLAN questions in our learning resources,” he said.

“We have never breached the privacy of any student or teacher and take data security

NSWTF president Maurie Mulheron over the past 12 months and he has cancelled each time,” Barnett said.

Paul Harrison, senior lecturer at Deakin University’s faculty of business and law, told The Educator the issue around corporatisation of Australian schools is more complex than meets the eye.

“The fact that schools need funds to run programs means that they will go looking for funds in all sorts of places, including ones where big businesses are operating,” he said.

“So there is a kind of incidental responsibility that the Department has to fund important school programs, because if they don’t, schools will not hesitate to look elsewhere.”

Harrison pointed out that if departments were to regulate against corporate involvement in schools, a much bigger issue of where taxpayer spending and government funding are going would arise.

“But culturally, the communication from the Department should always be around putting students’ needs first and thinking about their needs in a broad way,” he said.

“This is not just about thinking of student needs in terms of the programs they have, but also about the long-term implications of exposing them to brands and giving a competitive advantage to a brand that has the resources to get into schools.”

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FEATURE / BROKER EDUCATION UPFRONT

LEARNING AND DEVELOPMENT NEWS BRIEFS Wilson advocates ‘world-leading’ model for maths ed Maths Pathway co-founder, Richard Wilson, recently said there’s nothing stopping Australian schools from adopting “a world-leading learning and teaching model”, like the one his company advocates, and “completely transforming their student outcomes”.

“Our teachers have access to rich, timely and actionable data about their students. With this data, they can easily understand exactly where students are in their comprehension of the maths curriculum and adapt the teaching to that,” he said. “Teachers respond by using that data to target micro-lessons for small groups of students, and run rich and engaging tasks for the class …”

Why music is an education game-changer New research has outlined the benefits of learning music on a child’s development. The Power of Music: Its impact on the intellectual, social and personal development of children and young people, written by Susan Hallam from the University of London’s Institute of Education, says that in early childhood, “there seem to be benefits for the development of perceptual skills which effect learning language subsequently impacting on literacy, which is also enhanced by opportunities to develop rhythmic co-ordination. Fine motor co-ordination is improved through learning to play an instrument.”

Initiative launched to keep kids in school The Victorian Government has announced a new program to help principals and teachers keep more students in school. State education minister James Merlino announced the $5.9m program in August, in response to

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a report from the Victorian Ombudsman on government school expulsions.

“We’re acting decisively to implement the Ombudsman’s recommendations, and support principals, teachers and students,” Merlino said. “We have invested more than $100m to help at-risk students stay in school and stay out of trouble.” According to Merlino, the Victorian Government will implement all of the recommendations in the Ombudsman’s report.

Schools need to transform, not improve, says Sydney teacher Catholic Education Diocese of Parramatta executive director, Greg Whitby, told The Educator recently that rather than making schools better, “we need to completely transform them”.

Whitby said education authorities should stop focusing on NAPLAN and PISA results and copying from other jurisdictions. He added that quality teaching was vital in the transformation of learning in schools, and governments needed to invest more in teaching collaboration. “We need teacher collaboration because teachers working together, rather than on their own, makes learning engaging,” he said.

Report outlines strategies to boost teacher numbers A report based on the largest ever survey of teachers in Queensland has outlined new strategies to attract more men to the profession and to increase the number of Indigenous teachers. As well as suggesting ways to boost teacher numbers, the Why Choose Teaching? report also recommends identifying aspiring teachers while they’re still at high school and fostering their ambition.

Additionally, the report found that intrinsic career value, teaching ability and shaping the future of children and adolescents were the top three motivators for those choosing the teaching profession.

2017 NAPLAN RESULTS RELEASED Federal education minister encourages educators to focus on what will help students to reach their potential

In August, ACARA released the preliminary summary results of the 2017 National Assessment Program – Literacy and Numeracy (NAPLAN) tests.

On the whole, student outcomes showed only marginal improvement since the tests were introduced a decade ago. Reading and numeracy scores across Australia increased by just 0.72% and 0.81% respectively since last year, while a decrease of -0.55% was seen in writing scores. Longer-term trends since the beginning of the test in 2008 show a 3.52% improvement in reading and a 2.55% increase in numeracy, ACARA CEO, Robert Randall, said that despite the decline in writing, the overall results represented a “positive trend”.

“Importantly, there has been a gradual redistribution of students from lower bands of achievement to higher ones, particularly in some domains and year levels, such as Year 3 reading,” he said.

“In other areas, this improvement has not always been great enough to significantly impact average national results, but it is a positive trend.”

The data also showed that Year 3 reading results continue to show sustained improvement, with ACT, Victoria and NSW continuing to have high mean achievement across all domains.

Increases were seen in mean achievement in the Northern Territory in primary years' reading and numeracy since 2008, while WA and Queensland had the largest growth in

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mean achievement across most domains since 2008.

The percentage of students meeting the national minimum standard also remains high – over 90% nationally and in most states and territories, across all domains and year levels.

Federal Education Minister, Simon Birmingham, called the results a “mixed bag”.

“The results show that while we have excellent schools and teachers in Australia, we need to focus on what will give our students the opportunities they need to reach their potential,” Birmingham said.

“Some of the longer-term trends highlight great advances in areas of reading, writing and numeracy, but we need to be aiming for more consistent improvements.”

Birmingham said this means looking at what can be learned from Australia’s high-achieving schools and what they do that can apply in other schools.

Laureate Professor John Hattie, pointed to a range of factors that contributed to the results, but said the new HSC Minimum Standard can help focus school-wide efforts to ensure these

“There has been a gradual redistribution of students from lower bands of achievement to higher ones” improvements are sustained.

“The HSC Minimum Standard will help focus teaching and learning from early childhood to Year 12 to ensure all their students have the literacy and numeracy skills for success in life,” he said.

“Looking at the national picture, the 10-year data indicates that positive change in student performance is happening gradually, which will impact national results if it can be repeated across domains and jurisdictions”.

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FEATURE / BROKER EDUCATION UPFRONT

TECHNOLOGY NEWS BRIEFS Technology simplifies school fee payments, says report A Deloitte report released in July found that digitising school payments can mean more teacher time, happier parents and thousands of dollars saved.

It found that schools could redirect more than 2,000 hours of teacher and admin time towards learning outcomes per school. Richard Miller, Deloitte’s payments practice leader, said research shows that parents prefer the digitised option when making school payments because it’s easier and more timeefficient for all involved. “We expect more schools and their senior leadership will adopt digital apps and processes in the coming 12 months,” he said.

Australian schools get digital literacy boost In late July, the Federal Government announced a partnership with the University of Sydney, aiming to boost digital literacy in Australian schools.

Federal Education Minister, Simon Birmingham, announced the launch of the Australian Digital Technologies Challenges, which will play an important part of Australia’s national Digital Technologies curriculum. “The Digital Technology Challenges, as well as the Digital Literacy Grants, form part of a coordinated strategy under the National Innovation and Science Agenda,” he said.

Birmingham also said that when students leave school, resources like this will ensure they have the “right grounding”.

Technology helping school to bridge the gap Daintree State School in Far North Queensland is harnessing the power of one-on-one video tutoring to help students close the achievement gap with metropolitan schools. Its new video platform allows students to access

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high-quality educational resources from around Australia. The service is being facilitated through Scooter Tutor, which is allowing students to participate in personalised tutoring lessons based on their needs. Scooter Tutor co-CEO, Sam Robertson, told The Educator that as most students move to a capital city to attend university, there is a big gap for students in remote towns seeking extra learning support outside school.

Cyber education: the buck to stop with principals Nick FitzGerald, a senior research fellow at IT firm ESET told The Educator that principals will likely be held responsible for ensuring suitable cybersecurity education outcomes for their students.

He also says they’re likely to have another kind of cybersecurity concern.

“Schools are increasingly using online homework, testing and results recording systems, and principals and/or some of their senior staff are likely to be tasked with ensuring the confidentiality and integrity of these systems and the data they contain,” he said. “Likewise, generalpurpose security concerns for a school’s ICT equipment are likely to more or less directly rest with the principal.”

Expert shares countercyberbullying advice The regional consumer director of security software company Trend Micro has shared some counter-cyberbullying tips for parents and principals with The Educator. Tim Falinski encourages parents to have open two-way conversations with their children about cyber risks; to try to get kids to share online profiles and blogs with parents; to establish rules around limits as to time spent online and sites that can and can’t be visited; to consider requiring Internet use to occur in a high-traffic space in the home; and to invest in software solutions that offer parental controls.

UNI AND TECH PROVIDER ANNOUNCE PARTNERSHIP Two organisations join forces to educate future students utilising adaptive learning technology A new partnership between a university and an ed-tech start-up endeavours to improve student outcomes by helping them engage first-hand with adaptive learning technology while developing their understanding of assessments.

Smart Sparrow, a global leader in adaptive learning technology, announced its partnership with Deakin University in July. It’s a partnership that will see the university use Smart Sparrow’s learning design platform to help train the next generation of educators to deliver new digital learning strategies aimed at better educating the students of the future.

Designed specifically for online delivery by a team of learning designers from Smart Sparrow and Deakin, the new Graduate Certificate of Professional Practice (Digital Learning), offered within the School of Education, aims to develop and equip students with digitally enabled teaching and learning skills.

“Smart Sparrow believes in designing tools that support excellent teaching and put teachers first to unlock the potential of adaptive learning technology,” the company’s founder and CEO, Dr Dror Ben-Naim, told The Educator.

“With Smart Sparrow, school leaders have at hand learner-centred design expertise and cutting-edge technology to reach high-performing, middle-of-the-pack and at-risk students.”

Ben-Naim said that for students to be successful, schools need to ensure they’re getting the individual help they need.

“Adaptive technology provides that,” he said, pointing out that the education space

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H

P

– and students’ expectations – are changing at a rapid rate.

To keep up with the transformation, Ben-Naim said school leaders need to embrace technology and enhance their digital skills so they can provide better learning experiences, especially through the online medium.

“The primary challenge is keeping skills and learning relevant and meaningful,” he said.

Associate Professor Damian Blake, the associate dean, faculty of arts and education at Deakin University, told The Educator that one of the biggest challenges that educators face is being able to personalise students’ learning experiences and to respond to their diverse range of starting points in a curriculum.

“I anticipate that the adaptive learning experiences provided by Smart Sparrow will provide a powerful tool for our educators in meeting this challenge,” he said.

“Our use of the application in our Graduate

“School leaders have at hand learner-centred design expertise and cutting-edge technology to reach high-performing, middle-of-thepack, and at-risk students” Certificate of Professional Practice [digital learning] is designed to provide students – who are themselves educators – with a first-hand experience of adaptive learning as a method of learning about designing assessment activities.”

Blake said digital learning technology is continuously emerging and creating new and innovative opportunities for learners “to become more independent than ever”.

“This is occurring at a time when we are less likely to tolerate poor-quality learning experiences and poorly designed programs being offered to our learners,” he said.

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UPFRONT

HEAD TO HEAD

Should high-SES public school parents pay fees?

Is it fair that parents should be required to pay for their children’s education if they can afford to do so?

Blaise Joseph

Chris Presland

Joel Matthews

Education policy analyst Centre for Independent Studies (CIS)

President NSW Secondary Principals’ Council

Vice-president The P&C Federation

Parents earning high incomes in high socioeconomic status (SES) areas – where government schools tend to perform much better – are able to send their children to government schools for free. In contrast, low-income parents in low-SES areas – where government schools tend to perform much worse – have to make significant financial contributions to send their children to a non-government school if they are (understandably) not satisfied with the quality of the local government school. It is unnecessary to constrain government schools from receiving significant and compulsory contributions from high-income parents. This means much more taxpayer funding than needed is spent on many government schools.

State governments should consider charging compulsory school fees for high-SES parents.

Public schools are proud to offer free, inclusive and secular learning environments for all students. Charging fees for high-SES public school parents completely undermines the principles of public education and the democratic traditions of Australian society. This question would also become redundant if Australia adopted a genuine, comprehensive needs-based school funding model. The original Gonski model illustrated why equity matters in education, and this should be the focus for our politicians and policymakers. Public education democratises opportunity and, for this to continue, schools require a needsbased not a fees-based school funding model. The most successful education systems are those that combine equity with quality and thus public education must continue to be a free, secular and inclusive system available to all Australians.

The provision of free public education is part of the guiding philosophy of the P&C Federation. We are committed to a public education system that is free and open to all, irrespective of culture, gender, academic ability and ability to pay. We place our children’s education at the forefront and strongly emphasise that every child in NSW has access to well-resourced public schools – to a public education system that meets their learning needs and enables them to become contributing and effective members of society regardless of whether their location is in a metropolitan, regional or remote rural area, and/or their parents’ financial capacity. As a proactive peak parent advocacy group, we remain committed to working towards achieving an equitable public education for all.

PUBLIC SCHOOLS AT A GLANCE Public schools comprise 71% of schools in Australia, enrolling 66% of the student population and receiving a 73% share of combined government funding.

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UPFRONT

OPINION

GOT AN OPINION THAT COUNTS? Email brett.henebery@keymedia.com.au

BYOD INSPIRING MUSIC-MAKING Sydney music teacher Brad Fuller explains how technology is helping students move beyond traditional music classes in school NOTHING EXCITES educators more than students who want to do more work than they have to – when they ask if they can work longer on their assessment tasks or you literally have to herd them out the door because they don’t want to leave. That’s how you know you’re on to something.

With advanced technologies breaking down communication barriers and giving students the freedom to collaborate in real time, these ‘I want to do more’ student moments are more and more commonplace.

As music teachers for Years 7 through 12 (ages 12 through 18) at Northern Beaches Christian School (NBCS), a co-educational K–12 school in Terrey Hills in the northern suburbs of Sydney, we approach education with a dual focus on learning and opportunity.

We are musicians and technologists. With a long history of everything music tech, we were looking for a cross-platform that our BYOD classroom could collaborate in. One of our many catchphrases, ‘Music with people for people’, inspires us to push forward and collaborate with one another.

We’ve been recording our students’ work since 2012, and Soundtrap is the only collaborative, real-time solution we’ve found that works for the modern teenage student.

Soundtrap is a cloud-based, audio recording platform that lets students compose, play and edit songs, recordings and podcasts and share them online in a secure environment.

It’s like Google Docs for musicians and is the best solution for addressing our needs. Our kids live on the internet, and the concept of saving your work or downloading software strikes them as old-fashioned. They just want

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to open a browser and get to work.

In our music class, one student might have an array of Android, Chromebook, Mac and Windows devices, and Soundtrap lets them work with all of them. Soundtrap integrates with Google Classroom, and so the kids go right to our learning management system and work from anywhere. It’s revolutionary that they don’t have to come to school to work together. Previously, the challenge was sharing computer files or USB sticks, and if a student wasn’t at school, a project was held up.

we’ve seen many of them transform from fearful to fearless. Soundtrap gives them the latitude to go off by themselves, do their thing and press that ‘record’ button. The built-in loops give them the courage to create something independently. Having this individualised process is very different from the old context of recording, with the pressure of everyone watching you. It’s a great leveller in the classroom.

It’s thrilling that we’re moving beyond a music classroom where the first focus required teaching about equipment and software. In the past, this ate up six months of valuable teaching time. Teachers don’t want to be bogged down by technical glitches or thinking about the tool. We just want to think about music. We just want to teach music. Now, we have time to experiment with non-traditional ways of playing music, where it might involve a virtual violin to get a result that wasn’t possible with a traditional violin.

And even though they grew up with devices at their fingertips, students want to interact with each other. Music tools should serve this social side, and we’re at the very beginning of exploring this collaborative space for musicians.

We’re working beyond the idea that music should be about teaching students scales and chords, music history or learning a particular instrument The students took to Soundtrap immediately. The platform is colourful and easy to use, and it meets them in the dynamic, online environment they’re so comfortable navigating. It’s common for the students to move freely between their phones, tablets, laptops and desktops, and because Soundtrap is browser-based, it accommodates the different operating systems.

And, as teachers, we’re able to design exercises that allow for simultaneous creating and individual workflows, and also provide feedback in real time that satisfies the ‘now’ factor that kids today expect.

Our students are at an age when they’re self-conscious and peer approval matters, and

Much of the music we create each year at NBCS is made into a CD and posted online through our YouTube channel or SoundCloud playlist. There are also multiple websites that showcase the students’ work.

We’re working beyond the idea that music should be about teaching students scales and chords, music history or learning a particular instrument. We’re using music to connect people and change the world.

Brad Fuller has over 15 years’ experience offering professional learning for teachers.

Brad is an associate of the Sydney Centre for Innovative Learning and teaches music at Northern Beaches Christian School.

www.educatoronline.com.au

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PEOPLE

THE BIG INTERVIEW

WALKING THE TALK School principals are some of the busiest people in the workforce today, but Marco Di Cesare doesn’t let that get in the way of having a personal impact in every area of his school. Brett Henebery reports MARCO DI CESARE, who has been head of Caroline Chisholm Catholic College for the past five years, considers himself a coach, mentor, guide, role model and school leader all rolled into one.

One important factor behind this attitude is the college’s diverse community, which includes more than 60 different nationalities, each with their own cultural and ethnic backgrounds.

It might not come as a surprise, then, that building a strong family network with parents was one of the first things Di Cesare set out to do on becoming principal of the college.

“We’re a school with three campuses and 1,500 kids, so we’ve got our own unique issues, but I had to put my money where my mouth was; I couldn’t talk about the personalised approach I was advocating without being involved. I had to lead this change,” Di Cesare tells The Educator.

This personalised approach involves routine calls and personal meetings between Di Cesare and parents, with the ultimate aim

being a community that enjoys a personal and meaningful connection with the college’s leadership.

“I call the parents up and discuss things informally; whether it’s certain changes in their child’s behaviour or any academic issues they’re having at school. This can be in a positive or negative context, but the most important part of this is that parents know that if they have any concerns whatsoever, they know they can contact me directly,” he says.

“It’s about forming the relationship between staff, student and parent. For me, that’s the most important thing. We’re a diverse community, so sometimes there are language barriers, but once you get to know the parent, you don’t need interpreters.”

Di Cesare says this is because parents don’t feel like they need “the extra layer” of communication, and adds that this also makes conversations “much more straightforward and honest”.

“I talk to families and students about their

CAROLINE CHISHOLM CATHOLIC COLLEGE AT A GLANCE The college is a Catholic co-educational day school located in the Melbourne suburb of Braybrook.

The college is a culturally diverse community, comprising more than 60 different nationalities.

The college’s three campuses enrol roughly 1,500 students from Years 7–12.

The social worker/refugee co-ordinator tailors support individually to each student depending on their needs.

In 2012, Marco Di Cesare became the school’s principal and began a series of significant reforms to the college’s executive, including the creation of new leadership roles.

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In line with his educational philosophy, Di Cesare proactively fulfils the role of coach, mentor, guide, role model and school leader.

progress so they don’t need to go to different teachers to ask them what they should be doing. I look at the school and its students holistically,” he says.

“We’ve done a lot of work in our family partnerships area as well. We work with a private provider to deliver English classes for ESL parents. This allows them to understand the school speak, and other topics, such as what it means to go to a university rather than a TAFE.”

A focus on growth, not scores The college continues to have NAPLAN scores at or above the national average – progress Di Cesare puts down to the college’s unwavering commitment to the success of each individual student.

At Year 7, in most domains of the NAPLAN testing, greater than 95% of students achieved national minimum standards, but over the last three years, this year level’s results have continually shown 94–99% of students reaching national benchmarks.

Results in Numeracy testing have also been particularly strong, hovering around 99% of students meeting national minimum standards.

The areas of Reading and Writing are a particular focus for the college. The partnership established with the University of Melbourne during 2016 focuses on the explicit teaching of literacy and reading and writing.

At Year 9 in all domains of the NAPLAN testing, more than 90% of students achieved national minimum standards, with over 98% of students achieving national benchmarks in Numeracy.

“Our personalised approach to learning means we look at their growth, not scores,” Di Cesare says.

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“I had to put my money where my mouth was; I couldn’t talk about the personalised approach I was advocating without being involved. I had to lead this change”

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PEOPLE

THE BIG INTERVIEW

TRICKLE-DOWN LEADERSHIP

From next year, the school will have a deputy for strategic and education innovation, wellbeing, staffing and learning and teaching.

Rather than relying on outside help, Di Cesare ensures that everyone involved in teaching and learning develops the ability to act as effective mentors and coaches to one another.

The school will soon create the role of collaborative learning leader, who will work with students to push collaboration and with staff to improve teaching and learning.

Scholarships are offered to students who wish to undertake further study in a particular area and develop their academic skillsets.

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“Whilst we are very proud of our improved scores over the years, it’s seeing students be their best, no matter the outcome, that indicates we are providing them with the right learning experiences that allow them to excel through their distinctive talents.”

True distributive leadership And the concept of deep inclusion is not limited to the parent community. Di Cesare envisions a model where each member of the college’s executive exhibits the same kind of learner-mentor role as he currently exercises.

“In the next year or so I want the deputy principals in the school also being learnermentors, because then you’re not only dealing with your own subject, you’re actually looking holistically at all subjects that those kids are taking,” Di Cesare says.

“As the principal, this gives me a much better understanding of not only the learning that’s happening in the classroom, but also a fantastic understanding of my families, where they’re coming from and what their challenges are.”

In order to drive a better targeted approach to achieving teaching and learning outcomes at the college, Di Cesare has four deputies in his executive who each focus on key teaching and learning areas.

“We currently have a deputy of strategic and education innovation, wellbeing, staffing and teaching and learning,” Di Cesare says.

“A new role we’re looking to bring in from next year is the collaborative learning leader, who will work with the year level to push collaboration, and work with staff on developing not only what we’re teaching but how we’re teaching.”

Di Cesare said all people who hold positions in the college act as a coach for other staff, allowing a ‘trickle down’ effect where leaders are continually developed as they mentor and coach students.

“In terms of the needs of each individual staff member, it means that we can track what is needed for an individual staff member, as well as what kind of professional learning is needed,” he said.

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“We look at where each individual staff member wants to be in terms of their vocation as a teacher. We ask them what areas they want to move into as a teacher and how we can help them get there.”

Di Cesare says at the college, teachers take ownership of their own initiatives by holding 15-minute forums every Thursday to discuss pedagogical ideas that have worked for them and which might be useful to other staff members.

“One of the best things about these meetings is that it’s not someone in a leadership team who drives them. These meetings are driven by a core group of staff,” he says.

“This is essentially about letting the decisions be made where they are meant to

be made. Learning intentions are being done by some schools, but our staff focuses on cheering their learning intentions.”

Di Cesare says this means teachers seeing their expectations of what they were trying to achieve come to fruition and celebrating it.

“It’s about building that capacity, not just

within our staff but in our kids,” he says.

“I don’t want ‘yes’ people around me. I want people who are going to challenge my leadership, my approach and my way of thinking, because in the end, this benefits both me and the school. We work together.

It’s not an ‘us and them’ situation. It’s about staff trusting me and me trusting staff.”

“I want the deputy principals in the school also being learner-mentors, because then you’re not only dealing with your own subject, you’re actually looking holistically at all subjects that those kids are taking”

www.educatoronline.com.au

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS 2017

INNOVATIVE SCHOOLS In our third annual Innovative Schools list, The Educator profiles 40 Australian schools leading the way in efforts to best prepare students for tomorrow’s world WELCOME TO The Educator’s third annual Innovative Schools report.

In each of our first two years, we received a plethora of submissions from schools in all corners of the country, bringing to our attention some truly inspiring work being undertaken to equip students with the tools that will help them to face a world vastly different from the one we currently know.

Once again this year, the volume and quality of entries received made selecting the list of schools to profile an arduous task and spoke to the depth of innovative work currently being undertaken in Australian schools. But we have gone through the difficult assessment process and chosen 40 schools we have determined are worthy of special recognition. It must be emphasised, however, that the outstanding work detailed on the pages that follow offers only a snapshot of the pioneering work in our schools that merits commendation.

We hope you enjoy learning about some of these proponents of educational change.

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Sponsored by

SCHOOL INDEX NAME

PAGE

STATE

TYPE

NAME

PAGE

STATE

TYPE

Bendigo South East College

30

VIC

P

Merici College

29

ACT

C

Berwick Lodge Primary School

22

VIC

P

Mount Annan Christian College

29

NSW

I

Bethany Lutheran Primary School

23

QLD

I

Northside Christian College

29

QLD

I

Brisbane Girls Grammar School

23

QLD

I

Nossal High School

32

VIC

P

Burnside Primary School

34

SA

P

Ormiston College

36

QLD

I

Burwood Girls High School

28

NSW

P

Our Lady of Fatima

32

VIC

C

Callaghan College

24

NSW

P

Pacific Palms Public School

30

NSW

P

Canberra Grammar School

25

ACT

I

Parkmore Primary School

30

VIC

P

Clarke Road Special School

24

NSW

P

Raymond Terrace Public School

31

NSW

P

Dallas Brooks Community Primary School

35

VIC

P

Revesby Public School

34

NSW

P

31

NSW

P

Delany College

25

NSW

C

Rooty Hill High School

Federation College

26

VIC

I

Saint Stephen’s College

32

QLD

I

Geelong Grammar School

28

VIC

I

Sarah Redfern High School

34

NSW

P

35

TAS

I

Hale School

25

WA

I

Scotch Oakburn College

Hillcrest Christian College

28

QLD

I

Sheldon College

34

QLD

I

Immanuel College

24

SA

I

Snowy Mountains Grammar School

36

NSW

I

Kiama Public School

36

NSW

P

Southern Highlands Christian School

36

NSW

I

Knox Grammar School

29

NSW

I

St Leonard’s College

22

VIC

I

Living Faith Lutheran Primary School

26

QLD

I

St Mel’s Primary School

26

NSW

C

Melbourne Girls Grammar

22

VIC

I

St Paul’s School

35

QLD

I

TYPE P – PUBLIC I – INDEPENDENT C - CATHOLIC

A MESSAGE FROM OUR SPONSORS Schoolbox and Digistorm are proud to support the Innovative Schools report for the second year running in 2017. We see this as an opportunity to recognise innovative educators who are improving teaching and learning outcomes using technology.

We both place a strong focus on the ability of technology to improve not only student outcomes, but also the incredibly important engagement of parents throughout their child’s learning journey. We believe that the Innovative Schools report provides school communities with the right kind of encouragement to embrace and adopt technological solutions into their schools, in both of these areas.

It is encouraging to see the innovative and creative practices that were put forward this year and we are excited

to commend all of the entrants who made this year’s Innovative Schools list – congratulations! We hope that the efforts of the finalist schools will inspire other schools around Australia to think outside the box and push forward with technological advancements in K–12 education. This is an incredible demonstration of the great opportunity for innovation and change within our industry.

This opportunity is one about which both Schoolbox and Digistorm are passionate, so it is to The Educator that we give thanks for running this initiative.

Congratulations again to the schools who have made the Innovative Schools list in 2017!

Sean Richards, co-founder – Schoolbox Tim Oswald, managing director – Digistorm

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS BERWICK LODGE PRIMARY SCHOOL Berwick, VIC

MELBOURNE GIRLS GRAMMAR South Yarra, VIC

For Year 9 to 12 students (the senior years), Melbourne Girls Grammar has implemented a sophisticated blended learning model. All courses undertaken by students in the senior years include face-to-face and online learning. Students have both fixed and flexible experiences in their program, providing them with the capacity to shape their day according to personal goals and priorities, which have been established in consultation with teachers, wellbeing coaches and fitness coaches.

The role of the wellbeing coach is unique to the school’s senior years framework. Wellbeing coaches work one-on-one and in small groups with students, supporting and empowering them towards optimal wellbeing and self-efficacy. Students work collaboratively with the wellbeing coaches to track and manage the physical, emotional, psychological and social components of their wellbeing.

Another integral feature of the senior years program is the Fit for Life program, which facilitates personalising sport and physical activity experiences by developing individual physical wellbeing plans that take into account students’ interests, motivations and goals. Fitness coaches can track student progress and therefore appropriately modify and advance programs.

The school has also implemented a Student Enterprise Program, which specifically aims to provide experiential learning opportunities that develop the attributes of adaptability, creativity, inclusiveness and resourcefulness.

Berwick Lodge Primary School has embraced Professor Brian Annan and Dr Mary Wootton’s concept of Infinity Learning Maps, which enable students to map how they learn as they themselves perceive it to be. Students review their current learning situation by creating a personal learning map, collaborating and discussing findings with their peers and teachers and then, subsequently, developing a ‘Change Priority’.

This helps them to make real improvements in their own learning. Student feedback to date on the use of Infinity Learning Maps has been excellent, and teachers have found them a wonderful teaching tool and means of reframing their own teaching approaches.

ST LEONARD’S COLLEGE Brighton East, VIC

St Leonard’s College has been an innovator for several years and is regularly sought by other schools to assist them in their own innovation and technology initiatives. This year, St Leonard’s introduced the DigiSTEM faculty. Students in Years 5 to 7 attend core DigiSTEM classes and a variety of electives are offered at higher year levels. A new STEM classroom has been designed and developed with inbuilt robot tracks, 3D-printing facilities, and various programmable computers and devices. So far in 2017, Year 5 students have completed a ‘Keyhole Surgery Training Unit’ that uses an electrical circuit and exposes them to computer programming, while Year 8 STEM students are designing and 3D-printing prosthetic hands. Meanwhile, in Year 9, students are creating their own video games while others are designing and 3D-printing robots and coding them to complete tasks.

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Sponsored by

BRISBANE GIRLS GRAMMAR SCHOOL Brisbane, QLD

Brisbane Girls Grammar School has long been committed to innovative science education.

In 2016, over 90% of Year 12 students studied science subjects and, of that group, more than 40% are now undertaking a science-based university degree. The school attributes the popularity of science to its specialist, dedicated teachers and an evolving array of experiential learning opportunities. Partnering with the Translational Research Institute, Year 11 students are currently working alongside biomedical professionals on two real-world research projects. And in October, the school will unveil its own remotely operated, robotic telescope and observatory – the first in a girls’ school in Australia. The observatory will expand opportunities for partnerships with universities, scientific and commercial organisations, and the global scientific community.

BETHANY LUTHERAN PRIMARY SCHOOL Raceview, QLD

Bethany Lutheran Primary School has implemented agile learning in its efforts to better prepare students for the future. These efforts include the use of agile learning spaces.

Additionally, its students in all classes in a single year level work collaboratively in one learning space. This allows teachers to share the responsibility for teaching every student; to share the planning, assessment and reporting, to enable a more efficient curriculum delivery; to create small focused groups, based on individual student learning goals and needs; and to identify current strengths, priorities and goals for learning for each student.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS CLARKE ROAD SPECIAL SCHOOL Hornsby, NSW

CALLAGHAN COLLEGE Callaghan, NSW

This year, Callaghan College has entered into collaboration with researchers from the University of Newcastle to design and document Australia’s first ‘Virtual Reality School’. The project, entitled ‘VR School’, will involve 60 Year 9 students (from low SES backgrounds) and teachers in designing, building and evaluating for the purpose of creating their own immersive virtual learning environments that align with the curriculum and are pedagogically, developmentally and ethically sound. Students will design, build and evaluate a virtual reality eco-friendly house using the world of Minecraft and the Occulus Rift HMD. So, instead of using off-the-shelf VR programs, Callaghan students will create their own immersive learning.

The project will be rigorously researched, documented and evaluated, and the whole journey will be shared globally via Callaghan’s website, allowing schools around the world to be a part of the process. It’s already attracted international attention and received a $50,000 Australian Government Digital Literacy Grant and, ultimately, VR School is set to open up new career pathways to Callaghan’s student participants.

Clarke Road School caters for students with moderate to severe intellectual disabilities, many who have additional disabilities. Its ‘In the Zone for Learning’ project has been implemented for the purpose of deeply understanding the complex needs of each student and maximising their ability to engage and learn. The program addresses the learning needs of students by understanding their sensory processing needs. It comprises six modules for teachers to understand and recognise brain functioning and the accurate processing of sensory information for individual students. The program provides a guide to address students’ needs, in order to achieve learning outcomes and to develop higher-order skills such as reading, writing, maths and reasoning skills.

IMMANUEL COLLEGE Novar Gardens, SA

Immanuel College is a multi-award-winning school attracting over 1,000 educational visitors each year to explore innovative practice. Recently, its new Imagination Centre has become a place where students immerse themselves in experiential learning. Gifted and talented students extend and enrich their learning as they design and discover solutions using creativity and critical thinking. STEM-inspired learning is promoted with Lego robotics, Makey-Makey, OzBots, Lil Bots through to virtual reality cameras for students to create their own 3D virtual worlds.

Meanwhile, Immanuel’s new learning management system integrates all digital tools in the school, and the virtual learning environment enables teachers to promote student engagement, facilitate greater student independence and leverage social media skills to enhance communication and student collaboration. Also, inquiry-based learning has stepped up a level, with students designing solutions for problems from the other side of the world.

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Sponsored by

HALE SCHOOL Wembley Downs, WA

DELANY COLLEGE Granville, NSW

Delany College places an emphasis on 4 C’s: creativity, critical reflection, communication and collaboration. Its strategies also seek to ensure the student, rather than the content, is always at the centre of the learning, Delany College utilises a case management system, involving groups of teachers from all disciplines meeting fortnightly to discuss students who are ‘stuck’ in their learning journey. The teachers use all data available to them and closely examine behavioural issues in their efforts to identify and address the learning block. The group effort means solutions are determined and breakthroughs made. This process is supported by a Super Data system, providing teachers with the ability to follow the progress of every student and use the information to design learning experiences targeted to student needs.

Project-based learning (PBL) has an integral role in students’ learning, and versatile learning spaces have been created in order to accommodate PBL activities.

It’s reported that the initiatives introduced at Delany College have resulted in significant improvements in NAPLAN results, particularly in the area of maths.

Hale School has established the Hale Institute of Innovation and Research. The institute will create numerous contemporary learning spaces; facilitate the school’s participation in a global research project exploring the benefits of character education; establish a virtual reality lab for immersive learning experiences; develop a contemporary integrated curriculum to provide real-world challenges for students to develop and implement newly acquired skills through a design thinking model; measure the benefits of a cutting-edge social and emotional learning program through a university research collaboration; and offer opportunities for staff to initiate and accelerate new learning initiatives through the Hale School Innovation Scholarship.

CANBERRA GRAMMAR SCHOOL Red Hill, ACT

Canberra Grammar School was the first school in Australia to teach iOS application development as part of its formal academic curriculum, the first school to adopt teaching the new Shift programming language, and the first high school in the world to develop for Microsoft HoloLens.

In recent years, several Canberra Grammar students who’ve studied Swift programming and iOS app development have won scholarships to attend the prestigious Apple Worldwide Developers Conference in San Francisco. In 2017, five of the school’s students were awarded these scholarships.

At the start of this year, Canberra Grammar partnered with the University of Canberra, Pearson UK, and Microsoft to conduct the first trial of Microsoft HoloLens in education. Classes trialled HoloLens apps, which were built at the request of the school’s maths, chemistry, history and PD/H/PE teachers in order to engage students in specific ideas for the purpose of understanding the affordances of augmented reality in the teaching and learning space.

It’s through its innovative programs that the school aims to nurture compassionate forwardthinking young people and the problem-solving leaders of tomorrow.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS

Sponsored by

LIVING FAITH LUTHERAN PRIMARY SCHOOL Murrumba Downs, QLD

In recent years, teachers and leaders of Living Faith Lutheran Primary have explored new pedagogies and how to provide learning environments that enable contemporary engagement. It has opened agile learning spaces for each of Years 3 to 6 and embraced a new future-focused model of education.

The school has restructured the vertically organised Australian curriculum horizontally, combining subjects into six-month-long projects focused on solving real-world complex problems, with students presenting their solutions to authentic audiences, and business and industry experts.

FEDERATION COLLEGE Ballarat, VIC

Federation College’s VCAL program and partnership with IBM Australia recently saw the school win the 2016 Victorian Curriculum and Assessment Association VCAL Partner Achievement Award.

Federation’s program focuses on P-TECH to address STEM-related future employment opportunities and to enrich the VCAL experience for students. Students have opportunities to connect and build relationships with industry partners and engage in hands-on, project-based activities, both at school and in the workplace.

As part of the partnership, IBM provides a coordinator to work with the P-TECH team to develop teaching and learning experiences; allows the use of its workplace resources to support the delivery of all VCAL strands with real-world applications; and develops a mentoring program to support young people in their understanding of workplace culture, employability skills and pathway planning. And with students and staff, IBM employees brainstorm projects to support the development of workplace learning and soft skills.

ST MEL’S PRIMARY SCHOOL Campsie, NSW

St Mel’s Primary has introduced a new school-wide learning framework called Organic Learning.

The thinking behind Organic Learning is that becoming a self-determined learner should not only be a goal of students, but also a requirement for teachers and leadership teams. As part of its implementation of Organic Learning, the school has developed Hexagonal Curriculum Mapping, which is a process that means every Stage Syllabus Outcome is printed on a hexagon and made visible on a shared learning wall. Teachers come together and collaboratively make natural cross-curricular connections of ideas, called ‘Outcome Clusters’. These are then fleshed out by the teachers, who create inquiry-based units of work that inspire both themselves as teachers and their students to grow as self-determined learners. There is ongoing critique and a culture of making great learning even better.

The school has attracted interest from educators across Australia after presenting Organic Learning at the Australian Council for Educational Leaders (ACEL) conference in Melbourne last year. In 2018, it will share its work at the Hawaii International Conference on Education.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS BURWOOD GIRLS HIGH SCHOOL Croydon, NSW

GEELONG GRAMMAR SCHOOL Corio, VIC

Positive education is said to have transformed the way Geelong Grammar approaches education.

It’s a whole-school approach to student and staff wellbeing, bringing together the science of positive psychology with best-practice teaching, and encouraging and supporting individuals and communities to flourish. The school’s Institute of Positive Education employs 15 staff and has trained over 10,000 educators from more than 600 schools and organisations across the globe.

All new staff joining Geelong Grammar (both teaching and non-teaching) complete a four-day introductory course in positive education before commencing employment (existing staff receive the equivalent of one day of training per year). Positive education classes are taught to students from Years 5 to 10 and are devoted to cultivating wellbeing, providing students with time to reflect meaningfully on the relevance of concepts to their lives. Wellbeing concepts have also been infused into pre-existing subject areas so that academic objectives are approached in ways that also support flourishing. Parents of Geelong Grammar students are also offered regular opportunities to learn about positive psychology and, like staff, are encouraged to model appropriate behaviours in their interactions with each other and with students.

For 10 weeks, Burwood Girls High School ran an integrated STEAM project that saw students designing and constructing interactive light installations. All 157 Year 8 students participated in the iLumin8 STEAM project, alongside several maths and science teachers and subject experts from Sydney University and UTS STEAMpop. The installations were interactive and constructed of simple materials such as paper and wire.

The project saw many teachers acquire new skills and, additionally, pre- and post-project surveys strongly indicated a significant positive change in student engagement with, attitudes to and confidence in STEAM subject areas and related careers.

HILLCREST CHRISTIAN COLLEGE Reedy Creek, QLD

Over the past two years, Hillcrest Christian College has rebuilt from the ground up and says it’s ready to showcase what innovative 21st century schooling can be like.

Hillcrest teaches a 21st century skills-based innovative curriculum in a new state-of-the-art learning precinct. It uses maker spaces, robotics, virtual reality, design technologies using the latest in 3D printing, routers and technology tools that enable students to innovate and create, including in sound and video recording rooms and brand new innovative learning spaces.

Hillcrest has pioneered a new kind of teacher and student-led education conference that focuses on real ideas for the real 21st century classroom. Hosted by the school, the conference attracts over 200 attendees from across South East Queensland. It’s also working with Bond University and other partners to use research-based wearable technologies in learning.

Additionally, the school has introduced a world-leading reading program that teaches students to read in mere months using technologies, and has also created a staff training site that showcases world-leading training programs.

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Sponsored by

MERICI COLLEGE

NORTHSIDE CHRISTIAN COLLEGE Everton Park, QLD

Northside has implemented an intentional Design Thinking program across its middle school. Described as a program to encourage higher-order, cross-curricular thinking, it involves Year 7 students participating in a weekly Think Tank skills lesson, Year 8 students participating in a Design Dilemma simulation day, and Year 9 students undertaking an elective known as Challenge-Based Learning. It’s hoped the program will equip students with the skills they need not only for their educational journey, but for the rest of their lives.

Braddon, ACT

Merici College’s focus on sustainability is evident across the curriculum for all years. Every department incorporates content into its learning that empowers students to live more sustainable lives.

Additionally, the school has opened a healthy canteen, using ingredients sourced from its own kitchen garden, and meat and vegetables from local markets. It provides affordable healthy food, enables vocational students to get industry experience while studying, reduces the amount of processed and packaged food consumed by students, and enables the school to take positive steps towards sustainable practices to reduce, reuse and recycle.

MOUNT ANNAN CHRISTIAN COLLEGE Mount Annan, NSW

Among the innovations Mount Annan Christian College has introduced in recent times is STEM-ed, a project-based learning approach for all Stage 4 students to learn about science, technology and maths. Students don’t attend regular maths, science or technology classes.

Instead, for 24 lessons per fortnight, they engage in solving numerous challenges, from feeding the malnourished to living off renewable energy. The STEM-ed project has seen students’ engagement in STEM heightened, as well as students developing a sense of inquiry that is deep and meaningful, and the promotion of abilities and attitudes reflective of lifelong learners.

KNOX GRAMMAR SCHOOL Wahroonga, NSW

Knox Grammar School focuses on creating a rich and engaging learning environment that fosters student agency, wellbeing and responsible global citizenship. Its innovative programs have received both national and international recognition.

Knox has developed a Total Fitness model that holistically connects students’ physical, spiritual, social and academic fitness. It’s launching a new institute that will offer extensive professional learning programs, both nationally and internationally, in positive psychology and wellbeing.

According to Knox, the key to its students’ success is quality teaching. Its innovative approach to professional learning has grown out of a need to develop confluence between professional learning, curriculum, and teacher and student performance. Its teachers engage in a cycle of inquiry that is evidence-based and promotes reflection, experimentation and sharing. Knox has also established a research partnership with the University of Newcastle and, next year, will establish a professional learning institute to provide courses for teachers around the world.

Knox has this year facilitated students’ organisation of a STEM expo in partnership with some of the country’s leading companies. Students have liaised with the companies and designed and coordinated all aspects of the expo.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS PARKMORE PRIMARY SCHOOL Forest Hill, VIC

BENDIGO SOUTH EAST COLLEGE Bendigo, VIC

In 2017, Bendigo South East has introduced a focus on student voice and agency, inquiry pedagogy and self-regulation for the purpose of developing creativity, critical problemsolving skills and the ability to work collaboratively.

Within the school’s curriculum framework is an emphasis on developing learner characteristics and learning to learn through projects, as well as the development of studentcentred and self-directed learning. It includes a mix of explicit instruction, where teachers describe what they want students to know and to be able to do; an opportunity for students to apply and practise skills through a series of ‘guiding’ questions; and then the chance for students to apply their learning in a real-world, meaningful and personal context by creating a product, a presentation or a public performance.

It’s the beginning of Bendigo’s journey on this front, but the school reports that feedback from the first semester has been positive. Students, teachers and parents have all embraced the concept of inquiry learning.

Parkmore is reaping the benefits on student learning of having embedded positive psychology within the school. Students are achieving academically at a much higher level and Parkmore has been identified as a school with outstanding relative growth in recent NAPLAN results. Also recently, Parkmore has provided support to a local high school, helping them to establish their own positive psychology program. Principal Saraid Doherty and wellbeing team leader Adrienne Baucke presented at the Positive Education Schools Association Conference in Sydney this year, discussing the multi-faceted approach to teaching positive education at Parkmore. The two are also set to present at the Fifth World Congress of the International Positive Psychology Association Conference in Montreal.

PACIFIC PALMS PUBLIC SCHOOL Pacific Palms, NSW

Pacific Palms Public School, Old Bar Public School and Bungwahl Public School have been networking this year, engaging in professional learning based on assessment approaches, with a significant focus on assessment AS learning in numeracy. This work has resulted in the implementation of a collective genius approach, which provides a strategic tool for both teacher and student to decide whether further learning experiences are needed to consolidate students’ knowledge, skills and understandings. Teachers are now more confident in implementing a range of effective assessment activities in their classrooms and have the necessary tools to collaboratively engage with their colleagues around effective practice. Additionally, it’s reported there has been a significant increase in students taking responsibility for their own learning and acknowledging the significance by making connections with their daily life, which has ultimately meant increased engagement and improved educational outcomes.

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Sponsored by

RAYMOND TERRACE PUBLIC SCHOOL Raymond Terrace, NSW

ROOTY HILL HIGH SCHOOL Rooty Hill, NSW

Rooty Hill continues working on teaching, learning and assessing creativity using its Creative Inquiry Cycle to program the five core creative habits identified in the Centre for Real-World Learning’s five-dimensional model of creativity – imaginative, inquisitive, persistent, disciplined and collaborative. In 2017, the school has developed tools and lesson designs to build the capacity for creativity across all subjects, with all teachers and all students. The impact on student agency over learning was recognised as a major innovation by the Expansive Education Network in the UK, and an upcoming publication on teaching capabilities and dispositions authored by Professors Bill Lucas and Ellen Spencer will include the school’s work on self-assessment of capabilities using the school’s online platform.

The school is an identified leader in evidence informed practice against both the NSW Department of Education School Excellence Framework elements and the RAND corporation benchmarks of a data-informed school. Teachers, student leaders and administrative staff use outcomes-based accountability tools to monitor the impact of their work through inquiry-based learning, projectbased learning, professional observation and action research. This year, it has focused its innovation on the use of ‘small data’ from classrooms, which includes observing student behaviours to develop the adaptive expertise of teachers by following the student, not the script.

Raymond Terrace fosters the development of computational thinking skills among teachers through intensive training opportunities, and its students are enjoying the benefits of coding and information technology development, demonstrated in their application of 21st century skills to real-world problem solving. Coupled with a new approach to curriculum interpretation promoting inquirybased learning and delivery, students are encouraged to forge their own pathways of discovery and problem solving using advanced tools such as Lego Robotics, Ozobots and Spheros, as well as coding software such as Scratch and Bitbox. Additionally, ‘Junior Tech Mentors’ in the student population work to upskill peers in applying digital technologies in their project work.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS

Sponsored by

SAINT STEPHEN’S COLLEGE Coomera, QLD

OUR LADY OF FATIMA Rosebud, VIC

Our Lady of Fatima has introduced alternative learning spaces and approaches, in order to meet a wide range of educational and social emotional needs. In a renovation in January, ‘The Hub’ was created. It’s a centrally located resource centre that includes five zones and features pedal desks, foot and hand cycles, bouncy bands, a sensory wall, varied furnishings, fiddle toys, punching bags, timers and a range of furniture and configurations to suit many different teaching situations. Its ‘Take a Break’ room is available for students with anxiety or Autism Spectrum Disorder who require short breaks from the classroom.

In this space, they can reset and self-regulate their heightened emotion before returning to class. Another zone in The Hub has been designed to foster social emotional learning through a structured program of games and fun play for those who have difficulty reading social cues, using social language and understanding give and take of social play, such as the practice of turn taking, sharing and compromise. Elsewhere, an exciting Robotics program is offered within The Hub, while extension classes in Mathematics are meeting the needs of high achievers. Despite having only been in operation for two terms, The Hub is already highly valued.

Saint Stephen’s College works to create an organisation-wide ‘modern learning ecosystem’ by employing a considered and evolving approach to all aspects of education. Its approach is receiving wide recognition, with the school invited to present on whole organisation change at a Higher Education conference later in 2017. As well as being one of 13 Microsoft Showcase Schools in Australia, Saint Stephen’s operates an Academic Advisor program that achieves strong results. Academic advisors work like fitness coaches for athletes – they help students develop effective study and work skills, time management skills and appropriate attitudes to learning and life. The school has also been a pioneer in using data to help individualise the approach to learning and was one of a handful of schools chosen by Independent Schools Queensland to help develop effective data analysis software.

NOSSAL HIGH SCHOOL Berwick, VIC

Principal Roger Page is extremely proud of the culture created and fostered at Nossal High School, said to be the first purpose-built co-educational academically selective school and described as “an adult, student-focused learning environment with fewer rules, greater freedoms, more responsibility, authentic student voice and participation”. Among its practices, Nossal has vertical pastoral groups, reducing artificial age-based barriers; team teaching and open-plan classrooms and offices, meaning everyone’s work is on display and visible to all; no rooms are locked and the library has no doors, meaning those resources are available to everyone at all times; digital delivery days, which allow students to work online from home in virtual classes run by their usual teachers; and, when it comes to staff recruitment, every Nossal teacher has been selected by an interview panel that includes two students.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS SARAH REDFERN HIGH SCHOOL Minto, NSW

Sarah Redfern High has rolled out a growth and improvement strategy to create a better school culture. As well as implementing an innovative learning model for stages 4, 5 and 6, it’s established an innovative management structure, with all managers having clear portfolios for which they are accountable, including curriculum, operations, business, student wellbeing, leadership and learning, and strategic planning. Sarah Redfern High staff have presented at local and international conferences and won numerous awards.

REVESBY PUBLIC SCHOOL Revesby, NSW

As part of the 2017 Together for Humanity Youth Summit, Revesby Public School was selected to present a proposal at NSW State Parliament to religious and community leaders, and the NSW Education Minister and members of Parliament. Through the summit, Revesby students challenged themselves in workshops to consider cultural assumptions through discussion with community members representing several religious and ethnic groups, as well as students with disabilities. As a result, the school is now implementing several strategies itself to ensure its students all feel they are “a part and apart” of its community. Among these strategies, the hijab and turban will be included in school colours with the school logo; discussion will be formalised through assemblies and school newsletters about culture; an existing school garden will be used to build an understanding about Aboriginal and Torres Strait Islander culture through guided tours, on which students will learn about plants, land and interactions with each other; and a silent clap is to be included in the school’s assemblies as a means of being more inclusive of students with disabilities.

BURNSIDE PRIMARY SCHOOL

SHELDON COLLEGE Sheldon, QLD

Burnside, SA

This year, Burnside Primary School’s Year 2 students have undertaken a Unit of Inquiry in which open-ended collaboration has been embraced for the purpose of brainstorming problems at individual, school and community level, and devising solutions to identified problems. One student, who suffers from PKU, designed a 3D-printed protein catcher that would enable him to eat meat.

Another student, who has mild Cerebral Palsy, designed a flexible gripper that enables people who have Cerebral Palsy to be able to grab properly. These examples are indicative of Burnside students’ innovative, creative and critical thinking about problems affecting the wider community.

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Sheldon College launched a student-driven, social business initiative. For two hours per week, Year 7 students participated in the Shining Light Project in the school’s Learning and Innovation for a New Queensland (LINQ) precinct, in order to service the social need of energy poverty. Students worked as small business units in teams of five to design, construct and market financially self-sustainable solar panel lights. When the unit was completed, students promoted and sold their products in a tradeshow event to raise funds for Pollinate Energy. Over 60 visitors attended the tradeshow and purchased fully functioning student-designed and -developed lights. The project provided students with a tool kit of core STEAM-based skills, as well as many broader socially based skills.

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DALLAS BROOKS COMMUNITY PRIMARY SCHOOL Dallas, VIC

SCOTCH OAKBURN COLLEGE Newstead, TAS

Scotch Oakburn has opened a new facility, Helix, using educational research from around the world on aspects of facility design that positively impact on learning. Helix has added value to students’ learning by providing spaces that encourage and celebrate 21st century teaching and learning.

The school also recently introduced the Discovery Framework, which puts learners (or‘explorers’) at the centre of an experience that allows them to shape their own learning journey. Explorers make discoveries about themselves, their environment, society, other cultures and global systems. The 12 ‘discoveries’ that underpin the framework include sense of responsibility, teamwork, compassion, inquisitiveness, inventiveness, appreciation of diversity, and commitment to sustainability. The framework will ensure character education remains integral at Scotch Oakburn.

And as part of its early learning program for 3–5-year-olds, the school has implemented a Bush Kinder approach, based on the idea that children’s contact with nature is extremely important from a very early age and for extended and repeated periods. This interaction with their environment builds confidence, sensitivity, resilience, curiosity, empathy and environmental awareness. Fun and play are central components of the program and staff members are guided by the children’s curiosities and interests, balanced with the educator-inspired provocations including shelter building, researching and reporting flora and fauna, observing evidence of natural weather effects, and developing rope skills to enhance constructions.

Dallas Brooks Community Primary School’s personalised learning approach and ingrained use of digital technologies have been showcased at a national and international level. Its STEAM program has been developed through international research and the implementation of ‘New Pedagogies for Deeper Learning’ and by working with leading educational theorists in the field. The program even provides students with an opportunity to participate in the planning, organisation and implementation of a student-led Makers’ Conference. On top of that, the school’s physical learning environment has open learning spaces that promote a whole-school approach for students to collaborate and make cross-curriculum connections in their learning.

ST PAUL’S SCHOOL Bald Hills, QLD

Last year, St Paul’s introduced its Australian-first entrepreneurs’ club initiative. Partnering with start-up River City Labs, St Paul’s offered 20 participants (students, teachers and parents) the chance to start their own businesses and pitch to potential investors. Coaches from the corporate sector (including lawyers, accountants, IT professionals and experienced start-up veterans) had regular input into both the program’s shape and the individual teams’ efforts. The end result was the foundation of a number of businesses that attracted both investment and media coverage.

In efforts to respond to the corporate sector’s increasing demand for highly creative new employees, St Paul’s created its Learning Realms, which identify five key ways of thinking that teachers can embed into their curriculum and ensure that mindsets which meet the demands of the new economy are fostered. The school’s Learning Realms work has been recognised by global education expert Yong Zhao, who will profile St Paul’s in his next book.

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FEATURES

SPECIAL REPORT: INNOVATIVE SCHOOLS

Sponsored by

SOUTHERN HIGHLANDS CHRISTIAN SCHOOL Bowral, NSW

SNOWY MOUNTAINS GRAMMAR SCHOOL Jindabyne, NSW

Snowy Mountains Grammar’s free five-week Let’s Explore program is designed for families with children about to enter their first year of formal schooling. A kindergarten teacher observes each child over this period and, at the conclusion of the program, a report is written on each child containing expert feedback and recommendations regarding their readiness for school.

The school’s aviation program, which currently has 16 students enrolled, has seen a number of past students go on to become commercial pilots. In addition to that success, the program provides students with a real-world introduction without the need for prescriptive outcomes, directive syllabuses and timetabled classes. It provides a creative opportunity to better prepare students for adult life, requiring the development of competencies such as self-discipline, superior organisation skills and a compliant and conforming attitude.

Last year, Snowy Mountains Grammar launched the Elite Snowsports Academy (ESA), providing academic, pastoral and logistical support to its snowsports athletes, who are at levels 2, 3 and 4 in the pre-elite category of the Ski and Snowboard Australia (SSA) Athlete Pathway Framework.

Because of the school’s personalised learning approach and online learning management system, ESA athletes can participate in full-time on-snow training programs at Perisher Ski Resort, while attending a majority of normal timetabled classroom lessons. This means that students can fulfil their athletic dreams without sacrificing their academic pathway.

ORMISTON COLLEGE Ormiston, QLD

This school has given considerable thought to how to inspire students to pursue tertiary studies in STEM and STEM-related careers. Its Selective Student Placement program gives strong Stage 5 science students, with a keen interest in a science or engineering career, the chance to take part in a real research project in the University of Wollongong’s School of Physics and Faculty of Engineering and Information Sciences.

This allows those students to gain genuine experience being part of a real research team, preparing the student for working life. These students also participate in the University’s Master Class program, which qualifies them for an early entry interview.

KIAMA PUBLIC SCHOOL Kiama, NSW

This year, Ormiston has implemented a number of innovative learning projects, including the exploration of Microsoft’s HoloLens, a self-contained holographic computer. Ormiston is currently undertaking action research on how to use mixed reality in student learning. In its new ‘Mixed Reality Learning Hub’, students are taking an immersive approach to their science studies. And following a year of team collaboration, Ormiston has recently introduced a new 21st century teaching and learning framework.

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STEM initiatives are strategically incorporated into Kiama Public’s student learning for optimal and inspired educational experiences. From as early as Kindergarten, students are being immersed in computer programming and coding languages, while its Robotics and 3D-printing programs are on offer for Stage 2 and 3 students. As part of its innovative education, the school also utilises several outdoor learning spaces, which include a large garden, hobby farm and living kitchen.

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EDUCATING LEADERS

Creating Australia’s best principals Aasha Murthy, CEO of ACEL, talks to The Educator about how the organisation is enhancing professional development opportunities for principals in Australia

The Educator: What is ACEL? Aasha Murthy: The Australian Council for Educational Leaders (ACEL) is the largest professional association for education in Australia and the wider Asia-Pacific region. We have over 7,000 members and a 45,000-strong network of educators from all sectors and all levels of education. Our strength lies in the fact that we are independent and cross-sectoral with a national reach. We have branches in all states and territories and a strong governance structure with a national board of directors and a professional operations team at the national office. ACEL also collaborates with other education-focused organisations in Australia to further extend our support for educational leadership.

TE: What does ACEL provide?

AM: We offer a wide portfolio of conferences, seminars and workshops, leadership and mentoring programs, in-house publications, online learning resources and a comprehensive list of titles in our bookshop.

We host several events, including four conferences, and annually more than 100 professional learning events and networking forums for members and the wider education community. We recognise excellence in educational leadership through state and national awards and fellowships. Our New

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Brought to you by

Voice Scholarship program launched three years ago provides new voices in educational leadership and researchers with the opportunity to attend our flagship national conference and contribute to our publications and other activities.

TE: What can you tell us about how ACEL is strengthening the educational leadership of principals currently and in the year ahead?

AM: We are doing four conferences this year.

The first one will be on the topic of wellbeing and how to improve support for school leaders.

In June, we held a disability leadership summit, which focused on leadership within environments of students who are impacted by disability. [More recently,] we held an early childhood leadership conference, involving leaders in the early childhood sector. Finally, in October, we have our flagship national leadership conference, which involves over 1,200 people. This focuses on all aspects of educational leadership.

Some of the speakers at the conference, hosted by NSW Premier Gladys Berejiklian, include experts such as Pasi Sahlberg and Ben Walden. We are constantly looking for people who can both deliver on the needs of leaders and expand on the thinking, the world we live in and the pace of change. Schools operate in a world that is incredibly complex and moving fast, so we want to make sure the content we put out is not just current but also future-focused.

TE: What are some of the most highdemand areas of PD that principals are requesting help with, and how is ACEL assisting in this way?

AM: Delivering student outcomes is the bigticket thing for principals, because that’s what education is ultimately about. However, if you look at this purely through the lens of leadership, then you have needs around managing change, for example. Then there is the area of innovation, where principals seek to be at the cutting-edge of educational technology

and practice. A lot of the workshops we run are applicable to teachers as well as principals, and generally there are teams who come to these events, but the role of the principal is often how to improve teacher practice to improve student outcomes. This is an area in which we’re constantly looking at how to help them improve.

We’ve all seen the statistics showing that outcomes are not improving despite more money pouring into schools. This is something

around greater autonomy for school leaders.

More autonomy means principals have a greater degree of freedom to pick certain things that can improve your school. The advantages are greater agency for principals to introduce various programs and initiatives to improve their schools. ACEL is a great organisation for principals to be a part of for this, because what all events and conferences do, apart from the specific areas of learning

“Schools operate in a world that is incredibly complex and moving fast, so we want to make sure the content we put out is not just current but also future-focused” Aasha Murthy, CEO, ACEL principals are very aware of, and they are asking what they can do, so we’re helping them with this. One important thing to remember is that ACEL is an independent, cross-sectoral voice and organisation that is not tied to or funded by any political group, and that puts us in a unique position of influence and trust among school leaders.

TE: What does educational leadership in Australia look like compared to other OECD countries?

AM: Australia’s federal system brings several challenges with it. Where you’ve got a onesystem approach like Singapore or Finland, there is a unity of purpose. However, in Australia, there is the complexity of having a federal system with different bodies funded by the federal government. Then you have the state systems which each have their own way of approaching education. This makes it different for education leaders, particularly if they’re moving states. However, if you take this out of the equation and look at it further up, the big trends in almost all of the schooling systems are

they promote, is the networking opportunities they provide. This isn’t just about school leaders connecting with other school leaders, but for teachers and principals to connect with academics and thought leaders – and that brings tremendous value to schools.

TE: How can educational leaders get the most out of engaging with the ACEL community?

AM: We are a profession-led association initially established to provide an opportunity for educational leaders to engage with their peers and share their knowledge and experience. Through our conferences, events and publications, we provide a diverse range of platforms for educational leaders to offer insights, share their successes and reach out to their peers for support and advice. For example, ACEL Perspective is just one of our many avenues for educators to share their research in a series of journals published six times a year, from wide-ranging issues such as graduate readiness to the government’s role in education.

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PEOPLE

CAUGHT ON CAMERA PERTH STUDENTS z PARTICIPATE IN P-TECH PILOT Students at Perth’s Cecil Andrews College are the first in Western Australia to take part in the Pathways in Technology (P-TECH) pilot, an innovative model of schooling providing students with real-world STEM skills. The model allows industry partners to assist schools with skills mapping, to provide employees as program mentors, offer workplace visits, and engage in authentic learning experiences with students.

NEW SOUTH WALES’ BEST EDUCATOR z NAMED Greg Whitby was named New South Wales’ best educator in August.

Currently the executive director of Catholic Education in the Diocese of Parramatta, Whitby was awarded the Australian College of Educators (NSW branch) Sir Harold Wyndham Medal, and is credited with having improved student outcomes across both public and private education in NSW for over four decades.

INTERNATIONAL EDUCATION EXPERT z WEIGHS IN ON LOCAL SYSTEM In August, Finnish education expert, Dr Pasi Sahlberg, spoke at the annual Ann D Clark Lecture in Sydney to more than 700 teachers and principals. He told attendees that the success of Finland’s schools is based on more than academic achievement.

“The culture of the school is most important. I would spend more money on developing social, collaborative, and networking skills among teachers themselves,” he said.

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TEACHER AND STUDENTS MAKE A DIFFERENCE IN z SOUTH AFRICA In 2016, teacher Dale Kelly from St Stephen’s School in Western Australia was awarded a scholarship that was part of a drive to support educators’ professional development. However, he used his scholarship to take 17 Year 10 students on a trip to revamp an orphanage in South Africa. He has since led three trips to the orphanage, where he and his students have re-tiled bathrooms, paved an entire sports court, built and painted an adventure playground, and created a laundry out of a shipping container.

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MASTER OF EDUCATION GUIDE

HEADING IN THE RIGHT DIRECTION Master of Education Guide 2017 Is it time to take the next step in your career in education? If a move is on your mind, make sure you read on as The Educator presents its second annual guide to Master of Education programs RIGHT NOW, educators around the country are contemplating where precisely they want their careers to take them next. Perhaps it’s a leadership position on offer with an existing employer, or an opportunity to develop STEM education expertise. Some may be looking to advance in education by entering into a new area entirely, while others may be seeking to enhance their skills in order to maximise their ability to perform in their current role.

For educators falling into any of those categories, a Master of Education (MEd) program merits serious consideration.

Universities across Australia have developed

(and are continuing to develop) MEd programs that will prepare education professionals for career progression and a host of exciting job opportunities.

“The Master of Education provides educators with the opportunity to be involved in advanced thinking about education both nationally and globally,” says Dr Kay Hartwig, a senior lecturer at Griffith University.

What can candidates who elect to take on MEd studies expect to gain in terms of skills and qualifications? How are Australian universities working to ensure the currency of their course content? And what kinds of course features have universities introduced to

assist in making a return to formal study that little bit easier?

The misconceptions Dr Danielle Tracey, director of the academic program for adult and postgraduate education at Western Sydney University (WSU), says there are two main misconceptions she’s encountered among potential MEd students.

“Firstly, for the educator who completed their initial qualifications a while ago, they can be apprehensive about returning to study after a long break,” Tracey says. “Although completing a master’s course can be a

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ELIGIBILITY FOR AN MEd “You must hold a four-year bachelor’s degree in education from any Australian university or equivalent; or an undergraduate degree and a fourth-year-level teaching qualification from any Australian university or equivalent.”

Anne Bellert Southern Cross University

(You can find Bellert’s research work at works.bepress.com/anne_bellert/)

challenge and will require some changes to accommodate the demands of studying, Western Sydney University has a wide range of support services in place to help them ease back into study and meet the requirements of the course they have selected.”

Secondly, Tracey says some educators might be reluctant to enrol in an MEd program because of an assumption that the course will be heavily theoretical.

“A master’s degree is intellectually challenging and will invite you to explore and

Melbourne Graduate School of Education (MGSE) at the University of Melbourne, says: “All of our courses have been designed using evidence-based approaches to develop specialist skills and knowledge which can be readily applied.”

She also addresses the scepticism some may have about the need to undertake another master’s degree if they have already completed a Master of Teaching.

“This course is not a pre-service teacher program. It is designed for professionals

“The Master of Education provides educators with the opportunity to be involved in advanced thinking about education both nationally and globally” Kay Hartwig, Griffith University think deeply about many of the ideas that underpin what we do every day as educators,” she says. “However, it is not possible to think about education without thinking about what we do – our practice.

“One of the most common pieces of feedback we receive from our master’s students is the pleasure they have from seeing the relevance and real-world application of their learning, with many citing they were able to apply their learning to their workplace immediately.”

Dr Anne Bellert, academic coordinator (postgraduate) and lecturer in inclusive education at Southern Cross University’s (SCU’s) School of Education, says the university’s MEd has a focus on contemporary practice in schools.

“We understand that the education sector is constantly evolving, which is why our online Master of Education is structured to help you perform successfully as an educational leader in contemporary contexts,” Bellert says.

Associate professor Shelley Gillis, from the

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wanting to develop specialised skills in education in a range of different areas.”

The ideal candidates Dr Mirella Wyra, teaching program director (continuing professional education) at Flinders University, talks about those candidates she considers most likely to derive the greatest benefit from undertaking an MEd program.

“People who are interested in enriching their existing knowledge and practice, those who are interested in gaining a new specialisation, and those who want to develop their research capacity to transition into educational research will benefit from studying a Master of Education at Flinders University,” she says.

Griffith University’s Hartwig says the MEd will enable a teacher to advance their study, and will potentially assist those looking for promotions.

“Other professionals involved in education – for example TAFE teachers [and] educators

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in settings other than schools – would also benefit from completing the Master of Education,” Hartwig adds.

MGSE’s Gillis says an MEd is helpful to those looking to pursue a career in an

“All of our courses have been designed using evidence-based approaches to develop specialist skills and knowledge which can be readily applied” Shelley Gillis, University of Melbourne educational setting outside the school environ­ ment, such as an educational policymaker in a government context. She also mentions “those who work in specialist positions in schools who wish to further develop and hone their skill set, and learn effective strategies which can be implemented in their role”. She cites student wellbeing coordinators as an example.

And, more obviously, an MEd can assist an educator in their endeavours to obtain a leadership role.

What’s to gain?

So, what are the key skills and capabilities education professionals can expect to gain by completing studies for a MEd qualification?

“Education professionals should expect to critically engage with and develop in-depth knowledge of contemporary education research, both empirical and theoretical,” says Dr Brad Gobby, lecturer and Master of Education course coordinator at Curtin University.

“They should be able to use the national and international research literature to formulate informed positions on educational issues, knowledge and practice. We expect students will be able to confidently apply their learning of contemporary educational theories, knowledge and approaches to their professional practice.”

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Tracey of WSU also emphasises the focus a master’s degree places on developing the research capabilities of educators.

“Graduates develop the capacity to be critical consumers of research, and also to lead research to inform practice,” she says. “In the field of education, this capacity is essential to guiding curriculum and pedagogy that is evidence-based and developing the capacity to lead and influence the work of other educators.”

Tracey says a master’s course invites development in three areas: knowledge, skills, and dispositions.

“Study will enhance your knowledge, refine and expand the skills that you hold, and challenge and extend the beliefs and values that underpin the work that you do as an educator,” she says.

“But perhaps more importantly, study at a master’s level is about developing leaders and thinkers for the education community.”

SCU’s Bellert discusses the focus on leadership in her university’s MEd course.

“This course offers three specialisations: educational leadership, educational wellbeing and educational research,” she says.

“With a curriculum tailored to your interests and career ambitions, you can choose to grow in the direction you’re most passionate about and build a rewarding future. This also ties into the leadership and management aspect of the course, which develops skills in people management, applying businesslike theories to an educational setting for a more efficient management style and outcomes.”

Course currency It’s imperative that those under­ taking MEd studies should be assured of the currency of their course content. Each of the university commentators The Educator spoke to discussed how their programs were kept up to date.

“All courses are informed by the latest educational research,” says Professor Christine

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ADDRESSING THE MISCONCEPTIONS “Prospective students are often concerned about a philosophical distance they perceive between their work environment and the university’s approach to education – it’s been described as the coalface to the ivory tower. This couldn’t be further from the truth.

In fact, we are cyclically immersed in the world of educators.”

Robyn Gillies University of Queensland

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Ure, head of the School of Education at Deakin University. “Advisory committees include principal, teacher and student representation, with annual reporting to ensure currency of content [and] quality delivery.”

Professor Robyn Gillies, program director of the Master of Educational Studies (MEdSt) program at the University of Queensland (UQ), says the courses in its program are taught by award-winning researchers and educators.

“The school has ranked ‘well above world standard’ in the last three Excellence in Research for Australia evaluations,” she adds.

“Sometimes there can be years of lag in research reaching the practitioner. At UQ, we pass this knowledge on in real time. At UQ postgraduates have the chance to work with tomorrow’s thinking.”

Wyra also talks about the expertise of MEd lecturers at Flinders University.

“They are actively involved in research, collaborate with local, national and inter­ national partners, [and] present at and attend international and national research and professional practice conferences,” she says.

“They are at the forefront of new developments in the field of education broadly and in specialist areas. They lead the change in a number of key areas of education. Most of our lecturers have been or are registered teachers.

They are continuously involved in professional learning, drawing on the latest and the most effective and rigorously examined pedagogies.

They also engage in regular peer evaluation of their teaching practice.”

Tracey says the currency of courses at WSU is assured through processes that include continual review and responsiveness to student feedback.

“Our courses are strongly influenced by our close partnerships with the education community, and the expertise of our highly accomplished academics that, in many instances, are leading figures within the education field,” she says.

Gillis similarly highlights the expertise available to those studying at MGSE. “We are ranked number one in Australia [in the 2015 Excellence in Research for Australia results] and fifth in the world [in the QS World University Rankings 2017 for education] because of our excellent student experience, outstanding teaching quality, and world-class research into the latest methods of educating, the most effective learning styles and curriculum design,” says Gillis.

“We have world-renowned academics such as Professors John Hattie and Stephen Dinham teaching into the Master of Education and its subjects, sharing their experience and expertise gained through many years of research.”

Standout features It’s clear that when it comes to the possibilities available for the pursuit of further studies, Australian educators have before them a number of excellent MEd program options.

“Our students become part of a community of excellence,” says UQ’s Gillies.

“The UQ Library is a world-class resource with online access to cutting-edge research.”

At UQ, studies in the Master of Educational Studies program can be undertaken at the student’s pace, either on or off campus, from within Australia or outside of the country. In a world where many education professionals find themselves increasingly time-poor, flexibility as to when and where to complete a course is highly desirable, if not absolutely necessary.

Gobby talks about the flexibility Curtin University offers students to study at the pace and in the way that they wish.

“Our course can be studied part-time or full-time, and it is delivered through Curtin University – on campus and online – and through Open Universities Australia [OUA], and therefore can be studied on campus, online or as a mix of online and on campus from anywhere in Australia,” he says.

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WHAT MATTERS MOST IN AN MEd PROGRAM “The vast majority of educators who return to study a master’s course are doing so at a time when they are highly engaged within their careers. As such, they typically consider a high-quality master’s course to be one that has immediate relevance and impact on their current and future work. Their experience and limited availability of time mean that they highly regard courses that add value to their work and professional development.”

Danielle Tracey Western Sydney University

“Curtin’s School of Education has an extraordinarily successful history of delivering education courses online through our collaboration with OUA.” Bellert says delivery mode is a standout feature of SCU’s MEd program.

“This course allows professionals to remain working full-time while they study, without sacrificing learning outcomes or other life/work commitments,” she says.

“By focusing on one subject at a time across an intensified seven-week period, students can concentrate on learning on one consistent topic, making managing their other commitments realistic. There are also six of these seven-week study periods available across the year, meaning students completing the SCU Online MEd will be able to study up to six subjects per year, ultimately completing their postgraduate degree faster than other traditional on-campus courses.”

Wyra says over 70 topics are available for MEd students at Flinders University,

languages education, and studies of Asia specialisations as examples.

“The structure also offers a high level of quality research training, with opportunities to conduct research projects ranging from a small case study to a master’s level dissertation providing opportunities to apply for doctoral programs.”

Wyra says two such programs are offered at Flinders: the Doctor of Philosophy and Doctor of Education. Additionally, she says the university’s general MEd and almost all specialisations have a companion Graduate Certificate in Education that articulates into the MEd qualifications.

“This provides opportunities for students to have a pathway into the relevant Master of Education (general or specialisation) if in their current circumstances they are not sure if they can or want to commit to a longer program, such as a master’s program. These Graduate Certificates in Education also provide an optional exit award for students

“Education professionals should expect to critically engage with and develop in-depth knowledge of contemporary education research, both empirical and theoretical” Brad Gobby, Curtin University allowing students to create individual programs to suit their interests and shape their own educational pathways, with the option of including a project or research dissertation.

“Ten named specialisations provide the opportunity to undertake a specialist program which reflects new areas of strength within education and a commitment to be responsive to the professional needs of the education community,” says Wyra.

She cites wellbeing and mental health,

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who, for example due to their personal circumstances, cannot continue studying and therefore are not able to complete their Master of Education course.”

Ure highlights the learning support that Deakin University provides through the cloud.

“Deakin Master of Education programs are available through the cloud and are able to support your learning wherever you are, and programs are flexible to fit into your learning schedule,” she says. “Interactive learning through our cloud-mediated platform enables

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WHAT MATTERS MOST IN AN MEd PROGRAM “The flexibility we provide with the number of specialisations we offer, and the ability to tailor the Master of Education to suit student needs, plays a large part in the decision to study at Flinders University.

Feedback from students has confirmed that their decision to study in our Master of Education in preference to other institutions was influenced by these aspects and also by the personalised support provided by both academic and professional staff.”

Mirella Wyra Flinders University

you to converse directly with peers and our leading educators.”

In addition to a course structure that allows students to specialise in more than one area and the world-class academics teaching its content, Gillis highlights another feature of MGSE’s MEd program.

“We have a 200 credit point option, which means that even those who aren’t currently classroom teachers, or who have an undergraduate qualification in an area other than teaching or education, can still enrol in the course,” she says. “We also offer a 100 credit point advanced standing entry option for those who have a teaching or education background and are eligible as per the advanced standing entry requirements.”

A chance to study afar According to Gillis, MGSE also offers a true global experience.

“We are very proud to be able to offer our Master of Education students international experiences – the opportunity to study in different education systems and be exposed to diverse cultures,” she says.

“For 14 years we have been running an international study tour which visits three different countries and provides students with the opportunity to learn about and compare education systems.”

Some of the cities students have visited, Gillis says, include Venice, Stockholm, Paris, Brussels and Copenhagen.

“In 2017, students will visit London, Berlin and Singapore. In addition, from 2018, students will have the opportunity to undertake an international teaching or professional internship from a list of selected schools in countries like Chile, Italy, South Korea, Singapore and China, and with organisations like the OECD or UNESCO.”

Where to start?

So the question is, when selecting an educational institution at which

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to undertake MEd studies, what factors should play an integral role in a candidate’s decision on course?

“Today’s educators need to be able to access learning that is high-quality and able to support their learning wherever they are working in education settings,” says Deakin University’s Ure. With respect to the factors that should influence course choice, Curtin University’s Gobby recommends prospective students carefully consider their options, and he offers two recommendations.

“First, candidates should select a course with a leading-edge curriculum that meets their professional needs and interests,” he says.

“Second, candidates should find a course that prioritises the student experience so that they feel empowered and supported.”

Griffith University’s Hartwig nominates quality of staff and delivery modes that allow for flexibility and individualised pathways as the key factors. Similarly, UQ’s Gillies emphasises the importance of flexibility.

“Because most of our candidates hold busy jobs and are old enough to have busy, integrated lives, being able to choose the speed and nature of their study so that they can complete it successfully seems uppermost in their minds,” she says.

SCU’s Bellert mentions relevancy of knowledge, rigour of learning outcomes and course materials, reputation and standing of the academic experts delivering the course, and industry accreditations or acknowledgments. Reputation is also referred to by Flinders University’s Wyra.

“Look for institutions with a great reputation not only for academic excellence of the programs but also the level of care and support given by academic and professional staff,” she says.

Tracey of WSU acknowledges that many students enjoy the flexibility that online learning offers, but adds: “I find that educators are keen to connect with other

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MASTER OF EDUCATION GUIDE

“Interactive learning through our cloud-mediated platform enables you to converse directly with peers and our leading educators” Christine Ure, Deakin University educators and academics to share their learning. Many of our students are very adamant about studying at Western Sydney University once they have spoken to an academic course adviser.”

MGSE’s Gillis lists reputation, quality of academics and flexibility as key factors, as well as “a strong nexus between the latest cutting-

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edge research and curriculum design,” which she says “is important in ensuring the link between theory and practice”.

“Specialisations on offer should be important in the decision-making process.

Candidates should consider whether the specialisation options suit their needs,” she adds.

While there’s much to consider in determining precisely the right qualification to fit an individual’s career goals and aspirations, it’s clear that educators in Australia today have a plethora of options available in terms of the educational qualifications on offer to help them take their careers in the desired direction.

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MASTER OF EDUCATION GUIDE MEd COURSE GUIDE 2017 Website: deakin.edu.au Official name of MEd program: Master of Education Location: On campus (Perth) or online (Australia-wide); Dubai (from 2018) Website: education.curtin.edu.au Official name of MEd program: Master of Education Part-time or full-time? Part-time and full-time Duration: 1 year full-time Intake date(s): • Curtin: Semester 1 (March) and Semester 2 (August) • OUA: All year round Strengths and emphasis: Three pathway options: STEM Education; Language and Applied Linguistics; Advanced Pedagogies Admission criteria: An education/teaching degree assessed as being the equivalent of a four-year Australian degree or a three-year degree in a non-education discipline plus a minimum one-year teaching qualification such as a Graduate Diploma in Education or Master of Teaching or equivalent.

A minimum IELTS score of 6.5 is also required.

Current number of students undertaking Master of Education: 60 Weekly time commitment: Depends on the number of units being studied (approx. 8 hours per unit) Accreditation: None Skills mastered: • Critical engagement with the research literature • Apply in-depth knowledge of educational research and theory to current issues and trends • Investigate educational topics and communicate information and ideas effectively to a range of audiences

Pass rate: Approx. 77% Part-time or full-time? Full-time and part-time options available Duration: 1.0* to 1.5 years full-time or part-time equivalent duration *Credit for prior learning may be considered Strengths and emphasis: Deakin’s Master of Education is designed for professional educators and other professionals who are interested in gaining high-level critical and evaluative skills through an exploration of contemporary education issues and discourses. Translate your knowledge and understandings gained through the program into practice through educational research projects.

Master of Education students undertake a mix of coursework units and an educational research project in specialist areas to suit their needs.

The Master of Education includes options for Inclusive Education, International Education and Professional Education and Training.

Deakin’s suite of master’s level programs in education are: • Master of Education • Master of Education (Special Education Needs) • Master of Teaching English to Speakers of Other Languages • Master of Languages Teaching • Master of Education (Leadership and Management) • Master of Professional Practice (Digital Learning) • Master of Educational Research Admission criteria: Entry will be based on performance in: • a bachelor’s degree, major or other qualification at a higher AQF level in a related discipline OR • a bachelor’s degree, major or other qualification at a higher AQF level in any discipline plus three years’ relevant work experience (or part-time equivalent) OR • other evidence of academic capability judged to be equivalent Current number of students undertaking Master of Education: Approx. 350

Location: Burwood (Melbourne) and cloud (online)

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Weekly time commitment: 10 hours per week time commitment per unit (full-time) for directed and self-paced learning

Cost: $24,640 for 1 year full-time – Full fee paying place

Accreditation: The awards conferred upon completion are all recognised in the AQF at Level 9.

Skills mastered: Graduates of Master of Education courses will possess an understanding of contemporary education issues and discourses; have high-level critical and evaluative skills; will be able to translate into practice their experiences and understandings of the program; and will have demonstrated their ability to undertake educational research projects.

Flinders University School of Education

Location: Flinders University Website: www.flinders.edu.au/courses/rules/ postgrad/med/ Official name of MEd program: Master of Education and named specialisations Part-time or full-time? Part-time or full-time.

On-campus or distance mode Duration: 2 years full-time; 1-5 years advanced entry

Intake date(s): SATAC: Two intakes: Semester 1 and Semester 2

Part-time or full-time? Part-time (3 years) and full-time (1.5 years)

Strengths and emphasis: Tailored options for both education and non-education professionals with 70-plus topics offering research pathways.

Duration: Part-time (3 years) and full-time (1.5 years) – 1 year full-time with advanced standing

Admission criteria: Approved degree or equivalent qualification. Credit may be granted for study completed and/or relevant work experience.

Current number of students undertaking MEd: 660 (Semester 1, 2017) Cost: DOMESTIC (Full fee paying) 2017: $15,802

INTERNATIONAL 2017: $24,500 2018: $26,200

Intake date(s): Trimester 1 (February) and Trimester 2 (July) Strengths and emphasis: Leadership, Early Childhood, Digital Culture Admission criteria: Bachelor of Education or equivalent, OR bachelor’s degree plus 3 years’ school teaching/leadership experience, OR Grad Cert/Grad Dip in Education Current number of students undertaking MEd: 43

Weekly time commitment: 9 hours per topic

Cost: $19,000 per year

Pass rate: 2016: 93.5%

Weekly time commitment: 40 hours/week full-time or 20 hours/week part-time or equivalent, across online and face-to-face (for on-campus students) contact

Skills mastered: Continuing professional education, specialisation, lifelong learning and research opportunities

Skills mastered: Reading and interpreting educational research to develop evidence-based practices in education

• • • • • • • • •

Arts Education Assessment and Pedagogy Equity, Diversity and Social Change Leadership and Management Literacy Education Mathematics Education Policy in a Global Context Science Education Student Wellbeing

Admission criteria: ENTRY REQUIREMENTS – 3-year undergraduate degree (or equivalent).

All students must meet English language requirements ADVANCED STANDING – Advanced standing of up to 100 credit points of the 200 credit point degree will be granted to applicants who have either: • a four-year education degree, or equivalent, or • an undergraduate degree in any discipline and at least 50 credit points, or equivalent, of graduate study in education Cost: Commonwealth Supported Places available for all eligible applicants. Australian fee-paying, international fee places available Weekly time commitment: Depends on enrolment Skills mastered: • Develop your expertise in a specialist area • Become a leader in education • Enhance your classroom practice

Location: Mt Gravatt campus and online Website: degrees.griffith.edu.au/program/5601 Official name of MEd program: Master of Education

Location: Parkville Campus Website: education.unimelb.edu.au/study_with_ us/courses/master-of-education Official name of MEd program: Master of Education Part-time or full-time? Part-time and full-time options Duration: Full program: 2 years full-time, 4 years part-time With advanced standing of 100 points: 1 year full-time, 2 years part-time

Location: Online Website: online.scu.edu.au/master-education/ Official name of MEd program: Master of Education Part-time or full-time? Part-time Duration: 16 months

Intake date(s): Semester 1 and Semester 2

Intake date(s): February, April, July, October and December

Strengths and emphasis: Our flexible structure lets you create your own unique master’s to prepare for the next stage of your career. Choose from over 50 electives and from our 9 new specialisations:

Strengths and emphasis: The Master of Education is online, meaning you can study around your work and lifestyle commitments.

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FEATURES

MASTER OF EDUCATION GUIDE MEd COURSE GUIDE 2017 Southern Cross University’s online accelerated learning platform means that you can complete your master’s degree in 16 months.

Admission criteria: To qualify for entry to the Master of Education online you must have: • a 4-year bachelor’s degree in education from any Australian university or equivalent OR • an undergraduate degree and a fourthyear-level teaching qualification from any Australian university or equivalent

advance or broaden their careers. The Guidance & Counselling pathway offers specific qualifications.

Admission criteria: Minimum requirement: approved bachelor’s degree plus additional requirements to fit the three-tiered suite of programs Current number of students undertaking MEd: 201 (Semester 2, 2017 data) Cost: At July 2017 approx. $2,420 per course (feecalculator.app.uq.edu.au/)

Cost: $2,290 per unit Weekly time commitment: 20–22 hours per week

Weekly time commitment: Flexible. Full load is 8 contact and 24 hours’ study Pass rate: 98%

Accreditation: Master of Education Skills mastered: SCU’s Master of Education online course is designed to enhance the ability of professional educators. We understand that the education sector is constantly evolving, which is why our online Master of Education is structured to help you perform successfully as an educational leader in contemporary contexts.

This course offers three specialisations: Educational Leadership, Educational Wellbeing and Educational Research. With a curriculum tailored to your interests and career ambitions, you can choose to grow in the direction you’re most passionate about and build a rewarding future.

Accreditation: Queensland Guidance and Counselling Association (for that strand only) Skills mastered: Strengthens and advances skills in practice, theory, technology, and policy.

Grows skills in specialist areas

Location: Penrith (face-to-face) and online Website: www.westernsydney.edu.au/ future-students/postgraduate/postgraduate/ postgraduate_courses/teaching_and_education_ courses/education

Location: Brisbane Website: education.uq.edu.au/study/ professional-development

Official name of program: Master of Education (Leadership)

Part-time or full-time? Part-time and full-time options Duration: 1 – 2 years full-time Intake date(s): Applications close 31 January and 30 June Strengths and emphasis: Taught by awardwinning educators and researchers. Significant UQ career badging advantage for those looking to

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Admission criteria: Applicants for admission into the Master of Education (Leadership) must have successfully completed an undergraduate degree, or higher, in teaching/education, political science, policy studies, health, human welfare studies and services, or behavioural science. An undergraduate degree in teaching includes the historical 2–3-year Diploma of Teaching/Education prior to 1987 OR a diploma or higher, in teaching/education, political science, policy studies, human welfare studies and services, or behavioural science AND 5 years’ professional work experience in these fields.

Part-time or full-time? Part-time Duration: 2–3 years part-time

Official name of MEd program: Master of Educational Studies (MEdSt)

and other professional settings the opportunity to continue their professional development in a way that will enhance reflective professional practice and personal advancement opportunities.

Innovative contemporary research-based methodologies to improve practice and learning outcomes will underpin the course and unit offerings. Graduates will develop skills in the areas of transformative leadership and learning, researching practice, curriculum and pedagogy, evaluation of education and social programs, educational leadership and other areas of interest.

Students may also choose a variety of other areas of research and independent study under the guidance of experienced academic staff.

Intake date(s): January and July Strengths and emphasis: The Masters of Education (Leadership) offers development opportunities for people seeking to play a leading role in emerging educational practice within a range of social, environmental and Australian educational contexts.

EXPANDED – The Master of Education (Leadership) is designed to provide educators associated with early childhood, primary, secondary, tertiary, TAFE, community-based

Applicants seeking admission on the basis of work experience MUST support their application with a Statement of Service for all work experience listed on the application.

Current number of students undertaking MEd: Not disclosed.

Cost: CSP or domestic fee paying Weekly time commitment: 8–10 hours per week, per unit Pass rate: 50% Skills mastered: As above

PEOPLE

CAREER PATH

INFINITE POSSIBILITIES Mark De Vries’ path to educational leadership may have had a humble beginning, but where he is now, and how he got there, is inspirational De Vries recalls his very first day as an educator.

“At the entrance of St Agnes in Rooty Hill, there is a steep driveway lined with trees that leads up to an historic farmhouse that had been turned into the school reception. I vividly remember walking up that driveway with a sense of anticipation. It was the start of my career in teaching.”

1988

A STRONG SENSE OF ANTICIPATION

2000

LIFTS STUDENT ACHIEVEMENT De Vries spent only one year at Patrician Brothers’ College in Blacktown, but it was a highlight of his career because of his Year 12 students’ HSC results.

“A third of my students scored a Band 6 in Business Studies. The best thing I learnt was that you can better engage and motivate students through developing positive relationships, because it signals to students a personal interest.”

1990

LEARNS THE VALUE OF PEER FEEDBACK De Vries spent a decade as an HSIE teacher at McCarthy Catholic College in Sydney’s Emu Plains.

“I worked with some very experienced teachers and they were able to model good classroom practice. This taught me the value of being open to peers visiting my class to observe and provide feedback.”

2001

LEADS WITH PURPOSE De Vries became HSIE team leader at Marian College, Kenthurst.

“I learned about leadership and I pioneered forums through student surveys in which teachers could receive feedback from their students and use this to improve the learning and teaching.”

2014

STRATEGY TRANSFORMS LEARNING

As Director of Pedagogy and Learning, Catholic Learning Community of St John XXIII in Stanhope Gardens, De Vries implemented a strategy to transform learning at the school.

“This involved having a flexible timetable with regular and fixed blocks of time for teachers to plan and work collaboratively. A culture of team teaching also provided an opportunity for teachers to provide feedback to each other and to model good classroom practice”.

2017

BECOMES FOUNDING PRINCIPAL

TIMES AHEAD De Vries is excited about continuing the journey of preparing his students for their future.

“Santa Sophia will have a strong focus on core enterprise skills – critical thinking, problem-solving, digital literacy, financial literacy, creativity – and will provide opportunities through learning for students to develop these skills.”

De Vries says being the founding principal of Sydney’s Santa Sophia Catholic College offers him “infinite possibilities”.

“I’ll be implementing the latest evidence-based research and practice in learning and teaching to help to prepare students for the future”.

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FEATURE / BROKER EDUCATION SCHOOL SPOTLIGHT

ORMISTON COLLEGE

BREAKING NEW GROUND IN INNOVATION Ormiston College was already at the forefront of cutting-edge technology in learning. But, as Brett Henebery reports, it’s now taken its innovation to a whole new level ORMISTON COLLEGE, located in Brisbane, has been a school at the forefront of innovation, continually reviewing its practice to ensure better learning for students and the development of different skillsets.

The school’s principal, Brett Webster, tells The Educator that these skillsets will see children cope well with the ongoing disruptions of the 21st century and the changing nature of work and life.

“I read a newspaper article recently about a new report released by the Mitchell Institute at Victoria University, entitled ‘Preparing Young People for the World of Work’,” he says.

“The article criticised many schools for being stuck in the industrial era, highlighting the need for young people to learn essential new skills in order to cope with the complex environments and the multiple careers they will experience in the years ahead.”

Webster says this suggests there will be fewer full-time employment opportunities available for students, and a growing demand for those who can manage non-routine, cognitive-type roles.

This, Webster says, calls for schools to place a greater focus on developing students’ 21st century skills.

“Whilst we cannot predict the future with precision, we can certainly guide our young

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people and help them to develop a strong mindset, arming them with the tools required to cope with the dramatic changes that will occur in their lifetime,” he says.

Bringing learning to life In line with Ormiston’s focus on next-level innovation, it recently became one of the first schools in the world to trial the Microsoft

“Whilst we cannot predict the future with precision, we can certainly guide our young people and help them to develop a strong mindset, arming them with the tools required to cope with the dramatic changes that will occur in their lifetime” HoloLens – a groundbreaking device allowing students and teachers to reimagine the ways they collaborate and learn.

The innovative resource lets students overlay holographic digital content into their real-time environment. It also allows 3D content to look and behave like real objects, enabling abstract concepts to become visible and tangible.

“The world has experienced a rapid acceleration in digital technology. Such advances continue to disrupt and influence the way we live and work,” Webster says.

“The most effective schools have the capacity to respond to these shifts, reimagine the learning process, and ensure that students are future-ready.”

Webster says 21st century technology has

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PROUD PAST, PROMISING FUTURE Ormiston College opened in 1988 as an independent, co-educational nondenominational Christian school.

Over the next 10 years, the school’s grounds grew from 16 acres to 26 hectares, and student enrolments from 162 to 1,317.

In 2015, Ormiston College was identified as a Microsoft Showcase School, an honour that only a small number of schools in Australia have ever been given.

The same year, the school launched its Learning Innovations Leadership Committee, fully integrating technology into the curriculum.

created new opportunities to “enrich engagement, learning and active participation” with a range of communication modes and tools.

“At Ormiston College we continually assess the opportunities that emerging technologies bring to the process of teaching and learning. It seems certain that mixedreality devices are going to have an impact on education,” he explains.

“Hence, recently, the college purchased the Microsoft HoloLens to investigate how we can transform abstract concepts into 3D experiences in the classroom.”

This term, Ormiston’s Year 8 science students used the holographic computer to study the human body and organ systems in a tactile and visual environment. During the unit, students were able to step inside the human heart to see its inner workings, and view and interact with the circulatory system.

Using a live stream to a computer, they were then able to create multimedia videos using the 3D content to promote organ donations in the community.

The college has also used the device to create a virtual art gallery of Year 11 student artwork.

Using the device to create a 3D map of the real environment, parents and students were able to walk through augmented holographic artwork pinned around the room.

“This year, our students will also be exploring how to create their own holographic content,” Webster says.

“Students will be able to take their 3D designs created on a computer and turn them into holograms so they can view their creations from different angles and perspectives and bring them to life.”

Webster says one of the unique capabilities of the HoloLens is the ability it gives students

In 2016, the Centre for Learning and Innovation was opened, providing improved opportunities for student-driven activities and the collaboration of small and large groups working on various projects.

In 2017, Ormiston became one of the first schools in the world to use the Microsoft HoloLens in its classrooms.

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FEATURE / BROKER EDUCATION SCHOOL SPOTLIGHT

ORMISTON COLLEGE

“At Ormiston College we continually assess the opportunities that emerging technologies bring to the process of teaching and learning.

It seems certain that mixed-reality devices are going to have an impact on education” to interact with the digital content using hand gestures and word commands.

“We are excited about the possibilities of mixed reality and how the pedagogy and technology can be weaved together to provide a more visual and tactile approach for teaching abstract concepts rather than just using 2D imagery and text,” he says.

In 2016, Ormiston College created a new campus-wide Teaching and Learning Framework focusing on the key elements needed for success at school and in the world beyond.

In an environment of innovation, Webster says, the goal is the development of

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transferable skills that equip learners with the ability to engage in a rapidly changing global community.

“Our framework continues to capture the most productive elements of our professional practice, and in addition now incorporates 21st century skills.”

The six skills driving innovation So what exactly are 21st century skills and how are they being used to drive improved teaching and learning outcomes in classrooms?

Webster says these skills are a set of transferable capabilities that are required for long-term success in life and work.

With the aim of helping every one of its students acquire these skills, the school’s new framework is assisting its teachers in designing learning activities that explicitly develop them.

“In our framework, we support students to develop these essential capabilities in six key dimensions,” Webster says, adding that the first of these skills is collaboration.

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“In this dimension, we provide opportunities for our students to work together in online and face-to-face environments. Learning activities focus on how to work collaboratively in partnership with others, and in teams.”

Webster says these skills have a particular focus on listening to the ideas of others; considering another perspective; developing negotiation skills; negotiating task distribution; recognising individual expertise; transforming ideas into a coherent product; and developing conflict resolution skills.

Another key 21st century skill Ormiston’s students are learning is self-regulation, Webster says. This involves providing opportunities for students to think critically and creatively, make their own decisions and take ownership of their learning.

“To achieve this, we use explicit learning intentions and success criteria to assist in planning, monitoring and assessing work.”

Webster adds that this skill also includes using feedback to improve learning and work products, and managing time effectively in

individual and group tasks.

The team at Ormiston College recognises that increasingly complex problems must be solved through creative answers, and it is this that requires real-world problemsolving skills.

“In this dimension, we provide opportunities for our students to create ideas, solutions, services and products for authentic situations and users,” Webster says.

“The focus here is on engaging with realworld issues, opportunities, challenges and problems, as well as generating multiple ideas and options from which to create, design and test solutions and ideas.”

As more industries and services become automated, there have been calls for students to be given access to improved digital skills.

This has motivated Ormiston College to focus on using ICT for learning – another key 21st century skill.

“This means giving students the opportunity to use digital technologies to construct knowledge and to create new ideas, products and solutions for authentic audiences and users,” Webster said.

“Our students are learning how to use a range of digital technologies to construct knowledge when investigating, collaborating and communicating individually and in groups.”

Webster says students also use these technologies to create new products and solutions to real-world issues and problems.

While the term ‘communication’ is often included in the list of essential 21st century skills, it is ‘skilful communication’ that is being promoted at Ormiston College.

This skill, Webster says, gives students opportunities to communicate effectively using a range of communication modes and tools.

“Our focus on skilful communication involves allowing students to select and use a range of communication modes and tools to produce coherent communication,” Webster says.

This also means planning how to communicate for a particular audience and demonstrating substantive thinking in the content of the communication, using different modes and tools.”

ORMISTON’S FOCUS ON 21ST CENTURY SKILLS

Collaboration: working together in online and face-to-face environments

Self-regulation: thinking critically and creatively; using explicit learning intentions and success criteria to assist in planning, monitoring and assessing work

Innovation: creating ideas, solutions, services and products for situations and users

Real-world problem-solving: engaging with real-world issues, opportunities, challenges and problems

ICT for learning: using digital technologies to construct knowledge and to create new ideas, products and solutions for audiences and users

Skilful communication: communicating effectively using a range of communication modes and tools

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PEOPLE

OTHER LIFE

5

Number of cities the troupe has performed in (Melbourne, Perth, Sydney, London and Edinburgh)

TELL US WHAT YOU GET UP TO Email brett.henebery@keymedia.com.au

500

Number of improvised musicals performed by the troupe to date

38

Number of musicals performed in 25 days for the Melbourne International Comedy Festival 2017

THE GREAT IMPROVISER

A Year 6 teacher by day, Emmet Nichols hones a most unusual craft by night PART OF being a teacher is being able to think on your feet, but this is a skill that Emmet Nichols also puts to use in an entertaining way on the stage when performing with his improvised-comedy group, Impromptunes.

“Any teacher knows you have to be able to think on your feet to work with kids,”

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Nichols says. But he certainly takes this to the extreme with Impromptunes (a title suggested by the audience).

“We get up on stage with no script, no score and no idea. It’s a thrilling ride for both us and the audience.”

Nichols has acted as director and performer of the 30-strong troupe since

its debut in 2013. Impromptunes – The Completely Improvised Musical has been a hit ever since, performing sold-out shows at the Melbourne International Comedy Festival, Perth Fringe World, and even the Edinburgh Fringe Festival! Impromptunes will perform at the Melbourne Fringe this September.

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