Education Matters (Primary) March 2020 by Prime Creative Media

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EDITOR’S NOTE

When Term 1 began, many Australian students returned refreshed and ready to take on the new school year. But for some students, recent events over the holiday period have had an emotional toll. Following months of severe drought and record-breaking high temperatures, Australia recently experienced one of its worst bushfire seasons. Over 12 million hectares of land has been burnt – an area larger than many countries. And nearly half of Australia’s third largest island, Kangaroo Island, was also impacted.

Publisher: Christine Clancy christine.clancy@primecreative.com.au Chief Operating Officer: Zelda Tupicoff zelda.tupicoff@primecreative.com.au

The bushfires claimed the lives of over 30 people and decimated the nation’s wildlife population. According to WWF Australia, over 1.25 billion animals were killed during the 2019/20 bushfire disaster. The conservation organisation believes one of our most iconic animals, the koala, could be headed towards extinction in New South Wales and southeast Queensland within the next 30 years. The state of NSW was the worst hit, with approximately 5 million hectares burnt. Numerous schools were impacted by the fires too, with three NSW schools completely destroyed: Wytaliba, Bobin and Cabramurra Public School. However two of these were rebuilt over the school holidays in time for Term 1, while the latter isn’t currently in use. A NSW Department of Education spokesperson revealed that over 180 schools in close proximity to fires were assessed to determine the level of damage, with less than half of these needing repairs, at an estimated cost of approximately $20 million. Thousands of homes were destroyed too, leaving many displaced. For school-aged children who have lost all of their possessions or been directly impacted by the disaster, a variety of initiatives have been set up to assist. Minister for Education, the Hon. Dan Tehan MP, says there are approximately 1400 schools in bushfireaffected communities across NSW, Victoria, ACT, Queensland and South Australia. He reveals funding will go towards supporting those families directly affected with education expenses (see page 58).

Managing Editor: Toli Papadopoulos toli.papadopoulos@primecreative.com.au Editor: Danielle Gullaci danielle.gullaci@primecreative.com.au Design Production Manager: Michelle Weston Art Director: Blake Storey Designers: Kerry Pert, Madeline McCarty General Manager (Sydney): Terry Wogan terry.wogan@primecreative.com.au Advertising: Kerry Van Rhoon kerry.vanrhoon@primecreative.com.au 0432 574 669 Client Success Manager: Justine Nardone

Other initiatives include a partnership between UNICEF Australia and Victorian not-for-profit, State Schools Relief, which will see educational resources distributed to Victorian students who have lost their homes; while Playground Ideas has teamed up with Moose Toys to provide its Nüdel Kart mobile play karts to bushfire affected schools (see page 50).

Education Matters is a division of Prime Creative Media Pty. Ltd. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Fax: (+61 3) 9682 0044

Though the 2019/20 bushfire season will soon come to an end as the cooler weather hits, its impacts are sure to be felt for some time yet. The shear devastation and constant stream of graphic images have heeded calls from a number of experts to offer support to students where needed. In this edition, Emeritus Professor Marjory Ebbeck discusses the possible impact the recent bushfire disaster can have on a student’s wellbeing and what teachers can do to provide support (see page 42).

Subscriptions Education Matters is available by subscription from the publisher. The rights of refusal are reserved by the publisher. Ph: (+61 3) 9690 8766 E: subscriptions@primecreative.com.au

It’s a pleasure to join you for this edition of Education Matters – Primary. If you have any feedback or suggestions, please feel free to email me at danielle.gullaci@primecreative.com.au. You can also sign up to our fortnightly email newsletter, The Whiteboard, by visiting our website educationmattersmag.com.au.

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Articles All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format. Cover Image St Stephen’s School Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au.

Education Matters

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contents PRIMARY MARCH – MAY 2020

REGULARS Editor’s note 5

News

30 Gaining a clearer view of the teaching

Xian-Zhi Soon from the Australian Institute for Teaching and School Leadership explains the Australian Teacher Workforce Data initiative and how teachers can have their say.

APPA column

Principally Speaking

Donella Beare, Principal of St Stephen’s in Perth, speaks about the school’s personalised approach to teaching and learning, and how this is helping students find their path.

Hot Topic: Improving student literacy

There have been numerous reports and a great deal of research highlighting the growing number of young people struggling with literacy. Education Matters speaks to several experts for an indepth discussion of the issue.

The Last Word

Minister for Education, Dan Tehan; CEO of the Australian Curriculum, Assessment and Reporting Authority, David de Carvalho; CEO of the Australian Council for Educational Leaders, Aasha Murthy; and Chief Executive Officer of Education Services Australia, Andrew Smith; offer opinion pieces on a variety of topical subjects.

Professor John Fischetti of the University of Newcastle discusses some of the big education issues of our times.

In this edition’s Australian Primary Principals Association column, President Malcolm Elliott discusses the low numbers of applicants for school leadership positions.

28 The big schooling issues for the roaring 20s

Buyer’s Guide

A snapshot of some of the latest news and developments in the education sector.

FEATURES

Events

A calendar of upcoming education events happening around Australia.

profession

32 When trust is destroyed, how do you restore it? Author, and Headmaster of St Paul’s School in Brisbane, Dr Paul Browning, talks about how trust and successful leadership are firmly intertwined.

34 Longer personal relationships could benefit primary schools

After moving from Finland to Australia, the differences between each country’s schooling systems were highlighted for Gonski Institute Professor, Dr Pasi Sahlberg.

40 Building social and emotional competence

Dr Elizabeth Rouse from Deakin University discusses social and emotional development in children, and how teachers can support their students to thrive.

42 Supporting students in the wake of disaster

Emeritus Professor Marjory Ebbeck talks about how the recent bushfire disaster has the potential to impact on student wellbeing, along with strategies on how students can be supported.

Re-culturing language learning

A Melbourne primary school has changed its school culture through a fresh approach to language learning, with French integrated into its daily classroom lessons.

48 Food for thought

Dr Michael Cowling of CQ University and Erin Cowling of Southern Cross University discuss how technology can help young people understand where products come from and in turn, help to influence their decisions.

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Educational travel is learning in action. Our domestic and international tours bring learning to life and create experiences that enable students of all ages to view the world and themselves in new ways. From civics and citizenship, to snowsports or an outback adventure, our educational travel programs are tailored to the needs of your school, ensuring each tour aligns with your curriculum. We take care of everything from start to finish. From assisting you in obtaining board approval, to providing you with the tools to get your tour off the ground, youâ&#x20AC;&#x2122;ll receive an allinclusive, carefree experience.

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BUYER’S GUIDE

TECHNOLOGY

BEYOND THE CLASSROOM

24 Acer: Classroom technology

50 Playground Ideas: Loose parts play

From fingerprint readers and facial recognition, to voice communication and learner analytics, Acer discusses how its innovative technologies are being used to enhance classroom learning and teacher/ student collaboration.

A deconstructable mobile play kart that can be reconfigured in endless ways, Playground Ideas developed the Nüdel Kart to encourage self-directed learning and help make play accessible and interesting for every child.

26 EduTECH: Education event Based around the theme of ‘Disruption, creativity, diversity’, EduTECH 2020 is a giant festival of education combining pre-event masterclasses, parallel conference streams, roundtables and breakout sessions.

53 DreamCity: STEAM excursion destination A new edutainment destination, DreamCity allows children to explore a range of careers, through highly interactive activities that use new and emerging technologies to encourage hands-on STEAM learning.

HEALTH & WELLBEING

54 WorldStrides: Educational travel 36 Generation Next: Mental health seminars The Mental Health and Wellbeing of Young People Seminars, run by Generation Next, will be held across the country to discuss youth mental health and provide educators with tools and knowledge on how to support student wellbeing. SUSTAINABILITY

46 Earth Hour: Lesson plans With Earth Hour Schools Day taking place in late March, WWF has teamed up with Cool Australia to deliver lesson plans and resources that highlight climate change and the importance of our environment.

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WorldStrides designs educational tours to complement the curriculum and maximise learning outcomes. In this edition, we discuss 10 benefits students can gain from educational travel.

56 Sherpa Kids: Out of school hours care Developed in collaboration with schools, Sherpa Kids provides a fresh approach to out of school hours care, where the importance of play is central to the design of its programs.

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NATIONAL EDUCATION NEWS

New report sparks #ThankYourTeacher campaign With up to 71 per cent of teachers feeling underappreciated in the classroom,

professionals, and should have a greater say in the policymaking decisions that affect

according to the results of one of Australia’s largest teacher surveys, the

their working and, in many cases, personal lives.”

#ThankYourTeacher campaign has been launched to recognise the wonderful contribution they make.

Due to recurring issues such as excessive workload and hours in the office, ongoing cases of extreme stress and burnout, workforce casualisation, and an

The new report conducted by Monash University shows that close to three quarters of teachers feel underappreciated in their profession, and are burdened by administrative tasks outside classroom hours that take up precious family time – with 76 per cent saying they didn’t find their current workload manageable.

increased focus on testing that has narrowed the focus of curriculum, 53 per cent of teachers said they wouldn’t recommend teaching as a career. “Concerns have long been raised in Australia about a forthcoming teaching shortage as a result of an ageing workforce and higher attrition rates of early-career

The report, titled Perceptions of Teachers and Teaching in Australia, examined the

teachers. The Australian education system can’t afford to lose this experience and

experiences and work satisfaction of 2444 members of the teaching profession – one

knowledge,” Dr Heffernan added. “We know that the majority of teachers enter the

of the largest studies of teacher perceptions in Australia. More than 1000 members of

profession because they want to make a difference. These are caring, hardworking

the public were also interviewed as part of this report.

and committed professionals who deserve our support.

Only 2 per cent of those surveyed (just 42 teachers) strongly agreed that they could manage their workload.

“We hope this report and appreciation campaign can inform more positive and productive discussions about teaching in Australia. We need to address urgently these

But despite these statistics, over half (56 per cent) said they were satisfied in their role, while 34 per cent said they were unhappy.

issues for the sake of the profession and the future of our country.” Interim Dean of the Faculty of Education at Monash University, Professor Lucas

When asked if they intended to leave the profession, 58 per cent of teacher participants indicated they would. Of those respondents, 10 per cent cited feeling underappreciated as the reason for quitting teaching.

Walsh, said the report was eye-opening for the teaching profession and government policymakers across Australia. He says the #ThankYourTeacher campaign, orchestrated by the University’s

These negative sentiments were felt by Australian teachers despite 93 per cent of the public saying they trusted teachers to do a good job in the classroom. The report was led by Dr Amanda Heffernan, Lecturer in Leadership in Monash

Faculty of Education, helped to drive community acknowledgement for Australia’s teachers, and encourage people from all walks of life to say “thanks” for the significant contribution teachers make to society.

University’s Faculty of Education. She said teachers who took part in the study sought

“The work of educators should be acknowledged and celebrated. Behind every

greater clarity on their working hours and administrative duties as teacher workloads

medical professional, accountant, human rights ambassador and climate scientist is

increased, and student behaviour and counselling became more time-consuming. As

a teacher that was committed to educating young minds for the future,” Professor

a result, she said teachers expressed feeling a loss of professional trust, judgement

Walsh said.

and autonomy in their roles.

“Targeted efforts should be made to recognise and demonstrate appreciation

“One of the clearest outcomes of this report is that the administrative burden on teachers needs to decrease significantly so they can spend more time in the classroom with students, and less time feeling stressed and overwhelmed,” Dr

for teachers’ work to address concerns that the majority of teachers report feeling underappreciated in the classroom and in the public eye.” To view the report, please visit www.monash.edu/thank-your-teacher. The

Heffernan said. “The importance of teachers having a clear voice in contributing

#ThankYourTeacher campaign ran between 24 October and 10 November 2019, with

to policy cannot be understated. Teachers are highly skilled, respected and trusted

thousands of Australians offering messages of support and gratitude to teachers. EM

Boosting literacy through pen pal schools program A new initiative launched by Australia Post called The Pen Pal Club aims to improve

country. Through the Pen Pal Club children can experience the fun and excitement

literacy skills of primary students by encouraging them to experience the joy of

of getting something in the mail, and connecting with others, sometimes from

exchanging letters with others across the nation.

different cultures and across great distances, while developing their reading and

Together with the Pen Pal Club program, Australia Post has launched a storybook and partnered with the Indigenous Literacy Foundation. “There has been a lot of public discussion around the need to improve youth literacy across the

writing skills,” said Australia Post’s Head of Community Nicky Tracey. The Pen Pal Club storybook, written by Sally Morgan and illustrated by Annie White, follows the journey of pen pals from diverse settings across Australia who

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exchange handwritten letters with each other. Designed

Indigenous Literacy Foundation will help ensure that children

to improve youth literacy, the book and associated school

in remote Indigenous communities have better access to

resources are supported by an online Pen Pal Club school

books and more opportunities to develop literacy skills,” said

exchange program.

Karen Williams, Executive Director of the Indigenous Literacy

The program enables early learning, kindergarten and primary teachers to register their class to be connected with

Foundation. The Indigenous Literacy Foundation is Australia Post’s

another class in Australia to start handwritten exchanges

Major Literacy Partner. Australia Post supports the Foundation

between students.

through its delivery network to send nearly 100,000 books to

“There is no doubt there is strong appetite for new ways to

remote communities.

engage students in reading and writing. We piloted our online

Author of The Pen Pal Club storybook, Sally Morgan,

Pen Pal Club program with school teachers in September and

emphasised the need for building literacy skills in a fun and

over 5300 classes have already registered, with almost 90 per

positive way.

cent of these matched to start their exchanges,” explained Ms Tracey. Recent PISA data shows that Australian students’ reading

“Improving children’s access to books, reading and literacy helps them develop essential life skills and broadens their horizons. Closing the literacy gap will provide children with

performance has continued to decline and is now at a level

more exciting opportunities and greater interpersonal skills and

around 18 months behind the highest performing performer

the Pen Pal Club provides a positive and engaging platform to

(a group of four provinces of China); with statistics for Indigenous

help achieve this.”

students even lower at almost 28 months. “In very remote Indigenous communities, children’s books

The Pen Pal Club book, online Pen Pal Club school exchange and associated resources are available free of charge

are scarce and literacy levels are significantly lower than

for early learning centres, kindergartens and primary schools.

anywhere else in Australia. Together Australia Post and the

Schools can register at auspost.com.au/penpalclub. EM

Landcare lessons to inspire the next generation A new online Learning Centre launched by Junior Landcare features curriculum-aligned activities to encourage young students

practical ways children can help wildlife in times of extreme heat. “The goal of our Junior Landcare program is to promote

to be aware, empowered and active in caring for their local

continuous participation in Landcare activities from childhood to

environment.

adulthood,” said Dr Shane Norrish, Landcare Australia CEO.

Developed by education professionals, these online resources

“A key part of this is creating engaging educational resources

are funded by Woolworths and feature 30-minute learning

that schools, parents, students and youth groups across Australia

activities for teachers and educators, parents and carers, youth

can use. This is what the Learning Centre provides.”

groups and Landcare community groups. The activities focus on

Woolworths Supermarkets Managing Director Claire Peters

four key areas: food production, Indigenous perspectives, waste

added, “Building the next generation of environmental champions

management and biodiversity.

is something that we continue to be passionate about.

Each activity includes easy-to-follow instructions, photos and

“Further to our Junior Landcare Grants program, Woolworths

videos, useful links and tips; with new activities set to be added

is proud to be able to support Landcare Australia to make it

each month.

even easier for students to learn more about how they can help

For example, a Learning Centre focus activity for February was ‘What’s Happening in the Habitat’. It shows children how to identify animals in their habitats by exploring their backyard, schoolyard, a local park, etc, while the ‘Water for Wildlife’ activity explores

the environment via this online learning centre, which is full of wonderful activities and tips.” Please visit juniorlandcare.org.au/learningcentre/ for more information. EM

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“We hope this report and appreciation campaign can inform more positive and productive discussions about teaching in Australia. We need to address urgently these issues for the sake of the profession and the future of our country.” Dr Amanda Heffernan, Lecturer in Leadership in Monash University’s Faculty of Education

NATIONAL EDUCATION NEWS

New roles for top teachers A new Grattan Institute report is calling for new roles for Australia’s top teachers to help

and that the best teachers are not promoted into the positions. Principals report that

transform Australian schools and assist students to gain an additional 18 months of

program funding chops and changes, making it difficult to embed real change,” said

learning by the time they turn 15.

the report.

According to the report ‘Top teachers: sharing expertise to improve teaching’ – by

The Top Teachers report calls for two new roles for Australia’s top teachers, giving

lead author Peter Goss, Grattan Institute School Education Program Director, and Julie

them dedicated ‘day jobs’ to improving teaching across all schools. Both roles would

Sonnemann, Grattan Institute School Education Fellow – as performance of Australian

focus on specific subjects such as Maths, Science and English.

students declines in international testing such as PISA, the education sector is failing to use its best teachers to improve teaching across all schools.

This model would create 20,000 Instructional Specialists in schools (with salaries of $140k per year on 3-5 year contracts), and 2500 Master Teachers working across

The Top Teachers report states, “Australia is not using its best teachers well. This report describes a new career path for top teachers that would make them responsible for leading professional learning and improving the teaching of the whole workforce.”

schools (with salaries of $180k per year, on 5 year contracts) by 2032, at a cost of $560 per government school student per year. Master Teachers, who are the top 1 per cent of the profession, would have no formal classroom load but would be the overall pedagogical leaders in their subjects,

The results of a Grattan Institute survey of 750 teachers and principals, conducted

working across a network of schools in their region. They would help identify teacher

for the report, shows that top teachers are often given ‘add-on’ coaching roles with

needs and coordinate training. These Master Teachers would guide the Instructional

inadequate time, training or support to do it effectively.

Specialists (limited to 8 per cent of the workforce), who would split their time between

“It shows that teachers value learning from instructional leaders in theory, but in practice their teaching doesn’t change. Instructional leader roles are not subject-specific enough, and the people in them don’t get enough time to do their job effectively. Teachers tell us instructional leader advice is inconsistent over time,

classroom teaching and instructional leadership. Instructional Specialists would work in their own schools to support and guide other teachers. Under this model, every primary and secondary teacher would receive at least one hour a week with Instructional Specialists in their subject area. EM

How positivity can boost student focus A US study has found that praising a student for good behaviours rather than scolding

“In their recent study, Caldarella and colleagues add to a growing body of research on

them for disruptive behaviours can provide a major boost to their levels of focus and

proactive and positive classroom behaviour management by showing the beneficial

improve classroom behaviour.

effects of praise for improving student behaviour.

The results of the study were released on 29 January 2020 and emerged from

“The authors draw on theory and research in education, positive behaviour support

observing over 2500 students (between 5 and 12 years of age) across three US states

and applied behaviour analysis to inform the design of the study, and demonstrate that

over three years.

teachers can improve academic engagement in the classroom by explicitly teaching and

Children were shown to focus on tasks up to 20 to 30 per cent more when teachers were required to consider the number of praise statements given, compared to the number of reprimands.

richly reinforcing desirable social, emotional and behavioural skills.” Although the study shows that praise plays an important role in boosting student’s focus in class, the researchers also stressed that sound instructional techniques and

The study was led by Dr Paul Caldarella from Brigham Young University in Utah and involved a research team that sat in 151 classes, in 19 elementary schools across Missouri, Tennessee and Utah.

other evidence-based classroom management strategies must also be used to maintain children’s attention. Associate Professor in Educational Psychology Dr Penny Van Bergen of Macquarie

In half of the classrooms, teachers followed a behavioural intervention programme

University in Sydney echoed this view. “There’s two important things to note in this

called CW-FIT, where students are told about the social skills they are expected to show

study. First, the authors were looking for some kind of ‘tipping point’, or optimal level

in lessons and rewarded for doing so. In the other half of the classes, teachers used

of praise relative to reprimands. Instead of a tipping point, they simply found the more

their typical classroom management practices.

praise the better,” she said.

Expert on behaviour and behaviour support in an educational setting, Dr Erin Leif of Monash University, highlighted the importance of the new study. “Should children today be raised on praise? New research says yes,” she said.

“Second, frequent praise doesn’t mean that teachers should not ever reprimand. Sometimes, when students have stepped over a line, reprimands may be needed. But what the findings do clearly show is that more frequent praising is worthwhile.” EM

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Examining the benefits of reading at school The impact of dedicated daily reading at school on students’ literacy and motivation is the focus of a new School Based Research Project supported by the Association of Independent Schools NSW (AISNSW). AISNSW’s School Based Research Project initiative, now in its sixth year, has so far supported 25 schools to undertake research to improve student learning.

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In Sydney’s north, Queenwood School for Girls embarked on a two-year research project to investigate whether Sustained Silent Reading (SSR) encourages a stronger reading culture among students. “This was introduced after staff from the school’s library and English Department noticed fewer girls were reading fiction as they entered upper primary school and high school,” said AISNSW Chief Executive Dr Geoff Newcombe AM. “The results of a pilot study were encouraging enough for Queenwood to adjust next year’s school timetable to introduce 20 minutes of daily reading from Kindergarten to Year 12.” Queenwood Principal Elizabeth Stone said a focus on literacy since 2015 identified a decline in regular reading from upper primary that accelerated through high school and beyond. “We were startled to find that 28 per cent of Year 7 and 9 students were reading for pleasure less than once a week and that 10 per cent were not currently reading books at all,” Ms Stone said. “Most of these were from the Year 9 cohort, and in fact this was entirely in line with research findings that reading for pleasure decreases as students get older. The data from Australia and elsewhere tells us that many teenagers simply do not read beyond their assigned English texts.” She also pointed to recent evidence that indicated reading patterns had changed due to the impact of digital devices; with more readers who often skim rather than engage deeply with a text. Ms Stone said that the school also has more students requiring additional learning support to address literacy needs, adding other research also identifies the problem of ‘orphaned responsibility’ for reading, where neither parents nor schools take active steps to promote leisure reading. “This is not just nostalgia; there is a large bank of compelling evidence to show that frequent leisure reading improves literacy, accelerates learning in all areas and enhances a range of important social and emotional skills,” explains Ms Stone. “Reading for pleasure improves general wellbeing – as students experience quiet contemplation – and increases academic engagement because they can pursue their own areas of interest when reading.” Ms Stone noted that the OECD has reported that reading enjoyment was more important for a child’s educational success than their family’s socio-economic status. She hoped the study would contribute to understandings of how to effectively deliver a model of regular reading that improves students’ literacy skills and their motivation to read for pleasure. EM

These days both parents are likely to be employed and working longer hours than ever. This, combined with transport issues, can make the issue of after school care a stressful one for parents and children alike. AND IT’S BECOMING A MAJOR ISSUE ACROSS THE EDUCATION SECTOR. Volunteer-managed OOSH or OSHC committees are struggling with the issue of out of school care in the face of new regulatory reforms that increase quality expectations but also increase administrative burdens. You’ll be well aware of the difference it makes to you and your school community when you have high quality, well managed outside school hours care on your site. At Sherpa Kids we deliver exactly that – but with a difference that other after school care and OOSH service providers cannot match. Our business is built on the local franchise model you get the best of both worlds; the care and concern of a local decision maker based in your community, combined with the confidence and authority of stable, professional central management. The franchisees are all part of a highly professional group with centralised resources geared to ensuring State and Federal regulatory compliance. We’ve developed a fun and flexible, engaging programme of before and after school activities that is syllabus-led and can be tailored to fit the individual requirements of schools and their curriculums. Sherpa Kids Australia are currently working with local schools in Sydney, Melbourne and Canberra areas. Sherpa Kids presents your school with the opportunity to make real a difference for your local community by providing out of school care. Please contact the team at Sherpa Kids to find out more.

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APPA COLUMN // MALCOLM ELLIOTT

Leaders – born, then made and paid? WITH LOW NUMBERS OF APPLICANTS FOR SCHOOL LEADERSHIP POSITIONS, MALCOLM ELLIOTT, PRESIDENT OF THE AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA), SHEDS LIGHT ON WHY MANY EDUCATORS MAY BE HOLDING BACK FROM TAKING THIS NEXT STEP.

As you read this brief article I hope you find something to assist you in your work – especially if you are in a leadership role, formal or informal, in an education setting. Our Australian context has, for at least a few years, been marked by what many would say were low numbers of applicants for principal positions. There is considerable interest in how to improve

Malcolm Elliott has been a teacher for 40 years. From 2015-2018 he was president of the Tasmanian Principals Association, representing government primary and secondary school principals. He is now president of the Australian Primary Principals Association (APPA).

education matters primary

this situation with talk about the ‘leadership pipeline’. In my position I meet many, many education leaders. I am very interested in their pathway to leadership. Many tell me that they were approached by a principal and asked if they were interested in taking on a coordination role for a project, activity,

The question remains about how we increase the numbers of people applying for leadership positions. I am firmly of the view that leadership ‘skills’ can be learned. Theoretical frameworks can be learned through study and applied practically in whatever the setting, but there is a complexity to all this. grade or subject – usually for a defined period. With some measure of success achieved at this task or responsibility the role was firmed up. Fast forward some years and they have arrived as a principal or other senior leader. For some principals, the path to moving into a leadership position began after taking on a coordination role for a project, activity, grade or subject.

APPA President Malcolm Elliott says it’s important that teachers and school leaders feel strongly supported and well remunerated.

For some principals there was a degree of serendipity involved in their rise through the ranks: they were in the right place at the right time, got an opportunity to act in a role and then won the position(s) once they were advertised. For some there was no thought of taking on leadership until they were approached to do so. For others there was a steady and deliberate approach to learning about the next step, followed by applications and interviews, and success or otherwise. The question remains about how we increase the numbers of people applying for leadership positions. I am firmly of the view that leadership ‘skills’ can be learned. Theoretical frameworks can be learned through study and applied practically in whatever the setting, but there is a complexity to all this. Leadership of schools is demanding. Just take a look at the Principal Standards published by the Australian Institute for Teaching and School Leadership (AITSL). Energy, patience, courage, the capacity to bounce back, knowledge, an interest in people of all ages and a high level of motivation based on a strong sense of purpose. But learning in isolation is very difficult.

education matters primary

Australia is culturally and geographically diverse. Many of our school leaders are operating with remote professional support. I wonder about the preparation people have to enable them to take on leadership under these conditions. Is it a question of incorporating learning about leadership in Initial Teacher Education courses? I think there is scope for discussion about Industrial Relations issues for school leaders. Pay and work conditions have to be appropriate to the tasks at hand. Increasing remuneration has been a moot point in education circles. Teachers are not motivated by money. But we must look at the overall circumstance of the work and how to create conditions where leaders say “I feel well-supported and I am paid well”. I have tried to briefly and lightly touch on what is a complex context regarding teaching, and particularly leadership, in Australian schools. Yes – leadership capability is something that can be learned so how do we make this a feature of our education systems? And no – teachers and school leaders are not motivated by money, but they must be strongly supported and well remunerated – whatever the circumstances of the school they lead. EM

PRINCIPALLY SPEAKING // ST STEPHEN’S SCHOOL

Donella Beare has been at St Stephen’s School for many years, taking on the role of Principal in 2017.

A path for every student DONELLA BEARE, PRINCIPAL OF ST STEPHEN’S SCHOOL IN PERTH, SPEAKS TO EDUCATION MATTERS ABOUT HOW A PERSONALISED APPROACH TO TEACHING AND LEARNING IS HELPING STUDENTS FIND THEIR NICHE AND SETTING THEM ON THE PATH TO ACHIEVING THEIR GOALS.

WHAT IS THE PHILOSOPHY OF ST STEPHEN’S SCHOOL AND HOW DOES IT GUIDE YOU AND YOUR STAFF? St Stephen’s School takes a holistic approach to education. This is considered from a range of perspectives but is something that is embraced by all of our staff, teaching and non-teaching. Firstly, it means we look at the whole child – we take the time to get to know them and focus on the best approach to their learning and wellbeing. All students learn differently and we offer learning that is, as much as possible, catered to each individual student. We also encourage students to find, and tap into, their passions and talents through their learning so they are challenged, interested and motivated in their education. Secondly, we understand that success means different things to different people. Not every student is built for an ATAR pathway so we pride ourselves on the various pathways available at St Stephen’s, whether that be academic, vocational, work or apprenticeshipbased, and we celebrate each equally. While St Stephen’s continues to be celebrated for our academic results, we are also one of the leading school providers of Vocational Education

& Training in WA, offering a range of disciplines from mechanical to business and nursing and have strong partnerships with companies and institutions that further assist our students’ education. From a primary standpoint, we make sure primary students experience lots of different activities and learning opportunities in order to find their niche and help them towards possible future pathways. Thirdly, we truly believe that school is a journey from Pre-Kindergarten to Year 12. We have several programs that see primary and secondary students working together, taking part in activities or simply hanging out to create mentor relationships. This starts in primary where the younger students are guided and over time see the value in these mentoring relationships, eventually becoming mentors themselves as they transition into secondary. Finally, the holistic approach to education sees learning and care go hand-in-hand at St Stephen’s School. We strongly believe in the social, emotional and spiritual wellbeing of our students and offer a solid pastoral care program through our Care Team, which comprises nurses, psychologists, Deans and Deputy Heads of Care at each of our campuses.

education matters primary

HOW DOES ST STEPHEN’S SCHOOL DIFFER FROM OTHER SCHOOLS? We like to think our commitment to a holistic approach to education makes us a school of choice. Some examples of this include our renowned Service Learning program, which helps those less fortunate on a local, national and international scale. Service Learning is incorporated into the curriculum at St Stephen’s School so all students get the chance to give back to the community during their time at school. The program starts with our Year 6 students who are always enthusiastic to help out, whether it be with our Food Cart, in partnership with UnitingCare West, that collects unsold food from cafés to give to those in need, or taking part in our philanthropic program with WA Charity Direct that sees students research, discuss and decide on which local charities or people are awarded donations. Our Service Tours, through our Global arm of the school, see students building houses in Cambodia, working at an orphanage in South Africa and hosting cultural and English activities at a school for underprivileged kids in Indonesia among other things. These international tours are available to secondary students. The primary

offering through the Global program sees select Year 6s visit two Indigenous schools in WA’s Kimberley region where they undertake general maintenance, run sports events and discos, and explore the country with local Indigenous children. Our students learn so much through these experiences about how important Indigenous culture is, and giving students opportunities like these help them to grow and shape them into mature and confident individuals. IN WHAT WAYS HAS THE SCHOOL EVOLVED SINCE YOU BECAME PRINCIPAL IN 2017? We have gone through a few years of significant change. I have worked with the senior leadership team on restructuring the whole school to better reflect the changing educational landscape and to continue to drive a sustainable future-focused business model. One project I have seen evolve has been an intentional PK-12 approach to education. The school operated very much as primary and secondary schools when I started as Principal but now, thanks to the hard work of many people, working collaboratively across primary and secondary and across our two campuses is much more unified. This provides opportunities for students and staff that weren’t previously available and enriches the education experience for all. The school purchased a 100-acre rural property just over an hour south-east of Perth in 2014. It has been used sporadically for some school camps, however over the last 12 months our teams, working with local groups and Indigenous elders from the district, have helped transform ‘The Kaadadjan Centre’ (which translates to The Knowledge Centre in Noongar language) into a more active space. Detailed plans of how we can integrate the property into the curriculum and open it for community use are being developed and we are very excited to fundraise for this development over the course of this year so it becomes a central part of who we are at St Stephen’s. Finally, the work the school has done to bring to fruition an international student program including immersion and study tours, has been very satisfying. HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? I think that I always aim to be relational and realistic. Staff know they can come to me anytime for a chat or to discuss ideas and if they have any problems my door is always open. By providing a supportive,

transparent and flexible working environment, a sense of loyalty and pride is created. I really highlight the idea of team and we are all working towards the same goal and aim, to provide exceptional education. As an educational institution, we also provide professional development opportunities to ensure that staff feel they are being upskilled and supported. Two of these include our Leadership Conference that brings together leaders from across the school and Staff Expo that runs over two days for all teaching and support staff. The focus is always linked to professional upskilling and personal wellbeing.

HOW DO YOU ENCOURAGE WELLBEING AMONG STAFF AND STUDENTS? For staff, the open and flexible environment is one of the most important ways we encourage wellbeing. We also have fitness centres at both campuses and a Wellness Team that runs wellness workshops, and share information and wellness techniques on a regular basis. Last year I also incorporated a Wellness Day into our Staff Expo week. This gave staff the opportunity to go and spend time on themselves and to return to work in a positive and calm mindset. Many staff shared photos of what they did to take time for themselves and it was great to see everyone making the most of it.

Younger students interact with others from various year levels to provide mentoring relationships that guide them through their school journey.

education matters primary

PRINCIPALLY SPEAKING // ST STEPHEN’S SCHOOL

We have had great success in this with our own school teams reaching both State and National Finals. We recently partnered with STEM educator Firetech as its exclusive northern suburbs’ location for holiday workshops. These recent holidays had students from all around the region attending workshops on digital music, animation and robotics. Our Year 6 students also take part in STEM workshops with our Secondary Science teachers and get to visit the Secondary Science labs for experiments and special classes throughout the year.

St Stephen’s School offers a holistic education that looks at the whole child, their interests and abilities.

For students, we try to lead by example and offer various programs through our House structure, pastoral care and positive education programs. Our Buzz primary program focusses on social and emotional wellbeing and what this looks like for students from Years 1-6. We have other examples such as mindfulness and breathing techniques that sit alongside some of the more formal curriculum in this area. WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF THE SCHOOL’S PRIMARY STUDENTS? As most Principals will say, I wish I could spend more time in the classrooms. However, running a large, multi-campus school often pulls me more into the strategic side. Having said this, I do attend school productions, concerts, assemblies, school balls, socials and carnivals to let the students know I’m always there to help and cheer them on.

I also dress up for Book Week each year and lead the primary costume parades at each campus which is great fun and a really positive way to interact with everyone. Last year I was also asked to deliver a class on Poetry (with my English teacher background) for our Year 6 students on one of our campuses. WHAT SORT OF AN EMPHASIS DOES THE SCHOOL PLACE ON SCIENCE, TECHNOLOGY, ENGINEERING AND MATHS (STEM) IN THE PRIMARY YEARS? STEM is a huge focus in our primary years. Each primary area has a Digital Learning Mentor that helps students integrate their learning online – it’s great to see them learning through green screens, interactive boards and online collaboration. A great foundation for their secondary years and beyond. We are also one of the host venues for the FIRST LEGO League each year that sees teams from around the state compete in robotics, research and teamwork.

education matters primary

ARE THERE ANY NEW PROGRAMS OR DEVELOPMENTS THAT HAVE BEEN INTRODUCED IN 2020? Primary students are enjoying our new modern Music Suite at our Duncraig Campus that has much more space, practice rooms and higher digital capacities. The adjoining Year 6 building has just been given a facelift, mimicking more of the secondary design that will help with their transition into Year 7. Our Early Learning Centre has just been reconfigured to create more than 30 square metres of extra teaching space, which has been warmly welcomed. There have been upgrades to incorporate more functional furniture across our primary campuses to cater for various learning opportunities. We have also just installed two RedCat systems and replaced our 10-year-old Smartboard 680s with 86” Smart Interactive Display Panels that incorporate the SMART Learning Suite and collaboration tools that will increase primary student engagement and encourage 21st century skills. WHAT ARE SOME OF THE BIGGEST CHALLENGES CURRENTLY FACING THE PRIMARY EDUCATION SECTOR? It is often said that the jobs our primary students will be employed in have yet to be invented. I find this prospect both exciting and challenging. The so-called ‘soft’ skills, which I like to call life skills, such as critical thinking, resilience, entrepreneurship, creativity and adaptability are important to learn. These are transferable skills, not tied down to any specific curriculum or job. They help to create well-rounded people and people who will succeed in any situation. That is something that we know will be in demand. There is also the immediacy of technology and social media. Integrating these into education in an ever-changing landscape is vital.

WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? All diagnostic testing, such as NAPLAN, gives us another piece of a student’s learning and helps to broaden our knowledge of that student. However, it is one test at a particular time which doesn’t measure many of the skills mentioned above. We need to understand what it is that we want to learn from these tests before we state that they are effective or not. WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF PRINCIPAL? I have many memorable moments as a teacher which always involve something that happened in a class within a teaching and learning framework. However, I’m actually going to say that the last two years in my role as Principal have seen significant changes at St Stephen’s. Leading a team of dedicated staff through these changes and delivering a re-aligned teaching and learning program that supports and underpins a PK-Year 12 education has been wonderful. It has taken hard work but to see this structure begin to flourish in areas across the school humbles me. The work in getting The Kaadadjan Centre as a focal point for our community has also been a highlight. WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? I think recognising that while education is our first and foremost focus, school leaders also need to understand that we oversee a large business and this must work in synergy so we can deliver the best possible educational

The PK-12 approach to learning at St Stephen’s School is something Donella Beare has advocated and instilled.

outcomes for the communities we lead. They need to take advantage of partnerships, external opportunities that benefit student learning and wellbeing, and draw on resources beyond the curriculum to prepare students with the best outcomes.

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You need to be a good listener, problem solver, be flexible and understand that we work with people; staff, students and parents. It is all about relationships and being able to laugh at yourself always helps. EM

NEW HI-TECH ACTIVITIES

HOT TOPIC // IMPROVING STUDENT LITERACY

The power of words WITH VARIOUS RESEARCH HIGHLIGHTING THE GROWING NUMBER OF YOUNG PEOPLE WHO ARE STRUGGLING WITH LITERACY, EDUCATION MATTERS INVESTIGATES WHERE AUSTRALIAN STUDENTS FIT INTO THE EQUATION.

It’s been reported in the media time and time again that Australian students are falling behind in their reading and writing skills. This leads to numerous questions: Exactly how widespread is the issue? Does motivation and student engagement play a part? Are new technologies adding to the problem? Why aren’t Australian students reaching the literacy results we want them to achieve? And, what can we do about it? According to 2019 NAPLAN data, while Year 3 and 5 reading and spelling results have improved since testing began in 2008, the same level of improvement isn’t echoed in the secondary years. In Years 7 and 9, results in writing were found to be below the 2011 baseline.

“Analysis of NAPLAN data suggests that literacy progress may stagnate as students move into secondary school, so we can’t afford to have a focus on foundational literacy skill development that is focussed principally on the early years of schooling. Ideally, we need to do more to build students’ literacy skills and engagement both in the early years and beyond,” explains Dr Margaret Merga, literacy expert and senior lecturer at Edith Cowan University. When the Organisation for Economic Cooperation and Development (OECD) released the latest round of Programme for International Student Assessment (PISA) results in December 2019, it served as a wakeup call for many. Australia recorded its lowest results since PISA

The most recent PIRLS study was conducted in 2016 and assessed Year 4 students from 50 countries.

education matters primary

testing began. After years of decline across various disciplines, Australian students failed to exceed the OECD average in maths, along with declines in reading and science. Over 600,000 students from 79 countries took part in the latest PISA testing, including 14,273 Australian 15-year-olds from 740 schools. In reading, Australian students performed at a level roughly one-and-a-half school years lower in reading literacy than a group of four provinces of China, which was the highest performer across all domains, followed by Singapore. In Australia, PISA is managed by the Australian Council for Educational Research (ACER). Up until 2018, PISA National Project Manager and ACER Deputy CEO (Research), Dr Sue Thomson, says Australia exceeded OECD across all domains.

President of the Australian Literacy Educators Association, Dr Jennifer Rennie, says the student literacy issue is complex, with many arguments for and against various reading methods.

“In terms of reading literacy, the PISA results tell us that our students are not able to do the tasks required of them as well as students a decade or even two decades ago. We are clearly not doing enough to lift the achievement levels of our weaker students, and also it seems not doing enough to extend the stronger ones,” she reveals. As Australia continues to fall behind many other countries, Dr Thomson adds, “If we want our young people to compete on a world stage then we need to make sure they are well prepared for that. What is assessed in reading literacy has changed over the last 20 years, as has the nature of reading itself. Reading literacy as measured by PISA is more than just being able to read, it also assesses the student’s ability to discern real from fake, for example. In the past, when students were given an assignment, they could look up answers in an encyclopedia to find out what was right, but nowadays when they put a search term into an internet browser they may come up with millions of answers, many of them quite different. Reading literacy incorporates the strategies students need to be able to use to discern what is true and what is not, among other things.” While PISA assesses students at the secondary level, the Progress in International Reading Literacy Study (PIRLS) is an assessment of Year 4 students, conducted every five years. Australia first participated in the PIRLS study in 2011 and again in 2016. Though the next instalment of the study is PIRLS 2021, the assessment will take place in Australia this year because of differences

in the timing of the school year in different nations. Thirty-six schools in Victoria, New South Wales and Queensland are participating in a field test in March 2020. In November 2020 an additional 290 schools and over 6000 Year 4 students from across Australia will be involved in the main data collection phase. In 2016, more than 580,000 Year 4 students in 50 countries took part in the PIRLS study, including students from 286 Australian primary schools. Australian students performed significantly higher, on average, than students in 24 countries, but were outperformed by students in 13 countries, including Singapore, Hong Kong, Ireland, England and Finland. Though 81 per cent of Australian Year 4 students reached the Intermediate international benchmark (the proficient standard for Australia), only 16 per cent achieved the Advanced international benchmark, in comparison to 29 per cent of students in Singapore, which ranked the highest in this category. Identifying that nearly one in five Australian adolescents perform poorly in literacy, Dr Merga says, “Early literacy skill gaps are further acerbated as children move from learning to read, to reading to learn. Many students speak English as an additional language or have learning difficulties and disabilities influencing literacy learning. Students may also experience challenging home factors, and the recent PISA data suggest that Australian children have comparatively high absenteeism, which is significant as it does not matter how good a teacher’s program is if the student is not in class.

education matters primary

“The issue of struggling literacy learners is growing in Australia over time. While international testing suggests that there has been a steady decline in our average reading performance since 2000 (when Australia first participated in PISA testing), it’s our struggling performers who are faring the worst, experiencing more rapid declines over time than their higher performing peers. With literacy strongly associated with life opportunities, it’s not an issue we can afford to ignore. Concerns have already been raised around low adult literacy in the Australian population, which can influence academic, vocational and social opportunities.” Calling for a rethink of how Australian schools support students with literacy issues, Dr Merga recently surveyed over 300 teachers working with students struggling in this domain in mainstream secondary English classes. With the number of students struggling in literacy continuing to rise, she says, “There are a range of school and system factors that may inhibit literacy learning. It’s a very complex issue, as students may typically face more than one barrier to literacy learning, making it hard to find interventions that meet their needs. Australia’s investment in education is comparatively low in relation to gross domestic product, with parents contributing more and more as the percentage of education funding provided by the government declines, so I’m not convinced that we are adequately invested in addressing this issue.” As schools, teachers and parents worry about the rising numbers of students struggling with literacy, and what we can do about it, there are many arguments over its major causes – with screen time, mobile phone use and excessive social media exposure receiving much of the blame. Recently, both the Victorian and Western Australian governments announced that mobile phones would be banned across all state primary and secondary schools, in a bid to reduce distraction and cyberbullying. In both states, this came into effect from the start of Term 1, 2020. As student literacy levels have declined, technology use has increased – particularly over the past decade or so. Today’s students are growing up in a world very different to that of past generations. By the time Australian students reach secondary school, many of them will also have their own smartphone – often kept within arm’s reach. The link between declining literacy levels and digital distraction is one that is often highlighted. Our phones have become much more than a means of communication – they are a news source, a camera, a calendar and

HOT TOPIC // IMPROVING STUDENT LITERACY

more, capable of providing answers to many of our questions. But unfortunately, it seems the impact of too much screen time is having a negative effect on spelling, grammar and reading. Growing Up Digital Australia, a research project by the Gonski Institute for Education, aims to shed light on how the widespread use of technology is impacting Australian children. The study surveyed 1000 Australian teachers and principals. Some of its key findings included: • 56 per cent of teachers reported a clear decrease in students’ readiness at school. • 82 per cent of teachers said digital technologies are a growing distraction for students. • 95 per cent of teachers reported a growing number of children arriving at school tired. “We can’t assume that reading and writing on paper and on screens is the same, offering equal

benefits, and as our children spend increasing amounts of time online, there can be implications for literacy,” adds Dr Merga. “We know that reading comprehension is typically found to be stronger in reading print than reading from screens.” Dr Merga is also currently involved in a research project led by Dr Anabela Malpique of Murdoch University’s School of Education, which is funded by the Ian Potter Foundation. It will investigate Year 2 students’ abilities, engagement and confidence in writing on paper compared to on screen. “While it’s important in 2020 that we equip our children with strong skills in keyboarding as well as reading and research online, paper-based reading and handwriting remain of significant literacy value,” Dr Merga says. There are many arguments over the ‘best’ methods of teaching literacy. The use of phonics as an engaging way to teach reading has received a great Edith Cowan University’s Dr Margaret Merga is involved in a current research project that will compare Year 2 students’ abilities, engagement and confidence in writing on paper versus on screen.

education matters primary

deal of attention, particularly in recent times. Minister for Education, the Hon. Dan Tehan MP has voiced his support for the use of phonics to teach reading and writing in the classroom, announcing in October 2019 that the Federal Government would fund the Australian Institute for Teaching and School Leadership (AITSL) to provide advice on incorporating phonics into national accreditation standards for initial teacher education (ITE). In a statement, he said, “I have tasked AITSL to create a small taskforce to advise on implementing the Government’s phonics in ITE election commitment. “AITSL will draw on the taskforce’s expertise, focusing on ensuring graduate teachers can teach the fundamentals of literacy through learning how to teach the five essential elements of literacy: phonemic awareness, phonics, vocabulary development, reading fluency, comprehension.” In a statement issued in December 2019, Minister Tehan announced that the states and territories backed the Federal Government’s plan aimed at improving student outcomes. The plan includes making the teaching of phonics and reading instruction mandatory for ITE courses and increasing the time allocated to literacy in ITE courses. While the use of phonics to teach literacy in the classroom has received widespread support, some argue there isn’t a one-size-fits-all approach for students learning to read and write. “First and foremost, we need to understand what the students’ struggles are to implement appropriate interventions. This issue arises where we have one-size-fits-all products, often purchased by the school. They will help some students, but others will continue to struggle as the product doesn’t address their issues. Where high absenteeism is a key cause in literacy issues, buying a new school-based program is unlikely to boost student literacy. There are also a number of programs felt to be effective with children in primary school, which do not have the same level of success at secondary school. It’s also really important that whatever materials are employed to develop literacy are age as well as skill-level appropriate,” explains Dr Merga. President of the Australian Literacy Educators Association and Associate Professor of Literacy at James Cook University, Dr Jennifer Rennie, agrees. “In recent years, the methods used to teach reading have largely been blamed for this supposed decline,” she says. “The reading wars, which are not new, have in fact been around since the turn of the 20th century. There is an ongoing debate concerning what reading is, why it should be valued, and how best to teach it. More recently, the blame game has moved to teachers,

CMY

Late last year, Minister for Education, the Hon. Dan Tehan MP, announced funding to provide advice on incorporating phonics into national accreditation standards for initial teacher education.

schools and teacher educators. Reading methods that have been in the spotlight include synthetic phonics, whole language and a ‘balanced’ approach. There is research that both supports and refutes all of these

approaches as the best method for teaching reading for learner readers. From a personal perspective as a mother, teacher and now teacher educator, I could provide evidence for all of these approaches.”

Dr Rennie believes, “The reasons behind our perceived failure to have all children reading are more complex and cannot be over simplified by the tired argument of searching for the ‘magic bullet’ around programs and approaches to reading instruction. There are a number of factors that are often ignored throughout the search for a ‘method’ that is going to solve this crisis around reading.” As teachers work with students from different backgrounds, with different life experiences and their own preferred ways of learning, she adds, “This in itself does not lend itself to one method of teaching reading. Teaching is a challenging profession, where thousands of talented teachers grapple with the wonderful individuality of our learners on a daily basis. “Rather than searching for a best ‘method’ and continuing down a path where we instruct our teacher educators and teachers about ‘how they should’ do this work, we should be looking in classrooms to find out ‘how teachers are’ doing this important work. We should be sharing success stories from our classrooms. We need to have available to us a range of different approaches that can be tailored to suit individual children and their needs.” EM

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TECHNOLOGY // ACER

The modern classroom IN TODAY’S MODERN CLASSROOM, TECHNOLOGY IS HAVING AN IMPACT LIKE NEVER BEFORE. ACER DISCUSSES HOW SOME OF ITS INNOVATIVE SOLUTIONS ARE HELPING TEACHERS TEACH AND STUDENTS LEARN.

As new technologies emerge so too do new possibilities. Understanding how these technologies work and what they can achieve is the key to unlocking their true potential. THE RISE OF THE DEVICE Times are changing, and students of today are having more interactions with technology than students of past generations. It’s now not uncommon to walk into a classroom and see students collaborating, interacting and connecting through the use of a device. Acer has worked to develop devices tailored to the needs of students and teachers; providing a platform for improved efficiency, streamlining processes and facilitating live feedback. The Spin 5 for example can enhance the 1:1 interaction between teachers and students,

making it possible for teachers to give live feedback to students through the device and make changes to their work in real time. Solutions such as Windows 10 enhance the ability of educators to adapt to a fast-paced teaching environment through added security and constant cloud access which allows them to retrieve valuable files anywhere, at any time. In Australia, Acer has gained continued momentum in the education sector. Last year it was selected by the NSW Department of Education as an authorised vendor to supply a range of Windows desktops and notebooks, as well as a Chromebook option, under a standing offer arrangement. It also won a notebook for teachers rollout for the Department of Education WA and completed large rollouts for the Department of Education in ACT and Victoria.

READING A FACE Acer’s exclusive facial recognition technology, My Classroom, has been designed to improve student safety, reduce the reporting burden on teachers and provide parents with peace of mind that their children are getting the most out of their school experience. My Classroom can be used to track classroom attendance through automated classroom roll call attendance tracking and integration with the school’s management system.

Incorporating device usage into classrooms encourages students to collaborate, interact and connect.

WITH THE TOUCH OF A FINGER The power of biometrics is becoming more easily intertwined into our everyday lives. Biometrics uses automation to identify people based on their unique attributes – whether it be their face, fingerprint, eyes or voice. By incorporating facial recognition and fingerprint reading technology into its devices, Acer is helping to keep personal data secure. What does this mean in an education setting? A teacher’s unattended laptop can be kept safe from the eyes of any prying students. With the Acer Switch 5 – which combines the benefits of a laptop and tablet – teachers can simply power up, log in and access all of their data with a single touch. The power button acts as a fingerprint reader, featuring Windows Hello. The ultra-thin and stylish Swift 7 laptop features a 14” display with a smaller footprint, which takes a minimalist approach. The integrated fingerprint reader/power button allows users to simultaneously switch on and log in. While the Aspire 7 laptop, with its 9th Gen Intel Core i7 processor, and up to 16GB of rapid DDR4 memory, is designed for next-level productivity. It too features Windows Hello through its built-in fingerprint reader.

education matters primary

The power of biometrics is becoming more easily intertwined into our everyday lives. Biometrics uses automation to identify people based on their unique attributes – whether it be their face, fingerprint, eyes or voice.

The technology also provides schools and teachers with interactive floor plans mapping the location of students, combined with a reliable notification system which alerts parents, teachers and the attendance officer if students are missing or their location is unknown. Using a fast algorithm that is ideal for environments with large and repeat traffic such as schools, My Classroom is designed to improve operational efficiency. Together with My Classroom, Acer also offers My Visitors, a facial recognition foyer solution. ASK AND YOU SHALL RECEIVE Using voice communication technology, Cortana Intelligence Assistant can be used to enhance the classroom learning experience. It enables teachers

Acer was selected by the NSW Department of Education as an authorised vendor to supply Windows desktops, notebooks and a Chromebook option under a standing offer arrangement.

to receive voice notifications while communicating with the class, and students can search for or be given detailed instructions through Cortana while they’re busy typing or using their hands during activities. Cortana acts as a personal smart assistant, ready to retrieve files or answer a wide range of questions just by asking. Even when the screen is off and in Modern Standby mode, it is possible to interact with Cortana. With the Spin 5 laptop, Microsoft Cortana and Amazon Alexa allow hands-free voice control from up to 4 metres away. ANALYSING BEHAVIOUR Last year, Acer teamed up with data science

Acer has developed devices designed to suit the needs of students and teachers in the classroom.

researchers from the University of Technology Sydney for a project that utilises artificial intelligence and data science to advance learning outcomes. The UTS x Acer Learner Attention Analytics Pilot Program trials new methods of monitoring student attentiveness and learning in the classroom. This involves collecting learner data using hand gesture and eye-tracking technology combined with a graphical user interface to record mouse movements, keyboard and digital pen usage, and eye movements. The data is then analysed using artificial intelligence and machine learning algorithms to determine behaviour patterns and the linkage to learning outcomes. As part of the project, the UTS x Acer Predator Analytics Lab was also launched. It provides academics from the UTS Faculty of Engineering and IT with access to high-performance devices from Acer’s leading Predator Gaming brand in a collaborative workspace. Featuring high-level processing power, these devices will open opportunities for research across artificial intelligence and data science, including in areas relating to student learning behaviour and learning efficiency enhancement. EM

Buyer’s Guide Acer Computer Australia Ph: 1300 308 056 Email: education.aca@acer.com Web: www.acer.com/ac/en/AU/ content/home/ education matters primary

TECHNOLOGY // EDUTECH

EduTECH: Disruption, creativity, diversity THE ANNUAL EDUTECH INTERNATIONAL CONGRESS AND EXPO IS ONE EVENT THAT COVERS THE ENTIRE EDUCATION SECTOR. A GIANT FESTIVAL OF EDUCATION, IT AIMS TO INSPIRE TODAY’S EDUCATORS FOR THE WORLD OF TOMORROW.

From 2-3 June 2020, the International Convention Centre in Sydney will be entirely transformed into an education hub, complete with pre-event masterclasses, parallel conference streams, roundtables and breakout sessions. EduTECH brings together the entire realm of education, covering K-12, tertiary and higher education, workplace learning and continued adult education. The popular and informative event has continued to grow each year and now attracts in excess of 10,000 attendees, over 300 speakers and more than 300 exhibitors.

Featuring over 300 exhibitors, the free EduTECH expo will showcase what’s new and what’s happening in the education space.

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The 2020 edition of EduTECH is centred on the theme ‘Disruption, creativity, diversity’. The event’s mission is: • To improve teaching methods and learning outcomes across all subjects. • To demonstrate how new technologies such as robotics, virtual reality, augmented reality, drones and 3D printing can be integrated into mainstream learning. • To enhance STEM education. • To promote gender equality, inclusiveness and equity. As a result, EduTECH proudly supports gender equity and is demonstrating this by featuring an equal number of male and female key speakers. They will take to the stage to provide a range of talks across six congress streams: School Leadership, School Teaching, School ICT Management, Desgn/Build, Higher Education and Tertiary Education, and Workplace Learning. The School Leadership Stream will take a big picture strategic look at the future of education by sharing global trends and developments, updates on policy and Australia’s curriculum, and the latest thought leadership into how to lead within 21st century schools. It is also designed to provide actionable insight and practical advice on how technology can be used to improve teaching and learning. Within this stream, Stacey Quince is among the speakers who will present. She is Director of Teacher Quality at the NSW Department of Education, where she leads statewide initiatives aimed at deepening teacher capacity through a range of strategic projects, and is also the Principal at Campbelltown Performing Arts High School. Governor of Future Schools Alliance, Peter Hutton, will also present within the School Leadership Stream. His strength is in

transformational insight and how to implement significant pedagogical, organisational and cultural change in schools. Mr Hutton’s expertise extends to change management, student entrepreneurship, individualised learning, alternative tertiary pathways and supporting dyslexic students. In the School Teaching Stream, global edtech consultant Craig Kemp has been revealed as one of the speakers. In his role, he works with departments, ministries, school leadership, school communities and educators to understand, design and implement digital learning solutions. Dr Jane Hunter will also present within the School Teaching Stream. A Senior Lecturer at the University of Technology Sydney, Dr Hunter is currently conducting a series of postdoctoral research studies to build teacher capacity in STEM and STEAM in NSW, ACT and Victorian schools. Her work reinforces the importance of teacher professional learning and building teacher capacity through ongoing school-university partnerships. Along with gaining insight and info from various respected education experts, attendees can also visit the free EduTECH expo, where exhibitors will span an impressive 12,000 square metre space. Showcasing new technologies, hosting workshops, launching new products and running demonstrations, attendees can discover what’s new and what’s happening in the education space. The expo also provides an opportunity to network with like-minded peers and educational experts, sharing knowledge and ideas.

EduTECH will highlight how new technologies including virtual and augmented reality can be used within the classroom.

Apple will be among this year’s exhibitors. Join Apple for an immersive learning experience that’s possible only with iPad. Unleash your creativity at the Apple Pop-Up Classroom. A series of pre-event masterclasses will also be held on Monday 1 June 2020, providing delegates with the opportunity to maximise their professional learning

investment by attending specifically curated and practical sessions, led by renowned education experts. As Australia’s premier education conference and exhibition, attending EduTECH counts towards registered professional development in all states. Teachers can log up to five hours and 30 minutes for each day they attend EduTECH. EduTECH will run alongside two other co-located events: EduBUILD, which is Australia’s largest event for education buildings and infrastructure; and Learn@Work, held within EduTECH and designed for learning and development, and training managers from the business and government sectors. These events are all organised by Terrapinn, which is also the team behind the National FutureSchools Festival, running from 18-19 March 2020 at the Melbourne Convention and Exhibition Centre. For tickets and more information, please visit the EduTECH website. Enter the code EM20 for a special reader’s discount. EM

Buyer’s Guide EduTECH Web: edutech.net.au

Over 300 speakers will offer talks across the event’s six congress streams.

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PROFESSIONAL DEVELOPMENT // EXPERT CONTRIBUTOR

The big schooling issues for the roaring 20s THE NEW ‘ROARING 20S’ ARE HERE – THE 2020S THAT IS. PROFESSOR JOHN FISCHETTI FROM THE UNIVERSITY OF NEWCASTLE TALKS ABOUT SOME OF THE BIG ISSUES FACING SCHOOLING THIS YEAR – AND THIS DECADE – IN AUSTRALIAN SCHOOLS.

Working through the dual tragedies of the ongoing bushfires and catastrophic drought have to take precedence over anything else in our whole education sector. And the coronavirus outbreak has made us conscious about how interconnected and vulnerable the world truly is. Here, we look at the next layer of issues affecting schools and education.

Professor John Fischetti is the Interim Pro Vice Chancellor of the Faculty of Education and Arts at the University of Newcastle. His work over the last 35 years has been around the areas of transforming learning and teaching, reframing teacher and leadership education, the implications of emerging technologies and promoting equity for disenfranchised populations. Professor Fischetti’s first teaching job was working with Cambodian refugees relocated to the US after the atrocities of the Pol Pot regime. His current teaching and research is centred on the future of learning, teaching and leading.

STUDENT AND STAFF WELLBEING Ten years ago, we may not have envisioned that the number one issue facing our education sector would be the wellbeing of our young people and the adults who teach and lead schools. However, in 2020 the over-reliance on high stakes assessments, the addiction many have to overusing social media, the trauma and stigmas many young people face and the reality of a challenging economy for working families have all put pressure on students and educators personally – as well as on the educational system to ‘fix it’. These burdens are putting schools under pressure like never before to manage learner and staff wellbeing. Great examples of interventions and new support systems are popping up all over Australia. Wellbeing is the priority educational issue for the 20s. OLD SCHOOL AND NEW SCHOOL APPROACHES Just as our society is transitioning to a new set of norms for an increasingly interconnected world, schools are negotiating the transition from ‘old school’ to ‘new school’. We are moving away from schools focussed mostly on teacher-centred pedagogies, learner compliance, rules-based,

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sameness, equality and summative assessment for sorting. ‘New school’ approaches, geared toward success for all, evolve the functions and processes of schooling toward learner-focused, passionbased, personalised, fairness and equity-centred mindsets, with assessment ‘for’ and ‘as’ rather than ‘of’ learning. We must rethink how to eliminate sustained learning gaps with our Aboriginal and Torres Strait Islander students, focus on adapting and modifying approaches to serve students with individual learning needs and recognise the role of schools in facilitating social change processes. Should school designs be organised to keep things the same or to aid in our societal transformation? We are moving from literacy and numeracy as ‘the’ core content to seeing them as critical parts of a larger set of core skills including adaptive reasoning, critical thinking, creativity, problem solving, collaboration, open-mindedness, wellbeing, Indigenous knowledges, cultural competence, global awareness, ethics, digital literacy and more. Unfortunately, few of these skills are assessed by governments on standardised tests. BREADTH VERSUS DEPTH A major challenge of the movement toward ‘new’ school approaches is how much of the curriculum can be ‘covered’ when teachers use more engaging pedagogies and authentic assessments. Clearly, not as much. This tension between covering subjects with depth versus ‘getting through’ the curriculum has left some schools leery to deviate from a prescribed syllabus.

We are moving from literacy and numeracy as ‘the’ core content to seeing them as critical parts of a larger set of core skills including adaptive reasoning, critical thinking, creativity, problem solving, collaboration, openmindedness, wellbeing, Indigenous knowledges, cultural competence, global awareness, ethics, digital literacy and more.

According to Professor John Fischetti, smart technologies have a place in the classroom and should be used to their full educational potential.

We know that most of what we teach is forgotten not long after we teach it because of the way our brains remember stuff. How we navigate this trade-off will be a fundamental issue of the decade ahead. SMART TECHNOLOGIES IN THE CLASSROOM The average Australian over the age of 12 and under the age of 60 is now online nine hours a day, three of which are on social media. Many primary school students have unfettered access to the internet on their parents’ – or their own – devices. This extraordinary transformation of how we spend our time has accelerated over the past decade with the massification of the smartphone. Schools now face the tremendous challenge of managing both the learning potential and the threats from this access to ‘everything’.

Many states and territories have banned the use of smart technologies in school. The risk of the vile and corrupt dark side of the internet, the use of tools for harm to others, and the stress and disruption they can cause means that ministers are faced with tough decisions around public safety and wellbeing versus educational benefits. The risks are clear. However, we must find a common ground of decency and educational potential to selectively weave the power of these tools into the learning space. The opportunities for collaboration, creativity, global connectivity, and knowledge exchange/creation are too great to lose through wholesale technology bans. Working with our best experts, we need to chart a path to rational, safe use of smart tools. It is the full educational potential of these tools that must be exploited, not our kids.

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THE IMMINENT TEACHER SHORTAGE The prevailing assumption over the past decade has been that thousands of would-be teachers have been chasing very few available positions. The reality of the ‘20s is that there will be a profound teacher shortage across Australia, in all sectors and regions from early childhood through to primary and secondary. That shortage incudes school leaders. The need for high-quality teachers and principals will impact all of the issues presented above and jeopardises opportunities for real transformation of teaching and learning. The shortage is caused by a general disrespect for the profession leading to many top candidates shying away from teaching. There is also a lack of incentives for teachers to enter in STEM subjects. And there is an overregulation of the accreditation process created by bolted on ‘hoops’ making the process of becoming a teacher far more complex than necessary. The solution is not in quick-fix programs that create a mercenary-like teacher population that leads to high attrition and a churn of adults through the lives of young people. While these five trends are not the only big issues facing education in Australia, as we start the decade, they will certainly impact our ability to reach our goals of success for all of our children, and for increased equity and long-term prosperity for our society. EM

PROFESSIONAL DEVELOPMENT // AITSL

Help us gain a clearer view of the teaching profession GENERAL MANAGER, EVIDENCE AND IMPACT AT THE AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL), XIAN-ZHI SOON, EXPLAINS THE AUSTRALIAN TEACHER WORKFORCE DATA (ATWD) INITIATIVE AND HOW YOU CAN HAVE YOUR SAY.

E Xian-Zhi Soon joined AITSL as General Manager, Evidence and Impact in March 2019. He is responsible for building a robust and credible research foundation for use in developing and delivering evidence-based policy and programs, and also leads AITSL’s work measuring its impact in the sector. Mr Soon previously worked as Director of Education Policy at the Behavioural Insights Team, an international research and policy organisation that originated at the heart of the UK Government. He has also held positions in the Australian Government, including in the Prime Minister’s Office and the Department of Foreign Affairs and Trade. At state level, he has worked at the NSW Department of Premier and Cabinet and as a Board Member on the NSW Board of Studies. He also has private sector experience as a management consultant.

Sometimes it can be easy to think we have a clear view of something, when actually, we don’t. For example, we know that induction for graduate teachers is important. Australian and international research consistently shows that high-quality induction has a positive effect. It can strengthen the skills and knowledge of early career teachers, expand their teaching repertoire, improve job satisfaction and reduce teacher attrition in the early years. Induction is an investment with high returns. However, we don’t really know how many graduate teachers receive high-quality induction, what the consequences of this are on their career, and whether teachers who don’t receive an effective induction are more likely to leave the profession in the longer term. AUSTRALIAN TEACHER WORKFORCE DATA The Australian Teacher Workforce Data (ATWD) initiative is a national project that will help provide a clearer picture of the teaching workforce. It should allow us to answer some of the unknowns, such as those identified above. AITSL is delivering this initiative on behalf of all governments – at the federal level as well as for all the states and territories – to strengthen the impact our teachers have on the learning lives of children and students. We know that after families, teachers are the biggest influence on the learning lives of our children. It is therefore important that we understand the challenges and opportunities

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faced by the teaching profession so we can ensure teachers are properly supported throughout their careers. The ATWD has the potential to help us work together to address some of those challenges in practical ways that will have a direct and positive influence on teachers’ professional lives: • We can drive and support the continual improvement of initial teacher education. • We can enhance and publicly celebrate teachers’ professional expertise and impact. • Importantly, we can make better evidencebased decisions at all levels. USING DATA TO UNDERSTAND OUR PROFESSION For the first time, the ATWD will enable us to link data nationally to examine trends in teacher education, where our teachers are coming from and their trajectories as registered teachers in Australia. We’ve all seen the headlines proclaiming a teacher shortage crisis, but in which subjects or specialisations? Where are the shortages? Will there be the same shortages in a couple of years? Knowing the answer to these questions at a national level can help with effective workforce planning. With your input, the ATWD initiative will help us to gain a much clearer view. Each year, as the ATWD initiative continues to gather more and more information, it will enable us to share greater insights about the teaching profession.

The ATWD initiative is a national project that aims to provide a clearer picture of the teaching workforce.

The ATWD will link, analyse and report on: • Teacher registration data from the state and territory teacher regulatory authorities (TRAs). • Initial teacher education data from the Australian

Government’s Higher Education Student Data Collection. • Data from the annual ATWD Teacher Survey, which is where you come in.

HOW YOU CAN HELP AND GET INVOLVED

• If you are a registered teacher or school or early childhood service leader (except in Western Australia and Tasmania), look out for the email from your TRA during the year with a link to the ATWD Teacher Survey. • If you are a school or early childhood service leader, once you receive the ATWD Teacher Survey, we’d appreciate you working with your team to find a time during work hours for your teachers to complete the survey. • Visit www.aitsl.edu.au/atwdinitiative for more information. • Subscribe to AITSL Mail on our website for updates. • Follow AITSL on Twitter @aitsl.

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The ATWD Teacher Survey enables teachers and principals to have a voice in the data. By completing the annual Teacher Survey, your experiences will be included in the national picture we are building of the teaching profession. The annual ATWD Teacher Survey will be emailed to you by the TRA in your state and territory and only takes approximately ten minutes to complete. At this stage, Western Australia and Tasmania are unable to participate due to legislative changes that are required, but we are expecting this to change in the future. YOUR PRIVACY IS PROTECTED No personal information is included in the ATWD and individual teachers cannot be identified. The ATWD complies with all Commonwealth, state and territory privacy legislation. Participation in the ATWD Teachers Survey is voluntary. However, every teacher’s voice is very important. The more teachers we hear from, the more complete the overall national picture will be. For more information about AITSL or the ATWD Teacher Survey, please visit www.aitsl.edu.au or call 03 9944 1200. EM

PROFESSIONAL DEVELOPMENT // EXPERT CONTRIBUTOR

When trust is destroyed, how do you restore it? DR PAUL BROWNING EXPLAINS HOW SUCCESSFUL LEADERSHIP AND TRUST GO HAND IN HAND. AS HEADMASTER OF A BRISBANE SCHOOL INVOLVED IN A PUBLIC ETHICAL CRISIS, HE WAS FORCED TO NAVIGATE THROUGH OBSTACLES OF THE PAST AND REBUILD AN ORGANISATIONAL CULTURE OF TRUST.

E Dr Paul Browning is the author of Principled: 10 leadership practises for building trust, released by UQP in March 2020. He has been a school principal for over 20 years and is currently Headmaster of St Paul’s School in Brisbane, which is listed among the world’s 100 most innovative learning organisations in Cambridge University’s Innovation 800 series, and Australian School of the Year for 2019. Dr Browning is a sought after guest speaker in Australia and internationally, drawing from his evidence-based research ‘Compelling Leadership: The importance of trust and how to get it’. He was also awarded best nongovernment school principal in 2018 and is the recipient of the Miller-Grassie Award for Outstanding Leadership in Education.

We are all shaped by the experiences life throws at us. Leadership is no different. Our leadership is shaped by the experiences we have. This is part of my story as a leader of a large independent school. We had agreed to meet at the local pub for lunch. I really wasn’t sure what to expect. I’d been following Archie’s blog for several months. He’d written about me once or twice. Made some hurtful accusations. I felt compelled to reach out to him. I first became aware of Archie and his blog two weeks before I was due to appear before the Royal Commission into Institutional Responses to Child Sexual Abuse. A colleague had rung to tell me about it. Archie’s blog was titled, ‘It’s not normal is it?’ It was easy enough to find. As I read the blog for that day, the reality of why the school I was leading was a Case Study at the Royal Commission into Institutional Responses to Child Sexual Abuse became all the more apparent. As I read what Archie had written, I went numb. I could feel life draining from my body. My chest tightened. It became harder to breathe. My eyes welled up. His story, told in graphic detail, was beyond horrific. A music teacher was the first person to sexually abuse Archie when he was a student at the school in the early 1980s. Archie once was a bright boy on an academic scholarship. That teacher’s selfish, inhuman act destroyed that boy, changing him forever. Archie’s blog told the world what had happened to him in the music tutor rooms all those years ago:

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Words so raw, so explicit, so repulsive. As I sat outside the pub waiting for Archie to arrive all those stories circled around my head. Archie is just one of over 120 victims of child sexual abuse that occurred at the school I currently lead. Jim Kouze and Barry Posner have been researching leadership for more than 30 years. During that time, they have undertaken a longitudinal study asking people, “What is the single most important attribute a leader should have?” Hundreds of thousands of people from all spheres – corporate, not-for-profit and voluntary organisations – have responded, providing words that describe the leader they would most choose to follow. Consistently, decade after decade, the top word is trust. We all long for leaders we can trust. Archie, and all his peers, along with the staff and parents deserved a headmaster they could truly trust. The Harvard Business Review regularly runs articles about trust. One such article, ‘The Decision to Trust’ by Robert Hurley, began with the words, “Roughly half of all managers don’t trust their leaders.” What I didn’t realise when commencing the role of Headmaster at St Paul’s in 2008, what I totally underestimated, was the power of the prevailing culture. This culture had been shaped by historical events that had occurred at the school in the 1980s and 1990s when more than 120 boys had been abused over the course of 17 years. Trust was all but extinguished. You don’t notice trust until it is missing. It is not unlike air. We don’t

notice it until it is polluted, filled with a stench that makes it difficult to breath. When trust is missing it is like an atmosphere filled with stench, making work unpleasant, destroying any hint of collaboration, creativity and innovation. The joy of relationships and positive human interaction is taken away. The only response for a leader in this situation is to resort to an authoritarian construct – command and control through the use of coercion and fear. The challenge for me in this environment was to resist the overwhelming urge to conform with the existing norms, accept the “we have always done it this way” comment, and lead in a way that was ‘counter cultural’ and inspired hope and trust. The experience gave me significant cause for reflection on my own leadership and ultimately gave birth to a PhD study on trust and leadership. Following what is called a multi-case analysis,

the study uncovered 10 leadership practices that effective leaders use to build a culture of trust. Trust is the lubricant that allows relationships to flourish and organisations to work, but for schools, trust has other benefits. Bryk and Schneider’s longitudinal study showed that trust has significant benefits not only for teacher collaboration, reduced levels of stress and staff sick days, increased productivity and innovation, but also a significant impact on student learning. In fact, schools with high levels of trust had a 1 in 3 chance of seeing students making greater than a year’s growth in learning than those schools with a low level of trust. These practices my research uncovered had nothing to do with the leader’s virtues, character or personality, nor anything to do with the context; they were intrinsically linked with their leadership skill. They are practices that any leader, no matter the context, can learn and get better at.

Aside from the 10 leadership practices, the data revealed some other quite fascinating things. The data in my study showed that it isn’t a question of whether or not you are trusted, but a question of how much you are trusted. It also revealed, unlike popular belief, that trust isn’t a thing that you grow over time, that once you have built up enough credits you can make a withdrawal, as though by some strange event people will immediately forgive you because you are normally trustworthy. Trust and tenure had no correlation. Leadership trust has everything to do with the consistency and integrity of your actions. Finally, the data showed a direct correlation between trust and transformational leadership, reinforcing the statement made by the late Professor Thomas Sergiovanni, that it is vital to build trust before you do anything else: you cannot achieve a vision for your organisation without trust. EM

According to Dr Paul Browning, trust allows relationships to flourish and organisations to work.

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PROFESSIONAL DEVELOPMENT // EXPERT CONTRIBUTOR

Longer personal relationships could benefit our primary schools THERE IS NO DOUBT THAT EDUCATION SYSTEMS THROUGHOUT THE WORLD ARE EXTREMELY DIVERSE. FOR FINNISH EDUCATOR AND GONSKI INSTITUTE PROFESSOR, DR PASI SAHLBERG, THE MOVE FROM FINLAND TO AUSTRALIA SERVED TO HIGHLIGHT SOME OF THE MAJOR DIFFERENCES.

E Pasi Sahlberg is Professor of Education Policy at the Gonski Institute for Education of the University of New South Wales. He has worked as a school teacher, teacher educator, researcher, and policy advisor in Finland and has studied education systems and advised governments around the world. He is former Director General at Finland’s Ministry of Education and a visiting Professor of Practice at Harvard University. He lives in Sydney with his wife and two sons.

Primary school is an important element in children’s formal education. Then they learn to read, write and do mathematics. They also learn a lot of other important things about themselves, the world and other people around them. Primary school is the place where children learn to love school – or hate it. Many children can’t wait to start school. The first few years are often an exciting time for parents too. We all want our children to get a smooth start in their lifelong learning path from the very first day at school. Most parents seem to think that if the child makes new friends, likes the teacher and is happy at school, that’s what matters most. Australian children spend longer in primary school than almost any other children in the world. According to the Organisation for Economic Cooperation and Development (OECD), the total compulsory instruction time in Australian primary schools annually is about 1000 hours. That is a lot of teaching. Therefore, in Australia, school days last longer and schools have less daily recess or flexible time allocated to students and teachers than in other countries. What does this heavy workload in Australia mean in practice? Well, let me use a personal example to illustrate the situation. I moved to Sydney with my family 15 months ago from Helsinki, Finland. We have two young boys, who both go to school here. One is in Year 2 at a public primary school and the other goes to a private preschool. If they went to school in Finland instead, their school days would be 40 per

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cent shorter than what they are here, in terms of the formal lessons they are supposed to attend. In Finland, children in Year 2 have less than 600 hours of instruction. When our boys finish primary school in Australia, after Year 6, they will have been taught for 3000 hours more than their friends in Helsinki. That equates to more than three years of school. Since primary education is such an important part of young people’s educational experience everywhere, it is even more important here in Australia. Because children spend much more of their time at school compared to many other countries, it is essential that their experiences in school – both cognitive and social – are as positive as possible. At school, if children learn how to learn and understand the purpose of schooling, it provides them with a permanent desire to learn throughout life. But if school becomes a scary, boring or meaningless place, it can become the main reason for unwillingness to learn in school later on. There is also another feature that makes Australian primary schools different from those in Finland and some other countries – the transition experience from one year level to another. This seems to be a yearly concern to many parents. Based on my observation it is a burden to many principals too. Let’s now go back to my son who is in Year 2 to understand this better. Last year was his first year in an Australian school. He made many new friends and learned to know all the children in his class. We also learned to know other parents

In Finland, children remain with the same group of students every year during primary school.

and made new friends. These social networks were important for us during the school year. Probably most importantly, our son got to know his new teacher and she learned to know our son. Teachers have a challenging task in learning to know all their students well in a year. I was a school teacher for many years in Finland and I remember that it was often only towards the end of the school year where I thought I knew my students well enough to understand them as learners and understand their parents as educators at home. This year, during the first week at school we learned my son would have a new class and a new teacher. He loved his first teacher – their separation broke his heart. He also felt sad to know that some of his best friends might be in other classes too. This is also a new situation for us as parents. What happens to all those relationships our children helped us create with other parents last year?

Yes, I understand there are good educational reasons for the current practice. Children learn to make new friends. And parents do too. Bad chemistries between some children in the class will disappear. Students will also have new experiences of teaching and learning with different teachers. But there is another alternative to how teaching in primary schools is organised. If our boys went to school in Helsinki, they would be with the same group of students right through primary school. They would build deeper, often lifelong relationships with other children in their class. They would also learn to know them all better. Bad chemistries between students are resolved early on with the teacher, parents and experts in school. Same goes with parents: If people don’t get along, they better sort their issues out early as they know we are going to be together for a long time.

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Primary school teachers in Finland teach the same class of students for several consecutive years. This means if you teach Year 1 this year, you teach the same students the following year when they are in Year 2. This has, according to teachers and parents, several benefits: When teachers know their students better, they can offer better individual support to students, assess progress in school more accurately, and have deeper conversations with parents. Make no mistake, a perfect way to run primary schools doesn’t exist. We all agree, however, that primary school is a critically important period of our lifelong learning. When I ask teachers what the most important outcomes of primary education are, they say: Relationships, relationships, relationships. Because our children spend more time in primary school than their peers in other countries, how primary schools are organised can have a deep impact on children’s attitudes about learning at school. EM

HEALTH & WELLBEING // GENERATION NEXT

Providing support when it’s needed most MENTAL HEALTH ISSUES AMONG YOUNG PEOPLE ARE BECOMING ALL TOO COMMONPLACE, WITH THE NUMBER OF CHILDREN AND TEENAGERS AFFECTED INCREASING AT AN ALARMING RATE. A SERIES OF EVIDENCE-BASED SEMINARS BY GENERATION NEXT AIM TO HIGHLIGHT THIS ISSUE AND EQUIP EDUCATORS WITH THE TOOLS AND KNOWLEDGE TO SUPPORT STUDENTS WHEN THEY NEED IT.

High profile experts will take to the stage to discuss hot topics including anxiety, pornography, gaming and the influence of green space on the developing brain. These issues and many others will be tackled in a national seminar series by Generation Next, a non-profit organisation providing education and information about preventing and managing mental illness in young people and the wider community.

Chairperson of Generation Next and child and adolescent clinical psychologist Andrew Fuller will present a talk on ‘Anxiety and Tricky Kids’.

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It was founded by current CEO Dr Ramesh Manocha, who is also a GP, educator and mental health expert, with the aim of boosting the mental health of children and teenagers by increasing mental health literacy and reducing associated stigma. Generation Next runs the Mental Health and Wellbeing of Young People Seminars across Australia each year, and during these events, experts in youth mental health will present on a range of topics. Among these is Chairperson of Generation Next, and child and adolescent clinical psychologist Andrew Fuller. As a clinical psychologist, Mr Fuller works with numerous schools and communities across Australia and internationally, specialising in the wellbeing of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne; and is also an Ambassador for Mind Matters and a member of the National Coalition Against Bullying. According to Mr Fuller, rising levels of youth anxiety and feelings of worthlessness are worrying. Recent research into youth mental health that involved 193,000 young people, found that 59 per cent of Year 11 and 12 females and 46 per cent of Year 11 and 12 males experience clinical levels of anxiety. The results also found that around one in three young women and one in four young men believe they are worthless.

The seminars will investigate topics such as anxiety, pornography, gaming and the influence of green space on the developing brain.

“Fundamentally, there is something going wrong in the coping mechanisms of young people. Partly, it’s because we live in a world of envy – and social media highlights that. Feeling envious has narrowed the ways people feel they can be successful, so consequently, we have a whole heap of people who think they are worthless,” he explains. “What young people need to realise is that social media lies to people all the time. It provides an echo chamber, where it looks like everyone is having a better time than you are, even when they are not. There are a number of ways we can help young people feel better. Firstly, we can help them understand how to be smart. Secondly, we can create an understanding of emotions. It’s about building communities where people respect and protect each other. All of the research on resilience can be boiled down to the fact that when we connect, protect and respect each other we thrive.” During the Mental Health and Wellbeing of Young People Seminars, the topic of Mr Fuller’s 2020 talk is ‘Anxiety and Tricky Kids’. “Tricky kids are those kids who are strong-willed, determined characters that are sometimes difficult for adults to deal with. While they can be quite spirited and successful kids, they can drive adults mad. The point of parenting and raising

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2020 MENTAL HEALTH & WELLBEING OF YOUNG PEOPLE EDUCATIONAL SEMINARS Brisbane: 22 May, UQ Centre Canberra: 5 June, Lewellyn Hall Adelaide: 31 July, Adelaide Town Hall Sydney: 14 August, City Recital Hall Melbourne: 21 August, Melbourne Convention and Exhibition Centre

HEALTH & WELLBEING // GENERATION NEXT

“Even for children who’ve had really tough times such as those who have been traumatised by bushfires and drought, what really helps them recover is being in the presence of an adult who is able to see the good and the potential in them, and act kindly. When adults can do that, they are the natural healers of children. We can all be providers of mental health by providing mental health in ourselves.” anywhere and to whom consequences mean nothing, the adrenaline junkies who take lots of risks, and lastly the passive resistors who are vague and disorganised. But the more we can see beyond the behaviours to the gems within, the more we can see these kids for who they are. These are kids who, under tricky situations, will act in tricky ways. That requires us to be understanding and allow ourselves to diversify. It also requires us to be calm. They really aren’t naughty kids, these are just behaviours that can be difficult at times.” Dr Fuller highlights that not every adult needs to be an expert in mental health but every adult can be kind and caring. “Even for children who’ve had really tough times such as those who have been traumatised by bushfires and drought, what really helps them recover is being in the presence of an adult who is able to see the good and the potential in them, and act kindly. When adults can do that, they are the natural healers of children. We can all be providers of mental health by providing mental health in ourselves.” Also taking to the Generation Next stage in 2020 is Dr Rachael Sharman. A lecturer and researcher in psychology at the University of the Sunshine Coast, she specialises in the area of paediatric brain development. Her talk ‘Green Space and the Power

of Nature Play for Shaping the Developing Brain’ will investigate risky and outdoor play. The kind of play experiences that help cultivate the development of successful traits are found via a genuinely challenging environment, where kids can test their abilities in self-assessment, problemsolving, risk-taking, and adaptation in response to difficulties and failure. She says these experiences are particularly crucial during critical or sensitive periods when the brain is most receptive. “Challenge comes with risk; but if we withhold from our children the opportunity to take risks, to learn from their failures, and discover adaptive coping techniques, we withhold the opportunity for them to learn. The human brain is extraordinary compared to other species. The brain is wired to develop with its environment,” she says. Dr Sharman’s talk will highlight evidence that demonstrates how over-sanitising early play experiences does children more harm than good. It will also look at the importance of green space (or nature play) and how it is thought to improve the trajectory of the growing brain. “With helicopter parents, we are seeing a whole generation of children growing up with a terror of failure because they haven’t had a chance to experience taking risks and failing and this has led to growing levels of anxiety in the teenage years, particularly in girls,” Dr Sharman explains. According to a joint report by Mission Australia and Black Dog Institute released in October 2019, nearly one in four young people said in 2018 that they were experiencing mental health challenges. Females were found to be twice as likely to experience psychological distress than males, and one in five of those experiencing psychological distress felt they didn’t have someone to turn to in times of crisis. Dr Sharman says unstructured outdoor play provides a range of benefits for the developing brain. “The first is creativity. Having a child figure out their own fun, like decorating a toilet roll for example, is really important. Taking risks also helps to build resilience. If a child takes a risk and fails, what comes next is the problem solving – what do I do next time and what do I do differently?” Dr Sharman adds. “Scientists are now putting together precise data on how long children should spend outdoors

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Lecturer and researcher in psychology at the University of the Sunshine Coast, Dr Rachael Sharman, will discuss ‘Green Space and the Power of Nature Play for Shaping the Developing Brain’.

and what too much screen time is doing to the developing brain. The unfortunate reality is that there are many parents who plonk their kids in front of a screen for several hours. What we are seeing is that maximum security prisons are mandating more outdoor time than what many children are getting. There are so many kids who don’t play much outside at all, and that’s very concerning.” Generation Next’s 2020 Mental Health and Wellbeing of Young People Seminars will also feature the following talks: • Teaching Values of Being Human – An Education of the Mind and the Heart (parent coach, author, counsellor and educator Mark Le Messurier) • Pornography – What’s the Science? (parenting expert Dr Justin Coulson) • The Current State of Play – Gaming and Young People (Clinical Psychologist at ySafe, Jordan Foster/Digital Wellbeing and Productivity expert Kristy Goodwin) • ‘Nanging’, ‘Jungle Juice’ and ‘Rexing’: Trends in Inhalant Use Amongst Young People (Educator at DARTA, Paul Dillon) For tickets and more information, please visit the Generation Next website. EM

Buyer’s Guide Generation Next Ph: 1300 797 794 Web: www.generationnext.com.au

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HEALTH & WELLBEING // EXPERT CONTRIBUTOR

Building social and emotional competence DR ELIZABETH ROUSE FROM DEAKIN UNIVERSITY DISCUSSES THE IMPORTANCE OF SOCIAL AND EMOTIONAL DEVELOPMENT IN CHILDREN, AND THE TOOLS AND SUPPORT TEACHERS CAN PROVIDE IN THE CLASSROOM TO HELP THEIR STUDENTS THRIVE.

E Dr Elizabeth Rouse is a Senior Lecturer in Early Childhood Education at Deakin University. Her research focusses on early childhood curriculum, pedagogy, professional practice, parent-schoolcommunity partnerships and transition to school. She is involved in both teacher education and the professional development of teachers. She is also an experienced teacher, teaching across both early childhood education settings as well as in primary schools. Dr Rouse has a number of publications that focus on working with young children, and has presented her research at many international conferences.

Schools are challenging contexts for young children. They need to negotiate around making sense of what they are learning; build on the learning they already have; and make sense of what is seen as important for being successful, which may mean different things to different people. For the teacher, being successful may centre on reaching the expected learning outcomes, but for the child, being successful may mean managing the playground on a day when their best friend is away. Children need to navigate the rules of schools – these are not only the ‘official rules’ of the school or the classroom but also the ‘hidden rules’ children are exposed to outside the classroom. When children are socially and emotionally competent, they are better able to meet these challenges and take risks associated with developing a sense of belonging. Social and emotional development consists of the relationships an individual has with others, especially people who matter to them (for example parents, teachers and friends). It also has to do with how children feel about themselves (such as confidence, always scared, eager to learn, proud of their culture, afraid of being wrong), how they behave, and how they self-regulate in response to different contexts and environments. Self-regulation is the process in which a person controls his or her own behaviour through internal executive functions. Children who are socially and emotionally competent are better able to regulate their behaviour when needing to adjust to different situations. Social and emotional competence also leads to children being better able to persevere and stay on task, be self motivated and speak up when challenged or unclear of what is expected of them.

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Children who are socially and emotionally competent are more able to exhibit empathy, build positive relationships with peers and engage with others to not only form friendships, but also deal with the disappointments that friendships can bring. Having a friend and being well liked are associated with higher academic performance, more positive attitudes towards school and less school avoidance. Emotional competence comes from having a sense that one is recognised and valued for who they are. Children need to feel competent and successful. When a person feels competent, he or she is more likely to take on challenges and risks in their learning. Teachers can support children to feel they are successful by focusing on what they can do and are good at. This may not be academic performance, but the child might be good at tying their shoelaces or leaving their workspace clean and tidy. When children feel their teacher really knows them and ‘gets them’ they will form a positive relationship with that teacher as they feel valued and respected. A growing body of research has found that social-emotional competence such as behavioural regulation, attentional skills and the ability to problem solve is critical for academic performance; and that caring relationships and support within the school community are essential for optimal student learning. Classrooms are social environments built on a foundation of relationships. When children feel a sense of belonging to the classroom they are more able to engage in academic tasks. Children need to have the confidence to engage effectively with their peers during group tasks, work with children they may not know or be friends with, and ask questions of the teacher and speak up when they feel confused

or are unclear. Children need the emotional confidence to take these risks, to know it is okay to not know the answer or be confused; that if you ask another child if you can sit next to them and they say no, someone else might say yes. Teachers can support children to develop social and emotional competence by creating opportunities for children to check in on how they are feeling – using visuals such as emojis where they can identify the one that reflects how they are feeling; or indicating by using a thumbs up, down or in the middle. When children are asked to share how they are feeling, there can often be a reluctance to share. Taking away the expectation to talk or giving the child the space to share their feelings away from the teacher’s gaze can result in great honesty and readiness to share. Teachers can then use this information within the classroom. Providing children with the tools needed to negotiate their relationships in the playground or classroom is also important, such as brainstorming ways to approach others to join in their play. It is

parent who understands and has knowledge about their child in a context that the teacher can never have. Teachers know and understand the child in the context of the classroom and the wider school environment, but the missing part of the picture is an understanding of who that child is away from school. Parents can pick up on children’s feelings, changes in behaviour and hear about the child’s day in ways that the teacher cannot. It is important for teachers to create relationships with parents so they can share knowledge and understanding of the child, and feel welcome to draw on their own experiences and strategies to support their child in becoming more engaged in the classroom. EM

Using visuals such as emojis can help young students to understand and express how they are feeling.

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HEALTH & WELLBEING // EXPERT CONTRIBUTOR

Supporting students in the wake of disaster AUSTRALIA HAS JUST EXPERIENCED ONE OF THE WORST BUSHFIRE DISASTERS IN ITS HISTORY, WITH SO MANY PEOPLE IMPACTED IN A VARIETY OF DIFFERENT WAYS. EMERITUS PROFESSOR MARJORY EBBECK SHEDS LIGHT ON THE POSSIBLE IMPACT THESE BUSHFIRES MAY HAVE ON STUDENT WELLBEING – AND WHAT TEACHERS CAN DO TO ASSIST THOSE AFFECTED.

E Emeritus Professor Marjory Ebbeck is a member of the University of South Australia’s Professoriate. She is the author of many early childhood texts and book chapters, and has contributed to many scholarly journals. She has successfully supervised hundreds of research degree students completing Master’s and PhD awards in early childhood education. Currently Ms Ebbeck works part-time in Singapore and is the lead researcher in a follow through study from infancy to three years of age investigating the development of resilience and wellbeing in children.

The catastrophic bushfires that have left so much physical devastation to homes, farms, vineyards, properties and other forms of livelihood have also caused loss of life, vast human suffering and devastation of our ecological environments including the wipe-out of huge numbers of Australian animals and their environments. It is known that children function best when they are happy, secure, confident and engaged fully in all aspects of their life. Wellbeing can be described as including good health, feelings of happiness, satisfaction and positive social functioning through interactions in their environment. On returning to school, many young Australian children may be traumatised due to their bushfire experiences. A trauma is a psychological shock including emotional distress that can have lasting effects, even into adulthood. It is vitally important that teachers realise they have a significant role to play in helping these children cope and begin to return to some sense of normalcy in their lives. But what are some of the signs of emotional distress that may be visible to teachers as children from bushfire areas return to the classroom? Teachers need to observe children closely. Beyond the family, teachers are the trusted significant others in children’s lives. However, it needs to be emphasised that children are individuals and how they react to disasters, including bushfires, will vary.

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School teachers spend a lot of time with their students, so they understand and know the disposition of each child. Given these drastic circumstances, they now need to see if the child’s behaviour has changed. Some children who have normally been cheerful, confident and happy may now be withdrawn and difficult to communicate with. Any consistent atypical behaviour may be an indicator of emotional health problems. Observing the child in different contexts during the day and over a period of some days may help teachers to build up a profile of the child’s behaviour. Some children may be unable to concentrate on usual learning tasks and may show signs of distress: crying or being unable to contribute to discussions. They may be frozen in their interactions and unable to express their feelings.

Discussing the child’s behaviour with parents is important as they will know if the child is suffering trauma, is distressed, unable to sleep, having nightmares, flash backs and other worrying symptoms. Ongoing communication with parents will be essential to gain needed back up information and provide ensuing support to aid the child’s recovery. If signs of emotional distress are strong then ongoing professional counselling may be necessary. Scars of emotional trauma can be long-lasting so early intervention could be essential and, in these instances, professional counselling should not be delayed. PRACTICAL STRATEGIES TEACHERS CAN CONSIDER • Encourage children to talk so they can express their emotions and perhaps better understand what has happened. Emphasising that it is okay to be Outdoor physical activity can help make students feel more relaxed and reduce levels of stress.

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angry about what has happened is important. This strategy can occur in small group situations or individually. • Follow the leads of children. If they do not wish to talk then, above all, do not force discussion. • Be flexible with the timetable. If some interaction or involvement is occurring that is positive then let this continue for as long as practicable. • If children are not able to engage in work tasks, be tolerant and allow extra time. • Introduce some activities or topics that may have a high interest level and be a welcome form of engagement. • Include more opportunities for outdoor physical activity as this may help children to relax and lessen their stress. • Check to see that children are drinking plenty of water and eating. It may be that some basic cooking activity provides some enjoyment, especially if children get to eat the products they have cooked. • Provide activities where children can work in small groups and talk amongst one another. • Make sure that friendships are continuing (as much as one can do), as peer support is very important. • Encourage empathy. It may be following up on interesting and relevant projects, such as contributing in some way to the community’s needs, or animal rehabilitation, that will interest children and be a viable activity. • Discuss the children’s readjustment with your teaching team and try to make this a major focus priority. • Continue to observe children, answer their questions honestly and reassure them about their future safety. Share any positive stories that have emerged out of these horrific disasters. • Continue to make children aware of climate change and how ecologically they can contribute in a proactive way. • Above all, try to be positive as a teacher. This may be very difficult as teachers themselves could be experiencing stress and may have been affected personally in some way. Finally, we need to consider the needs and voices of children in all future bushfire plans. As the world continues to change, our children’s future is uncertain and as professionals, we have a responsibility to play a role in helping to influence positive outcomes. EM

CURRICULUM // EXPERT CONTRIBUTOR

Re-culturing language learning LANGUAGES LEAD AT CATHOLIC EDUCATION MELBOURNE, JENNIFER BROWN-OMICHI, DISCUSSES HOW A MELBOURNE PRIMARY SCHOOL HAS CHANGED THE SCHOOL CULTURE THROUGH A FRESH APPROACH TO LANGUAGE LEARNING, WHERE EVERY CLASSROOM TEACHER INTEGRATES FRENCH INTO THEIR DAILY LESSONS.

Jennifer Brown-Omichi is the Languages Lead at Catholic Education Melbourne. Since commencing employment with Catholic Education Commission of Victoria (CECV) in 2009, Ms Brown-Omichi has developed and implemented three successful business cases resulting in a significant positive shift in the value and status of Languages education, teacher practice and improved student learning outcomes. She is passionate about equitably driving holistic improvement across all domains in Learning and Teaching.

Education systems in the global top tier demonstrate excellence in literacy and numeracy and also place an emphasis on multilingualism: the ability to communicate in a number of different languages. Learning to communicate in a second language develops transferable skills which support literacy learning, including understanding systems of language and enhancing skills and strategies for decoding and meaning-making. Multilingualism allows learners to form new perspectives and develop greater cognitive flexibility through critical thinking skills. To do so requires the provision of particular learning conditions and organisational structures. This often requires schools to rethink and work differently. In many Australian primary schools, language teachers, typically passionate professionals, traditionally work in isolation often teaching back-to-back 40-minute lessons. In this model, students experience language learning once a week and frequently the work has no connection to classroom learning or any other aspects of the life of the school. The majority of Primary Language programs see the language teacher as a means to provide classroom teachers with time release (time away from the class to plan for the ‘real learning’). Such attitudes and structures not only shape teacher expectations, but also limit the potential benefits of learning languages. “It was never going to work. Every teacher I spoke to lamented the crowded curriculum, the increasing pace of schools and I, despite my growing experience, frequently felt overwhelmed. Then I was told that every teacher at my school was going to learn and integrate French into our daily instruction. I was furious,” said Laura

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Jeffreys, Year 1/2 classroom teacher at St Bede’s Primary School. The ‘Teachers as Co-learners’ approach is about changing school culture to enable effective language acquisition. Schools consider research and conditions for effective language learning and critically review existing support mechanisms and organisational structures to determine how best to enable students and staff to flourish. St Bede’s Primary School, a Catholic school located in an inner suburb of Melbourne, implemented this approach. From the beginning, school leaders were open, honest and willing to explore possibilities. A key strategy was identified; all teaching staff would dedicate 10-15 minutes every day to communicate with their students in French. Using high frequency language in the classroom became the focus. This normalised the use of French and English between teachers and students in the classroom. In the first year of this model, none of the classroom teachers were speakers of French. Strangely enough, this shared challenge seems to be why the model became so successful. Teachers were supported to learn functional classroom language in French, to make connections between systems of Language in French and English and to build transferable communication skills to strengthen literacy. Students and teachers soon began using key expressions to communicate in the classroom in French. Meanwhile teachers were modelling authentic learning for their students as they persisted, struggled, learnt through mistakes and succeeded. Both teachers and students became ‘co-learners’ on the language learning journey.

“Now I tell every educator who will listen (as well as those who won’t) that learning new vocabulary and gestures alongside my students, and teaching French along the way, has been the most incredible experience that I have had throughout my career. I have witnessed the value of letting students lead the way and I now sit comfortably (and proudly) as they publicly show that they sometimes know more than their teacher. On days when I feel uninspired to integrate French in my teaching, my students remind me, ‘I think you could say that in French if you try?’ and I think, ‘Yes, you are right, I can’,” explained Ms Jeffreys. Behind any significant positive shift in school culture is a team of expert listeners and supportive instructional leaders. “Annette (Broadfoot, Principal of St Bede’s Primary) was confident in the fact that her school was a community of learners. She was energised by the possibilities that would emerge as the staff and students learned together. She didn’t need to have all the answers to all the questions,” said Catherine Spurritt, Catholic Education Melbourne Language Coach.

“Now I tell every educator who will listen that learning new vocabulary and gestures alongside my students, and teaching French along the way, has been the most incredible experience that I have had throughout my career. I have witnessed the value of letting students lead the way.” By actively seeking and embracing support and celebrating successes, Ms Broadfoot encouraged all involved to keep moving forward and improving together. As Principal, she was a leader prepared to ‘live the vision’ and be the learner she wanted her staff and students to be. It was clear that the approach St Bede’s co-constructed provided opportunity for wider system investigation. In 2020, this cutting-edge model of bravery and excellence in language teaching and learning is being trialled, developed and supported to grow across 29 primary schools in the Archdiocese of Melbourne. Schools are implementing the ‘Teachers as Co-learners’

approach in unique ways that respond to their context and school culture. There is not one way to improve but there is a need for significant change. If educators are prepared to think and work differently, it is possible to create a culture where it is safe to take risks, struggle, persist and find creative solutions. Through this ‘re-culturing’ we can truly enjoy the benefits that language learning provides for all. EM *Quotes taken from stories written by teachers at St Bede’s Primary School, produced in a 2019 ‘Teachers as writers workshop’ by Catholic Education Melbourne.

Workshop co-facilitator Dr Kathy Smith of Monash University and Jennifer Brown-Omichi (front row) with staff from St Bedes who were involved in the writers workshop.

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SUSTAINABILITY // EARTH HOUR SCHOOLS DAY

Lights out for climate change WITH THE RECENT AUSTRALIAN BUSHFIRE DISASTER BEING ONE OF THE WORST ON RECORD, THE FOCUS ON CLIMATE CHANGE HAS INTENSIFIED. TOGETHER, EARTH HOUR SCHOOLS DAY AND COOL AUSTRALIA ARE STRIVING TO EMPOWER TODAY’S YOUTH TO MAKE A REAL DIFFERENCE.

Photo credit: Courtesy of MacGregor State High School

Students at MacGregor State High School in Brisbane assemble SolarBuddy lights to send to communities living without energy resources.

An initiative of the World Wide Fund for Nature (WWF), Earth Hour was started in Sydney in 2007 and has grown into a global movement. Every year, hundreds of millions of people around the world in over 180 countries take part in this international conservation initiative. Millions mark Earth Hour by turning off their lights for 60 minutes in a symbolic show of solidarity. On Friday 27 March 2020, hundreds of schools will show their support for the movement as part of the sixth annual Earth Hour Schools Day. “Earth Hour takes place on a Saturday but the movement became so popular that there was a big call from schools wanting to get involved, so that’s how Earth Hour Schools Day came about,” explains Kerri Major, Engagement Manager, Partnerships and Innovation at WWF Australia. Schools can take part in the movement in a variety of different ways – from turning out their lights, to taking lessons outside or doing activities as part of the school’s sustainability program. “The reason so many schools want to get involved is because it’s easy to take part. Turning off the lights is a very visible and symbolic way to make a statement about climate change,” Ms Major adds. Schools wanting to take part in the movement are encouraged to sign up at www.earthhour. org.au. In 2019, around 650 schools signed up. “But we know many schools take part without registering too,” says Ms Major. “It’s so important to teach kids from an early age what climate change is and be armed with the right tools to establish what is right and what is not. We want schools to feel empowered to help make a difference. It’s crazy how much climate change misinformation is out there. Schools need to teach students the truth about climate change and arm them with the tools to identify fact from fiction. Much of the

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misinformation being reported is undermining how climate change is accelerating bushfires. It’s making the fire season longer and more severe. The fires have been so catastrophic this summer because of climate change. What scientists and ecologists have all agreed on needs to be reinforced in the classroom.” By registering for Earth Hour Schools Day, schools are given access to free, curriculum-aligned lesson plans and resources designed in partnership with Cool Australia, that highlight the importance of our environment. Schools are also given access to a range of visual resources including posters and social media kits. The Cool Australia resources feature lesson plans for early learning through to Year 11, covering climate change, biodiversity and the environment. The ‘Who are Your Underwater Friends?’ activity (Years 1-2) encourages students to think about how ocean creatures interact with each other and their vital role in keeping our oceans healthy. The ‘Banana Dramas’ lesson (Years 3-4) explores the impact climate change is having on Australia’s food and farmers, encouraging students to think about the practical implications of climate change on the production of a familiar lunchbox staple, the banana. In ‘The Places You Love’ lesson (Years 5-6), students explore Australian places they love, and how these places might be affected by climate change. “Earth Hour lessons are continually becoming among Cool Australia’s most popular because of their scope and the continuity of lessons from early learning through to high school. Cool Australia is a really valued partner of WWF. Without them we wouldn’t have been able to offer this. Cool Australia enables us to reach out to schools and teachers in a curriculum- aligned manner,” explains Ms Major.

The North Arm State School Marimba Band performs at the 2017 Eumundi Earth Hour event on Queensland’s Sunshine Coast.

renewable energy-powered light that became a solution for refugee camps around the world and began designing solar light solutions for some of the world’s most at-risk communities. Through WWF Australia’s Solar Light Challenge, students learn about renewable energy, and get handson experience assembling solar-powered lights that will be delivered to school children living in poverty in remote areas of Papua New Guinea. “The solar lights are delivered to schools and communities that have no electricity, so students can carry them to school or when they fetch water. These hands-on lessons teach students so many

Photo credit: Courtesy of MacGregor State High School

The Earth Hour lessons and resources are being used not just for Earth Hour Schools Day, but throughout the entire school year. On average, they are downloaded around 8000 times a year, reaching hundreds of thousands of students. Adding to the classroom-ready resources, WWF Australia launched the Solar Light Challenge three years ago in partnership with Brisbane-based charity SolarBuddy, as part of its Earth Hour Schools Day movement. SolarBuddy was launched by Simon Doble in 2016, inspired by the billions of people living without safe and reliable lighting. He developed a

Photo credit: © Eryn Sharp / WWF-Aus A twilight picnic and market held by Randwick City Council in Sydney to celebrate Earth Hour.

valuable things – the power of renewable energy, the importance of helping others less fortunate and how climate change is affecting some of our most vulnerable communities,” explains Ms Major. Additionally, Cool Australia has developed a twohour professional development course for teachers in partnership with WWF Australia that investigates how animals are impacted by the environment. The course explores the basics of climate science such as weather, global warming and climate change; and explores climate change by focusing on animals. It covers how to teach climate change and care for students’ mental health and where to find relevant teaching resources and lesson plans. “Climate change is impacting this generation more than anyone – and knowledge is power,” says Ms Major. “If we arm students with the right facts, they will be better equipped to do something about it. Climate change is the biggest threat to our environment, and we need to learn how that affects us, how it affects nature, and more importantly, what we can do about it. We need to inspire young people to take action.” EM To sign your school up to Earth Hour Schools Day or the Earth Hour Solar Light Challenge, visit www.earthhour.org.au/Get-Involved/schools. For Earth Hour lessons and resources, visit www.coolaustralia.org/unit/earth-hour-primary.

The Solar Light Challenge allows students to learn about renewable energy while getting hands-on experience assembling solar-powered lights for children living in poverty.

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For more information on Cool Australia’s professional development courses, visit learn.coolaustralia.org.

SUSTAINABILITY // EXPERT CONTRIBUTOR

Food for thought DR MICHAEL COWLING OF CQ UNIVERSITY AND ERIN COWLING OF SOUTHERN CROSS UNIVERSITY DISCUSS HOW NEW TECHNOLOGY MIGHT ACTUALLY HELP GET STUDENTS BACK TO THE LAND.

Technology is all about abstraction. Back in the 1970s and 1980s we all thought about bits and bytes, electronics and connectors, but these days we’ve moved away from many of these concepts. The average consumer no longer needs to know how many megahertz their phone processor is, what operating system their tablet uses or even be too worried about disk space on their laptop. We’ve moved to a higher level, where it’s less about how things are done and more about what can be produced. Some concern however has recently surfaced that this abstraction has extended to other parts of our society too. You’ve perhaps recently heard the oft-quoted statistic by the Australian Government that 75 per cent of school students don’t know that

Michael Cowling is an award-winning information technology scholar with a keen interest in education technology and the effect of technology on society. He is currently an Associate Professor at CQUniversity where he runs The CREATE Lab, focusing on collaborative research and engagement around technology and education.

Understanding where our food comes from can help us make more informed food choices.

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cotton comes from a plant or that cardboard starts life as a tree? This is combined with a big push for the general public to understand more about where food comes from and use this knowledge to make better food choices. Recently, the Australian Government decided to put its money where its mouth is and start investing in educating our children about where their food comes from, with a $30 million funding package to showcase farming and agricultural careers. But why does this matter? Well, part of the issue is certainly sustainability and understanding that if we know where food comes from, we can make informed choices about selecting the right foods to support the environment, but more broadly than this, understanding food origins and food production can

With studies showing many young people are unsure of where farmed products come from, the Australian Government launched a $30 million funding package to showcase farming and agricultural careers.

help us to live better lives. The 21st century love of abstraction means that we are bombarded with more produce and greater food options than ever before but have little idea where these come from or why they are the way they are. But if we start to understand this, we can make better food choices. For example, some of the best wines come from some of the worst soils in the world. If you look at some of the world’s best wine producers, you’ll find that the vineyards in which they grow their grapes are often planted in material not much better than road base, full of pebbles and granite and other stones and rocks. This type of soil makes the grape vines go into stress mode, producing more fruit to produce more seeds, which leads to bigger and more flavourful grapes. We call this field of knowledge gastronomy, and when it’s applied to our own lives it can make a big difference. For instance, once you know that grapes grow best in harsh soil, then when you go to pick a wine, you can not only look out for the old favourites of the Hunter Valley or Barossa Valley, but go one step deeper and decide that perhaps the grapes grown in the Granite Belt in Queensland are worth your time, especially if they are local to you.

But how can this be applied to the classroom? And what role does technology play in assisting? Well, as the world progresses with a view towards greater abstraction, but also a desire to be more sustainable, our argument is that this new area of gastronomic literacy becomes vitally important for our students. Beyond using Australian Government funding to build a school garden or improve canteen offerings, as educators we can build on this push for sustainability to really teach our students where their food comes from, how it is produced and why it should matter to them. And in this quest, technology can assist greatly. We now live in a world where the so-called ‘Internet of Things’ sensors are becoming common and cheap to implement, often through the use of a smart device students are already using. So perhaps temperature sensors can be used to monitor different parts of the school garden or water sensors can be embedded in soil to identify how water is distributed. And then this can be brought back to student gastronomic literacy, helping them to understand not only that the harsh soil might be better for grape vines, but also the mechanics of what this means for water distribution. And in doing so, we set our kids up well for an abstracted future that still cares about sustainability. EM

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Erin Cowling is a Le Cordon Bleu trained scholar with a passion for helping society have better information to understand their food choices. Currently a postgraduate researcher at Southern Cross University, Mrs Cowling is working on research in the area of gastronomic literacy and gastronomic sociology, and how this knowledge can be translated to K-12 students.

BEYOND THE CLASSROOM // PLAYGROUND IDEAS

Playing for the greater good BORN OUT OF A DESIRE TO MAKE PLAY ACCESSIBLE AND INTERESTING FOR EVERY CHILD, EVERYWHERE, THE NÜDEL KART IS AN INNOVATIVE SOCIAL ENTERPRISE THAT PROVIDES STIMULATING LOOSE PARTS PLAY AND ENCOURAGES SELF-DIRECTED LEARNING.

The Nüdel Kart is a deconstructable, mobile play kart that can be reconfigured in endless ways. It contains research-backed, specially selected materials to stimulate children’s development, produced with sustainability at its core.

Easy to assemble, flat packed and requiring no power sources, children can adapt how they use the kart to suit their own abilities. Designed for children aged 3-12, it can cater to 30 children at a time and features its own training manual

linked to the Australian curriculum. Having been tested around the world in schools, refugee camps and even airports, the Nüdel Kart is being embraced by more and more educators and primary school students.

Pictured from left to right: Playground Ideas Designer and Implementer Matt Green; Playground Ideas founder and CEO Marcus Veerman, codesigner of Nüdel Kart Emma Ribbens, and play specialist Cat Sewell.

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Nüdel Kart was developed by Playground Ideas, a non-profit organisation with 10 years of global experience in designing and building playgrounds. With a background in teaching and training, founder Marcus Veerman came up with the concept upon returning to Australia after living abroad. “I was working in a long-term mentoring program with some incredible kids. Then my wife was offered a position in Thailand so I left this amazing job. I had no idea what I was going to do next but my attitude was to say yes to whatever came about,” Mr Veerman says. When a local organisation asked if he had any experience in building playgrounds – which he did – it set Mr Veerman on a new path, which he is deeply passionate about. He transformed what he describes as “one of the worst playgrounds he had ever seen” at a local school. Completely unsafe and covered in rust, it became a dream play space, complete with treehouses, a giant sandpit and river pebbles used as soft-fall. Two years later, Mr Veerman moved to Mae Sot on the Thailand/Myanmar border. “There are a few million refugees living in mountain ranges along the border and thousands of people living in Myanmar without citizenship,” explains Mr Veerman, who, with the help of volunteers from around the world helped to build playgrounds for 40 schools – all custom built from whatever local materials they could find. “I remember walking through a waist-deep swamp behind a tyre shop to pull out car tyres. The experience was completely exhausting but totally amazing.” On the importance of play, Mr Veerman explains, “Play is a child’s first and only learning tool – it is innate. The human brain is an incredible thing, and can adapt and do all sorts of things. But play precedes human development – dogs, cats and even birds learn play to thrive in their world. Play is a skill we share with many species. The reason it’s important is because if we use play as a tool to learn, we are using skills every child is born ready to use and develop. That’s why we see kids learn complex things like language without actually being taught. Play is experimenting and toying with an idea until you understand it. It helps children put all the different things they’ve learned together. Play is their natural way of becoming who they are as a child and who they will be as an adult.”

Using local materials, Marcus transformed a previously unsafe playground at a Thai school into a dream play space.

“Play is experimenting and toying with an idea until you understand it. It helps children put all the different things they’ve learned together. Play is their natural way of becoming who they are as a child and who they will be as an adult.”

The Nüdel Kart is deisgned for children aged 3-12, and can be used by up to 30 children at a time.

Upon returning to Melbourne, Mr Veerman was determined to share what he had learnt in the hope of inspiring others. As 70 per cent of the playground builds in Thailand and Myanmar were funded by local communities and organisations, it inspired Mr Veerman to create Playground Ideas, an open source playground model that supports anyone, anywhere, to build a stimulating space for play using only local materials, tools and skills; through the use of pictorial, language-free playground design and safety manuals. To date, Playground Ideas has supported

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BEYOND THE CLASSROOM // PLAYGROUND IDEAS

3200 communities to build play spaces used by 1.5 million children, across 143 countries. And the Nüdel Kart was the next logical progression. Mr Veerman, together with Belgian designer Emma Ribbens, have spent close to two years working on the project. “I’ve realised that while children love playgrounds, unless we create playgrounds that encourage imaginative play, role play, cooperation and game development, they tend to not spend all that much time on playgrounds. When a child goes down a slide, they know what’s going to happen. It’s a known object so over time can lose value,” Mr Veerman says. “When building playgrounds, I noticed how much kids enjoyed watching the project unfold. They would start using materials for their own imaginative play. That sort of play would change every day and kept them engaged for hours.” With that in mind, Playground Ideas created a loose parts play manual, which was an immediate hit, with downloads far exceeding expectations. “By creating spaces that children can change and move, they control the play and guide it based on their own direction and own motivation. As a result, the brain is hungry for understanding all the time. Loose parts enable children to use generic materials and turn the parts into anything they want – and that’s where the magic is. The beauty of the Nüdel Kart is its direct impact on a child’s development through no intervention from the teacher – children

Supporting bushfire-affected communities Following the recent bushfires, Playground Ideas has teamed up with Moose Toys to provide Nüdel Karts to some of the schools hardest hit by the recent bushfire disaster. Moose Toys has committed to fund five of these karts to bushfire affected schools. “Some communities have been devastated by these fires. The Nüdel Kart is great for mental health and means anywhere – even an empty shed – can be turned into a play space,” says Mr Veerman. “We’re seeking schools that have been affected to come forward and tell us their story.”

“By creating spaces that children can change and move, they control the play and guide it based on their own direction and own motivation. As a result, the brain is hungry for understanding all the time. Loose parts enable children to use generic materials and turn the parts into anything they want.” learn creative skills, construction, gravity, leverage, all these fundamental STEM skills,” Mr Veerman says. “It can be hard to understand from a child’s perspective what they need and where they’re at. We can ask them but they can’t always articulate it. Give them a physical space and they can show you straight away.” By adding larger, heavier pieces to the kart, children are encouraged to play collaboratively, as most small children can’t lift these pieces on their own. Each piece of the Nüdel Kart is generic, so it can be anything the child wants. “Every time I watch children with the Nüdel Kart, I see them doing something I’ve never seen before,

Developed by Playground Ideas, the Nüdel Kart encourages imaginative play.

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which is really great to watch,” adds Mr Veerman. As the Nüdel Kart is compact and easy to store away, it can also be used inside and out. “Australia has been very hard hit by climate change – with the recent bushfires, severe storms and heavy rain. We’re likely to see more of this happening. The Nüdel Kart maintains and reserves a space in children’s lives for that deep creative play, regardless of environmental factors.” EM

Buyer’s Guide Playground Ideas Ph: 0432 738 719 Web: playgroundideas.org

DREAM CITY // BEYOND THE CLASSROOM

Taking STE(A)M to a whole new level A PLACE WHERE SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHS COLLIDE, DREAMCITY IS A BRAND NEW EDUTAINMENT DESTINATION WHERE STUDENTS CAN EXPLORE CAREER PATHWAYS AND BE INSPIRED BY FUTURE POSSIBILITIES.

From coding robots in the tech hub, operating flight simulators, fighting virtual fires, performing surgery and producing television programs in the DreamCity studios, children can take a variety of careers for a ‘test drive’ as they undertake exciting learning experiences that make use of the latest equipment and technology. Located in Melbourne, DreamCity is a new, hi-tech excursion venue that seeks to educate, entertain and inspire children from 3-13 years of age. A unique concept in edutainment, DreamCity allows children to explore a range of careers, through highly interactive activities. All activities have been designed by teachers and support the Victorian Curriculum and general capabilities. Students take part in activities that

require fine and gross motor skills, and creative and critical thinking. They have the opportunity to interact with information and communication technology, and engage using literacy and numeracy skills. Students may find their calling as a video producer in the DreamCity production studios. They can design, code and flick the switch on the very latest robots in the robotics lab, while role playing a scientist, engineer or coder. Using flight simulators, students can fly their own virtual aircraft and ‘become’ a pilot for a day. In the futuristic virtual reality studio, put on a headset to enter a world of creativity. As a neonatal nurse, students can experience what it’s like to care for babies – weighing, measuring and feeding. Young surgeons

In the DreamCity surgery, students learn skills in Science and Technology.

can perform a laparoscopy using the same equipment that surgeons train on. Using thermal imaging, students learn how to fight fire through augmented reality and gain an understanding of the chemistry of fire. In the creative zone, there’s an opportunity for free-play construction, complete with fun and creative toys and building blocks. There’s also an opportunity to work as a team to learn the basics of podcasting, testing their ICT capabilities, and their critical thinking, speaking and listening skills. STEAM is at the core of each of the experiences, which all provide hands-on opportunities to further skills and knowledge in Science, Technology, Engineering, Arts and/or Maths. Children are guided through each of the experiences by DreamCity staff. “Our aim is not to create electronics engineers, surgeons and firefighters, but to simply inspire children with the possibilities,” says Michelle Hortle, Education and Training Manager at DreamCity. “It’s fun, it’s engaging, it’s real. We just don’t tell them they’re learning as well.” Visit the DreamCity website to book a school excursion. DreamCity offers free online subscriptions for Victorian teachers. To subscribe, please visit dreamcity.com.au/dc-ed/. Benefits include free entry to VIT registered teachers when they visit with their families, an e-newsletter subscription offering practical tips on STEAM teaching and learning, and invitations to join professional development workshops on STEAM education for teachers. EM

Buyer’s Guide DreamCity Ph: 03 9957 5912 Web: www.dreamcity.com.au

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BEYOND THE CLASSROOM // WORLDSTRIDES

Students discover the Australian War Memorial in Canberra.

Opening up a world of opportunity STUDIES SHOW THAT TRAVEL IMPROVES ACADEMIC PERFORMANCE, PROVIDING LEARNING OPPORTUNITIES BEFORE, DURING AND AFTER RETURNING FROM A TOUR. FOR TEACHERS, TRAVEL IS PROFESSIONAL DEVELOPMENT AT THE HIGHEST LEVEL, BRINGING CLASSROOM LESSONS TO LIFE.

To places near or far, educational travel leaves a lasting impression at an impressionable age. School trips encourage students to fulfil their potential and grow beyond their comfort zones – academically and in their personal development. Founded in 1967 by a school teacher, WorldStrides is a trusted global organisation that has created unforgettable educational travel experiences for over 50 years – from threeday regional tours to large-scale international adventures. With 70 offices on six continents, including four in Australia, the company has taken over nine million students on educational tours – over 400,000 students travelled with WorldStrides last year alone. The Australian team understands the intricacies of the state-based education systems and its priorities, and strategically designs tours to complement the Australian curriculum and maximise student learning outcomes.

The impact that an educational tour can impart on a student is immeasurable. Beyond the fun and adventure are the incredible educational, social and interpersonal benefits which students can experience through travelling on an educational tour. Chief Academic Officer, Dr Wendy Amato PhD shares her top 10 benefits students can gain from educational travel: • Better academic performance: On an educational tour, students get to experience different styles of teaching and see a new side to their subject of study. When able to see, touch and smell the very things they have learned about in books, students return to the classroom with a deeper connection and greater motivation for their studies. • A global perspective: Unfamiliarity and separation from home are great incubators for thought. New experiences will question

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one’s preconceived ideas. The enriching experience of educational travel encourages students to expand their world view, witness a new way of life and better understand people, history and culture. Confidence: Living for any amount of time in a culture that’s different from home can help prepare students for the future in ways more profound than any camp or holiday can. Overcoming challenges while travelling helps students grow confidence and prepare them for life’s obstacles. Grit: Travelling away from the comfort of friends, family and familiar surroundings is tough. But doing it shows that a person is interested enough in the rest of the world, and confident enough to venture out and discover other parts of the world. This is a character trait that’s very appealing to employers. Networking: Travel provides students with a global network of contacts and references. Plus, instead of relying on others’ opinions, travellers establish perspective, confidence and conviction that make it easier to gain the respect of others. Growth and independence: While away from home and the ease of a regular support system, students have opportunities to see what they are capable of accomplishing by themselves.

Students take in nature as they traverse through the Tasmanian outback.

A visit to the National Library of Australia in Canberra is an opportunity to immerse in Australia’s history.

Travelling allows students to develop themselves in ways that can’t be achieved without stepping outside of their comfort zone, becoming more mature, independent and self-aware. • Individuality: Travel provides experiences to define a person’s place and purpose and establishes lifelong values and priorities. • Career opportunities: Employers view students that have travelled as well-rounded as they have shown not only a commitment to their education but a confidence to venture out and discover new things as well as their ability to adapt to new situations. • Appreciation: Getting away from home is also a chance for students to realise what they miss most. Experiencing another place and culture is an opportunity to appreciate what they already have and realise the importance of the little things that often go unnoticed. • New friends: Cultural immersion through travels can also help break down language barriers and open new channels of lifelong communication. Exploring a new place opens doors to establish new friendships and relationships that never would have been acquired without travelling. As a leader in educational travel, WorldStrides has strong relationships with historical sites,

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top educational institutions, and senior business leaders. A trip with WorldStrides means enjoying unparalleled access to the world’s elite destinations. WorldStrides develops and delivers robust educational content tailored to students’ needs. In addition to having fun and a first-class tourism experience, WorldStrides provides tangible outcomes that help students achieve their goals. WorldStrides’ first priority is always the safety of its participants. It has an unmatched, comprehensive security network that ensures each student, chaperone and teacher is safe every step of the way. Programs are designed to complement the curriculum while imparting a sense of history, wonder, perspective and awareness of the global community. Whether it’s soaking up our nation’s history in Canberra, performing on stage in New Zealand or sampling the culture and cuisine of Italy or Japan, each trip is an opportunity for students to discover the world – and discover themselves. EM

Buyer’s Guide WorldStrides Ph: 1800 655 661 Web: worldstrides.com.au

BEYOND THE CLASSROOM // SHERPA KIDS

Playing to learn RESEARCH SHOWS THAT PLAY IS AN IMPORTANT WAY FOR CHILDREN TO LEARN AND UNDERSTAND THE WORLD AROUND THEM. WITH CHILDREN SPENDING MUCH OF THEIR SCHOOL DAY SEDENTARY, SHERPA KIDS DISCUSSES WHY PLAY IS SUCH AN IMPORTANT PART OF ITS AFTER SCHOOL CARE PROGRAMS.

Sherpa Kids Australia is an out of school hours care provider that delivers a fresh and vibrant approach to childcare. Its programs are developed in collaboration with schools, supporting each school’s values and ethos, and tailored to complement the curriculum and current school themes – all explored through fun activities that encourage children to play and learn. Activities range from arts and crafts, to music and drama, sports and games as well as cooking and technology; with international

connections encouraged through, for example, sending postcards to children in other parts of the world. Sherpa Kids aims to make its sessions fun and enjoyable, providing “such a good time they just don’t want to go home.” By promoting play through its programs, children are encouraged to develop both physically and mentally. Sherpa’s services are captured through its ‘playducation’ approach, which combines educational opportunities with playbased activities and a focus on the whole child.

The desire to play is innate – from infancy, children learn to play and play to learn. Play encourages children to use their imagination, to develop new skills and hone in on skills they’ve already developed. Staff at Sherpa kids encourage this desire to play, supporting children as they explore and discover, in an environment that is thoughtfully planned out. Through play, children learn how to communicate and interact with others, learn how to problem solve, learn how to understand risk and failure, develop their cognitive skills, understand and respond to different emotions, and be active. More and more parents are seeking out of school hours care for their children, with many of them employed and working longer hours. With the level of administration required for offering these sorts of services, numerous schools are choosing to outsource their out of school hours care to external providers. Sherpa Kids is an international company that is locally owned and operated. It runs before school, after school and holiday care programs. Sherpa Kids’ programs deliver an innovative approach that takes the stress away from out of school hours care for schools – and the families that require these services. Developed for the children’s education and care sector, with independent local ownership, Sherpa Kids is backed by strong central quality control and expert guidance. EM

Buyer’s Guide Sherpa Kids Ph: 0403 824 119 Web: www.sherpa-kids.com.au

Sherpa Kids promotes play through its programs to encourage physical and mental development.

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THE LAST WORD // Minister for Education

Support through difficult times

MINISTER FOR EDUCATION, THE HON. DAN TEHAN MP, EXPLAINS A VARIETY OF FUNDING PACKAGES BEING OFFERED BY THE AUSTRALIAN GOVERNMENT TO ASSIST SCHOOLS AND STUDENTS IMPACTED BY DROUGHT AND BUSHFIRES. Schools are an important community touchpoint for families and children impacted by the bushfires or drought. The Australian Government is focussed on minimising the impact of both disasters on our students’ education. The message from the education sector has been loud and clear: we need to focus on our young people’s mental health. Schools are a good place to find support – access to counselling, a school chaplain or another adult to talk to. Our Government has announced measures to provide education and mental health support to children, families and communities affected by the bushfire crisis. We will provide an additional $8 million for mental health support through Beyond Blue to fund an extra 25 Beyond Blue liaison officers and support clinicians to work with local schools and early childhood services in bushfire-affected communities. We are offering extra funding for school chaplains which will be available to state and territory governments on request. There are approximately 1400 schools in bushfire-affected communities across NSW, Victoria, ACT, Queensland and SA. When it comes to rebuilding schools, funding is available through the jointly funded Commonwealth-State Disaster Recovery Funding Arrangement for the restoration of essential public assets, including public schools. The Australian Government is providing an additional $400 (a total of $800) for each child that has qualified for the Australian Government Disaster Recovery Payment which will help families with education expenses. When it comes to the drought, the Australian Government is committing an additional $10 million

to ensure families affected by drought are supported to continue accessing education. We have doubled our drought relief support for non-government schools to $20 million to help more schools in NSW, Queensland, Victoria and SA keep their doors open. Many of these schools have been taking money out of their own pockets to waive fees and subsidise fees to ensure families can continue to send their children to school. This additional funding will ensure students don’t have their education interrupted by financial hardship caused by drought. In 2020, our Government will continue to progress our reforms to improve student outcomes. At the last Education Council of 2019, the states and territories agreed to back the Federal Government’s plans to improve results by: • Fast tracking a review of the entire Australian Curriculum with an initial focus on Maths and Science. • Making the teaching of phonics and reading instruction mandatory for initial teacher education (ITE) courses and increasing the time allocated to literacy in ITE courses. • Establishing the national evidence institute that will provide evidence and best-practice for teachers to improve student outcomes. • Focussing on literacy and numeracy learning progressions. • Conducting a review to reduce red tape affecting teachers and school leaders. Decluttering the curriculum was a priority for the Australian Government and I was thrilled that states and territories agreed to bring forward the review so this work could begin immediately. Literacy and numeracy progressions will help teachers ensure every student gets at least a year

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of learning from every year of school. Students who are falling behind will get a hand up and students who are ahead will be challenged to go further. Learning progressions will help teachers more efficiently identify student need, plan classes and provide meaningful feedback to parents. In December 2019, Australia’s education system was also given an updated set of guiding principles with a new education Declaration endorsed by all education ministers in Alice Springs. The Alice Springs (Mparntwe) Education Declaration sets out two goals for the education system: • Goal 1: The Australian education system promotes excellence and equity. • Goal 2: All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community. The goals were written after a year-long consultation with students, teachers, academics and education experts. The Australian Government insisted the updated Declaration include a strong focus on the foundational areas of literacy, numeracy and discipline-based knowledge. The Declaration also acknowledges the need for workforce skills including communication, team work, languages and problem solving. This Declaration ensures all governments, school systems and tertiary institutions are on the same page when it comes to what Australians expect from their education. EM

THE LAST WORD // ACARA

From Melbourne to Mparntwe

DAVID DE CARVALHO, CHIEF EXECUTIVE OFFICER OF THE AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY (ACARA) DISCUSSES THE NEW ALICE SPRINGS (MPARNTWE) EDUCATION DECLARATION AND HIS HOPES FOR OUR NATION’S EDUCATION FUTURE. I was fortunate to be present at the signing of the Alice Springs (Mparntwe) Education Declaration in December last year. Ministers from each state/ territory and our Federal Minister for Education came together to set the vision for education in our country and to recommit to improving the education outcomes for all our young Australians. The Declaration reinforces the importance of literacy and numeracy mastery in the early years of school as foundations for future learning, and commits to ensuring the development of creative and critical thinking skills, drawing on deep content knowledge as a feature of the school curriculum. It also includes a commitment to ensuring all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young Aboriginal and Torres Strait Islander peoples thrive in education and all facets of life. As the Mparntwe Declaration notes, “education has the power to transform lives”. The role of teachers is to help young people discover who they are, how they fit in their world and how they can shape that world. That makes it one of the most important jobs for the world. Education cannot only be focused on the process of acquiring skills and knowledge that will make us employable. While a priority of schooling has to be the individual’s ability to adapt to rapidly advancing technologies (so as to be able to work in jobs of the future), this is not the only object of education. The state of our collective, democratic way of life is an equally important reason to bother with skills such as communication, collaboration, creativity and critical thinking. It is also why we need a knowledge-rich curriculum accessible to all,

recognising the importance of factual and cultural reference points. It is the ability to join these dots of factual knowledge that allows critical and creative thinking and problem-solving skills to be developed. The undermining of the solid ground of reality upon which individuals can base their own solid sense of self and community, and of their own agency in a world that is knowable, a world in which things can be true or false, represents a serious threat to our democratic society. This is why it was important for the Melbourne Declaration to be reviewed. Released in 2008, it needed revision not because the overarching goals had changed, but because the social, economic, cultural and global contexts within which the education system is operating have transformed in ways that could not be foreseen in 2008. For example, on 15 September 2008, the fourth largest investment bank in the world filed for bankruptcy, triggering the global financial crisis. The Melbourne Declaration was signed two months later by all education ministers, but there was nothing in it that displayed an awareness of the seismic shift in Australia’s social and economic situation. Also, consider in 2007 that the first iPhone was sold and Facebook (in late 2006) arrived; VMware software, the foundation of cloud computing, went public; Hadoop Software was launched, providing a free, open-source framework that enabled multiple computers to work as one; Google launched YouTube and Android; IBM launched Watson, its cognitive computer; Netflix streamed its first video; and Twitter split off on its own as an independent platform and went global. These events arguably represent the biggest

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technology inflexion point in history since the invention of the printing press, the steam engine or electric light bulb. The Global Financial Crisis and the Great Digital Revolution continued to shape the context of Australia’s education system. So, it was timely to recommit to the goals of education in all its economic, social, cultural and personal dimensions. We were once referred to as ‘the lucky country’, and then we wanted to be ‘the clever country’, but more than ever, what we need to become is ‘the wise country’. We should be asking ourselves how education develops wisdom, because that, above all, is what we need it to deliver. Our education system engages students within a given tradition of culture, language, thought and structure, but it also opens the way to new questions and new formulations. An education system that functions out of this ideal will be high-performing because it honours students’ questions. Questions and inquiry arise when human intelligence and wonder attend to the movement of life as experienced. When teachers and others responsible for education ‘fan the flames of wonder’, we help students be attentive, tune and experience the world, ask questions about it, articulate their insights, critically assess the truth of those insights, and act responsibly upon them. Under the vision and direction of the Mparntwe Declaration, it’s my hope that this new decade gives rise to a generation of lifelong learners who use their knowledge, understanding and skills responsibly and creatively for the common good of us all. EM

THE LAST WORD // Australian Council for Educational Leaders

Character and strength: Leadership as a virtuous pursuit

AASHA MURTHY, CEO OF THE AUSTRALIAN COUNCIL FOR EDUCATIONAL LEADERS (ACEL) DISCUSSES LEADERSHIP AND THE THREE DIMENSIONS OF LEADERS’ ‘FUTURES’ MINDSET. A gale-force wind of arrant self-interest and righteous indifference is blowing through the world. The angels of humanity’s better nature are in hapless disarray; unable or unwilling to weather the storm. In a post-truth world objective fact is irrelevant, disconfirming data is fake news, prosociality and reciprocity is a weak survival strategy, and nations seek greatness by pitting their own peoples against each other and outsiders. Moral compasses are being rudely recalibrated to new and alarmingly inhumane ‘true norths’. The very notion of a commonly understood and empathic definition of human advancement has become a chimera. Paradoxically, this singularly bleak backdrop, has an elevating call to a purposeful life at its core. Individuals cannot succeed in communities that fail. As leaders, your consciences must ask you questions that pierce expediency and vanity and call on your courage to do what is right. Leadership is a virtuous enterprise. It needs strength of character, morally uplifting practices, and credible action if it is to lay claim to authentic consequences. The opportunity to make a difference in people’s lives is a rare privilege. Whenever you can, you must. Reimagining leadership in an iConnected world You fulfil your covenant of uplifting leadership as a digital native in conditions of unprecedented volatility and unrelenting complexity that I call the iConnected paradigm. It is an idiosyncratic zeitgeist of heightening global risks in a less cooperative and more inward-looking realpolitik, and a world of promise, with vibrant online communities, relational networks of connections, and amorphous masses of self-organising individuals. It is a world where people connect ubiquitously, collaborate unboundedly and relate radically to break the shackles of archaic and exclusionary

categorisations and liberate ‘the power of one’. Leadership is uncharted territory in this new and uncertain universe, no longer vesting in people at the top of pyramidal hierarchies. The iConnected world needs a new worldview – a ‘futures’ mindset – to infuse authenticity and virtuousness in leaders’ beliefs, behaviours and actions. Three dimensions of leaders’ ‘futures’ mindset The leaders’ ‘futures’ mindset is a transformative repertoire of deeply rooted values, emotions and ethics, that springs from three generative dimensions – Focussed Attention, Collaborative Spirit, and Collective Wisdom. Inducted from the buzzing, blooming confusion, at the confluence of counterintuitive disciplines and traditions, these dimensions are core to the virtues, practices and actions that underwrite leaders’ transformative ways of ‘being’ in challenging times. Strategic allocation of attention Focussed attention is the predominant dimension of leaders’ ‘futures’ mindset. The iConnected world demands you attend to the important and relevant and ignore the competing and/or distracting. This is mandatory if you are to be attuned to the unrelenting changes in your environment, the complexities in organisational problems, and the cognitive and emotional intricacies of tasks. Focussed attention helps you do this in two empowering ways. Firstly, it directs the spotlight of your attention wisely. This ensures only the most virtuous and nourishing of the myriad inputs to your working memory become part of your conscious experience. Secondly, it makes you more mindful of the subtle cues emanating from your body and mind, and the nuanced signals arising in your social environment, enhancing cognitive understanding of

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issues. Since what you pay attention to determines the content and quality of your existence, focussed attention transforms the way you think, feel and live. Human harmony from mutual dependency Collaborative spirit, the second dimension of leaders’ futures mindset, predisposes you to build high-quality and productive, reciprocal relationships. This is a complex and exacting enterprise. Finding suitable friends to make trustworthy relationships to mutual advantage requires mastery over complex, emotional and cognitive mechanisms; and social media exacerbates matters, with its selfserving obfuscating of expanding circles of online acquaintances, creating trustworthy relationships. Collaborative spirit is indispensable in the iConnected world where winning is as much about a communal and cooperative search for solutions, as it is pre-emptive, winner-takes-all individualism. The power of ‘us’ Collective wisdom, the third dimension, is complementary to the dimension of collaborative spirit. Collective wisdom is the putative belief that there is strength in numbers, because deep and mindful connections between people can enable the power of the ‘collective mind’ and the unexpected advent of ‘collective consciousness’. Phenomena like transcendence, spirituality and emergence make the wisdom of crowds a powerful force that you ignore at your own peril. EM

THE LAST WORD // Education Services Australia

Getting education technology right

TECHNOLOGY IS TRANSFORMING CLASSROOMS AND THE WAY STUDENTS LEARN, JUST AS IT IS TRANSFORMING OTHER ASPECTS OF OUR LIVES, WRITES ANDREW SMITH, CHIEF EXECUTIVE OFFICER OF EDUCATION SERVICES AUSTRALIA. When designed and implemented carefully, new learning technologies can enrich and improve student outcomes, support effective teaching and enable teachers to focus on their core business of developing students’ knowledge, skills and curiosity. But numerous studies remind us that this is not automatically the case. More technology in the classroom does not necessarily equal better outcomes, and poorly implemented technology can too easily become a ‘tick a box’ exercise or, worse, a distraction that actually damages learning. Getting education technology right requires us to put students and teachers at the centre of a system where the purpose of technology is to enhance learning and encourage participation, not a system that is designed to solve one stakeholder’s problem without regard for another’s, or to replace a human interaction with a technical one. There are several important considerations. First, we need to get the human element right. Technology is just a way of responding to a human need, so in order to design and implement the right solutions, we must understand those needs. Today’s learners span a wide spectrum of knowledge and skills. They are increasingly engaged with technology in other aspects of their lives. Students and teachers are demanding greater mobility and changing the way they engage in and out of the classroom. They are demanding more flexible options, seamless interactions and access to information about what learners can do, what they can’t do and what they should be learning next. Flexibility, mobility, diversity, choice: these aren’t technical concepts, they are decidedly human ones. Good solution design means asking the right questions about what learners value the most and least, understanding what tasks strengthen

teaching and learning and what processes create barriers to improved student outcomes. We will only understand those needs if we put principals, teachers and students at the centre of the technology design process, drawing on their insights to design education technology around them. Secondly, we need to design technology solutions that are practical, and have a clear purpose of improving learning. The key here is integration, not addition. Only technologies that support student learning and teachers teaching should be implemented in schools. If it doesn’t make it more effective, efficient and improve student learning, we should reconsider its place. Thirdly, we need to ensure teachers are digitally fluent. When we learn languages, we rightly expect teachers will be fluent. The same is true for technology. Educational technologist Clint Lalonde highlights the value of digital fluency in supporting teaching. While digital literacy focuses on development of basic digital skills and competencies, digital fluency goes further. It focuses on metacognitive skills required to transfer digital skills from one technology to another, and to make sound, nuanced decisions about technology use. A digitally literate teacher will use technology within the confines of their learning management system, and use those tools to achieve a specific outcome, yet struggle when confronted with a different set of tools or different platforms that don’t work the same way. By contrast, a digitally fluent instructor moves confidently and quickly from tool to tool, with an understanding of how and why the technologies may be different. A digitally fluent teacher compares different technologies, understands how they might impact their pedagogy, and adjusts accordingly.

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Fourthly, we must ensure the technical learning environment is safe and secure. Educators and policymakers are concerned by increased risks to data security and privacy. Modern school infrastructure includes a range of devices enabling entry to networks, and with that, security risks. Mobile devices, printers, desktop PCs and now devices supporting the Internet of Things each present new challenges to maintaining safe and secure environments, with each of those endpoint devices having a network operating system application and data layers that can be exposed if they’re not monitored and managed correctly. But doing so is essential, both for business continuity and to maintain confidence. We cannot expect students, teachers and families to embrace education technology if they cannot be reassured they are doing so safely and securely. To assess security risk, it is important to understand how users operate and engage with system entry points. Solutions can be as simple as developing guidance to prevent misuse, but also looking at policies to ensure students and staff can operate effectively in a secure environment. The best approach is to identify non-negotiable aspects of security while ensuring engagement is maintained. Getting education technology right isn’t really any different to other changes in our education system. When we get the foundations right, we see engagement and outcomes take off as technology is embraced by students and teachers alike. EM

EVENTS

NATIONAL FUTURESCHOOLS FESTIVAL 18-19 March 2020 Melbourne, VIC Web: www.futureschools.com.au Australia’s largest K-12 education showcase, FutureSchools is a schools-only ‘festival of ideas’. Featuring over 220 speakers, the two-day event is designed to upskill, inspire and motivate educators as they deal with disruption within the education landscape. PESA AUSTRALASIAN WELLBEING IN EDUCATION CONFERENCE 2-4 April 2020 Sydney, NSW Web: www.pesa.edu.au The 2020 Positive Education Schools Association’s annual conference will focus on the theme ‘Bridging Theory, Research and Application’ and look at current developments in wellbeing and educational research. AIS GOVERNANCE SYMPOSIUM 14 April 2020 Sydney, NSW Web: www.aisnsw.edu.au/featured-events/ governance-symposium This symposium will look at current research and developments surrounding wellbeing within schools, including the needs of students, staff and parents.

ASIA PACIFIC SUMMIT ON GIRLS’ EDUCATION 9-11 May 2020 Hobart, TAS Web: www.agsa.org.au/events/ A premier gathering of girls’ education advocates in the Asia Pacific region, this event will explore some of the tough issues that are currently facing girls and young women.

TASMANIAN PRINCIPALS CONFERENCE 3-5 June 2020 Launceston, TAS Web: www.tasprincipals.com Centred on the theme ‘Leading for Wellbeing’, this conference will focus on personal wellbeing as well as wellbeing in your school community. It will feature a variety of keynote speakers.

NATIONAL EDUCATION SUMMIT – BRISBANE 15-16 May 2020 Brisbane, QLD Web: www.nationaleducationsummit.com.au/ brisbaneabout Combining three conferences, a symposium, free seminars and a free expo, this event is aimed at principals, school leaders and educators across the K-12 sector.

PRIMARY HPE CONFERENCE 22 June 2020 Melbourne, VIC Web: achper.vic.edu.au Run by ACHPER Victoria, this conference aims to reinforce the role that health and physical education plays in the wellbeing of primary school-aged children.

MENTAL HEALTH AND WELLBEING OF YOUNG PEOPLE SEMINARS 22 May – 21 August Various locations Web: www.generationnext.com.au Run by Generation Next, these seminars take place across Australia, bringing together high profile experts in youth mental health, who will present on a range of current hot topics including anxiety, pornography, gaming and the developing brain.

GROWING SCIENCE 2020 1 May 2020 Brisbane, QLD Web: www.staq.qld.edu.au Aimed at primary science teachers, this event explores hands-on, evidence based strategies aimed at engaging early and primary years students in the world of science.

EDUTECH 2-3 June 2020 Sydney, NSW Web: www.edutech.net.au A giant festival of education, EduTECH brings together the latest in education thought leadership. It features an exhibition with over 300 exhibitors and more than 300 speakers presenting across six congress streams.

ALIA NATIONAL CONFERENCE 4-7 May 2020 Sydney, NSW Web: www.alia.org.au/events/17945/alia-national2020-conference The Australian Library and Information Association’s National Conference brings together library and information professionals, and will this year be based on the theme ‘Courageous and Audacious’.

EDUBUILD 2-3 June 2020 Sydney, NSW Web: www.edutech.net.au Australia’s largest education buildings and infrastructure conference and trade show for education leaders involved in design, construction, renovation, maintenance, operation and management of buildings for schools and universities.

education matters primary

CONASTA SCIENCE EDUCATION CONFERENCE 5-8 July 2020 Canberra, ACT Web: asta.edu.au/conasta Hosted by the Science Educators Association of the ACT and centred around the theme ‘Science Revealed’, this conference is expected to bring together over 500 science educators. NATIONAL EDUCATION SUMMIT – MELBOURNE 28-29 August 2020 Melbourne, VIC Web: www.nationaleducationsummit.com.au/ melbourne-about Combining three conferences, a symposium, free seminars and a free expo, this event is aimed at principals, school leaders and educators across the K-12 sector. JOINT APPA AND NZPF TRANS-TASMAN PRINCIPALS CONFERENCE 15-18 September 2020 Melbourne, VIC Web: appa-nzpf2020.com Bringing together the Australian Primary Principals’ Association (APPA) and the New Zealand Principals’ Federation (NZPF), with the host committee of representatives from the Victorian Principals Association (VPA), Independent Primary School Heads Association (IPSHA-VIC) and the Victorian Association of Catholic Primary School Principals (VACPSP).

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Education Matters Magazine and educationmattersmag.com.au are informative, valuable resources for decision makers of both primary and secondary schools Australia-wide. We provide a content-rich, comprehensive buyerâ&#x20AC;&#x2122;s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector. educationmattersmag.com.au is a one-stop shop for a wide variety of products or services for your school. You can browse our categories which include technology, professional development, curriculum, health and wellbeing, beyond the classroom and more; or use our search function to find exactly what you require.

For further information, contact: Kerry Van Rhoon Mobile: 0432 574 669 Email: kerry.vanrhoon@primecreative.com.au

A clearer picture of the teaching profession The Australian Teacher Workforce Data (ATWD) initiative will provide insights and trends across the Australian teacher workforce and show how we can support our teachers in providing a great education for all children and students. This is where we need your help. The ATWD Teacher Survey ensures teachersâ&#x20AC;&#x2122; thoughts and experiences are included and the picture is more complete. The survey takes approximately 10 minutes and data is completely de-identified. Invitations to complete the 2020 survey will start being sent to registered teachers in participating states and territories later this year. Registered in New South Wales, the Northern Territory or South Australia? Thereâ&#x20AC;&#x2122;s still time for you to complete the 2019 ATWD Teacher Survey - closing 20 March! Scan the QR code or visit www.aitsl.edu.au/atwdinfo to find out more about the ATWD and participating in the Teacher Survey.

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