Sunata 2020 by St Margaret's Anglican Girls School

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2020 SUNATA

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St Margaret’s Anglican Girls School 11 Petrie Street Ascot QLD 4007 Australia Telephone: +61 7 3862 0777 Facsimile: +61 7 3862 0701 mail@stmargarets.qld.edu.au www.stmargarets.qld.edu.au St Margaret’s School Council Ltd ABN: 69069684019 CRICOS Code: 00511K A School of the Society of the Sacred Advent

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Educating girls for 125 years STAFF PROFESSIONAL LEARNING JOURNAL

Sunata Edition 10 Principal: Ros Curtis Editors: Karen Gorrie, Wendy Johnston Graphic Designer: Pam Smiles Photographer: Victoria Nikolova, Sophia Taylor

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THE STAFF PROFESSIONAL LEARNING JOURNAL

CONTENTS The Big Shift 2 Kelly Alford | Director – Durack College 2 Research on Prayer Spaces in Schools 5 Susan Crothers-Robertson | School Chaplain 5 The St Margaret’s Story – 125 years strong 9 Ros Curtis | Principal 9 The Tipping Point: Youth Anxiety in the Age of Climate Change 11 Ysabella Dawson | Head of Year 8 11 The Real Measurement: The exploration of what matters in the ‘full’ education of today’s student 13 Nicole Devlin | Acting Dean of Academic Performance 13 Reading Comprehension: Reciprocal Teaching 15 Angela Drysdale | Head of Primary Ailsa Crockett | Primary Teacher – Learning Enhancement 15 Practice Makes Perfect: Revision strategies to improve student performance in external examinations 19 Christopher Dunn | Head of Faculty – Science and Technology 19 Preparing Year 10 Boarding Students for their Leadership Journey 21 Lesa Fowler | Head of Boarding 21 Learning to be Adaptive 24 Karen Gorrie | Deputy Principal 24 Lessons from exchange about teaching and learning for ATAR success 26 George Higgins | Secondary Teacher 26 Planning an Anniversary Celebration Wendy Johnston | Director of Marketing and Communications

I am Kayla. I am Emma: Experiencing Emma Willard through the eyes of a student 30 Phoebe Mawer | Secondary Teacher 30 How was the Lunch? – In Search of Perfect Professional Development 33 Tom McCormick | Acting Dean of Studies 36 Fundraising and engaging your donor community in a crisis 36 Lara Pickering | Director of Philanthropy and Stakeholder EngagementEngagement 36 Leading Learning in the Age of League Tables: Disciplinary Power, Performativity and the Fight for the Ethical Self 38 Alison Scott | Head of Faculty – ELearning and Research Services 38 F.R.A.M.E. The Underlying Principles of Teaching and Learning Mathematics at St Margaret’s Anglican Girls School 42 Vicki Strid | Head of Faculty – Mathematics 42 The Importance of Physical Literacy Mary Surtees | Assistant Head of Primary School – Wellbeing and Operations

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Managing the Risk of COVID-19 on the wellbeing of students at St Margaret’s Anglican Girls School in 2020 Nikki Townsend | Dean of Students

Student Voice Alice O’Driscoll and Isobel Barry | School Captains

YEAR of WONDERS: finding the revelations in the revolution Kate Wiedemann | Secondary Teacher

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The power of the unspoken word – a reflection 51 Nicole Walker | Head of Year 9 51

Kelly Alford Director - Durack College

BIG

THE SHIFT

Receiving the news that you have been accepted into university is typically a very exciting time. For some it is affirmation that one’s hard work and dedication throughout secondary schooling, particularly Year 12, has paid dividends, while for others it is sheer relief that there is something concrete about one’s immediate future. They can now answer the dreaded question: ‘What are you doing next year?’ Starting university means new beginnings and marks a significant milestone in a young person’s life. Such milestones are bound to present challenges for some students and their families but for most it is an intimidating leap into the unknown. The abrupt shift from the controlled environment of school and family to an environment in which students are expected to accept personal responsibility for both academic and social aspects of their lives can create anxiety and distress, undermining their normal coping mechanisms. It is this dramatic departure from the familiar and comfortable that plays a significant role in a school leaver’s ability to transition to a new educational landscape. As such, there are some startling statistics around university course completion. According to Universities Australia’s July 2019 report, Higher Education: Facts and Figures, presently, the attrition rates for Australian public universities is 15 per cent but the ‘drop out’ rate for school-leavers in their first year of tertiary study is close to 20 per cent. They report the latest research that a current student has just a 42 per cent chance of completing their bachelor’s degree within four years, a 64 per cent chance of completion if one increases their time to six years and better again (74 per cent) if one wants to be at uni for nine years to complete a bachelor’s degree!

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With just shy of 99 per cent of Year 12 St Margaret’s applicants receiving a university offer, the need to prepare them for a new and vastly different stage in their educational journey is real. Considering both this data and the current research regarding attrition and course completion rates, St Margaret’s has introduced some innovative programs and initiatives to assist girls prepare for the transition to tertiary education and to succeed with their chosen studies. Programs commence long before Year 12 and focus upon academic and social skills, both of which are known to be contributing factors in the successful transition to tertiary education.

With the highly successful implementation of the innovative and award-winning Academic Advising Program, students across the secondary school are not only learning how to receive and apply feedback for their current learning, they are honing critical life-long learning skills such as selfawareness and self-regulation. Like a university model, when girls are not with their advisor, they have a block of time to use appropriately. It provides them with the responsibility and freedom to practise skills of self-monitoring and selfregulation. One of the key differences between high school and university is the amount of independent learning required in higher education. Many subjects have minimal contact hours; one or two hourly lectures per day makes a marked change to having an eight-hour pre-organised school day. The problem of students being unprepared for the required level of autonomy has been highlighted in other countries. In the UK, 62 per cent of universities believe the ability to think and learn independently is missing from students, according to an annual admissions survey (2017) conducted by ACS International Schools, the International Baccalaureate Organisation (IB), and International Baccalaureate Schools and Colleges Association (IBSCA). When learning at school is so heavily structured, students can struggle with the unstructured, highly independent nature of university. Many degrees require students to find their own reading material or other sources to complete assignments, and, in general, young people are expected to take much more control over their own learning. Effective time-management, motivation and the ability to transfer their knowledge are examples of skills that girls are developing and refining throughout the academic advising process, setting them up to become effective and independent learners and better prepared to navigate life at university. With the COVID-19 pandemic, the reliance on routine, face to face contact with educators and peers, and the compulsory attendance of some classes were illuminated. With much of the structure surrounding university studies eroded by the crisis, students reported heightened difficulties in sustaining levels of motivation, and maintaining important connections with their lecturers and tutors as well as their classmates. A realisation that nothing substitutes for a face-to-face learning environment became glaringly apparent. Universities reported

the management of their careers (FYA 2017, p. 2). It is therefore imperative that student skills and capabilities are built for the future ‘through a planned program of learning to prepare them for a life beyond school’ (Australian Government, Department of Education and Training 2019, p. 7).

Another factor contributing to the high number of first year students dropping out of university is the lack of certainty over course selection. Many students find that they simply do not like the course they are studying, or it is not what they thought it was going to be. Choosing the ‘right’ course can be daunting. The Grattan report (2018) argues that ‘incomplete degrees are an inevitable cost of trying to match people with courses and careers’. It is thought that a student’s main sources of influence in course selection are parents and careers teachers.

St Margaret’s provides the services of full time careers specialists, who work with individual students to guide them in subject selection and career choices, and with year level groups to keep the students informed about opportunities that exist within their areas of interest and about trends within a broad range of industries. The Senior Education and Training (SET) Plan is a key component of the Queensland Government's Education and Training Reforms for the Future initiative and comprises an important process for futures planning. Year 10 students engage in a comprehensive program in readiness for their SET Plan interview. The SET Plan initiative formalises good career planning practices, with each student responsible for creating and updating her own SET Plan which maps out how she intends to work towards her future educational and career goals. Complementary programs and opportunities run parallel to the curriculum to assist girls in making informed choices about tertiary study and future careers. A key feature of the programs is the partnerships between the school and wider

The Foundation for Young Australians (2018) argues that ‘today’s 15 year-olds will likely navigate 17 changes in employer across five different careers’ in their lifetime and that young people are bearing the burden of an increasingly complex transition to adulthood and are struggling to navigate a career path in a rapidly changing world (pp. 5, 8, 9). Due to these significant changes, there is a growing demand for high quality career education programs to be initiated in schools across Australia and a radical rethink in the ways that schools ensure the preparedness of young people for the future of work and

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an influx of requests by students to defer studies until teaching and learning resumed face-to-face, while others (many firstyear students) have dropped out altogether, struggling to cope with the demands of the online learning model that requires an acute level of independence.

community. Such partnerships support and encourage students to engage in lifelong learning and to make connections from the classroom to life, and to further enhance exposure to careers and the acquisition of 21st century skills; all activities pivotal to successful career management (McMahon, Patton & Tatham 2003, p. 5). A variety of learning approaches are incorporated into the careers program, including interactive lessons and the use of online programs underpinned by an inquiry-based model. Learning and information opportunities include the incorporation of explicit teaching, excursions, case study discussions, and, most importantly, as much exposure to the ‘real world’ as possible. These occur by way of a careers fair, panel presentations, alumni visits, networking events and presentations from TAFE and universities. By exposing students to mentors who share their backgrounds and experiences, students can better picture the same kind of possibilities for themselves.

Durack College’s success as a living and learning community is based on its ability to work with individual students to assess what they need to transition to the next phase of their education and personal development. The college enhances each residents’ ability to adjust to their new environment while also increasing the likelihood of them excelling in their academic studies. Life is full of change and transitions and moving on from high school is often one of the first ‘great shifts’. When I picture a St Margaret’s Year 12 student approaching the end of her time at school, I envisage the statue of ‘Maggie’ on Circular Drive; standing with confidence, looking to the future. References Department of Education, Skills and Employment 2020, School to work transitions, viewed 3 April 2020, https://www.education.gov.au/ school-work-transitions

Easily the most significant development by St Margaret’s to assist with the transition of young women from school to university is the establishment of Durack College; a unique tertiary residence for females studying in Brisbane. Residents come to Durack College from all over the country, from a range of schools, and study at a variety of tertiary institutions across Brisbane. The focus is on helping students get the most out of their tertiary education, as well as having a positive and memorable residential college experience.

Foundation for Young Australians 2018, The New Work Reality, viewed 3 April 2020, https://www.fya.org.au/wp-content/uploads/2018/06/ FYA_TheNewWorkReality_sml.pdf

Each resident is supported and mentored by the College Director and other professionals to assist them with negotiating all aspects of post-school life, in a nurturing and positive environment. The small but vibrant community of learners is offered a tailored living environment, making the transition to new routines easier and more rewarding. There are only 25 residency places, allowing Durack College to be both a private sanctuary and a busy and exciting community.

McMahon, M, Patton, W & Tatham, P 2003, Managing life, learning and work in the 21st century. Issues Informing the Design of an Australian Blueprint for Career Development, viewed April 15 2020, https://cica.org. au/wp-content/uploads/Managing-Life-Learning-and-Work-in-the-21Century-MMcM_WP_PT.pdf

One of the many benefits of life at Durack College is access to the Student Success Program, which opens doors to leading industry mentors, provides skills-based leadership development opportunities, academic support, grows civically engaged global citizens and provides potential employment opportunities at St Margaret’s. Regular tutoring and study skill sessions occur and there is a dedicated on-site Academic Advisor and Co-ordinator of Academics and Wellbeing, who work together to provide support, advice and skills to all residents in the comfort of their ‘home’. Additionally, there is a robust social program that aims to introduce residents to regular, safe and fun activities on and off college campus that cater to all interests.

Acknowledgements

Grattan Institute 2018, Dropping out: the benefits and costs of trying university, viewed 13 March 2020, https://grattan.edu.au/wp-content/ uploads/2018/04/904-dropping-out-the-benefits-and-costs-of-tryinguniversity.pdf IB Schools and Colleges Association 2017, The University Admissions Officers Report 2017, viewed 13 March 2020, http://www.ibsca.org.uk/ wp-content/uploads/IB-IBSCA-Report-2017-V02.pdf

Universities Australia 2019, Higher Education: Facts and Figures, viewed 12 February 2020, https://www.universitiesaustralia.edu.au/wpcontent/uploads/2019/08/190716-Facts-and-Figures-2019-Final-v2.pdf

Some material in this document has been adapted, with permission of the authors, from the following publications: St Margaret’s Anglican Girls School 2018, ‘The introduction of academic advising’, Flyer, vol. 16, p. 10. Holley, N 2019, Careers & Portfolio Pathways 2020 Proposal, St Margaret’s Anglican Girls School, Brisbane.

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Susan Crothers-Robertson School Chaplain

Research on PRAYER SPACES in Schools 2009). Prayer Space, which is welcoming and invitational, could be such a space. Students of all faiths, or those still exploring, are invited to enter the space, reflect and, if the student chooses, to open themselves to the Divine or the sacred (Stern & Shillitoe 2018). The literature points to creating a space that is welcoming and inclusive of all faiths and those still exploring — a place that is safe and inviting where students can explore their faith and spirituality. The History of Prayer Spaces in Schools

What is a Prayer Space? A Prayer Space is usually a temporary pop-up space that can be created on a small scale such as a classroom, or

Prayer Spaces in Schools was developed in England more than ten years ago by a Christian organisation called 24-7 (Prayer Spaces in Schools n.d.; Stern & Shillitoe 2018). Prayer Spaces in Schools was developed to be inclusive and welcoming of all students, no

matter what their belief system (Stern & Shillitoe 2018). The director of Prayer Spaces in Schools, who is part of the 24-7 organisation, is Phil Togwell (Stern & Shillitoe 2018). 24-7 is a non-denominational Christian group, meaning they do not follow any one Christian denomination (24-7 n.d.). Perhaps being non-denominational influenced the concept being embraced by other Christian denominations (Togwell 2017). Prayer Spaces are created to be inclusive, welcoming those students who have faith whether that be Christian, another faith tradition and those still exploring (Stern & Shillitoe 2019).

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This article is part of an investigation into Prayer Spaces in Schools. Prayer Spaces in Schools is a relatively new phenomenon with only two published studies (Stern & Shillitoe 2018; Stern & Shillitoe 2019). Prayer Spaces in Schools are ecumenical, which means that students of all faiths and those who are still searching are welcome (Stern & Shillitoe 2018). While commenting on changes within Christian chapels in prisons and hospital settings, Gilliat-Ray’s (2005, p. 288) research supported the concept of providing space to welcome people of ‘all faiths, or none’. This resonates with the theory of welcome and inclusiveness that Stern and Shillitoe’s (2018) evaluation revealed about Prayer Spaces. One scholar pointed out that when schools are open and welcoming, there is a sense of the sacred in that place (Parker

a larger scale, such as a school chapel, church, cathedral or hall (Stern & Shillitoe 2019). It is created to be an inviting, colourful and interactive space (Stern & Shillitoe 2019). A Prayer Space is created in such a way that students feel encouraged or inspired to be creative, to pray, or reflect and deepen or explore their faith (Stern & Shillitoe 2019). Within the Prayer Space, there is a variety of stations each with a different theme. Each station has a script which invites the student to be reflective, mindful or pray. For example, the Prayer Wall station has a script instructing the student what to do while in the station. The students use ordinary objects such as post-it notes and felt pens to write their response on a post-it note and stick it on the Prayer Wall (Stern & Shillitoe 2018). A Prayer Space, although temporary, usually stays open anywhere from a few hours to a few weeks. Prayer and Prayer Spaces in Schools When investigating Prayer Spaces in Schools, an area that needs further investigation, as Stern and Shillitoe (2018) suggested, is understanding prayer. While there has been extensive literature about prayer, there seems to be little written about prayer in the school

context (Muszkat-Barkan 2015). The key areas surrounding prayer that will be considered are: prayer, prayer education, the benefit of prayer and spirituality. Prayer As the name suggests, prayer is an integral part of Prayer Spaces in Schools. On a basic level, prayer is about communication with God, whether that be talking or listening to God (Fox et al. 2017; Mountain 2005). Prayer can address several things within the person’s life, such as letting go of worries, asking for needs to be met, and coming to a deeper understanding of God and self. Prayer is also about letting go of the things that can distract one's attention and centering on God (Natis 2017). There are as many things to pray about as there are ways to pray (Fox et al. 2017, Maier-Lorentz 2004). However, Prayer Spaces have the potential to reveal to students that prayer is not just about the spoken word; students are encouraged to pray and reflect through silence, through listening to music, and through handson practical ways (Stern & Shillitoe 2019). For many who have not had the experience of prayer, it can be a difficult concept to understand (Muszkat-Barkan 2015). Prayer Spaces in Schools was

created to enable students to learn that they can pray and reflect in many different and practical ways. Prayer Education While acknowledging Sigel’s (2016) research is derived from a Jewish context, the findings suggest that students can benefit from prayer. The main argument is that when prayer is taught formally, it can make a positive difference in the way students approach prayer (Sigel 2016). In a school context, the religious education class could be a natural forum to educate students about prayer (Mountain 2005). Moreover, religious education teachers could create a space where students feel comfortable to explore and talk about the meaning of prayer (Jackson & Everington 2017). For many students, talking about prayer would be a foreign concept, particularly if they have not experienced prayer or do not have a belief in God (MuszkatBarkan 2015). Prayer education — to teach students to pray — has the potential to move the student from the head and logical thinking to the heart, enabling the student to reflect on their feelings and beliefs (MuszkatBarkan 2015).

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Spirituality While a thorough investigation into Prayer Spaces in Schools was carried out by Stern and Shillitoe (2018), there is very little about the spiritual benefit of a Prayer Space in a school setting. Literature has suggested that creating a ‘relational’ or sacred space for children is important as it allows the student to explore their spirituality on a deeper level (Bone 2008). However, when talking about spirituality, scholars have stated that spirituality is difficult to define and at times ambiguous (Fox et al. 2017; Francis et al. 2018). It appears that spirituality has many different meanings, with individuals interpreting spirituality in their own way. Prayer and Wellbeing

As research indicates that prayer supports a students’ spiritual wellbeing, it follows that Prayer Spaces can become central to the life of the school. Prayer Space is a place where students can reflect and think about themselves, the other, the world and the Divine (Prayer Spaces in Schools 2018). Teachers have an opportunity to use the Prayer Space to work with students on a deeper, more spiritual level, where students can feel safe to explore and be creative. With the many stresses and strains and anxiety on the rise within students, it is vital that student’s wellbeing be a focus (de Souza & Halafoff 2018). Within a Christian school, this can take the form of spiritual wellbeing. Prayer Space is one such location that teachers can encourage this exploration to take place. The Emergence of Prayer Spaces in Australia

Since the inception in England of Prayer Spaces in Schools, the concept has grown and progressed to a worldwide

movement with more than 34 countries around the world holding Prayer Spaces (Togwell 2017). In 2017, the director of Prayer Spaces in Schools, Phil Togwell, was invited to present at conferences in Brisbane, Melbourne, Adelaide, Canberra and Sydney. The conferences created a national interest in the Prayer Spaces in Schools. This growth has been made evident in several ways. An Australian Facebook Prayer Space site was established following the conference (Prayer Spaces in Schools Australia 2019). This allowed teachers of religious education, priests and school chaplains to share their experiences and stories on social media about the Prayer Spaces they have created (Prayer Spaces in Schools Australia 2019). The posts on the Australian Prayer Spaces in Schools site reveals that Prayer Spaces in Schools has been embraced by many different Christian denominations within Australia (Prayer Spaces in Schools Australia 2018, May 14; Prayer Spaces in Schools Australia 2018, May 31; Prayer Spaces in Schools Australia 2018, Nov 25). Another indicator of the growth was that the chaplain who brought Prayer Spaces in Schools to Australia has been invited to support other schools from all over Australia. This chaplain has also presented workshops for Catholic Education, Melbourne, revealing an interest in Prayer Spaces by other denominations (Catholic Education Melbourne).

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Prayer Space is about setting aside time for the students to retreat from the world. In recent times, research has supported the positive effect that prayer has on a person’s well-being (Labarbera & Hetzel 2016). The research argues that prayer does make a difference in people’s lives. Studies have found that prayer is essential because it can improve resilience. In their study, Francis et al. (2018) go so far as to say that prayer can be a predictor of ‘spiritual wellbeing’. Francis et al. (2018, p. 32) refer to the ‘Fisher model of spiritual wellbeing’. This model talks about four aspects of spirituality — ‘self, the other, the

environment and transcendent other’ — a formula which could be used when working with prayer and wellbeing. This four-part formula is also referred to by Buchanan (2010), whose research supports the experience. In the quietness of the Prayer Space, students can write their reflections and prayers. When the student enters fully into Prayer Space to pray and reflect, there is a calmness that can sustain them in challenging times.

Expansions into Anglican Schools in Brisbane through the School Chaplain Anglican school chaplains play an integral role in the life of the Anglican school, including upholding the Christian faith (Edwards 2014). Chaplains within Anglican schools are usually an ordained priest licensed by the Bishop (Edwards 2014). Edwards (2014, p. 75) believes that the ‘presence of the chaplain is another overt indicator of an Anglican religious identity in an independent school’. Some of the expectations of chaplains within Anglican schools include supporting or leading religious education, leading prayer in a variety of settings, including assemblies and formal occasions, creating worship services, being part of the leadership team and offering pastoral care (Pohlmann 2013; Caperon 2015). The role of chaplain includes creating liturgies, teaching, supporting and resourcing religious education teachers and staff (Pohlmann 2013; Caperon 2015). Through chaplains sharing their stories about the Prayer Spaces they have held in their Brisbane Anglican schools, it appears that they are taking responsibility for creating and resourcing the Prayer Space (Prayer Spaces in Schools, Australia May 2018). While the chaplain creates and resources the Prayer Space, the religious education teachers lead the students into the Prayer Space. Conclusion

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In summary, there is growth of Prayer Spaces in Schools around the world and within Australia. Through my experience of presenting workshops with Phil Togwell in Brisbane and Melbourne, then being invited to present two workshops for Catholic Education, Religious Education conference in Melbourne in 2018, and the contact by those who would like to create their own Prayer Space, one can say that Prayer Spaces in Schools has been embraced by many different denominations within Australia. The growth has revealed a need for more research, particularly when looking at how Prayer Spaces in

Schools has expanded within Australia, and students’ wellbeing through prayer and reflection. References 24-7 n.d., Become a 24-7 prayer champion. https://www.24-7prayer.com/BecomeA247PrayerChampion Bone, J 2008, ‘Creating relational spaces: Everyday spirituality in early childhood setting’, European Childhood Education Research Journal, vol. 16, no. 3, pp. 343-356, Buchanan, M T 2010, ‘Attending to the spiritual dimension to enhance curriculum change’, Journal of Beliefs & Values, vol. 31, no. 2, pp.191-201 Caperon, J 2015, A vital ministry: Chaplaincy in schools in the post-Christian era. SCM, London. Catholic Education Melbourne 2018 Open new horizons for spreading joy: RE conference. https://www.cem.edu.au/News-Events/REConference-2018.aspx de Souza, M & Halafoff A 2018, ‘Introduction’, in M de Souza & A Halafoff (eds), Reenchanting education & spiritual wellbeing: Fostering belonging & meaning-making for global citizens, Routledge, New York, pp. 1-6. Edwards R 2014, Challenge and choice: Australian Anglican schools, Barton Books, Canberra, Australia. Fox, J, Gutierrez, D & Mullen, P, R 2017, ‘The nature and function of meditation and prayer in childhood and adolescence’, Journal of Child and Adolescent Counselling, vol. 3, no. 3, pp. 188-198. Francis, J, Fisher, J, Lankshear, D & Eccles, E 2018, ‘Modelling the effect of worship attendance and personal prayer on spiritual well-being among 9-11-year old students attending Anglican church schools in Wales’, International Journal of Children’s Spirituality, vol. 23, no. 1, pp. 30-44. Gilliat-Ray, S 2005, ‘From ‘chapel’ to ‘prayer room: The production, use, and politics of sacred space in public institutions’, Culture and Religion, vol. 6, no. 2, pp. 287-308. Jackson, R, & Everington, J 2017, ‘Teaching inclusive religious education impartially: An English perspective’, British Journal of Religious Education, vol. 39, no. 1, pp. 7-24. Maier-Lorentz, MM 2004, ‘The importance of prayer for mind/body healing’, Nursing Forum, vol. 39, no. 3, pp. 23-32. Mountain, V 2005, ‘Prayer is a positive activity for children—a report on recent research’, International Journal of Children's Spirituality, vol. 10, no. 3, pp. 291-305.

Muszkat-Barkan, M 2015, ‘Between ritual and spiritual: Teachers’ perceptions and practices regarding prayer education in Tali day schools in Israel’, Journal of Jewish Education, vol. 81, no. 3, pp. 230-284. Parker, S G 2009, ‘Theorising ‘sacred’ space in educational contexts: A case study of three Midlands sixth form colleges’, Journal of Belief and Values, vol. 30, no. 1, pp. 29-39. Pohlmann, D 2013, School chaplaincy: An introduction, Wipf and Stock. Eugene, OR. Prayer Spaces in Schools England n.d., About us, Retrieved from https://www. prayerspacesinschools.com/about-us Prayer Spaces in Schools England n.d., A nine step guide to starting a Prayer Space, https://www. prayerspacesinschools.com/prayerspacesteps Prayer Spaces in Schools England 2014, I loved that we respected each other’s belief and space, https://www.prayerspacesinschools.com/ stories/380 Prayer Spaces in Schools Australia 2018 May 14, St John Vianney School in Brisbane, https://www.facebook.com/ PrayerSpacesInSchoolsAu/ Prayer Spaces in Schools Australia 2018 May 31, St Margaret’s School in Brisbane https://www. facebook.com/PrayerSpacesInSchoolsAu/ Prayer Spaces in Schools Australia 2018 November 25, Brand new, our latest story online, https://www.facebook.com/ PrayerSpacesInSchoolsAu/ Prayer Spaces in Schools Australia 2019, https://www.facebook.com/ PrayerSpacesInSchoolsAu/ Prayer Spaces in Schools England 2019, Training and events, https://www. prayerspacesinschools.com/events Sigel, D 2016, ‘Prayer and adolescence: Can formal instruction make a difference’? Religious Education, vol. 111, no. 2, pp. 200-221. Stern, J & Shillitoe, R 2018, Evaluation of prayer spaces in schools: The contribution of prayer spaces to spiritual development. York St John University, England, https://www. prayerspacesinschools.com/research2017 Stern, J & Shillitoe, R 2019, ‘Prayer spaces in schools: A subversion of policy implementation’? Journal of Beliefs and Values, vol. 40, no. 2, pp. 228-245. Togwell, P 2017, August, Prayer Spaces in Schools. Prayer Spaces in Schools Conference Brisbane, Australia. .

The St Margaret’s Story – 125 years strong Ros Curtis Principal

For 125 years there has been consistency in the St Margaret’s narrative. From its foundation to the present day, St Margaret’s has always been a school where both academic achievement and a wholistic education have been encouraged. At times in its history, its continued existence was uncertain, but the school prevailed thanks to the dedication and strength of the Sisters of the Society of the Sacred Advent (SSA). St Margaret’s flourished as a result of the vision, courage and commitment of two women. The order and school were established by Sister Caroline Amy who came to Australia to further the mission to care for people and educate young women and girls. It was Sister Emma who, as mother of the order, oversaw the development of the SSA’s ministry in schools and a commitment to rural and regional areas. St Margaret’s was one of 10 schools created by the Sisters, two of which remain under the banner of the SSA Trust. In 1895, St Margaret’s began with an enrolment of three students – Effie Morris, Agnes McDonnell and a girl from Morven. We, unfortunately, do not know her name as there was no register of enrolment at the time. St Margaret’s began in Nundah, relocated to Toorak Hill and eventually moved to its current location in 1910. St Margaret’s early growth and development occurred while Australia was in its infancy as a nation; the backdrop of the second Boer War, Federation in 1901, Conscription, World War I, and the Flu Epidemic play out in its first 25 years. There was no electricity, no telephone, and, for some of that time (until 1914 at least), no uniform.

There are other aspects to the narrative too, some not so positive. Mother Emma’s diary reveals a story of limited resources through growth, indicating that the Sisters had to beg in order to do their work, including running St Margaret’s. There were two Church of England girls’ schools operating at the turn of the 20th century – Eton High School for girls that was to become St Margaret’s and the Church of England Collegiate School for Girls. The latter closed early; St Margaret’s remained viable but only because the Sisters were, of course, unpaid. These early times were precarious. The Sisters also began a school in an era of ambivalence to girls’ education. In fact, The Church Chronicle in 1900, in reference to the debate about the importance of religious education in schools, wrote: ‘We are inclined to think that the Church must always undertake secondary education – at least of boys.’ There is no doubt the prevailing view of the time was that secondary education of boys was accorded a greater priority than for girls. The Sisters did not let limited resources and the focus on boys deter them from their mission.

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Back then, life was very different. Information gleaned from early census data tells us those formative years occurred during a time when many children were illiterate, and the colony had a larger male population (although that changed after World War I). Since those early days, there has been a 480 times increase in university students, an eight times increase in independent and catholic schools, and Brisbane has increased its population by about 17 times.

The St Margaret’s narrative is supported by stories of individual achievement and endeavour by the Sisters, staff and students. Despite varied student experiences there is a common theme; I will call it the St Margaret’s spirit, and what interests me is how the St Margaret’s spirit has endured for 125 years, while everything and everyone in the school has changed and continues to change. After researching the archives and talking to past and current students, there is little doubt that community features largely in the success of the school. High expectations of behaviour and academic scholarship are common references, as are friendship, respect, hard work and responsibility. In fact, the six core values – courage, passion, spirit, faith, integrity and respect – reflect well the consistency in the story over 125 years. They were not recorded until 2002; nevertheless, they feature in practice for the entire St Margaret’s story.

Sister Teresa in 1918 indicated that she had a clear vision about the value of girls’ education. She wrote: ‘There will be little room for incapable women.’ St Margaret’s role was ‘to train women to play a worthy part in the world’ and to do that it had to ‘be alive to the needs of the times, up-to-date in its methods, and ready for experiments’. This statement is as relevant today as it was in that Annual Report of 1918. The Sisters are impressive leadership role models. In its entire history, the SSA never had any more than 85 Sisters, and possibly no more than half of those at any one time. They did not just nurse and educate and minister; they established, built and operated orphanages, hostels, schools and a hospital. They were remarkable. There have been many societal changes over the past 125 years; yet, the culture and spirit of St Margaret’s have remained identifiable from the earliest to current times. We hear stories from the past about how much better behaved and compliant young people were. The research is not definitive in this area; however, children have not really changed much over this time and this appears to be borne out in Mother Emma’s diary entries. The diaries indicate that Mother Emma took great joy from the achievements of the girls, whether it was in Music Exams, or in Junior and Senior Examinations. These moments of student achievement were entered into her diary. But there were other entries. On 7 September 1902 she wrote: ‘Some of the girls were troublesome.’ Please note this was a school with a population of less than 40. On 22 November she wrote: ‘Blanche was very naughty this morning. We did not let her go home with the other girls.’ Then there was Winnie Sword who demonstrated ‘excellent ability but unpunctual’; Mildred Mackay who attended in 1909 to 1910 – she was ‘dreamy and highly strung, popular, with good steady work’ and what about Elaine K (1909 to 1911) who possessed ‘bad manners owing to conceit, impatient of authority (but with) very good ability’. And let’s not forget the rebellious and troublesome Lilah Kemsley who was put in the hands of a special tutor, Miss Harris, in 1907, but Miss Harris was ‘not strong enough to continue the charge of Lilah’.

their education. The Sisters’ commitment to education was really a commitment to the health and wellbeing of girls and young women. In the first half of the twentieth century, behaviourism dominated child rearing with the emphasis on raising the obedient child. It is during this time that children were meant to be seen and not heard. Parents generally supported the authority of the Sisters and the teachers, in pursuit of this obedient child. However, this was not always the case. Parents were not always happy with the discipline of their daughter. Mother Emma wrote: ‘I have had a letter from Mrs J giving the reason for removing Elaine. It is a rude note.’ We all know there are essentially four parenting styles. Parents are either authoritarian, authoritative, permissive or uninvolved. The past 125 years of St Margaret’s has seen evidence of all four. I suspect, given what our school records show, parenting styles have not really changed but the balance in each of the four categories has now changed. There are fewer authoritarian, many authoritative and a growing number of permissive and uninvolved. In the post-World War era, the economic boom enabled parents to invest more resources and their hopes into their children on a scale that had never been seen before in history. By the end of the twentieth century, children could expect family financial support throughout their twenties, something unimaginable in previous centuries and, from the 1970s onward, with a great emphasis on the rights of children. The status of children in families and society has increased significantly. This is reflected in the history of a growing enrolment at St Margaret’s, as education of women and children became more important, and the school created more opportunities for students – from ski trips, to an extension of the sport offerings, to musicals and to much of what we have today. St Margaret’s is a very special community, with a spirit and a faith which has adapted yet remained unique and identifiable for 125 years. There are over 7000 past students who have benefited from a St Margaret’s education and the work of the Sisters of the Society of the Sacred Advent and it has been a privilege to be leading the school through its 125th anniversary and have the opportunity to acknowledge and celebrate the achievements of so many in the past, but particularly our founders, the Sisters of the Society of the Sacred Advent.

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The official government district examiner was very enthusiastic about the school from even those early years – the general results were ‘decidedly good’; he said the neatness of pupils was ‘very good’; and their general behaviour and school discipline were excellent…. He went on to say: ‘I feel that I can confidently recommend Eton High School as an establishment where pupils are receiving a sound education combined with excellent supervision and moral training. The pupils appeared to me to be singularly happy and cheerful.’

References

There is no doubt that St Margaret’s was established in response to a change of societal expectation. It began just before the turn of the twentieth century at a time when the health of young children began to receive serious attention, as did

King, M 2019, Inspired to fly 125 years of St Margaret’s, 1895 - 2020, University of Queensland Press, Brisbane.

Archival Documents, St Margaret’s Anglican Girls School. Giese, R 2012, The Sisters of the Society of the Sacred Advent and their contribution to educating girls since 1895, Victory Press, Brisbane. Giese, S and Laurie, M 1997, Per Volar Sunata 101 years at St Margaret’s School 1895 - 1996, Boolarong Press, Brisbane.

Moores, E 1992, One Hundred Years of Ministry A History of the Society of the Sacred Advent 1892 -1992, Clark and Mackay, Brisbane.

Ysabella Dawson Head of Year 8

THE TIPPING POINT: Youth Anxiety in the Age of Climate Change Education is central to climate change mitigation, adaptation and resilience. As such, it is necessary to ask: what is being done to recognise the concerns of young people and support climate change education in Australian schools?

Morrison went on to stress the importance of giving young people the ‘confidence that they will not only have a wonderful country and pristine environment to live in’, but also ‘an economy to live in as well’. ‘Above all,’ he said, ‘we should let our children be children, let our kids be kids, let our teenagers be teenagers.’ While Morrison’s sentiment seems intuitive – kids should, of course, be afforded the right to enjoy their childhood – such rhetoric is worrisome in that it casts doubt on the capacity of intelligent young people: they are credulous and easily led into anxiety by those who would then exploit such concerns. This perspective defines the role of adults to be one of placation and of assuaging their fears. On this view, school students

Listening to her speak, there is something almost biblical about Thunberg’s language: its commanding clarity, its plain expression, its illustrative force. Unsurprisingly, her speech was highly divisive, and it was not long before our own prime

The passion and aspiration of the young must be respected and harnessed, he said. At the same time, ‘we must guard against others who would seek to compound or, worse, facelessly exploit their anxiety for their own agendas’ (Morrison 2019).

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On Friday 20 September 2019, school students around the globe took part in what was the largest mobilisation yet attempted by the youth climate movement, launched last year by Swedish teenager Greta Thunberg. The following day, the young activist (Thunberg 2019) gave a rousing address at the United Nations in New York where she implored the political class to recognise the urgency of the ecological situation being felt by younger generations. Thunberg went on to condemn their flippant scepticism, lamenting the perceived triteness and shallow optimism of world leaders. Their cursory analysis, she believes, fails to comprehend the gravity of the climate emergency.

minister, Scott Morrison, entered the discourse in response to Thunberg’s accusations of political apathy.

should not take an active part in democracy or voice their political anxieties because adults of the great and well-meaning democracies of the world will steer us through this global crisis. Yet anxiety about the future of the natural world is a real and pressing issue facing young people today, and is unlikely to be mitigated by a dismissive response. According to new survey data from youth mental health organisation ReachOut (2019), four in five Australian students report being somewhat or very anxious about climate change, with close to half of those experiencing these emotions on a weekly basis. Moreover, Dr Patrick Kennedy-Williams, a clinical psychologist from Oxford, suggests that attempting to nullify such anxieties results in an inverse effect, exacerbating the problem of climate anxiety rather than curbing it: instead, Dr Kennedy Williams notes, ‘the positive thing from our perspective as psychologists is that we soon realised the cure to climate anxiety is the same as the cure for climate change – action. It is about getting out and doing something that helps’ (Taylor & Murray 2020). The manifestation of this conundrum presents itself in the absence of a coherent approach to the issue of climate change in Australian schools. Although young people are reliant on the initiative of teachers and principals to introduce and maintain sustainability programs to learn about such subject matter, in the last decade, state and federal governments have shied away from systematic climate change education (Dyment, Hill & Emery 2015). Considering the risks to Australian children and young people who are facing the profoundly disturbing prospect of climate instability, divergence from the issue seems antithetical to the concerns of educators, for whom anxiety is perhaps the most pertinent issue in the realm of student wellbeing. So, what can schools do to mitigate climate change's impact on the mental health of their students? Dr Elizabeth Haase, psychiatrist and chair of the Group for the Advancement of Psychiatry Climate and Health Committee, believes schools are optimal environments for combating the feelings of helplessness experienced by students concerned for their futures (Watson 2019). Indeed, it would seem that there is power in collective action; helping young people tell stories about what can be, what way of life they can have.

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Senior Lecturer at Monash University Dr Rachel Forgasz (2019) asserts that changing the institutional environment to increase the sense of control among students is one of the most effective ways to increase their sense of engagement and happiness. Indeed, myriad relevant resources have been developed for such a purpose, including Forgasz’s own project, 7 Ways in 7 Days, CSIRO’s Sustainable Futures, and the Climate Reality Project, each of which encourages participants to adopt the view that, through decisive action, we can control or mitigate certain aspects of climate change.

Under this model, it is student-led committees and wholeschool environmental initiatives that may provide the most valuable opportunities for young people to find agency in sustainability projects in their own schools and communities, affording them a sense ownership in their response to the climate crisis. As educators, we must be cognisant that by dismissing young people’s stated fears, we shift focus away from their ultimate goal, and further, conflate legitimate anxiety about climate change with the stereotypical neuroses of adolescence. This will not help them adapt to the changing world they fear. What we can offer are approaches that acknowledge the seriousness of the situation while allowing students to deepen their understanding of the world around them, and advocate for change in meaningful ways. Such approaches necessitate a shift towards enculturating a sustainable mindset within the school context, and understanding the ways in which the voice of youth has driven discussion about social issues and change throughout history, and will continue to do so in years to come. References Dyment, JE, Hill, A. and Emery, S 2015, ‘Sustainability as a crosscurricular priority in the Australian curriculum: A Tasmanian investigation’, Environmental Education Research, vol. 21, no. 8, pp.1105-1126. Forgasz, R 2019, 7 ways teachers and schools can support student action on climate change, Monash University, viewed 2 April 2020, https://www. monash.edu/education/teachspace/articles/7-ways-teachers-andschools-can-support-student-action-on-climate-change Morrison, S 2019, ‘National Statement to the United Nations General Assembly’, 15 September, viewed 2 April 2020, https://www.pm.gov.au/ media/national-statement-united-nations-general-assembly. Reach Out 2019, New survey by ReachOut and Student Edge reveals number of students anxious about climate change, Reach Out, viewed 30 April 2020, https://about.au.reachout.com/new-survey-by-reachout-and-studentedge-reveals-number-of-students-anxious-about-climate-change/ Taylor, M & Murray, J 2020. ‘“Overwhelming and terrifying”: the rise of climate anxiety’, The Guardian, 10 February, viewed 10 February 2020, https://www.theguardian.com/environment/2020/ feb/10/overwhelming-and-terrifying-impact-of-climate-crisis-onmental-health Thunberg, G 2019, No one is too small to make a difference, Penguin Press, UK. Watson J 2019, Climate Concern Fuels the Rise of Eco-anxiety, Medscape, viewed 2 April, 2020, https://www.medscape.com/viewarticle/915145

Nicole Devlin Acting Dean of Academic Performance

The Real Measurement: The exploration of what matters in the ‘full’ education of today’s student David Hopkins (2013) in his book ‘Exploding the Myths of School Reform’ talked about the importance of school reform being aligned not only with academic achievement, but with developing the learning capability and wholeness of all students. There is no doubt that everyone wants this balance and it is becoming increasingly pertinent as concerns grow about the levels of anxiety of today’s student around achievement and perfection.

Accountability around student achievement is not new and schools needs to be held to account for how they are assisting student to learn and achieve; however, the danger lies when this measure becomes the only measure for student and school success. The impact of only using the academic performance of students to measure a school is seeing the demise of a quality balanced education for students to enable them to thrive in society.

Our schools in Australia are guided by a set of overarching goals for schooling that are linked to achievement and developing the ‘whole’ child. The irony is that achievement and the development of whole child are sometimes seen as two separate entities; however, the reality is they are inherently tied together. The foundations of schools are built upon the balance between both academic outcomes and developing students as contributing members of the global community. The foundations can be seen in the mission statements and motto of schools. These statements encapsulate what a school ultimately wants as its ‘final products’; they are more about character and integrity that lead to overall success, not just academic success. The challenge for schools is to not let one agenda outweigh the other and steer them away from their original moral purpose.

Geoff Masters (2013), Chief Executive of the Australian Council for Educational Research, stated: ‘Nationally and internationally there is growing interest in the assessment of a broader range of skills and attributes than traditional subject skills and knowledge.’ Similarly, John Hattie, Laureate Professor of Education, University of Melbourne, has argued we should not just judge a school on the narrow outcomes measures (such as NAPLAN, ATAR) but consider a ‘basket of educational goods’ by which to judge a school, citing that merely focusing on academic results, although important, does not recognise the other domains which are also important for student success (Hattie 2018).

Agenda 1: Obsession with achievement This year has been a year of significant shift in the Queensland education landscape. The senior cohort of 2020 will be the first students to be awarded an ATAR (Australian Tertiary Admission Rank) under the New Queensland Certificate of Education (QCE). With any change comes great opportunity; however, change also brings with it a nervousness about new levels of accountability. Accountability is inevitable, and schools are no stranger to this fact. The new QCE and ATAR are the new accountability for schools across Queensland. At its simplest, this system is about assessing students in Year 12 and reporting this to the Queensland Curriculum and Assessment Authority to allow the Queensland Tertiary Admissions Centre to rank all Year 12 school leavers.

We are in an era where increasing accountability and testing are heightening the anxiety and stress of students, teachers and school communities. The increasing numbers of students with anxiety and other stress-related disorders are becoming the norm rather than the exception in schools across Australia and the world. We seem to have lost our way, as we talk about increasing student resilience and preparing them for their futures, but with external testing and assessment dominating the landscape, the education system is playing into the hand of this heightened anxiety. Educational researchers Michael Fullan (2019), John Hattie (2018) and Geoff Masters (2013) all agree we need to acknowledge that academic achievement is not the only end goal of education. Academic achievement needs to share the pedestal with what Hattie calls the ‘basket of other education goods’ (Hattie 2018). Michael Fullan (2019) goes as far to say that it is education’s ‘moral imperative’. Currently, there seems to be a disconnect between the accountability agenda and the valuing of the so called ‘soft’ skills of learning.

Michael Fullan (2019) writes that it is important for educators to look at the broader landscape of the world and acknowledge that schools need to look for ways for young people to contribute to and shape the world around them and gain a

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After all, this is the important end game of schooling, as this is how schools are compared and measured. However, by making league tables and academic performance outcomes the high stakes accountability for school, society has become obsessed with being the best, and, for a school, being the best means producing high achieving students with the best scores.

Agenda 2: The other side

Table 1: List of Employability aspects Personal Qualities Malleable self-theory Self-awareness Self-confidence Independence Emotional intelligence Adaptability Stress tolerance Initiative Willingness to learn Reflectiveness

Core Skills Reading effectiveness Numeracy Information retrieval Language skills Self-management Critical analysis Creativity Listening Written communication Oral presentations Explaining Global awareness

Process Skills Computer literacy Commercial awareness Political sensitivity Ability to work cross-culturally Ethical sensitivity Prioritizing Planning Applying subject understanding Acting morally Coping with complexity Problem solving Influencing Arguing Resolving conflict Decision-making Negotiating Teamwork

Adapted from Yorke & Knight (2006) “Embedding employability into the curriculum”.

sense of social connectedness. Many have written about the importance of 21st century skills, as it is these that will enable students to navigate life and work successfully. Table 1 above is taken from ‘Employability Skills Required by the 21st Century Workplace: A Literature Review of Labour Market Demand’ (Suarta et al. 2017). It can clearly be seen that the skills that are required are not just linked to academic achievement. Lee Watanabe-Crockett (2017) calls this the ‘Citizenship Factor’ to future proof our learners with the skills to face the new century. These skills are not taught in isolation; in fact, schools are very aware of their role in developing global citizens. Just read the mission statements of schools across Australia. The issue is they are not easily assessed or measured and therefore can lose their footing in the educational landscape. It is not that schools do not recognise these skills that are important for student success, they just need to be given space on the pedestal. This is important as schools are at the front of the line in building the future world and all skills are important; after all they are not separate, they are inherently tied together. Michael Fullan (2019) even notes that ‘paradoxically this balance will get better achievement’. The full basket of educational goods – an era of balancing the scales The St Margaret’s Plus (STM+) program is endeavouring to work to find the balance for the eternal see-saw of education, between the importance of academic achievement and the development of skills to enable a student to thrive in society. Broadly, the purpose of StM+ is to identify and document the essential skills students develop inside and outside of the classroom through participating in school life. It aims to: • • • •

develop a whole picture of students promote engagement and well roundedness enhance the success of all students as they graduate highlight skills that enhance employability outcomes of students • develop for the students an e-portfolio of evidence and a summary to supplement the QCE/ATAR information.

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StM+ provides a summary of activities that maps the skills students have learnt outside/alongside the academic program. The resulting summary outlines and maps students against six skills that are seen as important employability skills:

• Critical and creative thinking • Community Engagement • Inclusion and awareness of diversity

• Communication • Collaboration and teamwork • Initiative These skills sit under six clusters: • Academic Endeavours • Sport, Health and Fitness • Creative and Performing Arts • Community and Service • Responsibilities • Other All these skills develop character, and the so-called ‘soft skills’, such as cooperation and collaboration, are essential skills that are sought after in the workplace as well as inthe halls of academia. With changes now afoot, schools have the opportunity to not let the academic agenda outweigh the other; they need to look at their original moral purpose. Mission statements and goals are good places for schools to realise they have answers, they just need to acknowledge education is a ‘basket of educational goods’ (Hattie 2017) and that there is more than the final endgame of academic results. References Dean, T 2020, ‘A Different Perspective on leadership’, Leadership Matters, vol. 11, p. 11 Dowling, A 2008, ‘Output measurement in education’, viewed 20 May 2010, https://research.acer.edu.au/policy_analysis_misc/2/ Fullan, M, Quinn, J & McEachen, J 2019, New Pedagogies for Deep Learning: Leading transformation in Schools, Districts and Systems, Corwin Press, CA. Fullan, M 2019, ‘The Nuance of Academic Achievement’, AEL, vol. 41, no. 1, pp. 8-10. Fullan, M, Gardner , M & Drummy,’ M 2019, ‘Going Deeper’, Educational Leadership, vol. 7, no. 8. pp. 64-69. Hattie, J. (2018, August 12). Karmel Oration: The role of educator expertise in the ‘fake news’ world [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/12august/2 Hopkins, D 2013, Exploding the Myths of School Reform, Open University Press, Australia. Masters, G 2013, ‘Reforming education assessment: Imperatives, principles and challenges’, Australian Education Review, no. 57, viewed 4 May 2020, http://research.acer.edu.au/aer/12/ Suarta, IM, I Ketut Suwintana, IK, Sudhana, IGPFP, Hariyanti, NKD 2017, ‘’Employability Skills Required by the 21st Century Workplace: A Literature Review of Labour Market Demand, Proceedings of the 1st International Conference on Technology and Vocational Teachers, Bali, pp. 337-342 Wantanabe Crockett, L & Chruches, A 2017, Growing Global Digital Citizens, Solution Tree, USA.

Angela Drysdale Head of Primary

Ailsa Crockett Primary Teacher – Learning Enhancement

Reading Comprehension: Reciprocal Teaching Embedded in this framework is the Taxonomy of Learning which categorises thinking according to surface, deeper and deepest. ‘Surface understandings are gained through literal comprehension, while deeper understandings emerge from a more analytical and critical approach to the material encountered. The deepest level is attained when students can transfer their understandings by applying them in an unfamiliar context or employing synthesis to create something with a level of originality’ (St Margaret’s Framework of Quality Teaching and Learning 2015). The Taxonomy of Learning is central to the learning process and informs all learning experiences, as it is applicable across all areas of learning. This is evidenced by it being the foundation for four research projects conducted in the Primary School including two mathematics projects described in Sunata (Edition 5 2017 and Edition 8 2018) and the project described within this article. Ultimately, the aim is for students to develop the ability to transfer known knowledge to an unknown situation. Literature that informed our project

In 2018, the Primary School conducted a research project. A key component of this research was to improve students’ reading comprehension by teaching them specific comprehending strategies. This article provides the background to the project, a review of the literature that informed the project and a short summary of the results. Background

The St Margaret’s Framework for Quality Teaching and Learning is the foundation for all learning at our school. It articulates the characteristics of the learning environment, the learning process and the pedagogy that links the two.

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The impetus for this research arose from the analysis of the previous year’s NAPLAN results in terms of value adding from Year 3 to Year 5. The NAPLAN results showed that Year 3 and Year 5 students were achieving above the state and national average in reading; however, the growth in attainment, from Year 3 to Year 5, was not on the desired trajectory. Consequently, Years 3 and 4 were identified as the target group for this research project on developing reading comprehension skills.

The Taxonomy of Learning is the process that moves from surface, to deep, to transfer, which aligns with the work of Fischer, Frey and Hattie (2016). It is the role of the teacher to ensure that students are offered learning experiences that encourage students to be strategic learners who know when to focus on surface level and when to be deep (Fischer et al. 2016). The teacher has a vital role in supporting students to transfer learning and do this by helping students make their learning visible (Hattie 2009) or by ‘moving students into the realm of metacognitive functioning’ (St Margaret’s Framework of Quality Teaching and Learning 2015). Visible learning involves pedagogical practice that is consistent, research-based and effective practice that impacts students’ learning (Fisher et al. 2016). To make learning visible, teachers need to understand and know which strategies and instructional routines are useful in which teaching situation. Teachers also need to know when to concentrate on the surface and when to direct focus to a deep level (Fischer, Frey & Hattie 2016). Through a synthesis of meta-analysis, Hattie (2009) identifies strategies that have been found to have a high impact. Those strategies that have an effect size above 0.4 are considered within the zone of desired effect. The strategies employed by deep learners include being able to: think metacognitively (effect size 0.69); organise and transform (effect size 0.85); discuss ideas (effect size 0.82); and self-question (effect size 0.64) (Fischer et al. 2016). These strategies support a student’s ability to comprehend.

Comprehension Reading comprehension is the extraction of information. When a reader extracts meaning from the written text, it requires deep understanding (Fisher et al. 2016). Years 3 and 4 are pivotal times in the development of reading comprehension as it is when students are moving from 'learning to read' to 'reading to learn'. At this developmental stage, reading comprehension is the most important part of the reading process and it is the optimal time to formally introduce comprehension strategies that teach the student how to interpret the text (Willingham 2017). Comprehension requires a complex active process, ‘involving knowledge, experience, thinking and teaching’ (Fielding & Pearson 1994, p. 63). Fluent readers naturally acquire some comprehension strategies informally. However, as text complexity increases, simple surface strategies are insufficient for full understanding. To move students from surface to deep understanding, they need to be explicitly taught metacognitive strategies which build metacognitive awareness (Palinscar 1987). Metacognitive awareness is a vital component of the learning process and defined as ‘the ability to observe our own thinking’ (Fischer et al. 2016). Metacognitive awareness is developed through metacognitive strategies which have a high impact (effect size 0.69). Reciprocal teaching is a metacognitive strategy which helps monitor comprehension (effect size 0.74). Reciprocal Teaching Reciprocal teaching is an explicit instructional process focusing on developing students’ cognitive strategies which can contribute to enhanced learning outcomes in reading comprehension (Hattie 2009). Reciprocal teaching is an approach that involves employing four reading comprehension strategies – questioning, clarifying, summarising and predicting – through the process of peer teaching (Palincsar & Brown 1987). Each of these elements of reciprocal teaching (strategies and process) have been found to have an influence on cognitive outcomes and a positive effect size (effect size 0.74). Hattie (2009) found that ‘the effects were highest when there was explicit teaching of cognitive strategies before beginning reciprocal teaching dialogue’ (p. 204). In this project, these strategies were explicitly taught and practised using the gradual release of responsibility approach. Gradual Release of Responsibility

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Gradual Release of Responsibility (GRR) (Pearson & Gallagher 1983) was initially developed regarding instructional processes in comprehension. This work is clearly influenced by scaffolding (Wood, Bruner, & Ross 1976), a process where the expert scaffolds the learner from a novice learner to mastering the skills. Similarly, Vygotsky’s work on zone of proximal development (1978) relates to the learner working within a zone and, with the support of a more knowledgeable person, the student is supported to reach a level of mastery (Webb et al. 2019). The common element embedded within each of these

approaches is the moving of the learner from novice to master; that is, to release the responsibility to the learner (Kelley & Clausen-Grace 2007). This approach relies upon a three-part structured approach, succinctly summed up in the catchphrase I Do, We Do, You Do. In this project, the teacher participants followed a threepart structured approach. Firstly, the teacher modelled the comprehension strategy through think-alouds; that is, the teacher interacts aloud with the text and articulates the associated thought processes (Kelley & Clausen- Grace 2007). In doing so, the teacher provides explicit instruction about the comprehension strategy. In the second stage, the teacher helps students apply the strategy in guided practice. The teacher guides students’ attempts at using the strategies through prompts, noticing the approximations that learners are making. The teacher also flexibly and responsively provides additional modeling and demonstrations when needed. At times the teacher found it necessary to model a strategy again, recapturing some responsibility if students were not understanding or applying the strategy effectively. Finally, in the third stage, students assume the responsibility for using the strategy. Whilst this approach suggests a sequence, it is not linear but rather students move back and forth until mastery is attained (Fisher 2008). Through using GRR, the teachers in this project explicitly taught the strategies associated with the metacognitive strategy, reciprocal teaching. The comprehension strategies taught were questioning, clarifying, summarising and predicting. Comprehension Strategies The four comprehension strategies used in Reciprocal Teaching help readers make meaning as they read. Effective readers not only have strategies for making sense of what they read but also develop strategies for monitoring how well they are comprehending (Baker & Brown 1980). The four identified reading strategies are described as follows: 1. Questioning involves asking both literal, text explicit and inferential, text implicit questions of one another. 2. Clarifying is a way to clear up any misconceptions or misunderstandings through group discussion. 3. Summarising the main points in the section of text just read. 4. Predicting is discussing what the writer will mention next, based on what is known. These strategies are developed in Reciprocal Teaching through peer teaching. Peer Teaching The social aspect of instruction and its influence on cognitive outcomes are quite powerful and found to have an effect size of 0.55. Guided interactions with an adult, or a more skilled peer, supports facilitation of a higher level of thinking within

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a was used to determine the effect size of the process. An average gain in effect size

month period is 0.4. The results for students involved in this project – Year 3, an effect

Year 4, an effect size of 0.70 – were identifying well above 0.4 and reflecting their

the proximal zone (Vygotsky 1978). It is also effective when students, not just teachers, teach their peers to engage in prehension skills. discourse (Palincsar & Brown 1987).

The impact of these results had broader implications. In 2019 a reading coach role was introduced with focus on the implementation of Reciprocal Teaching for the Years 3 to 6 Cluster Program. In Semester 1, the cluster program focus More recently, Fisher and Frey (2008) added a fourth stage to was guided reading using non-fiction texts with Reciprocal GRR: the collaborative stage, in which students work together, hese results had broader implications. In 2019 a reading coach role was introduced Teaching used as a way to unpack the content of these texts. as ‘through peer and collaborative learning, students gain access to one another’s thinking processes’ (Fielding & Pearson 1994, In the same year our NAPLAN results reflected the impact of he implementation of Reciprocal Teaching for the Years 3 to 6 Cluster Program. In p. 65). Fisher (2008) changed the third step of GRR and added the project and the cluster explicit teaching program. Overall another to the catchphrase to become ‘I do it, we do it, you do it the school achieved first in the state in Year 3, fifth in Year 5 e cluster program focus was guided reading using non-fiction texts with Reciprocal together, you do it alone’ as outlined in Figure 1. and was named the top performing Primary School in the state. In terms of reading, the results identified that Year 5 were now back on the desired trajectory. References Baker, L & Brown, AL 1980, Metacognitive skills and reading, Technical Report No. 188, University of Illinois, Cambridge, MA. Fielding, LG & Pearson, PD 1994, ‘Reading comprehension: what works’, Educational Leadership, vol. 51, no. 5, pp. 62-67. Fisher, D 2008. Effective use of the gradual release of responsibility model, Macmillan/McGraw-Hill, New York, NY. Fisher, D & Frey, N 2008, ‘Releasing responsibility’, Educational Leadership, vol. 66, no. 3, pp. 32-37.

Figure 1 Peer teaching or collaborative learning aligns with the Reciprocal Teaching process developed initially by Palincsar and Brown (1987). It is described as an interactive learning game through which students learn to work together to understand text. Once students understand the four strategies of Reciprocal Teaching, they work in groups together with small chunks of a whole text, stopping at the end of each chunk to discuss the text more deeply and apply the four strategies. This is repeated until the whole text has been read and discussed. It is this continuous repetition of the four strategies in Reciprocal Teaching which increases its impact and ‘fosters consolidation of knowledge and comprehension’ (Fisher et al. 2016, p. 127). In summary, the impact of the explicit teaching of the four strategies through the gradual release of responsibility approach and reciprocal teaching in collaborative peer groups is reflected in the project results. Project Results

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The project data was used to determine the effect size of the process. An average gain in effect size over a twelve-month period is 0.4. The results for students involved in this project – Year 3, an effect size of 0.98 and Year 4, an effect size of 0.70 – were identifying well above 0.4 and reflecting their deepened comprehension skills.

Fisher, D, Frey, N & Hattie, J 2016, Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning, Corwin Press, USA. Hattie, JAC 2009, Visible Learning: A synthesis of over 800 meta-analyses relating to achievement, Routledge, New York. Kelley, MJ & Clausen-Grace, N 2007, Comprehension Shouldn't Be Silent: From Strategy Instruction to Student Independence, International Reading Association, Newark, DE. Palincsar, AS & Brown, DA 1987, ‘Enhancing instructional time through attention to metacognition’, Journal of learning disabilities, vol. 20, no. 2, pp. 66-75. Pearson, PD & Gallagher, MC 1983, ‘Instruction of reading comprehension’, Contemporary Educational Psychology, vol. 8, no. 3, pp. 317-344. Vygotsky, LS 1978, Mind in Society: the development of higher psychological processes, (M Cole, V John-Steiner, S Scribner & E Souberman, (Eds), Harvard University Press, Cambridge, MA Webb, S, Massey, D, Goggans, M & Flajole, K 2019, ‘Thirty-five years of the gradual release of responsibility: scaffolding toward complex and responsive teaching’, The Reading Teacher, viewed 20 May 2019, from https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trr.1799 Willingham, DT 2017, The reading mind: A cognitive approach to understanding how the mind reads, Jossey-Bass, San Francisco, CA. Wood, D, Bruner, JS & Ross. G 1976, ‘The role of tutoring in problem solving’, The Journal of Child Psychology and Psychiatry, vol. 17, no. 2, pp. 89-100. Acknowledgements This article reports on the findings from a ‘Researchers in Schools Project’ (2018) funded by an Independent Schools Queensland (ISQ) school grant, provided by Education Futures Fund (a Commonwealth Government Initiative).

PRACTICE MAKES PERFECT: Revision strategies to improve student performance in external examinations

Christopher Dunn Head of Faculty – Science and Technology With the introduction of the new Queensland Curriculum and Assessment Authority (QCAA) Senior Syllabuses in 2019, a raft of structural changes to the education system has followed. Of particular significance is the re-introduction of subject-specific external examinations. Consequently, educators have justifiably focused on practices that best prepare students for external examination success. In an effort to contribute constructively to the evolving pedagogical discourse in Queensland, this article will draw on literature pertaining to effective revision techniques to employ in an external examination system.

While the standardised nature of an external exam-based curriculum provides both teachers and students with greater purview of course content, it is often the breadth of content that can prove problematic (Geelan et al. 2004). Indeed, it is one of the key reasons why so many studies endorse

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Note-taking and Consolidation

the use of explicit learning intentions for every lesson in an external exam curriculum (Rind & Mari 2019; DarlingHammond & Wentworth 2010; Department of Education and Training 2017). Ayres et al. (2004) asserts, however, that the consolidation of content under each learning intention must be a ‘note-making’ exercise rather than ‘note-taking’, in order to maximise a student’s retention and application of knowledge in an examination situation. Note-making is a form of active learning whereby students must take ownership of their academic progress by interpreting, synthesising and consolidating content in order to achieve meaningful comprehension of the subject matter (Dukhan 2018). Cottrell (2012) does, however, recognise that the teacher is still required to play a key role in overseeing the scope and scale of the notes produced. Within a standardised curriculum, teachers must remain vigilant about how much or, indeed, how little, is required to achieve the outcomes prescribed.

When learning processes and complex concepts, students who use annotated diagrams and concept maps in their notes have demonstrated stronger metacognitive understanding than students relying on conventional written notes, particularly in the science and social science disciplines (Stencel 2001). Moreover, students who categorise notes under clear unit or learning intention headings demonstrate cognitive structuring – the ability to create a framework for content being learnt – which is linked to stronger retention of complex concepts, particularly under examination conditions (Mirabelli 2009).

References

Practice Exams and Questions

Department of Education and Training 2017, High Impact Teaching Strategies - Excellence in teaching and learning, viewed 4 October 2019, https://www.education.vic.gov.au/Documents/school/teachers/ support/highimpactteachstrat.docx

Another strategy highlighted in the literature is the importance of integrating practice questions throughout a student’s revision process. Leinhardt et al. (2007) argues that this process must begin at the knowledge acquisition stage when students are learning the content, by incorporating ‘exam-style’ questions in lessons or as homework tasks. This approach not only exposes students to the genre of exam questions early in the learning journey, it also informs their note-taking, which can be adjusted to help them answer similar questions with sufficient detail in the future (Dunlosky et al. 2013). Zakharov et al. (2014), who refers to this phenomenon as ‘test-specific homework’, found that it positively affected student performances in high-stakes external examinations.

Ayres, P, Sawyer, W & Sinham, S 2004, ‘Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia’, British Educational Research Journal, vol. 30, no. 1, pp. 141-165. Cottrell, S 2012, The Exam Skills Handbook: Achieving Peak Performance, 2 ed., Palgrave MacMillan, New York. Darling-Hammond, L & Wentworth, L 2010, Benchmarking learning systems: Student performance assessment in international context, Stanford University, Stanford Center for Opportunity Policy in Education, Stanford, CA.

Dukhan, S 2018, ‘Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University’, African Journal of Research in Mathematics, Science and Technology Education, vol. 22, no. 3, pp. 265-275. Dunlosky, J et al. 2013, ‘Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology’, Psychological Science in the Public Interest, vol. 14, no. 1, pp. 4-58. Geelan, DR, Wildy, H, Louden, W & Wallace, J 2004, ‘Teaching for understanding and/or teaching for the examination in high school physics’, International Journal of Science Education, vol. 26, no. 4, pp. 447-462.

As a practitioner, it is, however, critical to consider when to use whole practice exams (Cottrell 2012). While a review by Dunlosky et al. (2013) found that regular practice testing improved student performance, Zakharov et al. (2014) contends that practice tests may have a diminished, even neutral, impact on students who lack a strong knowledge base. Thus, it could be argued that while it may be helpful to scatter singular practice questions throughout the course, it is preferable to administer whole practice exams once units of study have been completed.

Leinhardt, G, Cuadros, J & Yaron, D 2007, ‘One Firm Spot: The Role of Homework as Lever in Acquiring Conceptual and Performance Competence in College Chemistry’, Journal of Chemical Education, vol. 84, no. 6, p. 1047.

Recommendations

Zakharov, A, Carnoy, M & Loyalka, P 2014, ‘Which teaching practices improve student performance on high-stakes exams? Evidence from Russia’, International Journal of Educational Development, vol. 36, pp. 13-21.

1. Note-taking must be student-led and incorporate the philosophy of ‘active learning’. 2. Student ‘note-making’ is aided by the use of annotated diagrams and schematics for complex concepts. 3. It is effective to intersperse individual practice exam questions throughout the ‘knowledge acquisition’ stage of learning. 4. Whole practice exams are more likely to improve students’ final examination performance when used following the conclusion of course content delivery.

Mirabelli, T 2009, ‘Pedagogy, peer tutoring and the at risk student’, Widening Participation and Lifelong Learning, vol. 11, no. 3, pp. 13-19. Rind, IA & Mari, MA 2019, ‘Analysing the impact of external examination on teaching and learning of English at the secondary level education’ Cogent Education, vol. 6, no. 1, pp. 1-14. Stencel, JE 2001, ‘Note-taking techniques in the science classroom’, Journal of College Science Teaching, vol. 30, no. 6, pp. 403-405.

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Lesa Fowler Head of Boarding

PREPARING

Year 10 Boarding Students for their LEADERSHIP JOURNEY Adolescence is a time of great opportunity, learning and discovery. Every child has the capacity for resilience, the ability to thrive in the face of adversity (Damon 2004) and the ability to lead; it is up to us as adults to provide more opportunities for them to experience personal growth. As the girls learn about leadership, it is most important for adults to role model and partner with them, facilitating the opportunity to learn both what they want and do not want to be (Ricketts & Rudd 2002). Therefore, by providing the girls with examples of different leadership styles, and opportunities to develop their skills and grow, they will be better prepared to become leaders in the future. Developing skills in leadership is a process. Therefore, the St Margaret's boarding house has developed a leadership program for Year 10 boarders that will commence in Semester 2, Year 10, and run through to the end of Semester 1, Year 11. The leadership program has a highly intentional focus on student learning and is outcome based. In encouraging the Year 10 girls to be involved, discussions need to be held

regarding the misconceptions they have about leaders. A large part of these misunderstandings arises from false pretences about what kind of students become leaders. Some will be reluctant, doubt their abilities, or not want the responsibility, while others may have put minimal thought into leadership and what it means. The program therefore needs to be focused on building the girlsâ&#x20AC;&#x2122; leadership skills and them recognising their potential to lead. It is important to create an understanding that, just like intelligence, leadership is a characteristic which can be built and developed and not simply something some students are born with and others are not (Fertman & Long 1990). Leadership development needs to foster a culture of empowerment and development in the boarding house. Within the boarding house, the leadership framework is focused on each individual and is built on the girls owning their leadership journey. The framework starts by asking three main questions:

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1. What are your values/strengths and how do they guide you as a leader? This requires the girls to focus on themselves and what they see as important in a leader. Individual development is a reflective and connected process of understanding who one is in the world. Through self appraisal and interaction with others, the girls will become more socially and emotionally aware. 2. How will your actions positively contribute to the lives of your peers? This requires the girls to focus their attention on others, an integral part of collegial leadership comprised of compassion and self-awareness. Community involvement enables the girls to develop skills integral to respectful interpersonal relationships and a sense of belonging through the modelling of integrity, honesty, fairness and inclusivity. 3. How could you enhance the quality of the boarding house and the community at large? Social justice is a key component, for the girls will demonstrate care through the development of cultural competence, an exploration of personal identity, and a willingness to understand and respect other experiences. This is designed to empower the girls to connect with a sense of loyalty to both the boarding house and the school. It is hoped that this will develop a deeper sense of belonging and connection amongst the community. In order to provide the best opportunity for the development of student leaders, adult engagement and partnership will play a critical role in nurturing the progress of the girls’ leadership skills. There needs to be an openness which will allow the girls a degree of autonomy while still retaining support. To gain exposure to different leadership styles, they will be rostered with different housemothers to watch, observe and connect with the girls in younger years. Adult encouragement is vital to a success of this program; staff must be willing to participate and provide feedback – both positive and negative. Girls need to watch and learn how successful different leaderships styles are, which will aide them in developing their own sense of what type of leader they want to be.

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Being a leader can often be a challenging and sometimes unpopular job, particularly in a boarding situation where you live together. Being aware of your strengths and having the courage to deploy self-compassion may help students maintain resilience in the face of challenges and to be kind to themselves when mistakes occur. Displaying self-compassion can be particularly challenging in adolescence. During this time, the brain is programmed to be more self-centred and attuned to the thoughts and acceptance of others. Adolescents often lack an understanding of common humanity and fall into the ‘personal fable’, believing their problems are unique, and unable to be understood (Lapsley, FitzGerald, Rice & Jackson 1989). Adolescents also put themselves through personal and peer scrutiny, believing they are always being watched and evaluated. We must therefore develop their capabilities in dealing with peer influence and direct them towards strengths in the area of teamwork.

Leadership training will focus deeply on developing connections and how this can positively influence their leadership, a particularly important asset in the boarding environment. Strong interpersonal relations have been shown to influence not just wellbeing, but motivation, engagement, and achievement in students (Martin & Dowson 2009). This relationship-based training will enable them to establish a tone of care and support for the school year. Building connections can protect young people from loneliness while creating opportunities for them to feel valued, which in turn builds a sense of self-worth and self-esteem. Time will be spent focusing on how we develop positive relationships with all girls at all different ages, and discussions will entail the importance of involving every individual. We are blessed to have a diverse student body in the boarding house, and part of the leadership program will focus on understanding different cultural backgrounds. Questioning their own biases and talking about this is integral to the development of leadership skills. Living with a variety of cultures, backgrounds and upbringings requires an open mind and an appreciation of diverse perspectives. Leaders must be able to identify any prejudice they may have and look for ways to develop a more open-minded view of all students. This can be one of the most difficult skills for the girls to acquire, as it often questions their personal values. Cultural diversity activities will form a large part of the leadership program and will help them to develop a more global view and understanding of the world. The leadership program in the boarding house will be very focused and require a commitment from the girls to be involved over a period of one year. At the end of this time they will be prepared not only to take on leadership roles within the boarding house but also within the whole school. References Damon, W 2004, ‘What is positive youth development?’ The Annals of the American Academy of Political and Social Science, vol. 591, no. 1, pp. 13-24. Fertman, CI & Long, JA 1990, ‘All students are leaders’, The School Counsellor, vol. 37, no. 5, pp. 391 – 396. Lapsley, DK, Fitzgerald, DP, Rice, KG & Jackson, S,1989, ‘SeparationIndividuation and the “New Look” at the Imaginary Audience and Personal Fable: A Test of an Integrative Model’, Journal of Adolescent Research, vol. 4, no. 4, pp. 483-505. Martin, AJ & Dowson, M 2009, ‘Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice’, Review of Educational Research, vol. 79, no. 1, pp. 327-365. Ricketts, JC & Rudd, RD 2002, ‘A Comprehensive Leadership Education Model to Train, Teach and Develop Leadership in Youth’, Journal of Career and Technical Education, vol. 19, no. 1, pp. 7-17.

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Karen Gorrie Deputy Principal

LEARNING TO BE ADAPTIVE SUNATA

Becoming a middle leader in a school (in the St Margaret’s context) or organisation can be a pivotal moment on a person’s leadership journey. Sometimes people can find themselves catapulted into that position through ‘no fault of their own’ – someone may have vacated the position and they had to fill in the void, or perhaps they have been tapped on the shoulder to take on the position as they have the most knowledge of the area and so there is a natural progression. Other times a middle leader may have reached that position through hard focused work to get there; they have had a desire for leadership and have pursued as many opportunities as they can to move into that position. There are also those people who have been ‘noticed’ as someone who shows leadership potential and so have been offered experiences to enable them to gain valuable skills to make the progression to middle leadership. There are many scenarios that place people in middle leadership in a school.

One of the many reasons a person gains a middle leadership position in a school is due to the technical skills of that position they have been able to demonstrate and become confident in. For curriculum roles in schools it could be a proven knowledge of the curriculum requirements for students within a particular subject or group of subjects, representation on curriculum committees both within school and in the wider educational context, and experience leading curriculum planning and organisation. Pastoral middle leadership roles also come to people who have involved themselves in pastoral roles in the school, put themselves forward for committees that assist in leading students, and undertaken roles in the school that involve coordination of students in extra-curricular areas. Many middle leaders can become part of a holding pattern, looking to move into the next phase of leadership. It is therefore important for middle leaders to remember – the technical skills get them the middle leadership role, adaptive skills project them a towards a senior leadership role.

Emotional Intelligence (EI) as a key attribute for leaders was popularised by American psychologist Daniel Goleman. Goleman identified the elements of self-awareness, selfmanagement, social awareness and social skill as key capabilities of being able to manage ourselves and our relationships effectively (Goleman 2000). Linking these attributes to organisational results, Goleman suggested that a leader who is able to understand themselves as well as their staff’s emotional makeup is more able to motivate people to accomplish the vision and goals of the organisation (Goleman 1998). Effective leadership styles have been debated for some time. Many qualities of successful leaders have been attributed to success, but honing in on a particular style of leadership that is the best for gaining successful outcomes is often disputed. Research conducted by Hay Mcber, based on Goleman’s emotional intelligence (Goleman 2000), found six distinct leadership styles: • Coercive—demands immediate compliance • Authoritative—mobilises people toward a vision • Affiliative—creates emotional bonds and harmony • Democratic—builds consensus through participation • Pacesetting—expects excellence and self-direction • Coaching—develops people for the future Many more recent studies now suggest that leaders need more than one style of leadership, in order to recognise that the people they lead are different, have different needs, and respond to different attributes of leaders. Also, projects, change and strategic directions leaders are tasked with leading often require different leadership styles to be able to enjoy success. Goleman suggests those leaders who are the most successful in achieving a climate of excellent leadership have mastered four or more of these styles, with authoritative, democratic, affiliative and coaching styles being the most effective. Adaptability is the key, along with an ability to be fluid in this adaptability by being open and sensitive to the impact they are having on their teams and adjusting their style where required (Goleman 2000).

An affiliative style of leadership helps to create harmony which in turn strives to develop to a sense of loyalty between leaders and their staff. The emphasis is on building relationships, in turn building trust, as affiliative leaders tend to allow their staff some freedom in undertaking tasks in a way they think is most effective (Goleman 2000). Likewise, a democratic leader builds trust through letting their staff have some autonomy in deciding how to achieve their goals, in turn driving flexibility and responsibility. A democratic leader listens well and learns how to deal with people and situations that keep their team’s morale high (Goleman 2000). For all leaders in schools, learning adaptive skills in leadership can be extremely beneficial as they learn the best way to ensure the goals and the vision of their school are realised with the teams they work with. Schools are about people. Adaptive leadership truly aligns with the idea of people being the focus, with emotional intelligence being at the centre of this theory that leadership styles need to adjust to situations and with staff who are supported by the leader. Being flexible and agile to changing these styles will certainly stand leaders and those on their leadership trajectory in good stead. References Goleman, D 1998, ‘What Makes a Leader? IQ And Technical Skills Are Important, But Emotional Intelligence Is the Sine Qua Non of Leadership’, Harvard Business Review, Nov-Dec, pp. 93-102, viewed 7 May 2020, http://www.leaderschool.be/uploads/2/5/8/1/25819018/ eq_what_makes_a_leader.pdf. Goleman, D 2000, ‘Leadership That Gets Results’, Harvard Business Review, Mar-April, viewed 1 June 2020, https://hbr.org/2000/03/ leadership-that-gets-results

An authoritative leader is a change catalyst. They build trust with all by articulating the goals and vision and defining standards. They are good at walking alongside people and giving their staff plenty of leeway to devise their own means (Goleman 2000). Similarly, a leader who demonstrates a

Another situation where a middle leader might need to adapt their leadership style is when they could be new to a role or there are new members of their team and they will need to build team harmony. In this instance, using affiliative and democratic styles of leadership would benefit them.

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So how does this relate to middle leaders and their movement to senior leadership positions? One of the best ways to demonstrate adaptive leadership skills is for middle leaders to apply these skills in their current role. In particular, middle leaders often need to lead change within their areas. The best two styles of leadership to do this are authoritative and coaching styles of leadership.

coaching style also works closely with others to fulfil the goals and vision; they assist with developing plans and give plenty of instruction and constructive feedback (Goleman 2000).

George Higgins Secondary Teacher

Lessons from exchange about teaching and learning for ATAR success

It was the best of education systems, it was the worst of education systems. The current paradigm shift in Queensland education is the most significant in 28 years. To retire a senior curriculum as old as I am means an entire generation of teachers have lost their professional experience teaching senior curriculums only acquired through tenure. Preparing and upskilling for the new ATAR system have become the most meaningful professional development experiences Queensland teachers can complete. Moreover, those with experience teaching and learning interstate where the ATAR system is well established are a valued resource in this new educational landscape to provide precious insight into pedagogical practice, approach to curriculum and pastoral responsibilities. As such, the chance to immerse myself in a school culture similar to St Margaret’s interstate where the ATAR system is in full swing was an enticing opportunity.

young women while preparing them to be ready for the future.

St Hilda’s Anglican School for Girls

The coveted reputation of St Hilda’s academic program began to shine as I immersed myself in the teaching and learning program of the school. Each lesson had classroom activities and exercises focused on developing their students into diligent, curious and forward-thinking individuals. I am grateful for the opportunity to see some amazing educators in action, committed to the continual improvement of their craft.

I applied for the St Margaret’s interstate teaching exchange and received a placement to St Hilda’s Anglican School for Girls in the picturesque Perth suburb of Mosman Park. Founded over 100 years ago in the Anglican tradition, St Hilda’s has come to define a strong education for girls in Western Australia. With over 1200 students including 150 boarders, St Hilda’s boasts one of the most enviable academic records in the state with a rich extracurricular and sporting program too. With this in mind, I was energised by the opportunity to surround myself with inspiring educators who embrace the ethos of St Hilda’s to prepare each student to be 'future-ready' in an ever-changing world.

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I arrived at St Hilda’s on a quiet Sunday and had a chance to explore the surrounds of Mosman Park with Kathryn Paul, Dean of Staff. A short walk from Cottesloe Beach, the school sits on the western side of the city between the Swan River and the vast Indian Ocean. The campus consists of timeless sandstone structures set among modern buildings to physically embody the ethos of St Hilda’s; a rich tradition of educating

The school leadership and amazing staff at St Hilda’s welcomed me warmly as I settled into the week. I am very fortunate for the conversations and time spent with the teachers, support staff and educational leaders of the school who offered up their time to have a chat over a coffee or discuss my professional growth and ambitions. Additionally, the hospitality and accommodation provided by Kathryn and her staff was amazing the entire week. Each meal I ate in the boarding house and managed to speak with many students and staff from across Western Australia and the globe. It was during these times that the parallels between St Hilda’s and St Margaret’s were most apparent as I found myself in somewhat familiar company on the other side of Australia.

• Booklets

• Retrieval practices

Teaching and learning at St Hilda’s

Of all the experiences on exchange, it was the ATAR Maths and Physics lessons I attended that left the most enduring imprint. Seeing ATAR lessons in action while at St Hilda’s broadened my understanding of how great a shift in pedagogical practice is needed to deliver successful lessons back in Queensland. The two key themes across all faculties were consistency and accountability. Consistent delivery of the syllabus objectives across every class and accountability that all content is covered by the teachers and students. I have detailed below the key practices I discovered while observing the senior subjects at St Hilda’s, as well as those I have implemented in my own pedagogy as a result.

Every senior science and mathematics subject used a booklet or OneNote as the guiding document for their students. They are the axis mundi for teachers and students in preparation for the external exams. Every objective of every topic, every learning intention and activity, every practical and video are available to students whenever they need it. It should be noted, however, that great resources can enhance great teaching, but can’t make poor teaching better. The teacher is still required to deliver the quality content and thus professional development doesn’t end with a great resource like a booklet. Constant retrieval practices are incredibly important to the development of memory and recall. Some ATAR subjects require students to recall content learnt a year ago for their external exams. Consequently, regular formative assessment that not only cover recent content but lessons from earlier in the course too is a necessity for the development of a robust knowledge of the content.

• Practice exam questions

Regular exposure to past exam questions one or two at a time while putting students under time pressure is an excellent pedagogical tool. Just like the way we used to prepare students for the QCS test, a simple starter at the beginning of the lesson is to give students a question from a past paper and time them. In addition, getting them to mark their response afterwards provides an excellent insight for students about mark schemes and how questions are constructed.

• Tracking progress

Accountability and consistency reign supreme, so tracking student progress and syllabus objectives as content is covered has become a

necessity of teaching in an ATAR system. A simple approach I have adopted is to use Microsoft Excel to build tracking spreadsheets. By tracking how well my students do for individual questions on formative quizzes that are based on certain syllabus objectives, I can hand them a spreadsheet at the end of Unit 4 showing them the trends in their learning and progress over the course. It also indicates the content they need to revisit to plug any gaps in their understanding. • Tutorials

At St Hilda’s, once a week for an hour or so after school, teachers from across all subjects offer up their time to come together in a large classroom (or classrooms) to help students with their learning. This school-wide coming together allows students to get help with all their subjects at the same time. This approach to supporting students through their senior years goes a long way towards success in their final exams but also towards the development of a strong culture of academic diligence and excellence. Consequently, offering tutorials or drop in times is a strong recommendation for staff to introduce for their students to succeed in an ATAR system.

Other teaching and learning observations

• Junior mathematics classes are streamed with top enrichment classes taking on a more challenging set of topics not in the regular curriculum advised for that age level. Students in these classes also participate in extra-curricular subject competitions like the Australian Mathematics Competition (AMC). • Science classes rotate between teachers as they progress throughout the year. For example, a physics teacher will teach the same physics topic to all classes in Year 10. This allows students to have an experienced and specialised teacher for that topic who can explore concepts to greater depths than another teacher whose speciality isn’t that topic could. Students like it because they know they have a specialty teacher and teachers enjoy it because it is their subject area. • There is a wide variety of senior subjects on offer. Sciences such as Psychology and Human Biology (different from regular Biology) were very interesting subjects I attended and popular with the students. I particularly enjoyed the practical I observed in Psychology about the

• The school is not one-to-one with technology, so students do not have access to devices or laptops during their lessons unless they are given to them by the teacher from a class set. I observed that students were more engaged with their lessons without the distraction of a device, however, teaching certain concepts and techniques was a limitation. Reflections Having only been teaching a few years, my week at St Hilda’s offered a valuable insight into different ways of approaching education. It was particularly significant to observe a school with a rich history and culture similar to our own not only succeed in an ATAR system but thrive in it. At the end of my week I felt reenergised about the challenges ahead regarding the development of a strong ATAR program at St Margaret’s, and also very grateful for the opportunity to immerse myself in a school like St Hilda’s and meet some amazing educators. Heading into the exchange, my focus was on curriculum, but I highly recommend the interstate exchanges offered by St Margaret’s to anyone wishing to gain experience at some amazing schools across Australia. I would like to thank the St Margaret’s Senior Leadership Team for supporting me during this experience and all the amazing staff at St Hilda’s for accommodating me.

• Teachers do not teach across curriculums (i.e. maths teachers could not teach science, English teachers could not teach humanities

• Year 12 students have access to a common room where they can spend their time between lessons and during breaks socialising or catching up on some study away from the rest of the school. This provides seniors with a space to call their own in the heart of the campus which I was assured becomes a hive of activity come the external assessments.

• The use of Microsoft Teams sitting above other Office programs such as OneNote to organise classes and content was an excellent use of this resource. Storing files digitally on Teams allows students to access files and video content that cannot be stored on OneNote.

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During my week at St Hilda’s, I also observed some other differences in teaching and learning that I thought would be worth mentioning.

etc). This allows teachers to specialise in certain subject areas but limits their teaching practice and professional development.

development of the brain. In other faculties, subjects like Business Management and Enterprise, Media Production and Analysis, Philosophy and Ethics, and Politics and Law offer students the chance to excel in niche subjects catered more to their interests; a luxury afforded to schools in a well-established ATAR system.

PLANNING an ANNIVERSARY

Celebration

Wendy Johnston Director of Marketing and Communications

This is a story about the celebrations we planned to have (and how we planned them); however, much like weddings in the time of Coronavirus, our celebrations have been duly diminished in size or have disappeared entirely from the calendar. Nevertheless, it is still an exciting time in the life of the school to look back at all that has been achieved and pause to celebrate those who have made it what it is – from its founders, to the teachers, parents and students who have passed through the school’s gates – how they have added to its rich fabric and how our past students in particular are living their lives after a St Margaret’s education. One of the first and earliest considerations we had to make was to whether to commit to a 125-year anniversary book, what form that book should take and who should write it. We gathered up a considerable sample of recent school history books which examined the past through many different lenses – from a predominance of historical facts, to celebrations of people, to a blend of both. Some were very text heavy, others more like coffee table books. Their production expense would have varied widely. The challenge was how to tell our story, appropriately, without spending an inappropriate amount of money, but ensure it was worthy of the 125-year milestone as well as being readable and not relegated to a tomb of dusty history volumes. It also had to be achieved in timeframe we had given ourselves – not ungenerous, but the economics and time constraints of offshore printing meant we had little luxury to ponder the matter for too long. The key was in the word itself: ‘story’. The stroke of brilliance came from the Principal Ros Curtis when she put forward her suggestion for our storyteller – prominent journalist and writer Madonna King – and the rest, as they say, was history – our history, told in an engaging and highly readable fashion. We chose UQP as our publishers – not just for a commercially appropriate considerations, but as well-respected Queensland publishers we believed it would add weight to our very worthwhile story and our meetings with them had been considerate and respectful of our thoughts and wishes while bringing the benefit of their vast experience to the table.

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Madonna was given access to a wide variety of people to interview and historic publications to view. Our archivist Bronwyn Perry was key to giving Madonna a window into the school’s history. The editor, Joanne Holliman, worked well with Ros, Bronwyn and I in choosing photographs, debating grammar, and selecting quotes and captions. The manuscript was pored over about six or seven times each by us all before the print button was finally hit.

In the meantime, we had earnestly begun to plan how we could celebrate 2020. Much like the book, our focus was on getting the right balance. 125 years is a significant celebration but it’s not a centenary or sesquicentennial. Schools are busy places with already crammed calendars; how much more celebrating can a community commit to we asked? We formed a committee that crossed over our major stakeholder groups, including the primary and secondary schools, Parents and Friends’ Association, current and past staff, and Old Girls’ Association (OGA). With invaluable assistance from Media Officer Pru Reed, who has a wealth of events experience, we listed the events we hold annually and possible additional 125-year celebrations. Our preference was to have only a few additional events and flavour, where appropriate, the usual annual events with a 125-year celebratory theme; in fact, leverage the celebrations to maximise engagement over this time, trusting that sentimentality may prompt a few more people to reconnect with the school. The other consideration was how to brand and market the occasion. Our graphic designer, Pam Smiles, produced a suite of logos from which to choose and we also produced a small selection of branded merchandise. Again, the theme here was all about balance. We thought it inappropriate to aim for higher-end merchandise, instead selecting moderately priced items that would be accessible to all should they choose to purchase a memento. The final selections were a 125-year badge, teddy bear, boxed stemless wine glasses and mugs, a set of four coasters with historical images, a tie, and of course the book – the most expensive item at $55 each. We ordered modestly as well, not wanting to be left hawking 125-year souvenirs when we are 127 years old!

We also elected to construct a microsite to promote the celebrations, sell the merchandise, have a dedicated historic gallery of images and also as a vehicle for our Notables project. In 2014, the OGA launched the project with the first 25 notables. The school took up the challenge with the ambition of naming 125 notables by the end of the 125-year celebrations. Halfway through the year and we are on track to have the 125 notable profiles on the website by the end of August. Again, Pru Reed’s work compiling the profiles must be acknowledged here. The criterion was straightforward: Old Girls who have had great success in their lives and careers and are inspirational role models to the current generation of St Margaret’s students and wider community. We also wanted to ensure that their success was by the standards of the era in which they lived. The next consideration is whether these profiles remain just on the website or we find some appropriate space in the school to frame each notables story as ongoing inspiration to the student body.

The six months prior to 2020 were busily spent designing and populating the website, sourcing quotes and suppliers for the badges and merchandise, planning the book launch for late November and our first events for 2020: a cathedral service and the Women’s Lunch (an amplified Mothers’ Lunch, organised by the P&F Association). The microsite was launched in October 2019 and merchandise from various suppliers started to arrive. We designed and produced special cards and stationery to use throughout the anniversary year and set about inviting our first additional notables. The day the books arrived was very exciting. We managed to unload them in between showers to Community House – the only place in the school capable of storing the 2000 books (1000 of which we hoped to sell throughout the heightened 2020 celebrations – that curve has been well and truly been flattened for now!).

The opening of our sports precinct – the redevelopment of one third of our campus – was going to be much cause for celebration, including a sandshoe ball and grand opening, made all the more special by falling within our 125th year. For the moment, our celebrations will be the fact we are soon able to inhabit this magnificent precinct and our students will reap all the wonderful benefits it will bring. While our best laid plans for our 125th anniversary have gone astray and that’s unfortunate, this year there have been far more important matters to consider. Most importantly, our community, as they have throughout our history, have met this latest challenge with outstanding dedication to the school’s core purpose – the education of our girls. The coronavirus pandemic has given us cause to reflect on how the school has dealt with other challenges throughout its 125year history, including pandemics, world wars and the Great Depression. St Margaret’s has endured through all these when others have not. That alone is something worth celebrating.

The dawning of our anniversary coincided with murmurs of a new worrisome virus. We were fortunate to be able to hold the cathedral service, where our badges were blessed by the Archbishop, and the Women’s Lunch just scraped in before

As we write this article there appears to be light at the end of the tunnel and we will be able to resurrect some of our celebrations. Reunions have been slightly reimagined and rescheduled to September and the MAYO Festival postponed to October can hopefully proceed.

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The book launch in November was a lovely evening. Madonna King spoke most affectionately about the stories she had uncovered through the process of writing the book and generously stayed on to sign books. Attendees – a good mix of current and past parents and staff and Old Girls – were all very excited to be amongst the first to receive their copies. It was a simple event of drinks and canapes and speeches by Madonna, Ros Curtis and President of the Old Girls’ Association Nicole Devlin, but the atmosphere was quite joyous and for a weeknight people stayed long after we expected them to have headed home.

large gatherings were scrapped. Our focus turned to online learning and our community celebrations were cancelled week upon week as the advice against large gatherings was extended. Plans for little wish list items like a small 125-year commemorative garden were also cancelled, preferring instead to save funds to assist our families, some of whom we knew would need some level of assistance due to the impact of the coronavirus.

Phoebe Mawer Secondary Teacher

I AM KAYLA. I AM EMMA:

Experiencing Emma Willard through the eyes of a student In December 2019, I was afforded the opportunity through the Amanda Minotti Teaching Fellowship exchange program to attend the Emma Willard School, located in Troy, Upstate New York. This program provided me with the opportunity to immerse myself in a different education system, to exchange ideas and knowledge with teachers, and broaden my personal experience by working and living in a different community and culture. This experience also required me to switch my Summer wardrobe for snow boots and a ski jacket. Born and raised in Cairns, I was grossly unprepared for the minus 14-degree temperatures and record snowfall! Before departing St Margaret's, I listened to a presentation given by the Heads of Year following their experiences after becoming a student for the day. The Heads of Year committed to becoming a student for one full school day, attending classes, battling the Avoca lockers at peak transition times, and even went as far as eating lunch with their student cohort. I was inspired by this idea and thought what better way to experience a school’s community, culture and practices than through the eyes of an Emma girl. I first met Kayla, a sophomore (Grade 10 equivalent) at Emma Willard, during my first week. Below is a diary of a day in the life of Kayla, which I think perfectly encapsulates life at Emma: Before School

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Kayla, along with many other faculty family members, lives on campus in a house provided by the school. Today, Kayla’s walk to school involves traipsing along a snow ploughed path surrounded by deer. Kayla arrives to Kella’s Hall (the dining hall) where all staff and students (day girls included) are encouraged to eat all meals together as a community. Today’s breakfast menu includes a do-it-yourself waffle station, a variety of fresh bagels, eggs, bacon, omelettes, fresh fruit and every cereal you could imagine, not to mention unlimited chocolate and strawberry milk!

8.20 am: Pre-calculous with Mr Allan Berry Our first lesson of the day is pre-calculous mathematics; affectionately known to the students as pre-calc. As the students introduce themselves, I quickly notice that, similarly to St Margaret's, Emma is a culturally diverse school with students from all corners of the world. The Emma community includes students from over 30 countries with a myriad of ethnic, cultural and religious backgrounds. Like St Margaret’s, this social and cultural richness provides a platform for curiosity and additional opportunities for emotional and intellectual growth for all students. It is immediately evident that Emma is committed to building a community that values and celebrates differences and fosters mutual respect. I also notice that the class is made up of students from sophomore, junior and senior students (Years 10, 11 and 12 respectively). Students have the freedom to choose their subjects based on interest and aspirations for college, and aren’t limited to subject offerings within the grade. Mr Allan Berry announces that students will be receiving their test results back today and Kayla nervously awaits the results. She is delighted to see a test result of 98 per cent. This is common for Kayla. She typically receives 100 per cent; quite an achievement for a sophomore in pre-calc. I am quickly thrust back into my schooling days as we start working through probability problems. I will admit statistics was my least favourite mathematical topic. I feel uneasy and hope that Mr Berry doesn’t call on me for an answer. Luckily, I have Kayla next to me talking me through the problems and explaining how she arrives at her answers. Thankfully, Mr Berry only directs his questions towards his students. This prompts me to consider how my students must feel at times. I am reminded of the importance of fostering confidence within our girls and building a classroom culture where success is not measured by getting things right, but rather by having a go. I am inspired by Kayla as she is the first to raise her hand to answer questions. She is not deterred by the fact that there are older students in the class, or by potentially getting the answer incorrect. 9:15 am: Class Meeting

Class Meeting is the equivalent of a year level meeting. All sophomores come together for important year level notices. The main agenda item today is a presentation by

Mr Kent Jones, the college counsellor. Mr Jones' presentation marks the beginning of the intense college application process. Even though college is still three years away for these students, it is something many are already considering. With Emma students typically applying to the most prestigious Ivy League colleges in America, this is not a process they take lightly.

We as teachers tend to talk more than we need to at times and often our questioning methods aren’t framed in a way that promotes free discussion. Since returning to St Margaret’s in 2020, I have tried to integrate elements of the Harkness method into my teaching practice by allowing students to lead at times, interjecting, if necessary, to guide the discussion.

Before attending Emma and experiencing the United States education system firsthand, I had always thought that the American college system was exaggerated in movies and television shows. I quickly learn that Hollywood’s portrayal of the rigorous and highly selective college process is rather accurate. The pressure to perform is significant. Through conversations with Emma students and faculty members, I learn that there are considerable expectations to consistently achieve at a high level with respect to grades. In order to boost their academic transcript and improve their chances of college admission, some students take multiple advanced placement classes (which are assessed through rigorous external exams). During my time at Emma, I would listen to stories of students trying to juggle a heavy homework load and multiple extracurricular activities, all while trying to manage the inevitable social and emotional challenges that come with adolescence.

11:00 am: English with Ms Boyajian

Many experts have speculated that the American high school system is the cause of the increasing mental health challenges in today's students. The most recent national research (Merikangas et al. 2010) indicates that 30 per cent of American adolescents between the ages of 13 and 17 met the criteria for an anxiety disorder, compared to 7 per cent of Australian adolescents in a similar age range (Department of Health 2015). 10:00 am: Middle Eastern History with Ms Carol Bendall

Ms Boyajian then sparks a discussion regarding the assigned English novel Jane Eyre. It is no surprise that Kayla has read the entire novel twice and well ahead of schedule, which demonstrates how intrinsically motivated Emma students are. 12:00 pm: Lunch at the Emma Dining Hall All students (both day and boarding), as well as all faculty and support staff members have congregated at the dining hall to enjoy a meal together. The dining hall is a bustling place at mealtimes. Today, Kayla has a meeting with her Academic Advisor, Mrs Kathy Mrsoksa. Over lunch, Kayla engages with Mrs Mrsoksa in a conversation about how she is managing her time, her study priorities leading into exams and her plans for the Christmas vacation. Observing this exchange between advisor and advisee prompts me to reflect on the value of the St Margaret’s Academic Advising Program. I feel privileged to have walked along side my academic advisees for almost three years now and have witnessed the significant impact the program has had on academic and pastoral outcomes. 1:15 pm: Chinese with Mr Sundene

Mr Sundene's classroom is like being transported to another world. Mr Sundene and students converse entirely in Chinese. Although I don’t understand a word of Chinese, Mr Sundene's energy and pedagogy allows me to follow along with the lesson.

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Today, Ms Carol Bendall facilitates a Harkness discussion about a Turkish film the class have recently watched. The Harkness method is a simple concept: imagine 10 students and one teacher sitting around an oval table and discussing the subject at hand (Williams 2014). What happens at the table, however, is, as Harkness intended, a revolution. As I sit and observe the lesson, I witness the students explore ideas, developing the courage to speak, the compassion to listen and the empathy to understand. With minimal intervention, Ms Bendall sparks a robust debate about the social injustice of Turkish law. Emma students are well-informed and able to support their arguments with evidence from readings and real-world examples. At Emma, Harkness is not a pedagogy, it’s a way of life. To see this in action was one of the most valuable professional development opportunities I have experienced to date.

As I enter the classroom, an image is projected onto the screen. Kayla instructs that we have five minutes to write freely using the image as a prompt. Students busily write for the entire time and I sense that this is a favourite starter activity amongst the girls. Even when Ms Boyajian commands that time is up, students are eagerly finishing their sentences. When Lemov (2010) wrote of the importance of Strong Starts, I imagine this is what he had in mind. Ms Boyajian’s strong start was purposeful, impactful and clearly demonstrated how to effectively use the time between students entering the classroom and the main lesson beginning. This activity was relevant, specific to the class’s learning intention and allowed students to engage meaningfully in academic work from the moment they walked into the classroom.

2:00 pm: Cluett House Meeting Kayla is a member of Cluett House, a representative body of students that have made a strong commitment to educating themselves and making choices that have only positive impacts on local and global communities. As a Cluett participant, Kayla engages with an array of philanthropic topics, including service, social justice, diversity, equity, activism and advocacy, human rights and global citizenship. As I witnessed the girls grapple with these issues and question how they could proactively make change, I couldn’t help but feel a sense of pride as I’ve observed similar conversations from our own St Margaret’s girls. These conversations and tackling the ‘hard’ issues highlight the importance of service-learning programs and providing a learning environment that allows students to develop a holistic worldview and be empowered to make change. 3:30 pm: Decorating the Christmas Tree A shadow casts over me as I enter Lyon-Remington Hall. There, in the middle of the 200-year-old historic assembly hall, a seven-meter-high Christmas tree takes pride of place. Tradition has it that each year the sophomores are tasked with creating handmade decorations and placing them on the tree. Kayla and her friends have been looking forward to this all year. For them, it signifies the beginning of the holiday season and a chance to reflect on the year that has been. 6.00 pm: Dinner at the Shah Residence

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A typical school night dinner would usually take place in the communal dining hall at Emma. However, tonight is special. I have been invited to Kayla’s family residence for a traditional American winter meal; a generous bowl of homemade clam chowder and warm chocolate chip cookies. As we feast, I look around and take in the setting. Christmas lights are strewn across the living room, the snow is falling outside, and the smell of a real Christmas tree perfumes the room. It looks like a scene from a Christmas movie and I have to pinch myself. This is worlds away from my typical Australian Christmas. For me, Christmas is spent on the Great Barrier Reef, where my dad hunts for our lunch, spearing a fresh coral trout and cooking it on the gas cooker on a remote coral sand cay. The stark contrast of these two worlds fills my heart with gratitude and mind with wonder.

Spending the day with Kayla was a truly rewarding opportunity. Through this experience, I was able to see Emma through the eyes of a student and get a refreshing view of what it means to be a student in today’s world. My time at Emma Willard school was truly an incredible and unique experience. I was welcomed with open arms and the kindness, hospitality and warmth that permeated throughout the school was second to none. The respect amongst the whole school body is a testament to an institution that has cultivated a place of belonging and community. At St Margaret’s we refer to the students as ‘our girls’ and staff at Emma affectionately do the same. While different school systems, different hobbies and different weather conditions may set our girls apart, the biggest thing I learnt during my time at Emma is that our girls actually aren’t that different. Our girls have a lot to carry and juggle, both physically and figuratively speaking. With the support of exceptional teachers, support staff, parents and friends, it makes the load much lighter. Our girls are developing the knowledge, skills and dispositions for success in future education, work and life. Our girls are being prepared to become lifelong learners, confident and resilient individuals and responsible change makers. I was reminded that our girls’ passion, drive and tenacity should not be underestimated. Emma Willard, like St Margaret's, is a place where girls are encouraged to pursue positions of leadership, be empowered and become confident, compassionate and capable members of the community. Emma Willard, like St Margaret’s, is a place where the whole girl is supported and nurtured. Working with young women from different corners of the world, I am optimistic about the future our young citizens will shape. We are in good hands. References Department of Health 2015, The Mental Health of Children and Adolescents. Report on the second Australian Child and Adolescent Survey of Mental Health and Wellbeing, viewed 20 April 2020, https://www1.health.gov.au/internet/main/publishing.nsf/ Content/9DA8CA21306FE6EDCA257E2700016945/%24File/ child2.pdf Lemov, D 2010, Teach like a champion: 49 techniques that put students on the path to college, Jossey-Bass Inc Publishing, San Francisco, CA. Merikangas K, He J & Burstein M 2010, ‘Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication – Adolescent Supplement (NCS-A)’, Journal of the American Academy of Child and Adolescent Psychiatry, vol. 49, no.10, pp. 980-89. Williams, G 2014, ‘Harkness Learning: Principles of a Radical American Pedagogy’, Journal of Pedagogic Development, vol. 4, no. 3, pp. 58-67.

HOW WAS THE LUNCH? - In Search of Perfect Professional Development

Teacher quality is a vastly complex issue to analyse, and judgements about the effectiveness of teachers is hard to measure. Some evaluation models may focus on an examination of student outcomes through assessment data, whereas others may assess teachers’ classroom practices. Whichever method is employed, it is clear to principals, parents and educators that some teachers are able to distinguish themselves through dynamic and evolving practice, where others remain stagnant in their pedagogical approach. One way in which teachers set themselves apart from other teachers is by focusing on becoming expert teachers rather than experienced teachers. This concept is achieved by accessing appropriate professional development opportunities. According to Huber (2011, p. 842), professional development opportunities take the form of one of the following: feedback (self-assessment strategies); courses (internal and external); selfstudy, collegial experience (learning communities); or concrete experiences (simulation or practice). Indeed, most literature suggests that professional learning opportunities in schools provide one of four major functions within a school: enhancing teacher capacity; combating ineffective teaching; enabling change; or creating new policy (Blandford 2000, p. 11). High quality professional development in schools is central to a successful classroom, in that it enables teachers to have a positive impact on not only the students through their learning outcomes, but also on their own self-concept and sense of proficiency as educators. It is unsurprising that research on the impact of professional development in schools suggests that improvements in education almost never take place in the absence of professional development (Gusky 2000). Therefore, the effective implementation of quality professional development is essential to any school’s development. Yet while there is common agreement about the importance of professional development and the core fundamentals which underpin it, such as performativity, reliability and accountability (Day & Sachs 2005), there is much debate within educational literature on how best to effectively implement it across schools.

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As educators, we hold a shared belief in the value of learning, one that extends past the school yard gates. In order to establish a culture that places value on such a mindset, a love of learning must be contagious throughout a school; however, this is not always the case. In past teaching contexts, teachers upon returning from professional development, would not be asked ‘What did you learn?’ or ‘What will you implement as a result of what you learnt?’. They would simply be asked: ‘How was the lunch?’ In other words, professional development was perceived widely by educators as a chance for a free meal – not an opportunity to reflect on and develop their practice.

Tom McCormick Acting Dean of Studies

I think it is fair to say that all teachers have sat through professional development days or courses and left uninspired. From the icebreaker activities and gallery walks to the arms in the air trick to get an audience’s attention, we have all sat there and rolled our eyes when we have been made to move from a table of colleagues to sit with strangers to discuss aspects of pedagogy that we already know. We have all experienced the obligatory post-it notes and butchers paper as methods of reflection, and we have all smirked at the video of the utopian education system somewhere in another country, aware that the vast cultural divide renders such a viewing entirely redundant. Teachers have persevered with professional development presenters who often assume teachers have limited knowledge of the skills seemingly only they have mastered, and those who adopt a patronising tone when explaining an array of extreme examples of poor practice through a series of text heavy PowerPoint slides. Yet, there are also moments in every teacher’s professional journey when they find themselves invigorated by the practical, relevant, and sometimes unexpected moments of clarity that arise during true, innovative professional development opportunities.

Schools invest hundreds of thousands of dollars per year on professional development, yet a large percentage of professional development opportunities have very little impact on the everyday practices of teachers (Bowe & Gore 2017). It is often seen as inconvenient, lacking purpose and ineffective by those involved. This is because there are common mistakes made in and around Australian schools with regards to how professional development budgets are utilised. Most professional development in schools is based on working on a teacher’s development rather than working with teachers on their development (Smith 2017). By creating such a top down approach, teachers lose interest in what it crucial to impacting student learning. Thus, for any form of professional learning to take place, teachers must be volunteers, not convicts to the professional learning opportunities offered (Wiliam 2016). The issue of time is also a factor in any debate on effective professional development within a school. Professional development often functions as an obligatory addition to a teacher’s workload that further diminishes time that could be spent planning and marking. Unfortunately, if a school fails to

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provide teachers with adequate learning and practice time to trial new concepts, then learning will fail in becoming part of the fabric of a school (Gladwell 2012). So, what is the answer? Coordinating a professional development budget is hard; having to stay up to date with the latest trends and research, while remaining attuned to the context of the school, is a challenge. But there are markers of quality professional learning which should be followed. First, professional development opportunities must be selfdirected and personalised (AITSL 2014). If there is more autonomy for teachers to self-select professional development activities that are useful to them and will enrich their competencies, it will reaffirm their professional expertise. It will also highlight areas they need to strengthen and will ultimately lead to an automatic investment from teachers. Sufficient time must be also be given to investing in professional practice, and self-directed opportunities are a good way of allowing learning to take place without the constant fear of running out of time. Second, all professional development offered to teachers must be long lasting. Schools typically place too much emphasis on single day professional development, usually on the last day of a term or year. The problem with single-day courses or conferences is that they limit the ability of educators to reflect on the learning and follow up with new strategies or questions. By adopting more onsite, sustainable and ongoing professional development, the overall school culture for learning will be enhanced (Burns 2013). It is also essential that all professional development models are built around a collaborative and collective approach. Such an approach has a positive effect on lifting not only the practice of one teacher, but several teachers within a school. Further, it professionally empowers teachers and moves education from an isolated profession to one built upon a shared collective. Furthermore, all professional development must remain sensitive to the context of an organisation (Fluckiger, Lovett & Dempster 2014). It should be designed in a way which is targeted at specific career stages and positions and, where possible, be subject specific. By adopting a contextually sensitive approach it will allow teachers to better meet the needs of the students they teach. It also ensures that educational practice and pedagogy remains in line with the school’s mission, strategic plan and values.

Professional learning must be an essential part of strengthening the teaching profession. When done effectively it can support teachers to improve student learning, grow professionally, and ultimately improve schools. References AITSL 2014, Global trends in professional learning and performance & development, Australian Institute for Teaching and School Leadership, viewed 11 January 2020, https://www.aitsl.edu.au/docs/default-source/ default-document-library/horizon_scan_report.pdf Blandford, S 2000, Managing professional development in schools, Routledge, London. Bowe, J & Gore, J 2017, ‘Reassembling teacher professional development: the case for Quality Teaching Rounds’, Teachers and Teaching, vol. 23, no. 3, pp. 352-366. Burns, M 2013, ‘The Future of Professional Learning’, Learning & Leading with Technology, vol. 40, no. 8, pp. 14-18. Day, C & Sachs, J 2005, International Handbook on the Continuing Professional Development of Teachers, Open University Press, England. Fluckiger, B, Lovett, S & Dempster, N 2014, ‘Judging the quality of school leadership learning programmes: an international search’, Professional Development in Education, vol. 40. no. 4, pp. 561-575. Fluckiger, B, Lovett, S & Dempster, N 2014, ‘Judging the quality of school leadership learning programmes: an international search’, Professional Development in Education, vol. 40, no. 4, pp. 561-575. Gladwell, M 2002, The tipping point: How little things can make a big difference, Little, Brown and Company, New York. Guskey, T 2000, Evaluating professional development, Corwin Press, Thousand Oaks, CA. Huber, S 2011, ‘The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes’, Professional Development in Education, vol. 37, no. 5, pp. 837-853. Smith, K 2017, Teachers as Self-directed Learners Active Positioning through Professional Learning (1st ed.), Springer, Singapore. Wiliam, D 2006, ‘Formative Assessment: Getting the Focus Right’ Educational Assessment, vol. 11, no. 3-4, pp. 283-289.

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Finally, all professional development must be informed by quality evidence-based research. There is a tendency to follow the latest trend in education and employ quick fix strategies in order to achieve improvements, often culminating in the offering of a mousepad or notebook with the holy pedagogical mantra printed onto it for good measure. However, in order to meet today’s educational demands and deepen teacher pedagogical skills, high quality research must be utilised and

embedded into all professional development offered within a school. Using a weight of informed research will also assist teachers in staying up to date, current and informed of pedagogical practices and strategies to promote learning. This use of research may take many forms, whether it is teacher’s own professional reading at a self-directed pace or through senior leadership strategies and programs and fed down to teachers.

Lara Pickering Director of Philanthropy and Stakeholder Engagement

Fundraising and engaging your donor community

IN A CRISIS 2020 has been an unsettling year for all. We started the year with bushfires like we’ve never seen before and, by the end of March, the world was in the hold of the COVID-19 pandemic. So, what does this all mean for fundraising and community engagement, and what are some of the things we can do to ensure we retain relationships and our reputation for being a cause worth supporting? 1. Reframe your donor strategy Schools have a complex task to navigate during difficult times. They need to demonstrate they are strong, caring, resilient institutions. Although they are being financially tested, they need to demonstrate that they are still viable, making them good choices for education (McDiarmid 2020). While all of these messages are being communicated, they also need to demonstrate they are a legitimate destination for philanthropic investment.

Some families within our school community have had their employment or businesses affected by COVID-19, resulting in financial difficulty. These things can and will have an impact on their daughters being able to continue their education at St Margaret’s. Therefore, asking those in our community who can help contribute to bursaries for affected families is an excellent example of how we can keep the habit of giving alive in a meaningful way throughout this time. 2. Donor relations is key As COVID-19 sees many of us slowing down and taking stock, our concerns are on our fundamental values: health, family, education and community. While our donors may have concerns, or be preoccupied with issues pertaining to these, there is a positive.

Many schools have decided to put their fundraising plans on hold for the year in light of COVID; however, at times of disaster, donors tend to expand their giving to give something extra to the immediate crisis, as well as support their usual causes (F&P Magazine, Feb Mar 2020). While their capacity may be altered, we need to look at appropriate ways of keeping the habit of giving. Momentum lost in fundraising is not easily regained, so it’s vital we reframe our donor strategy.

Due to the pandemic, our donors and members of our school community are travelling less and have time to talk. Despite not being able to meet face to face, this presents an opportunity for us to engage with our donors in a way we have not before. Along with providing an opportunity to ask our biggest supporters for their advice on what sort of programs would have the most impact, or how our request for support may be received, it also presents an opportunity to strengthen the relationship between the school and our donors by simply checking in to see how they are coping.

It’s important to remember our school community needs us and our cause is still worthy of support. While a time like this may not be the time to launch a new Bequest Society or major Capital Campaign, there may be a lot to be said for a well-timed and respectful Annual Appeal that focuses on the part of our community that needs the support most.

As we start to see restrictions easing and our community reestablishing their lives and business, people will be looking to larger institutions within our society to gauge what is the new normal. They will remember how our organisation handled the crisis period, how we adapted and how we demonstrated care for others. Our donors will remember those who simply called

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to see if they were okay. And our broader school community will reflect on how the school communicated and stayed connected with them during this time of uncertainty, whether it was regular updates from the Principal, their daughter’s teachers providing additional learning support materials, or a staff member in boarding being there to take their call. 3. Promote stories of care In times of crisis, schools need to demonstrate to their communities that they are caring and creative (McDiarmid 2020). Many great things have been achieved by the St Margaret’s community coming together to support one another in times of need. The annual student-led Ponytail Project, our recent Giving Day and the many other philanthropic activities championed for a whole host of community-based charities and causes have benefited people in need locally and globally.

We’ve also seen our past students’ efforts highlighted in the news, with Ella Beutner ('16) profiled in The Courier Mail helping the vulnerable in the community through volunteering for Brisbane’s Care Army. It is imperative that we tell the stories of those within our school community (students, alumni and staff) living our organisational values to help others. References Adapting your ask: Development and community engagement strategies in a crisis 2020, Live webinar, Alliance of Girls’ Schools Australasia, accessed 6 May 2020, https://www.agsa.org.au/resources/ F&P Magazine, Edition #84, Feb Mar 2020, ‘Will Bushfire Giving Affect the Fundraising of non-Bushfire related causes?’ pp. 10-13.

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Throughout the pandemic we have seen our students refocus their philanthropic efforts towards what they can do for those in our broader community. Our Year 5s are already global, philanthropically concerned citizens. A large group of them galvanised and planned a family movie night (prior to COVID-19 restrictions) to raise funds to pass onto those researching the COVID-19 vaccine. They firstly wrote to UQ researchers asking if this would be useful and are set to be the faces of the UQ fundraising appeal for this cause.

St Margaret's staff have also been looking at ways that they can assist our community with the catering team having delivered 50 free meals to the critical care nurses at the Royal Brisbane Women’s Hospital. One of their staff in our community had been enjoying the home-cooked offerings the team had been serving up over the holidays and the school decided we could do a little something for those working on the front line.

Leading Learning in the Age of League Tables: Disciplinary Power, Performativity and the Fight for the Ethical Self Introduction

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The schooling system in Australia has been exposed to myriad reforms and political agendas in the last decade, including the introduction of a national curriculum to mandate perceived requisite content knowledge and pedagogical approaches. Alongside this, the pressure for schools to perform on the National Assessment Program and Australia’s slide in the most recent PISA rankings (Thomson e al. 2019) have generated significant debate about the quality of both Australia’s education system and its educators and school leaders. The neoliberal policy discourses from which these changes and debates have emerged have given rise to an ‘identity crisis’, or, as Cohen (2013) contends, an ‘ontological insecurity’ for many educators, who have inevitably been shaped by the ‘surveillance’ (Sinclair 2011; Thomas 2011; Anderson & Grinberg 1998) doctrines and performativity agendas (Allix 2000; Ball 2003; Cohen 2013; Eacott 2010; Fitzgerald & Savage, 2013; Grace 2000; Wrigley 2011) set forth by top-down policy decisions. A dilemma for educational leadership in this context is management of the power relations that exist in schools and how they shape teacher identity and agency, both at the macro-level in terms of neoliberal policy pressure and performative culture, and through the micro-politics of schoolspecific reform initiatives, internal leadership styles and community expectations. As an educational leader, it is paramount to recognise the influence these power relations have on staff when adopting and embedding digital and pedagogical innovation. Furthermore,

the need to remain cognisant of the macro policy framework that governs the leadership of schools and dictates community perceptions of what is valued in education cannot be ignored in any changes that could be perceived as additional impositions on a sometimes change-fatigued and tyrannised teaching fraternity. It seems, all too often, that there is a tension between what is ‘right’ in terms of pedagogy and learning outcomes and what is ‘good’ for school testing results and league tables. At times, these two concepts seem completely incongruous. As someone trying to lead other educators, it is incumbent upon me to encourage staff to exist within these two concepts simultaneously, rather than continually seeing them in opposition to one another; this is crucial for change. The idea of developing and delivering rigorous, meaningful and innovative learning experiences when juxtaposed against a content-focused curriculum and the high stakes nature of current testing regimes means that they can feel overwhelmed with their roles, and it seems that more often than not, the tests, and the league tables and media attention that arise from them, become the focus of, and reason for, school reform. Specific to the Queensland context, we embarked upon an entirely new system for the senior phase of learning in 2019, and it has sometimes meant that staff are reluctant or unable to engage at a deeper level with innovative practice in order to expand their repertoire of pedagogical and digital skills. The ‘busyness’ of teachers is certainly not a

Alison Scott Head of Faculty – ELearning and Research Services

new phenomenon, and the many and varied roles teachers are asked to take on certainly influences teachers’ ability to exhibit agency in their profession and develop a collective sense of selfefficacy; however, research suggests that staff reluctance to engage in innovative practice and technological change might not emerge from a dogmatic refusal to change practice, but could be the result of macro influences and the associated power dynamics exerted upon them about their ability and agency to enact change. Therefore, understanding and remaining sensitive to the identities teachers construct about themselves and their profession in the context of neoliberal policy agendas, alongside other macro and micro power relations that have shaped these identities, are key to encouraging a culture shift and exhibiting successful educational leadership. In examining these influences, discussions of Foucault’s disciplinary power, in conjunction with Bourdieu’s habitus, provide a useful entry point into the ways, whether consciously or unconsciously, we are shaped by ‘socially constituted dispositions’ (Hayes et al. 2004, p. 521) and how these inevitably conspire to change and challenge our identity, both as teacher and leader. Performativity – an exemplar of this power – exists as a ‘policy prop’, and as explained by Fitzgerald and Savage (2013, p. 127), ‘ensure[s] a level of adherence to and compliance with the efficient and effective implementation of the wider reform agenda’ – an agenda that has a direct impact on teachers’ individual and collective self-efficacy and sense of agency over their profession. The panopticism of the postmodern world

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In order to comprehend and challenge teachers’ ‘identity crisis’, it is necessary to understand the power relations at work in constructing our identity in the first place. Cohen’s ‘In the back of our minds always’: Reflexivity as resistance

for the performing principal (2013) speaks directly to the forces at work in this space and proves useful in articulating a foundational principle for leadership challenges: that wider societal pressures and neoliberal policy have been internalised by teachers and this has affected their ability to exhibit agency over their pedagogy in ways that are harmful to all stakeholders. Cohen’s examination of Foucault’s disciplinary power is epiphanic in its assertions that these pressures and policies are ‘a modest, suspicious power, which [function] as a calculated but permanent economy’ (Cohen 2013, p. 7). Historically, Foucault described the progression to the now ubiquitous internalisation of neoliberal agendas, as the move away from ‘sovereign power through torture’ to the more subtle, but perhaps equally insidious, ‘constant supervision’ model that emerged alongside capitalist society (Cohen, 2013 p. 6). Post-modern society has therefore normalised conformity to macro neoliberal ideals through the panoptic-like infiltration of our thoughts and identities. As Anderson and Grinberg (1998, p. 334) so eloquently describe, ‘surveillance is permanent in its effect, even if it is discontinuous in its action’. The idea of policy as an omnipresent force is again stated by Allix (2000 p. 14), who describes Burns’ model of reframing teacher ‘wants’ as institutional ‘needs’ which are ‘socialised, collective and objective phenomena, derived from the environment’. In this model, the judgements of the teacher are subservient to the macro-level policy agendas imposed on schools from outside. Eacott (2010) and Hayes et al. (2004) shed further light on this concept by explicating the theories of Pierre Bourdieu with regards to the influence neoliberal policy can exert over our socially-constructed selves. Eacott (2010 p. 268) focuses on Bourdieu’s concept of strategy to articulate how our choices are not always our own; they are ‘not conscious, individual rational choice[s], rather appropriate actions taken without conscious reflection…Strategy or the feel for the game entails moves in the

game that are based on mastery of its logic, acquired through experience, part of habitus’. Hayes et al. (2004 p. 521) build upon this notion of habitus as ‘the internalisation of the social structure so that its practices seem familiar, ‘taken for granted’, and common sense’. As an educational leader, then, our actions must be understood from within the social space in which they take place. ‘[T]here is a need to understand the context of the situation in relation to historical events’ (Eacott 2010, p. 276) and macro-level policy frameworks before we can hope to subvert their influence on us, and our teachers. Performativity

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One such framework that continues to exert ever-increasing influence on the lives and work of educators is the rise of an accountability-driven culture. The research on performativity deftly articulates the pressures that educational leaders and teachers face to conform to standards and ‘yard sticks’ set by macro-level neoliberal agendas. First, Ball (2003, p. 144) provides a definition of performativity: ‘Performativity is a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change – based on rewards and sanctions (both material and symbolic).’ He goes on to explain that, ‘[t]he act of teaching and the subjectivity of the teacher are both profoundly changed within the new management panopticism (of quality and excellence) and the new forms of entrepreneurial control (through marketing and competition)’ (Ball 2003, p. 146). In other words, our teachers are co-opted into adhering to the neoliberal agendas of the day through fear of sanction for lack of compliance, or worse still, poor student outcomes. The ‘meaningfulness of what they do’ is forsaken and ‘what is important is what works’ in order to ‘produce measurable and ‘improving’ outputs and performances’ (Ball 2003, p. 150). The notion of ‘what works’ in an accountability-driven culture is picked up in the writings of Eacott (2010) and

Fitzgerald and Savage (2013), who both contend that the emergent reductive ethos permeating educational policy rationalises education down to a set of ‘skills, knowledge and professional practices that teachers and school leaders must possess’ (Fitzgerald & Savage 2013, p. 132). Grace (2000), in his work The Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship, opines that the neoliberal rise of a market and management culture in 1980s England and the consequent performativity agendas precipitated the demise of a ‘plurality of views’ and ‘professional autonomy’. The introduction of the National Professional Qualification for Headteachers (NPQH) as the ‘required gateway’ to school leadership seemed to seal this fate (Grace 2000, p. 233). Unfortunate parallels can be drawn with Fitzgerald and Savage (2013, p. 130) who speak of the AITSL Australian Professional Standards for Teachers as the ‘official language of leadership scripts’. Choice and agency seem to have been taken away from the profession in myriad ways, and, in their stead, we have uniformity, compliance and league tables. Teacher identity, self-efficacy and agency The cumulative effect of omniscient disciplinary power and macrolevel policy frameworks such as performativity is the gradual erosion of teacher identity. Ontological insecurity (Ball 2003; Cohen 2013; Fitzgerald & Savage 2013; Sinclair 2011; Thomas 2011) emerges when teachers and educational leaders are stripped of their power, knowingly and unknowingly – when the disciplinary power becomes so strong that they ‘willingly subject themselves’ to its dictates (Cohen 2013, p. 7). Fitzgerald and Savage (2013, p. 129) provide further insight through the way macro-level policy can impugn the self-efficacy of those in the teaching profession when teachers and school leaders are seen as ‘objects to be trained and therefore reduced to roles as high-level technicians certificated

to implement dictates and objectives decided by experts far removed from the everyday realities of schools, staffrooms and classrooms’. Trust in the professional judgement of educators is eroded and replaced by unwavering belief in topdown policy – a concern raised far too often in my own context and across the teaching profession. Performativity at the expense of teacher judgement is also questioned by Gunter (2001, p. 98) who stresses that ‘[it] demands ICT, human, and evidence-based auditing and communications systems that alter the meaning of teaching from professional ethics to statistical calculations about a teacher’s worth’. Wrigley (2011) corroborates Gunter’s argument in asserting that micro-level school improvement initiatives are undermined by macro-level performativity policy where schools seeking to develop democratic participation are attempting to do so within an education system based on command and control. Indeed, Wrigley cites Gunter’s work within his own to articulate the challenge of supporting teacher self-efficacy and agency in a neoliberal context:

The neo-liberal version of the performing school requires teachers and students to be followers, but to feel good about it . . . The problems of education have been laid at the door of teachers while their capacity for finding solutions has been taken away. The rhetoric has been of empowerment, participation and teams, but the reality is that teachers have had to continue to do what they have always done – be empowered to do what they have been told to do (Gunter 2001).

In being ‘told what to do’ by accountability demands from school

leaders and wider policy frameworks, teachers have been subjected to judgement, comparison and surveillance on a hitherto unprecedented scale, undermining their self-efficacy and leading to a high degree of uncertainty and instability. As practitioners and school leaders, ‘[w]e become ontologically insecure: unsure whether we are doing enough, doing the right thing, doing as much as others, or as well as others, constantly looking to improve, to be better, to be excellent. And yet it is not always very clear what is expected of us’ (Ball 2003, p. 148). Conclusion

References Allix, N 2000, ‘Transformational Leadership: Democratic or Despotic?’, Educational Management & Administration, vol. 28, no. 1, pp. 7-20. Anderson, G & Grinberg, J 1998, ‘Educational Administration as a Disciplinary Practice: Appropriating Foucault’s Views of Power, Discourse and Method’, Educational Administration Quarterly, vol. 34, no. 3, pp. 329-353. Ball, S 2005, Education Policy and Social Class: The Selected Works of Stephen J. Ball, Routledge, Florence.

Eacott, C 2010, ‘Bourdieu’s strategies and the challenge for educational leadership’, International Journal of Leadership in Education: Theory and Practice, vol. 13, no. 3, pp. 265-281. Fitzgerald, T & Savage, J 2013, ‘Scripting, ritualising and performing leadership: interrogating recent policy developments in Australia’, Journal of Educational Administration and History, vol. 45, no. 2, pp. 126-143. Grace, G 2000, ‘Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship’, British Journal of Educational Studies, vol. 48, no. 3, pp. 231-247. Gunter, H 2001, ‘Critical approaches to leadership in education’, Journal of Educational Enquiry, vol. 2, no. 2, pp. 94-108. Hattam, R, Kerkham, L, Walsh, J, Barnett, J, Bills, D & Lietz, P 2010, ‘South Australian SILA Project Evaluation Report No 1’, Centre for Research in Education, University of South Australia, pp. 1-71. Hayes, D, Christie, P, Mills, M, & Lingard, B 2004, ‘Productive leaders and productive leadership: Schools as learning organisations’, Journal of Educational Administration, vol. 42, no. 5, pp. 520-538. Heffernan, A 2019, ‘The ‘punk rock principal’: a metaphor for rethinking educational leadership’, Journal of Educational Administration and History, vol. 51, no. 2, pp. 117-132. Sinclair, A 2011, Being Leaders: Identity and Identity Work in Leadership, Melbourne Business School, University of Melbourne, viewed 15 February, 2020, http://works. bepress.com/amanda_sinclair/9 Thomas, R 2011, ‘Critical management studies on identity: mapping the terrain’, in M Alvesson, T Bridgman & H Willmott, (eds.), 4he Handbook of Critical Management Studies, Oxford University Press, Oxford, pp. 166-185 Thomson, P 2009, ‘Headteacher autonomy: a sketch of a Bourdieuian field analysis of position and practice’, Critical Studies in Education, vol. 51, no. 1, pp. 5-20. Thomson, S, De Bortoli, L, Underwood, C & Schmid, M 2019, PISA 2018: Reporting Australia’s Results. Volume I Student Performance, Australian Council for Educational Research, viewed 15 February 2020, https://research. acer.edu.au/ozpisa/35 Wrigley, T 2011, ‘Paradigms of School Change’, Management in Education, vol. 25, no. 2, pp. 62-66.

Cohen, M 2014, ‘In the back of our minds always: reflexivity as resistance for the performing principal’, International Journal of

Leadership in Education: Theory and Practice, vol. 17, no. 1, pp. 1-22.

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Nevertheless, despite the concerns portended above, there is hope. The literature clearly defines a way forward for me, as a school leader, and teachers, to reframe and redress the effects of disciplinary power and performativity on teacher identity and agency. Cohen’s (2013) ‘critical consciousness’ and Fitzgerald and Savage’s (2013) ‘abandoning the script’ alight the way for educators. They speak of the need for educational leaders to be aware of the power that macrolevel policy frameworks can exert upon us; therefore, we must interact with neoliberal discourse in order to offset its influence. As educational leaders, our role ‘…simultaneously involves a conscious and unconscious contestation of hegemonic attempts to codify and bureaucratise leadership. Leaders in schools need to move beyond the blind conformity that scripts of ‘today’ and ‘tomorrow’ enunciate and critically engage with the spaces in which educational leadership is embedded’ (Fitzgerald & Savage 2013, p. 137). Hattam et al. (2010) put their faith in instructional leadership as a tool for changing the status quo. They support a marriage of sorts between macro-level accountability measures and micro-political school reform initiatives where school leaders who practise instructional leadership are the conduit between performativity, classroom practice and improved student learning outcomes. ‘Where

[leadership] is operating effectively, people understand what their role is as a leader and know the difference between leadership and management, and can focus at least a bit on the instructional leadership’ (Hattam et al. 2010, p. 60). They proffer that good support and clear messaging from leadership about ‘expectations and accountability for improvement in student achievement’ involve effective, targeted use of data that is made explicit and ‘public’ to staff. Additionally, Heffernan (2019) conceptualises her advice to educational leaders as the ‘punk rock’ approach to leadership. O’Hara (cited in Heffernan 2019, p. 120) defines the concept thus: ‘Punk is the ideal that people should think for themselves, be themselves, create their own rules and live their own lives, beyond what society has offered.’ As Heffernan (2019, p. 120) notes, this concept was borne out of a time when youths were rallying against what they saw as ‘bleak, oppressive futures’ and the parallels with the current performativity demands and societal pressure on teachers do not go unnoticed. Punk rock leadership then, ‘…challenges dominant discourses about leadership and alters traditional notions of power within the school setting’ (Heffernan 2019, p. 117). All in all, the literature reveals that, as leaders and teachers, we must stand up and be counted. Be aware of the status quo, but do not be afraid to challenge it, and fight for the ethical self.

Vicki Strid Head of Faculty – Mathematics

F.R.A.M.E. The Underlying Principles of Teaching and Learning Mathematics at St Margaret’s Anglican Girls School

I can trace the origins of F.R.A.M.E. to a specific moment in time five years ago. I was giving back test papers to my Year 9 class. I came to GK and gave her back her paper. I was disheartened by the look in her eyes as she gazed upon her E+ before hurriedly turning her paper face down on her desk. This was not the first time I had handed back a paper to a student with a low grade, and this certainly wasn’t the first time GK had received a result of this standard, but it was a point where I thought ‘this is not good enough’. Einstein defines insanity as doing the same thing repeatedly and expecting a different result, so, as a new Head of Mathematics, I decided to change what we were doing to try and produce more positive outcomes. After consulting with the Principal, it was decided to trial second chance testing with the Year 9 cohort. So, after another week, we gave the students a similar test. Most students improved but not all; GK got a B-. I will never forget the look on her face when she got her paper back. When her peers found out, they applauded her, she started to cry and the positive emotion in the room was palpable. While GK did not turn into a child prodigy in mathematics, she did pass senior Mathematics A quite comfortably. This initial trial was followed by a Teachers as Researchers Project with Independent Schools Queensland. The research undertaken gave credibility to the simple idea of offering a second chance. Bloom (1973) and Guskey (1980 and 2003) are both strong advocates for second chance testing. They see the first test as providing valuable feedback to both the teacher and the student on the strengths and weaknesses of both teaching and learning. The emphasis is framed around mastery as opposed to performance. Hattie (2019) attributes an effect size of 0.53 to second and third chance testing and an effect size of 0.57 to mastery learning, which indicates significant and positive effects on learning. Pekrun (2014) gave us valuable insight into the emotions that were clearly visible in the classroom that day and the important role they played in the learning process. Parallels can be seen between Dweck’s (2008) growth and fixed mindsets and Pekrun’s (2014) work on mastery goals and performance goals. Norman Doidge (2011) led us to some basic research on neuroscience, which meant commonly held beliefs about predisposition to mathematics had to be challenged.

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Many students showed improvement in the second test and in some cases some students were moving from D to B, or even D to A in isolated cases. There were also cases where there were no improvement in results. The most interesting findings related to the results of a student engagement survey. More than 90 per cent of the cohort believed that second chance testing was helping improve their confidence in mathematics and gain a better understanding of the subject. Almost 70 per cent claimed to be working harder because of second chance testing.

While we have been encouraged by the improvement, there are still some students who do not improve or only produce marginal gains in results. We had initially assumed that offering a second chance would provide hope and motivation, which would be catalysts for increased effort which in turn would produce better results. The comments we write on reports are deliberate in their focus on improvement over grades. This is an attempt to enculturate the attitude that with effort you can improve, ergo, growth-mindset. Pekrun (2014) states that students who set mastery goals are more resilient in their learning than students who are orientated towards performance goals. In brief, performance goals relate to achievement relative to peers. While second chance testing has provided the motivation to apply effort for some students, it has not been the catalyst for engagement for others. Eccles & Wigfield (2002) reflect on many theories as to why students choose to engage in learning. These theories indicate there are many factors associated with a student’s environment and historical, social and emotional influences that impact on a student’s motivation. Inherent in the theories is a confidence that students can learn the skills required to develop self-regulation. The acquisition of these skills helps students design and implement a specific set of tasks to achieve a predetermined outcome. As the level of complexity of outcomes increases so does the level of selfefficacy, indicating that an important catalyst to improving motivation to learn is the teaching of self-regulation skills. F.R.A.M.E. is the evolution of our thinking and practice. It encapsulates our previous research and processes around second chance testing but also acknowledges we need to address issues of student motivation and we need to teach students how to learn mathematics. Zimmerman (2002, p. 65) states: ‘Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directed process by which learners transform their mental abilities into academic skills.’ Zimmerman (2002) also states that it is possible to teach students skills to develop their ability to self-regulate their learning. He also warns that teachers run

F.R.A.M.E.

FEEDBACK + REFLECTION + ACTION + MASTERY = EMPOWERED NO FEEDBACK

Check your understanding

REFLECTION

Did you understand the lesson?

Record level of confidence

How did you perform on the quiz/exam?

Plan for mastery

Could you do your homework?

Identify areas of confusion

MASTERY

YES

ACTION

Practice makes permanent

EMPOWERED Practice makes permanent The more you know the more you can learn

ACTION

Challenge your deep understanding

Figure 1: Teaching and Learning Framework – Maths Faculty

ng Framework – Maths Faculty

he principles incumbent in the F.R.A.M.E. process rate very ighly in John Hattie’s (2019) effect size.

• Self-regulation strategies [Effect size 0.52] • Second/third chance programs [Effect size 0.53] • Mastery learning [Effect size 0.57] . • Feedback [Effect size 0.70] s. • Evaluation and reflection [Effect size 0.75] • Effort [Effect size 0.77] Figure 2: Bloom’s Mastery Learning Process • Deliberate practice [Effect size 0.79] [Source: Guskey 2005] Figure 2: Bloom’s Mastery Learning Process • Self-efficacy [Effect size 0.92] • [Source: Guskey 2005] Prior ability [Effect size 0.94] the risk of undermining the student’s ability to develop these skills by attempting to identify the student’s limitations. Figure 3: Retrieved from https://serc.carleton.edu/sage2yc/ • Collective teacher efficacy [Effect size 1.57] Figure 3: Retrieved from Zimmerman (2002, p. 65) states students ‘must possess the selfself_regulated/what.html awareness and strategic knowledge to take corrective action’. https://serc.carleton.edu/sage2yc/self_regulated Zimmerman (1998) informs that increased ability to self/what.html ery regulate learning improves motivation and achievement.

The F.R.A.M.E. cycle exists within four domains: the classroom; Figure 1 is our model for teaching and learning mathematics the revision quiz; the first of the two tests; and then, finally, the ‘Collective teacher efficacy is the collective belief of teachers in their ability to positively affect students.’ at St(Hattie 2019) Margaret’s. It is an extension of Bloom’s model for second test. mastery learning (Figure 2) and Zimmerman’s cyclical model The Classroom for self-regulation (Figure 3). Our goal is aspirational beyond What we do starts with the belief that we can positively impact on the learning of all students. I believe that if we just teaching mathematics. It now encompasses a focus on At the beginning of each unit students are given a table put effort into developing students’ self-regulatory skills, then students who lack motivation and learning skills can developing students’ self-efficacy and self-regulatory skills with outlining the learning intentions for the unit. This is referred to the hope that the motivation to engage in learning will extend improve their learning outcomes in mathematics. as their Revision and Reflection Spreadsheet (RRS) (Figure 4). to a greater number of students than second chance testing. This is in a printed form and an electronic form. The printed The F.R.A.M.E. cycle exists within four domains: the classroom; the revision quiz; the first of the two tests; and then, form is either the first page of a booklet specially written for The principles incumbent in the F.R.A.M.E. process rate very the unit of work or a separate sheet which students paste into finally, the second test. highly in John Hattie’s (2019) effect size. their exercise books. As each learning intention is covered, the • Self-regulation strategies [Effect size 0.52] students are asked to rate their level of confidence and shade The Classroom this on their RRS. Later in the teaching cycle, students are • Second/third chance programs [Effect size 0.53] At the beginning of each unit students are given a table outlining the learning intentions for the unit. This is referred given diagnostic tests, which test many learning intentions. to as their Revision and Reflection Spreadsheet (RRS) (Figure 4). This is in a printed form and an electronic form. The These generally take the form of online quizzes through the • Mastery learning [Effect size 0.57] printed form is either the first page of a booklet specially written for the unit of work or a separate sheet which platforms provided by Cambridge Press, HotMaths and • Feedback [Effect size 0.70] Figure 3: Retrieved from Mathspace. These are marked online and provide students students paste into their exercise books. As each learning intention is covered, the students are asked to rate their with immediate feedback on the gaps in their knowledge and https://serc.carleton.edu/sage2yc/self_regulated • Evaluation and reflection [Effect size 0.75] level of confidence and shade this on their RRS. Later in the teaching cycle, students are given diagnostic tests, which understanding. HotMaths provides links back to the textbook /what.html test many learning intentions. These generally take the form of online quizzes through the platforms provided by • Effort [Effect size 0.77] for each question which means students can easily revisit the Cambridge Press, HotMaths and Mathspace. These are marked online and provide students with immediate work tested. Mathspace provides feedback to students on • Deliberate practice [Effect size 0.79] feedback on the gaps in their knowledge and understanding. HotMaths provides links back to the textbook for each the individual lines of their working, whereas HotMaths only • Self-efficacy [Effect size 0.92] provides opportunities to submit their final answer. Students question which means students can easily revisit the work tested. Mathspace provides feedback to students on the are encouraged to reflect on the feedback they receive and re• Prior ability [Effect size 0.94] individual lines of their working, whereas HotMaths only provides opportunities to submit their final answer. evaluate their level of confidence based on these quizzes. This is Students are encouraged to reflect on the feedback they receive and re-evaluate their level of confidence based on • Collective teacher efficacy [Effect size 1.57] done by shading the level of confidence grid another colour. these quizzes. This is done by shading the level of confidence grid another colour. ‘Collective teacher efficacy is the collective belief of teachers in The level of confidence grid also provides the teacher with their ability to positively affect students.’ (Hattie 2019) feedback on how each student is progressing. It is often the

The level of confidence grid also provides the teacher with feedback on how each student is progressing. It is often case that their performance on the quizzes is lower than What we do starts with the belief that we can positively impact the case that their performance on the quizzes is lower than their original evaluation. This shows that while students their original evaluation. This shows that while students may on the learning of all students. I believe that if we put effort into understand work when it is covered, unless they continuously may understand work when it is covered, unless they continuously practice that learning will be lost. The quizzes developing students’ self-regulatory skills, then students who practise that learning will be lost. The quizzes also serve as a lack motivation and learning skills can improve their learning also serve as a means of spaced practice. means of spaced practice. outcomes in mathematics. SUNATA

Figure 4: Revision and Reflection Spreadsheet – Pythagoras – Year 9

table outlining the learning intentions for the unit. This is referred RS) (Figure 4). This is in a printed form and an electronic form. The ecially written for the unit of work or a separate sheet which earning intention is covered, the students are asked to rate their ter in the teaching cycle, students are given diagnostic tests, which e the form of online quizzes through the platforms provided by are marked online and provide students with immediate The Revision Quiz rstanding. HotMaths provides links back to the textbook for each The revision quiz, Figure 5, is the third opportunity for the he work tested. Mathspace provides feedback to students on the students to reflect on their knowledge and understanding. s only provides opportunities to submit their final answer. It is an overview of the material covered on the test. The k they receive and re-evaluate their level of confidence based on learning intentions are explicitly stated, and the numbering onfidence grid another colour. matches their revision and reflection spreadsheets and their

original unit booklets. A range of questions are given for each learning intention, so students clearly understand the success her with feedback on how each student is progressing. It is often criteria for each learning intention. The degree of difficulty Round 1 and Round 2 Tests ower than their original evaluation. This shows that while students reflects simple familiar, simple applications, complex familiar Both tests have four parts: to complex unfamiliar, as do the questions on the test. We ey continuously practice that learning will be lost. The quizzes recommend the students map their level of understanding on the revision and reflection page created for the test, and to use this as a guide to direct their revision time for the test. As can be seen in Figure 4, the RRS has a list of resources alongside each learning intention. These resources range from internet links to exercises in the textbook. The work is also differentiated between core and challenge. We are moving away from giving students large quantities of, often randomly assembled, revision sheets, especially ones without answers. This does not encourage the students to use their time effectively and does not require them to make decisions about what they need to focus on. While this process has been trialled in previous years, this is the first year that it is an expectation across Years 7 to 11 cohorts. Initial observations indicate there is a high level of take-up from the higher achieving students. One student’s evaluation of the revision quiz was ‘these are gold Ms’.

Figure 6: Extract from test reflection spr • C/D knowledge and understanding

The questions in this section are simple familiar. They are similar on both papers with the numbers changed. This is a deliberate attempt to engage the lowest achieving students and show that with effort they can achieve learning. The goal posts are not shifted, and students can trust that any learning they do should pay off.

• C/D problem solving and reasoning

This section involves simple applications of the skills taught. The focus of these question is on mathematical literacy and numeracy. There are slight changes in context but not so far as to make these unfamiliar.

• A/B knowledge and understanding

The questions in this section test the more difficult concepts and generally involve a combination of concepts. These questions are not the same in both papers. The second paper may link different concepts in a question.

• A/B problem solving and reasoning

Over time this section has evolved the most. It contains unseen or unfamiliar questions. These questions are designed to challenge the students’ ability to formulate solutions rather than regurgitate learned procedures. These questions are different on both papers and may cover different concepts. This is the ‘pit’ of the test, the struggle point.

It is important to note that the first three sections of the

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Figure 5: Extract from revision quiz, Year 9

paper reflect the learning intentions listed in the revision and reflection document, which reflect the lessons taught. While only the numbers are changed in the questions in the C/D knowledge and understanding, the focus of the A/B knowledge and understanding section is application of higher-level skills and conceptual understanding. All the work tested reflects the clearly documented learning intentions and the elaborations of these in the revision quiz. This approach is aligned with the work of Guskey (2003), which emphasises the need for tests to assess what has been taught and not to try and outsmart students. A test should provide feedback to students on the effectiveness of their learning.

spreadsheet for the test. The students enter their results after the first round and compare these results to the spreadsheet for the test. The students enter their results after the first round and compare these results to the Figure 6: Extract from test reflection spreadsheet marks allocated for a question. They can then adjust their confidence levels on their previous spreadsheet based on marks allocated for a question. They can then adjust their confidence levels on their previous spreadsheet based on this new feedback. They are also required to enter notes on what they must do to improve on the next round. While the A/B problem solving and reasoning section has been schools has been to place greater emphasis on the teacher this new feedback. They are also required to enter notes on what they must do to improve on the next round.

readsheet

referred to as the ‘pit’, students are taught strategies in class and

to provide detailed feedback and analysis of students’ work. In this mode the student is passive and the responsibility for formulate their own solutions. successful outcomes after the feedback lies with the teacher. As For me, the potentially most powerful aspects of this spreadsheet are: mentioned earlier, Zimmerman warns us, in our zest to help For me, the potentially most powerful aspects of this spreadsheet are: At each feedback point – the lesson, the diagnostic quiz, the visual representation of improvement or lack thereof provided by the bar graphs – green representing round students, we need to be careful that we are empowering them •• thethe visual representation of improvement or lack thereof provided by the bar graphs – green representing round revision quiz and the round 1 test – students are asked and not disempowering them. 1 and blue representing round 2 results over the two assessment criteria. to1 and blue representing round 2 results over the two assessment criteria. reflect on their learning. They are required to list their •• areas the reflection enabled by the questions – What do I need to do? What did/didn’t I do? What was the outcome? of weakness and plan for mastery over the gaps in The emphasis of F.R.A.M.E. is that students are responsible the reflection enabled by the questions – What do I need to do? What did/didn’t I do? What was the outcome? their understanding. The goal is that these reflections appear for interpreting their feedback at predetermined intervals, At this point, they are not reflecting on the gaps in their understanding but on the effectiveness of their plan for throughout their exercise book or unit booklet and it becomes planning and taking action with the goal of mastering the At this point, they are not reflecting on the gaps in their understanding but on the effectiveness of their plan for habitual in nature. material. The teacher’s role includes setting up the check improvement and their action. improvement and their action. points, giving students time to reflect on the feedback The test reflection spreadsheet (Figure 6) is the fourth Hattie and Timperley’s (2007) research on feedback and its importance in learning has prompted an increased from the checkpoints, checking the students are recording Hattie and Timperley’s (2007) research on feedback and its importance in learning has prompted an increased opportunity for students to reflect on the gaps in their their level of confidence and planning for mastery, and emphasis on feedback in schools. In my opinion, the interpretation by schools has been to place greater emphasis on emphasis on feedback in schools. In my opinion, the interpretation by schools has been to place greater emphasis on understanding. This spreadsheet is only available electronically using classroom language which promotes self-efficacy and the teacher to provide detailed feedback and analysis of students’ work. In this mode the student is passive and the to the students but is linked to the revision spreadsheet for the the teacher to provide detailed feedback and analysis of students’ work. In this mode the student is passive and the self-regulation. test. The students enter their results after the first round and responsibility for successful outcomes after the feedback lies with the teacher. As mentioned earlier, Zimmerman responsibility for successful outcomes after the feedback lies with the teacher. As mentioned earlier, Zimmerman compare these results to the marks allocated for a question. As explained, F.R.A.M.E. is in its first year of implementation warns us, in our zest to help students, we need to be careful that we are empowering them and not disempowering warns us, in our zest to help students, we need to be careful that we are empowering them and not disempowering They can then adjust their confidence levels on their previous and the degree of take-up across teachers is varied. It is them. them. spreadsheet based on this new feedback. They are also required an extension of second-chance testing which has been in to enter notes on what they must do to improve on the operation for five years. The improvement in results indicated The emphasis of F.R.A.M.E. is that students are responsible for interpreting their feedback at predetermined The emphasis of F.R.A.M.E. is that students are responsible for interpreting their feedback at predetermined next round. in the following graphs and data are more likely a legacy of intervals, planning and taking action with the goal of mastering the material. The teacher’s role includes setting up intervals, planning and taking action with the goal of mastering the material. The teacher’s role includes setting up second chance testing rather than this new initiative. For me, the potentially most powerful aspects of this the check points, giving students time to reflect on the feedback from the checkpoints, checking the students are the check points, giving students time to reflect on the feedback from the checkpoints, checking the students are spreadsheet are: The following results are those of the Year 9 cohort in Semester recording their level of confidence and planning for mastery, and using classroom language which promotes selfrecording their level of confidence and planning for mastery, and using classroom language which promotes self1, 2019. There is a strong focus on F.R.A.M.E. at this level. • the visual representation of improvement or lack thereof efficacy and self-regulation. efficacy and self-regulation. provided by the bar graphs – green representing round Figure 7 shows the improvement in average percentages for 1 and blue representing round 2 results over the two the assessment criteria – knowledge and understanding and As explained, F.R.A.M.E. is in its first year of implementation and the degree of take-up across teachers is varied. It is As explained, F.R.A.M.E. is in its first year of implementation and the degree of take-up across teachers is varied. It is assessment criteria. problem solving and reasoning.

given opportunities to engage in tasks which require them to

an extension of second-chance testing which has been in operation for five years. The improvement in results an extension of second-chance testing which has been in operation for five years. The improvement in results • the reflection enabled by the questions – What do I need The average reflects an increase in knowledge and skill of over indicated in the following graphs and data are more likely a legacy of second chance testing rather than this new indicated in the following graphs and data are more likely a legacy of second chance testing rather than this new to do? What did/didn’t I do? What was the outcome? 10 per cent for knowledge and understanding and an increase initiative. initiative. At this point, they are not reflecting on the gaps in their

of over 8 per cent for problem solving and reasoning for each

student. Interesting is that the percentage improvement from The following results are those of the Year 9 cohort in Semester 1, 2019. There is a strong focus on F.R.A.M.E. at this The following results are those of the Year 9 cohort in Semester 1, 2019. There is a strong focus on F.R.A.M.E. at this understanding but on the effectiveness of their plan for the Round 1 test to the Round 2 test is more than double for level. improvement and their action. level. knowledge and understanding and has increased by 3.5 per

cent for problem solving and reasoning in Term 2. This could Hattie and Timperley’s (2007) research on feedback and its Figure 7 shows the improvement in average percentages for the assessment criteria; knowledge and understanding Figure 7 shows the improvement in average percentages for the assessment criteria; knowledge and understanding indicate that students were making better use of F.R.A.M.E. importance in learning has prompted an increased emphasis on feedback in schools. In my opinion, the interpretation by

processes in Term 2.

1, 2019. 1, 2019.

and problem solving and reasoning.

Figure 7: Percentage improvement, First Test to Best Result. Year 9, St Margaret’s Anglican Girls School, Semester 1, 2019. Figure 7: Percentage improvement, First Test to Best Result. Year 9, St Margaret’s Anglican Girls School, Semester Figure 7: Percentage improvement, First Test to Best Result. Year 9, St Margaret’s Anglican Girls School, Semester

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greater in Term 2, the final numbers for grades D and E were similar in both terms. The predominant movement

er.

earning (Guskey 2007, p. 14). The difference between this el is in the initial standard normal curve. We have built in n their understanding, plan and act to achieve mastery. distribution after the first round and an even greater Figure 8: Number of students achieving grades A to E in Round 1 and Best Result, Year 9, St Margaret’s Anglican Girls School, Semester 1, 2019.

Figure 8: Number of students achieving grades A to E in Round 1 and Best Result, Year 9, St Margaret’s Anglican

es much more exploration into the many facets, such as References Figure 8 shows the breakdown of the number of each of the Girls School, Semester 1, 2019. grades A, B, C, D and E for each assessment criteria, for the first Bloom, BS 1973, ‘Recent developments in mastery learning’, Educational aluation of the perceptions of students, I am encouraged Psychologist, vol. 10, no. 2, pp. 53-57. and second tests in both Term 1 and Term 2. It also identifies seems to be from the students achieving grades C or better. R.A.M.E. has always provided hope for students and an the change in the number of each grade. It can be seen that the Bloom, BS 1968, Learning for Mastery. Instruction and Curriculum. Regional number of As is increasing and the number of lower grades Education Laboratory for the Carolinas and Virginia, Topical Papers and aced. Our next challenge is to improve their self-regulation Reprints, Number 1, Chicago Univ., Ill. Dept. of Education.; Regional is decreasing. It is obvious from the data that the number Finally, Figure 9 shows graphically the results of mastery learning (Guskey 2007, p. 14). The difference between thi Educational Laboratory for the Carolinas and Virginia, Durham, N.C. of Es and Ds did not change much in Term 1 and, although s second nature. model and the outcomes we want to achieve for our model is in the initial standard normal curve. We have built in Doidge, N 2011, The brain that changes itself, Madman Entertainment, the change in these numbers was greater in Term 2, the final Collingwood, Victoria. numbers for grades D and E were similar in both terms. multiple interventions which require students to reflect on their understanding, plan and act to achieve mastery. Dweck, C 2008, ‘Mindsets and Math/Science Achievement’, Carnegie The predominant movement seems to be from the students Graphically, we would be aiming for a negatively skewed distribution after the first round and an even greater Corporation of New York, New York. achieving grades C or better. Eccles, J & Wigfield, A 2002, ‘Motivational Beliefs, Values, and Goals’, negative skew after the second round. Finally, Figure 9 shows graphically the results of mastery Annual Review of Psychology, vol. 53, no. 1, pp. 109-132.

learning (Guskey 2007, p. 14). The difference between this

Guskey, T 1980, ‘Mastery learning: Applying the theory’, Theory into

model and the outcomes we want to achieve for our model is While the evidence presented is not conclusive and requires much more exploration into the many facets, such as Practice, vol. 19, no. 2, pp. 104-111. in the initial standard normal curve. We have built in multiple Guskey, T 2003, ‘How Classroom Assessments Improve Learning’, the comparatively level of difficulty of the tests and an evaluation of the perceptions of students, I am encouraged interventions which require students to reflect on their Educational Leadership, vol. 60, pp. 6-11. understanding, plan and act to achieve mastery. Graphically, by the results. The second chance testing component of F.R.A.M.E. has always provided hope for students and an Guskey, T 2007, ‘Closing Achievement Gaps: Revisiting Benjamin S. we would be aiming for a negatively skewed distribution after Bloom's “Learning for Mastery”’, Journal of Advanced Academics, vol. 19, opportunity to improve, which many students have embraced. Our next challenge is to improve their self-regulatio the first round and an even greater negative skew after the no. 1, pp. 8-31. second round. skills and get them to sustain this practice until it becomes second nature. Visible Learning 2019, Collective Teacher Efficacy (CTE) according to While the evidence presented is not conclusive and requires much more exploration into the many facets, such as the comparatively level of difficulty of the tests and an evaluation of the perceptions of students, I am encouraged by the results. The second chance testing component of F.R.A.M.E. has always provided hope for students and an opportunity to improve, which many students have embraced. Our next challenge is to improve their self-regulation skills and get them to sustain this practice until it becomes second nature.

John Hattie, viewed 19 July 2019, https://visible-learning.org/2018/03/ collective-teacher-efficacy-hattie/

Hattie, J 2019, Hattie effect size list - 256 Influences Related To Achievement, viewed 19 July 2019, https://visible-learning.org/hattie-rankinginfluences-effect-sizes-learning-achievement/ Hattie, J & Timperley, H 2007, ‘The Power of Feedback’, Review of Educational Research, vol. 77, no. 1, pp. 81-112. Marzano, R & Kendall, J 2007, The New Taxonomy of Educational Objectives (2nd Edition), Hawker Brownlow Education, Heatherton, Victoria. Pekrun, R 2014, ‘Emotions and Learning’, International Bureau of Education, Educational Practices, Series 24. Zimmerman, B 1989, ‘A social cognitive view of self-regulated academic learning’, Journal of Educational Psychology, vol. 81, no. 3, pp. 329-339. Zimmerman, B 2002, ‘Becoming a Self-Regulated Learner: An Overview’, Theory into Practice, vol. 41, no. 2, pp. 64-70. SAGGE 2YC 2017, What is Self-Regulated Learning?, viewed 28 July 2019, https://serc.carleton.edu/sage2yc/self_regulated/what.html

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Figure 9: The distribution of achievement in mastery learning classrooms Source: Guskey 2007, p. 14 Figure 9: The distribution of achievement in

mastery learning classrooms

Mary Surtees Assistant Head of Primary School – Wellbeing and Operations

The Importance of Physical Literacy

When one speaks of education, the terms literacy and numeracy are frequently cited as the two most important subject areas. But there does exist a third: physical literacy. Its place is paramount in everyone’s life and rightly commandeers that place from the cradle to the grave. One is not born physically literate, just like one is not born knowing how to read or count. There are countless stories of students who were physically active during their time at school, but on completing their schooling, their activity level decreased or simply disappeared as a result of discovering more leisurely pursuits. Many students have not engaged in physical education lessons because they saw it as catering for students who were able athletes and, if you were not one of those, then there existed little motivation to become involved.

The development of fundamental motor skills should be the foundation of any quality physical education program. The skills are not just for playing sport, but rather, they form the basis of all life skills needed to exist as a functioning human being in our world today. Balance, depth perception, spatial awareness, gross and fine motor skills are just a few of the

Physical Literacy has also been described as the physical and psychological attributes that are foundational to participation in physical activity and therefore the capacity for an active lifestyle (Jefferies et al. 2019). So, it behoves teachers of children

Dudley (2015) believes that physical literacy should be viewed as an umbrella concept under which can be found the knowledge, skills, understandings and values related to taking responsibility for purposeful activity and human movement. Organised sport is a wonderful avenue for the more talented people in the world – irrespective of age. But not everyone is that ‘talented person’. This does not mean that physical literacy is lost to them. On the contrary, it is these people who need the foundations of physical literacy to build a lifelong commitment to and enjoyment of physical activity (Sprake and Walker 2013).

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Physical Literacy is defined as ‘a disposition to capitalise on our human embodied capability, wherein the individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the lifecourse’ (Whitehead 2013). Physical activity is for all people. People who are physically literate are more likely to be active over time, adapt to physical changes in their bodies and recover from injury or surgery far quicker (Loitz 2013).

from early childhood onwards to cultivate and nurture this physical literacy in all students. Each person must accept as his or her own responsibility the notion that only they can improve or maintain their wellbeing. Physical literacy is said to be the basis for sustaining the health of individuals, maintaining a healthy workforce and reducing the load on health systems throughout the world (Cairney & Veldhuizen 2017). However, the guidance to become physically literate must come from somewhere and schools are the perfect place for this to occur. If an understanding of and love for physical literacy are enhanced during the school years, that vitality will travel with all people on their life’s journey (Almond 2013).

basics that promote a sense of wellbeing in everyone. The ability to hold a pencil, track a line in a book, walk up and down stairs, and dress and feed oneself are hardly seen as skills learnt in isolation. Each child comes to these skills with varying degrees of success. Motor development is a constant learning process (Petersen et al. 2016). As these motor skills develop, so, too, does the preparedness to move. School is the time to learn how to move, to find out how to become physically competent and to discover how to use movement to access all other areas of learning (Maude 2013). If one moves freely, then that person is motivated to want to move and to keep on moving. Positive experiences from school can hold a person in good stead for the rest of their lives. If a love for movement is garnered at school, that person takes that potential to take part in whatever physical activity is within an individual’s capacity on their life journey. When teachers and students can engage with and balance surface and deep understanding of physical literacy, the student can begin to develop a working knowledge of what it means to be a physically literate person (Dudley 2015). Should educationalists be looking at the various terms bandied about? Is sport ‘the be all and end all’? It is for elite athletes. Is Physical Education, as its name implies, education of the physical? The ancient Latin term ‘mens sana in corpore sano’ – a healthy mind in a healthy body – should be the aim of all physical activities. Is it? Should more emphasis be given to the term ‘physical literacy’ as a pathway for all students to follow, regardless of their ability but mindful of their need to be physical. If teachers possess knowledge in physical literacy, they can maximise opportunities to engage students in diverse ways (Stoddart & Humbert 2017). Physical literacy is relevant and valid to all throughout life. However, early involvement in physical activity is of paramount importance to lay the foundation for future and continued participation (Whitehead 2018). Children, adolescents and adults may meet the (physical) alphabet but many do not master the keys to lifelong learning through movement (Lundvall 2015). Jefferies et al. (2019) also believe that by encouraging physical literacy, one also fosters resilience. Both combine to create the underlying conditions for individuals, both young and old, to thrive and participate actively in society.

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It is expected that those who have a high degree of physical literacy will be the ones who gain the greatest health benefits offered by habitual physical activity (Longmuir et al. 2015). This then transfers into all habits of life with the continued gains occurring throughout life’s journey and transcending into all aspects of health – physical, social, mental, emotional and spiritual. The rewards that are reaped are both personal and societal assets.

Physical literacy necessitates teaching a broad spectrum of movement activities from multiple disciplines which focus on individual effort and progress. The team sport model appeals and does benefit many individuals. But there are equally many

who do not gain those same benefits and, as a result, shun team sports specifically and physical pursuits in general (Roetert & MacDonald 2015). Being physical has so many benefits for the individual, irrespective of age. As teachers, we have a shared responsibility to encourage, guide and motivate all our students to explore life through movement and to take that exploration and appreciation with them to wherever their life may take them. Being physically literate is within the realms of everyone’s grasp – they simply need to know how to grab it to reap the rewards. References Almond, L 2013, ‘What is the value of Physical Literacy and why is Physical Literacy valuable?’, ICSSPE Bulletin, no. 65, October, pp. 35-41. Cairney, J & Veldhuizen, S 2017, ‘Organized sport and physical activity participation and body mass index in children and youth: a longitudinal study’, Preventive Medicine Reports, vol. 6, pp. 336-8. Dudley, D 2015, ‘Conceptual Model of Observed Physical Literacy’, Teacher Education, vol. 72, pp. 236-260. Jefferies P, Ungar M, Aubertin P & Kriellaars D 2019, ‘Physical Literacy and resilience in Children and Youth’, Frontiers in Public Health November, vol. 7, pp. 1-7. Loitz, C 2013, ‘The Importance of Lifelong Physical Literacy’, Wellspring, vol. 24, no. 4, pp. 1-4. Longmuir C, Boyer C, Lloyd M, Yang Y, Boiarskaia E, Zhu W & Tremblay M 2015, ‘The Canadian Assessment of Physical Literacy; methods for children in grades 4 to 6 (8 to 12 years)’, BMC Public Health, vol. 15, pp. 767-778. Lundvall, S 2015, ‘Physical Literacy in the field of Physical Education – a challenge and a possibility’, Journal of Sport and Health Science, vol. 4, pp. 113-118. Maude, P 2013, ‘Growing Physical Literacy in the Young Child’, ICSSPE Bulletin, no. 65, pp. 109-114. Petersen S, Adams E & Gillespie L 2016, ‘Learning to Move’, Young Children, vol. 71, no. 5, pp. 91-93. Roetert EP & MacDonald L 2015, ‘Unpacking the physical literacy concept for K-12 physical education: what should we expect the learner to master?’, Journal of Sport and Health Science, no. 4, pp. 108-112. Sprake A & Walker S 2013, ‘“Strike While the Iron is Hot”; the duty of physical education to capitalise on its compulsory position with a holistic curriculum underpinned by physical literacy’, ICSSPE Bulletin, no. 65, pp. 44-51. Stoddart A & Humbert ML 2017, ‘Physical Literacy is …? What Teachers Really Know’, Revue phenEPS/PHEnex Journal, vol. 8, no. 3, pp. 1-20. Whitehead M 2013, ‘Definition of Physical Literacy and Clarification of Related Issues’. ICSSPE Bulletin, No. 65, October, pp. 35-41. Whitehead M 2018, ‘Physical Literacy: New paradigm for fighting physical inactivity’, Contemporary Pediatrics, December, pp. 18-21.

Nikki Townsend Dean of Students

MANAGING THE RISK OF COVID-19 on the wellbeing of students at St Margaret’s Anglican Girls School in 2020 Risk involves uncertainty about the effects of a variable with respect to something that people value. This could be health, wellbeing, education, wealth, property or the environment. Risk often focuses on the negative and unwanted consequences. Legislation requires organisations to have Risk Management policies in place and rightly so.

Knowing that although these feelings are usually a normal part of growing up, how students respond will determine the impact it will have on their future happiness. As adults, we needed to remember that we all have a lot of choice regarding how we respond to these feelings. All of these emotions should be considered healthy, positive and essential to a young person’s emotional, intellectual and social development. Therefore, staff and parents were briefed on the importance of how adults could assist students and manage their emotions by recognising that their feelings are real and encouraging them to look at the problem objectively.

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Independent School Queensland (2020) states: ‘Risk is an integral part of the daily operations of a school and it is critical that school governors understand their roles and responsibilities in shaping the risk culture of the school. Boards who understand this facilitate effective risk management which supports better decision making.’ Despite this legislative requirement, were schools across the world ready to deal with and manage the risk of COVID 19 outbreak that swept the globe? Within minutes of Prime Minister Scott Morrison’s school lock down address on 28 March, St Margaret’s had taken action. The preparation was made easier as the Educational Leadership Team had been pre-planning the path ahead for nearly a month beforehand. This article will outline how St Margaret’s managed students’ wellbeing throughout the COVID-19 crisis.

In a matter of weeks, the Coronavirus had turned our community upside down. This impacted people differently. Not only was the severity of the outbreak difficult for adults to comprehend, but our young people were also affected, leaving many feeling confused, overwhelmed and disappointed. The global pandemic had a profound impact on our adolescents with many being forced to miss out on so many rites of passage. Some were disappointed, others were becoming anxious or depressed, all of which was completely understandable given the unforeseen situation.

Research shows there are specific risk factors that increase the likelihood of teenagers developing a mental health problem. Some are set in concrete while others were inadvertent. Certainly, educators knew that students’ wellbeing was paramount at this time and this needed to be a school focus due to these drastic changes to their daily lives. Realising that adolescents are considered to be more at risk of anxiety and depression disorders which may affect their mood, thinking and behaviour, which in turn impacts on their ability to function and perform normal activities, thoughtful planned ideas needed to be considered. Given the uncertainty of the situation, it was therefore vitally important for our school to remain vigilant during this time of online learning to identify any signs of distress, even though students may not have had any prior history of a mental health disorder. Early intervention was more important than ever. The school was concerned for the wellbeing of students across all dimensions – physical, social and emotional, academic and spiritual. Social distancing, isolation and home online learning removed regular contact with friends, teachers and mentors. The school had to adapt to this new online environment and approach student wellbeing in a variety of new ways. During this time of online learning the Pastoral Care Team introduced the Student Wellbeing Hub. The Hub consisted of four main areas including Student Wellbeing Apps, Relaxation Exercises, Mental Health Tips and Support Numbers. The Pastoral Care Team encouraged teens to focus on the things that they could control –– such as their learning, diet, exercise and sleep. The school’s Prefect body devised a series of challenges for the whole school to keep them connected and to have fun. A daily gratitude journal and activity tracking was also

encouraged. Students also posted photos of things on their year level platform that made them happy and explain their silver linings for learning. Form teachers and Academic Advisors continued their roles, meeting in groups and individually online with students at least once a week to touch base to see how they were going. Year level assemblies continued being an important touchpoint with the Heads of Year and students and prefects had regular segments which replaced our Whole School Assembly. A team of 18 staff members were allocated to make fortnightly calls to secondary parents to check how their daughter was coping to ensure their learning progressed successfully. The school newsletter highlighted great parent resources by SchoolTV to support their children. All these endeavours were put in place to ensure that we knew our students were connecting with work, their teachers and each other, as well as coping with the new paradigm. At St Margaret’s we value the pursuit of continued growth and wellbeing. Wellbeing is a full integration of intellectual, physical, social, emotional, spiritual and vocational wellbeing. Each area contributes to a sense of wellbeing and quality of life and each affects and overlaps the other. On all accounts, feedback from students, parents and staff was overwhelmingly positive on how we managed the risk of COVID-19. All were very impressed with the measures taken by all staff to care emotionally and academically for their daughters. Reference: Independent School Queensland,2020, Risk Management Framework, viewed 29 May 2020, https://www.isq.qld.edu.au/our-work-withschools/risk-management-framework

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POWER

Nicole Walker Head of Year 9

The of the unspoken word – a reflection

Every journey has a place of origin; however, this journey has two catalysts. Like Smetana’s well-known composition Die Moldau, which conveys the story of the Vltava River as it travels from its source, two small springs, through various landscapes, to Prague (Schwarm 2019), my journey started with two ideas and developed into something exciting!

parents, and to connect them with such resources would be empowering and enhance trust. This belief is supported by Dr Justin Coulson, a leading Australian parenting expert, who believes that if environments are in high trust, relationships are cohesive and ‘stronger connections’ exist (Coulson 2016).

Initial investigations found these resources were already available on the Parent Portal; however, the magnitude of information was overwhelming. This provided a springboard to an exciting journey which not only included my involvement in the reorganisation of the cyber safety resources on the Parent Portal, but gave me the opportunity

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The idea to focus on the Parent Portal of the POD (Place of Discovery) originated after participating in the ‘Supporting Student Digital Wellbeing’ webinar course and upon receiving my results from the Clifton StrengthsFinder online survey. The results revealed that one of my ‘top’ strengths was connectedness;

the ability to see the big picture, to understand that decisions have bigpicture ramifications and the belief that ‘everything has meaning’ (Gallup 2019). The webinar sessions provided an acute awareness of the supportive, data-driven resources available to school communities by the eSafety Commissioner. The succinct details on infographics, including the DIY eSafety Checklist and Supporting Student Digital Wellbeing, are indicative of the information that could be available to parents. In my pastoral role, topics such as social media and strategies to encourage positive online behaviour are part of my many conversations with

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to review the year level pages and to join the eSafety Committee. I truly experienced a ‘deep sense of connection’ (Cardno & Bassett 2015, p. 130).

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As the Parent Portal was already under review, I was able to work collaboratively with the Head of Faculty – eLearning and Research to bring an extra perspective to the planning. We used the details provided to parents via their term letters to create new tiles, which now house both procedural information and term-specific details. Additional tiles will provide live details regarding policy, changes to daily routines and assessment planners. The tile size and configuration suits both the computer screen and the phone app, the preferred mode of parents. This awareness echoes Atticus Finch’s well-known words: ‘You never really understand a person until you consider things from his point of view …’ (Lee 1989, p. 33). It reflects the ‘Appreciation’ focus of the St Margaret’s Way as ‘we support our community to be the best we can be each day and boost our relationships with peers, students, staff and parents’.

This journey highlights the benefits of collective efficacy, the importance of emotional intelligence, and reflects the ‘growth mindset’ concept as I have

experienced the ‘organisational support for collaboration and innovation’ (Dweck 2016, p. 3). It contains the elements of Positive Psychology, a construct that founder and psychologist Dr Martin Seligman believes will enable people and communities to flourish: Positive emotion, Engagement, Relationships, Meaning and Achievement (Seligman 2011, p. 24). It also illustrates a ‘virtuous learning circle’, as knowledge has been reciprocal and learning has occurred through change (Nowles 2004, p. 106). In today’s context, the phrase ‘being on the same page’ could perhaps be reworded to ‘being on the same screen’. As information given and received via electronic means is such a significant part of life, ensuring that accessible processes produce clarity and provide support enables connections to be established and strengthened. The invitation to journey with others indeed lays before us all. How will you respond? References Cardno, C & Bassett, M 2015, ‘Multiple perspectives of leadership development for middle-level pedagogical leaders in New Zealand secondary schools’, Journal of Educational Leadership, Policy and Practice, vol. 30, no. 2, pp. 30-38, viewed 4 October 2019, https://search.informit.com.au/ Summary;dn=265350587913623;res=IELHSS

ov.au

Coulson, J 2016, Trust and wellbeing, online video, viewed 4 October 2019 https://www. youtube.com/watch?v=-zXTlYj-Dnk DIY eSafety Checklist, Supporting Student Wellbeing. Webinar: Supporting Student Digital Wellbeing, handout, viewed 6 May 2019, https://www.esafety.gov.au Dweck, C 2016, What Having a “Growth Mindset” Actually Means, Managing Yourself: Harvard Business Review, viewed 6 May 2019, https://hbr.org/2016/01/what-having-agrowth-mindset-actually-means Gallup n.d., An Introduction to the Connectedness CliftonStrengths Theme, viewed 5 October 2019 https://www.gallup.com/cliftonstrengths/ en/252197/connectedness-theme.aspx Lee, H 1989, To Kill a Mockingbird, Mandarin Paperbacks, London. Nowles, MS 2004, Relearning to E-learn: Strategies for Electronic Learning and Knowledge, Melbourne University Press, Carlton. Schwarm, B 2019, The Moldau: Symphonic Poem by Smetana, viewed 5 October 2019 https://www.britannica.com/topic/ The-Moldau Seligman, MEP 2011, Flourish, Free Press, New York St Margaret’s Anglican Girls School 2017, St Margaret’s Way, viewed 5 July 2019 https:// www.stmargarets.qld.edu.au/discover-stmargaret-s/our-school/our-mission-visionand-values

In the ‘cracks’ caused by this worldwide crisis, teachers are reflecting on what can be valued most in learning.

YEAR of WONDERS:

finding the revelations in the revolution In the ‘cracks’ caused by this worldwide crisis, teachers are reflecting on what can be valued most in learning. About a week ago, a member post on my Facebook reading group reminded me of the odd synchronicities between fiction and fact. Pulitzer Prize-winning author Geraldine Brooks’ (2001) novel ‘The Year of Wonders’ is set in the plagueridden England of the 1600s; we are set amidst our own version of the pest that has caused disruption and devastation of a global scale. Similarly, just as the heroine in Brooks’ fabula finds a sense of personal revelation in the revolutionary shifts to community, society, life itself, the disruptive shifts to learning communities and education practices are a paradox: a curse and a blessing for educators. On the one hand, it has resulted in a seismic shift to school learning – catastrophically so, in the world’s unluckier quarters – at the expense of all in the school community. And yet, on the other, it has opened a crack that allows educators to explore and reframe the central tenets of what learning communities should and could be. Vulnerability is the new normal Almost immediately as the pandemic changed education delivery, educators began chronicling their own reflections: their reactions to the disaster and their predictions for the role and relationships of teaching.

Vulnerability, for some, has become socially anathema; vulnerability becomes associated with ‘helplessness’, which is anything but true. Yet teachers’ reflexive and automatic responses to ‘do more’ – borne certainly out of a vocational desire to help and support our student community – are also driven by other personal, systemic and environmental factors, not the least of which is the performative culture in which teaching as a global profession increasingly operates. New names, new identities? As an English teacher, it is my job and interest to understand language in all its shape-shifting uses in public discourse. Decades-old terms such as ‘service delivery’ and ‘performativity’ are now a well-worn part of the verbal terrain of education (Ball 2003), but teachers generally resist implications that their practice – influential academic Stephen J Ball (2003) extends this further to their ‘soul’ – can be redesignated as merely transactional. Yet through this crisis and teacher responses of professionalism, some clear public appellations are emerging: the language of the heroic, the stoic, and the ‘high performer’ is now waxing. The monikers can be both a boon and a bane. For example, Griffith University Professor Donna Prendergast’s (2020) comment on 25 May upon Queensland students’ return to school sites on the ‘newfound respect many members of the community have for teachers not only for the amazing job they do teaching the next generation but for the enabling role they play keeping the economy flowing’ is both affirming for teachers and a reminder that education is often perceived by society a high value cog in the service economy.

Ironically, the praises and odes for educators’ alacrity and diligence that have sprung forth in the past months on Facebook feeds, celebrity shout-outs to ‘awesome’ teachers and educator leaders and advocates may themselves serve to perpetuate a mythology of the teacher ‘model performer’. In lieu of a hyperawareness of performance, academics such as

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Appropriate to the global nature of this shift, the initial angst of change was felt globally by teachers. In the United States – struck, at the point of writing, with the world’s grimmest mortality statistics – the reverberations of change were palpable. Professor of Education at Pennsylvania State University Anne Whitney (2020) wrote on the National Council of Teachers of English official blog of the exhaustion of teachers who had reflexively jumped to ‘offer something’: solutions, extra care, extra resources, extra tutoring. She highlighted the reluctance of teachers – so inured to serve and to solve problems – to admit to their grief of change.

Kate Wiedemann Secondary Teacher

Aisha Ahmad, professor of political science at the University of Toronto, have reflected that teachers in the immediacy of the COVID-19 crisis ‘must…now more than ever…abandon the performative and embrace the authentic’ (Ahmad 2020). ‘Our essential mental shifts require humility and patience ... And they will be slower than keener academics are used to. Be slow … Let it change how you think and how you see the world. Because the world is our work,’ Ahmad said. Relocating the conduit? Arguably the most obvious implication of the school shutdown was the transfer to the home as the site of learning and the radical domestic rearrangements this necessitated. On top of the costs in teacher and parent time, mental effort, and the emotional load of trying to jointly find and apply solutions in what is essentially a constantly changing game, it has opened questions about the role of the home in learning. Professor Julian Sefton-Green (2020) foreshadows as much in his article for Australian Association for Research in Education (AARE) website EduResearch Matters in April when he remarks: ‘ … now the home will simply be the new conduit for the school thus enabling all children to exist in an entirely individualised relationship with the state. That is a very particular and culturally specific definition of what we want education to do and certainly we need to ask whether that is an appropriate model for a post- pandemic society,” (Sefton-Green 2020). As a teacher and a parent of two high-schoolers, I have asked myself the same question. It is warm testament and a vote of confidence from a wider learning community to think learning and instruction have been ‘seamless’, but the seams are there nonetheless. As both a teacher and a parent to school-aged children, I have seen first-hand where the points of strain can arise for students, parents and teachers over the past months. They come in the little missed deadlines; overlooked emails or instructions; small misunderstandings that threaten to grow larger; unreliable or intermittent access to technology; difficulties navigating new information platforms; corresponding shifts to the teacher’s pedagogy; and the inevitable reduction of the collaborative opportunities that arise naturally from in-class social learning. These have been undeniably significant realities to resolve for our learners.

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Yet this unprecedented phenomenon – our own ‘Year of Wonders’ - is a strange blessing in that it has pushed educational matters to the forefront of public consciousness, has highlighted the great strengths of educators, and is an opportunity to reassert that which is most central and valuable in a learning community.

For educators, the difference between a future that will see us successfully negotiating – rather than being controlled by – constant change is arguably in our professional commitment, our adaptability and agility for education design, and the continued fostering of cooperation and collaboration across all stakeholders. Commitment to professional goals Even as they urged educators and learning communities to resist performative pressures, academics such as Ahmad (2020) believe teachers’ expertise and commitment will triumph, in whatever shape post-pandemic education assumes. ‘On the other side of this journey…are hope and resilience. We will know that we can do this, even if our struggles continue for years. We will be creative and responsive, and will find light in all the nooks and crannies' (Ahmad 2020). More locally, Prendergast (2020) of Griffith University alludes to the ability of committed vocationalists to withstand the vagaries of global fortune when she observed that ‘they [teachers] have displayed courage, commitment and capability…they have shown us why they became teachers’. In my own school, this same professional dedication and conscientiousness characterised the immediate responses and hard work of colleagues. It was often a case of ‘don’t sweat the small stuff’ as our work was stripped back to our purest goals. In the face of a crisis, the ‘why’ of teaching assumes its rightful place again; the ‘how’ becomes a problem that can be solved with ingenuity. Adaptability and Agility Teachers’ ability to adapt to challenge and change has been well recognised as a high value professional and personal attribute (Collie & Martin 2016). Yet the more important word in 2020 may be ‘agility’, implying a nimbleness of mindset to find opportunities in change, rather than simply endure change. More and more experts assert that education needs to develop new approaches towards what is called the ‘age of agility’ (Gaulden & Gottlieb 2017). The Agility movement, first arising in the Agile Manifesto 2001 in the world of software design, has been re-purposed over the past two decades across other domains, from business, leadership and, more recently, education design. What makes this mindset so appropriate for the pandemic age is its core learner-centred values of individuals and interactions over processes and tools; meaningful learning over measurement of learning; stakeholder collaboration over complex negotiation; and responsiveness to change over following a set plan (Briggs 2014).

This nimbleness is praised in Prendergast’s (2020) statement that: ‘Teachers have been absolute champions as they have created learning in a way never before anticipated, at a pace never before imagined.’ I observed this mindset as the collegiate community in my school embraced the new or the unfamiliar into their own teaching practices. Teachers’ information technology skills were broadened, but more excitingly, those capabilities were hybridised, adapted uniquely to the teacher’s pedagogy. The end game – quality interactions with students – informed the selection of tools and processes, not the other way around. This is the heart of ‘design thinking’ and problem-based learning, achieved with equal measures of intuition and critical thinking. It was a heartening reminder of our ability to innovate, even under duress – indeed, perhaps because of duress – when aimed at the common good (Marope et al. 2018). Cooperative Communities If the COVID-crisis has shown us anything, it is that connection and cooperation is the centre of learning. As school buildings and playgrounds fell silent for months, we looked for this connection online. But the agile mindset school reaffirms the primacy of the face-to-face, the social dimension of citizenship and physical spatial interaction with shared place. Andreas Schleicher (2020), Director for Education and Skills at the OECD, highlights this in his post to TeacherMagazine.com, citing the potential ‘fracturing’ of the ‘social fabric created in and by schools’ as perhaps the greatest risk in this crisis. “Learning is not a transactional process, where students are passive consumers of content, where schools are service providers and where parents are clients. “Learning always happens through interaction and in an environment of wellbeing and self-efficacy for both learners and teachers.” On a personal level, the collegial connection within my own school faculty and staff became a thread that wove throughout my days online, a cord that allowed me to debrief or consult in ways that were more spontaneous because our interactions were driven by genuine need: need for sociability, for relief, for encouragement, for problem solving, or for advice. I learned how my sensory faculties of listening were just as important – if not more so – as my faculty for talking. There were many moments of teamwork and the engagement in the art of concession in my own household as we negotiated a new timetable, and physically transformed our home into High School.

This experience has caused me to go back to literature and history – my teaching specialities and my passions – to think of the way that events both real and fictionalised reflect so much about our experiences. I have realised that the books and the historical events most meaningful to me are often organised around twin themes of devastation and regeneration. The fall of one empire brought another, hopefully more enlightened, reign. The end of a world war resulted in a new consciousness against mass warfare. And the temporary shutdown of our scheduled lives made us more mindful of how we restock our days. In the same way, the tremors from this natural disaster have opened some space, some questions about what we value in learning and schools, that – far from making us disquiet – are opportunity to reaffirm and redesign that which does most good for all. References Ahmad, A 2020, ‘Why You Should Ignore All That CoronavirusInspired Productivity Pressure’, The Chronicle of Higher Education, 27 March, viewed 27 May 2020, https://www.chronicle.com/article/WhyYou-Should-Ignore-All-That/248366/ Briggs, S 2014, ‘Agile based learning: What is it and how can it change education?’ Open Colleges, Viewed 25 May 2020, https://www. opencolleges.edu.au/informed/features/agile-based-learning-what-is-itand-how-can-it-change-education/ Brooks, G 2001, Year of Wonders: A Novel of the Plague, Fourth Estate, London. Collie, RJ & Martin, AJ 2016, ‘Adaptability: An important capacity for effective teachers’, Educational Practice and Theory, vol. 38, no. 1, pp. 27-39. Sefton-Green, J 2020, ‘Will Mass Schooling-at-home lead to the death of schools?’ EduResearch Matters, 13 April, viewed 24 May 2020, https://www.aare.edu.au/blog/?p=5378 Prendergast, D 2020, ‘Easing the Transition Back to School’, Griffith University News, 25 May 2020, viewed 28 May 2020, https://news. griffith.edu.au/2020/05/25/easing-the-transition-back-to-school/ Ball, SJ & Olmedo, A 2013, ‘Care of the self, resistance and subjectivity under neoliberal governmentalities’, Critical Studies in Education, vol. 54, no. 1. Marope, M, Griffin, P & Gallagher, C 2018, ‘Future Competencies and the Future of Curriculum – A Global Reference for Curricula Transformation’, International Bureau of Education – UNESCO, viewed 25 May 2020, https://www.google.com/search?client=safari&rls=en&q =international+bureau+of+education&ie=UTF-8&oe=UTF-8 Schleicher, A 2020. ‘International education and Covid-19 – Insights from TALIS’, Teacher Magazine, 25 March, viewed 26 May 2020, https://www.teachermagazine.com.au/columnists/andreas-schleicher/ international-education-and-covid-19-insights-from-talis Whitney, AE 2020, ‘The gift of offering nothing’, National Council of Teachers of English, 9 April, viewed 29 April 2020, https://ncte.org/ blog/2020/04/gift-offering-nothing/

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But the isolation from my students, and my observation of my own children isolated from their school environments confirmed for me that learning together – learner- teacherhome – is a natural extension of the basic human need for others.

Natural Wonders

Alice O’Driscoll and Isobel Barry School Captains

Our School Captains Alice and Isobel were asked several questions about their student experience at St Margaret’s. Friendship, broadening opportunities outside the classroom, spirit, SONY Camp, learning with peers and gratitude are common threads in their positive responses. This is a rare opportunity to hear from the students themselves about life at St Margaret’s.

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STUDENT VOICE The Voice of Alice O’Driscoll

What has it been like being a student at St Margaret’s? I have been a student at St Margaret’s for twelve years and I have been taught so much. Through this school I have made connections with my peer group and found a wonderful group of friends. Academically, I have developed a love for science and innovation which I am certain will greatly influence my career path in the future. Furthermore, I have received help when needed to balance my academic pursuits with my sporting commitments, both of which are integral parts of my life. I have been challenged and supported at St Margaret’s and have loved my time here. What is the best thing about the school and why do you think that? I love the spirit shown from St Margaret’s girls throughout the entire school. It is seen across all areas of school life and helps build the supportive community we have at this school. When you were first announced as a school captain, what were your first thoughts/emotions?

difficult to apply. In an academic setting it can be particularly motivating; for example, the best way to calm anxiety about an upcoming assignment or an exam is to focus on actually finishing that assignment or study for that exam rather than focusing on the stress it can cause. What kind of classroom environment suits you best? I really appreciate variation within the classroom environment. I enjoy a mix of individual study and peer collaboration. I also find that different subjects tend to tackle learning in different ways and that not every curriculum should be presented in the same format. Have you had a learning experience outside of the classroom that has had an impact on you and why was it so important? The first experience that comes to mind is SONY Camp, where students provide respite care over a weekend for children with special needs. Having been at this school for quite a while, I had heard stories from many past Year 11 students about the impact of the camp. Being able to participate in this camp was an incredible experience. Over the camp I was so fortunate to learn many things about myself and gain a greater understanding of the way we can help others. What excites you about the future?

What advice would you give other students to make certain they make the most of the opportunities?

If you wanted to say one thing to your teachers what would it be?

We are very privileged to go to school like St Margaret’s and are presented with such a large range of opportunities. While a rather cliché sentiment, I truly believe in the idea of giving things a go and branching out. Through my time at St Margaret’s, I have had opportunities offered to me which have taken me out of my comfort zone. For example, I was very apprehensive about appearing on ABC radio to discuss cyberbullying as part of the Myriad High Project, but I consider the interview one of my school highlights and was pleased to be able to represent the school in such an important conversation.

Thank you. I appreciate all the work teachers do to help assist us in making the most out of our education. Clearly teaching academics is a major component that I am thankful for, but I am also grateful for all the effort that is put into facilitating extra-curricular activities and other events which have enhanced my school experience. Our St Margaret teachers always go the extra mile, checking in on us if we’re looking stressed, encouraging us to extend ourselves, inviting us to try new and different activities – thank you for helping us become inquisitive, well-rounded, confident young women.

Is there any other general advice you would give to students?

What is one thing about St Margaret’s we should never change?

One of the best pieces of advice I have been given is if you are feeling stressed ask yourself can you do something about it? If the answer is yes, then do something, and if the answer is no, then stress will not help change the result, so we must focus on acceptance. While a relatively simple concept, it can be

One of the great advantages of St Margaret’s is it is relatively small. The smaller class sizes allow students to develop stronger relationships with teachers and results in a better learning experience.

Right at this minute, I am excited for the time when social gatherings are once again allowed and other restrictions are lifted. I am looking forward to this time as I have developed a new appreciation for many things which I previously took for granted. In a more long-term sense, I am excited to be able to enter university to continue my education and join with my peers to take our learnings into the real world and contribute in positive ways in our communities.

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I was excited and completely overwhelmed; it was a very surreal moment. Issy and I have been friends since Year 5 when she first came to the school and I was thrilled to be able to share this entire experience with her. While thus far 2020 has not been exactly what we envisioned, I remain enthusiastic to lead this school, with Issy, through these unprecedented times and look forward to returning to our campus.

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The Voice of Isobel Barry What has it been like being a student at St Margaret’s? Being a student at St Margaret’s has helped me grow into the young woman that I am today. The value-based learning and numerous opportunities have helped me to develop in a pastoral and scholastic sense, in particular, by learning in the framework of the core values of St Margaret’s and the St Margaret’s Way. Opportunities such as SONY Camp and global exchange have broadened my horizons and given me a new perspective on issues both close to and far away from home. In this way, St Margaret’s has shaped me into a futurethinking global citizen. What is the best thing about the school and why do you think that? St Margaret’s is a community that really promotes the empowerment and growth of strong young women. I love being part of a community that puts girls first, giving them opportunities and inspiration to excel. When you were first announced as a school captain, what were your first thoughts/emotions? My first thought was the excitement that I was going to be sharing the role with one of my best friends; I couldn’t believe we were so lucky to be captains together. I was so proud to be standing on that stage surrounded by intelligent, strong young women and in front of such a supportive school community who I would be leading the next year. What advice would you give other students to make certain they make the most of the opportunities? I would say that comparison is the thief of joy. I think that it’s very easy to dismiss opportunities due to self-doubt or fear of not being good enough. However, any opportunity that you do take is going to further your development, no matter what experience you have. Rather than seeing opportunities as a chance to fail or succeed, shift your mindset to see them as a chance to grow. Is there any other general advice you would give to students?

A discussion-based classroom environment suits me best because I find that in an open discussion forum I am able to learn with and from my peers. It is also a great way to check understanding. I also love to bring up points of contention and discuss them with the class; it’s interesting to hear a variety of perspectives. Have you had a learning experience outside of the classroom that has had an impact on you and why was it so important? I have had a lot of learning experiences outside of the classroom; however, one that particularly strikes me is my experience on exchange. Academically, the school I attended had a different program to St Margaret’s; however, the most important learning experiences came outside of the school day. I learnt to be independent in my learning, resilient in the face of challenge and passionate about travel and global citizenship. What excites you about the future? I’m excited to be a part of a generation that is going to change the world. I believe that young people today are such forward thinkers and have an opportunity to innovate in social and political spheres, particularly in areas such as gender equality, the environment, LGBTQ+ issues and closing the gap between Indigenous and non-Indigenous Australians. If you wanted to say one thing to your teachers what would it be? I would say thank you for connecting me to my learning. Without all the amazing teachers I have been exposed to throughout my time at St Margaret’s, I would not have such a passion for my subjects and a love for coming to school. What is one thing about St Margaret’s we should never change? St Margaret’s should never change their passion for the education of the whole child. I’m so grateful that my education at St Margaret’s has taken me to amazing places and taught me for life beyond the classroom.

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Other than making sure you check your exam timetable (I’m not kidding, I laughed when I first heard it, but I definitely wasn’t laughing later), I would say learn how to self-reflect. The word ‘reflection’ is often met with groans; however, it is a powerful tool to develop, particularly in an academic context. By reflecting on prior mistakes or successes, you are more likely to not make that mistake again or continue to do what you are already doing well.

What kind of classroom environment suits you best?

Educating the whole child for 125 years

Sunata Edition 10 Principal: Ros Curtis Editors: Karen Gorrie, Wendy Johnston Graphic Designer: Pam Smiles Photographer: Victoria Nikolova, Sophia Taylor

E DITI ON T E N

2020 SUNATA

g a tin nat bra Su ele of C ears y 10

Sunata

EDITION TEN

Educating girls for 125 years STAFF PROFESSIONAL LEARNING JOURNAL

Sunata 2020

Articles inside

Student Voice

YEAR of WONDERS: finding the revelations in the revolution

The power of the unspoken word – a reflection

Managing the Risk of COVID-19 on the wellbeing of students at St Margaret’s Anglican Girls School in 2020

The Importance of Physical Literacy

Leading Learning in the Age of League Tables: Disciplinary Power, Performativity and the Fight for the Ethical Self

Fundraising and engaging your donor community in a crisis

I am Kayla. I am Emma: Experiencing Emma Willard through the eyes of a student

How was the Lunch? – In Search of Perfect Professional Development

Planning an Anniversary Celebration

Lessons from exchange about teaching and learning for ATAR success

Research on Prayer Spaces in Schools

Preparing Year 10 Boarding Students for their Leadership Journey

Practice Makes Perfect: Revision strategies to improve student performance in external examinations

Reading Comprehension: Reciprocal Teaching

Learning to be Adaptive

The St Margaret’s Story – 125 years strong

The Big Shift

The Tipping Point: Youth Anxiety in the Age of Climate Change