HOW TO GET YOUR SCHOOL HOW TO GET YOUR SCHOOL MOVING AND IMPROVINGMOVING AND IMPROVING

Professor Steve DinhamProfessor Steve DinhamResearch Director- Teaching, Learning and LeadershipResearch Director- Teaching, Learning and Leadership

ACERACER

Monash Network ConferenceMonash Network ConferenceMay 11 2009May 11 2009

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Opening ThoughtsOpening Thoughts

““The chains of habit are too weak to be felt until they are The chains of habit are too weak to be felt until they are too strong to be broken.”too strong to be broken.”

Dr Samuel JohnsonDr Samuel Johnson

Much of what we do in education is the result of taken-for-Much of what we do in education is the result of taken-for-granted routines, habits, mind-sets, ideologies, granted routines, habits, mind-sets, ideologies, superstitions and untested assumptions and beliefs.superstitions and untested assumptions and beliefs.

However, we are now in the However, we are now in the age of evidenceage of evidence and we need and we need to ask some hard questions (what?, why?, how?, effects?).to ask some hard questions (what?, why?, how?, effects?).

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WHAT ARE WE HERE FOR?WHAT ARE WE HERE FOR?

“ …“ …the focus of every school, every the focus of every school, every educational system and every education educational system and every education department or faculty of education – [should department or faculty of education – [should be] student learning and achievement.” be] student learning and achievement.” Dinham, 2008: 1).Dinham, 2008: 1).

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The Melbourne Declaration (2008)The Melbourne Declaration (2008)

The Declaration articulates two important The Declaration articulates two important goals for education in Australia:goals for education in Australia:– Goal 1Goal 1: Australian schooling promotes equity : Australian schooling promotes equity

and excellenceand excellence– Goal 2Goal 2: All young Australians become:: All young Australians become:

■ ■ successful learnerssuccessful learners

■ ■ confident and creative individualsconfident and creative individuals

■ ■ active and informed citizens.active and informed citizens.

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BackgroundBackground

Until the mid-1960s the view was that Until the mid-1960s the view was that schools schools make almost no difference to student make almost no difference to student achievementachievement, which was largely pre-determined by , which was largely pre-determined by socio-economic statussocio-economic status, , family circumstancesfamily circumstances and and innate abilityinnate ability. .

However, However, research has powerfully refuted that research has powerfully refuted that viewview..

We now know that We now know that teachersteachers, , teachingteaching and and schoolsschools make a significant make a significant difference to student successdifference to student success..

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BackgroundBackground

As a result, there has been a major international As a result, there has been a major international emphasis on emphasis on improving the quality of teachers and improving the quality of teachers and teachingteaching since the 1980s. since the 1980s.

We now know We now know how teacher expertise developshow teacher expertise develops and and we know we know what good teaching looks likewhat good teaching looks like. However . However we also know that we also know that teacher quality variesteacher quality varies within within schools and across the nation. schools and across the nation.

A quality teacher in every classroom is the A quality teacher in every classroom is the ultimate aim, but how to achieve this is the big ultimate aim, but how to achieve this is the big question and challenge.question and challenge.

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It’s the Teacher …It’s the Teacher …

‘‘... ... the most important factor affecting student the most important factor affecting student learning is the teacherlearning is the teacher. ... The immediate . ... The immediate and clear implication of this finding is that and clear implication of this finding is that seemingly more can be done to improve seemingly more can be done to improve education by improving the effectiveness of education by improving the effectiveness of teachers than by any other single factorteachers than by any other single factor’.’.

Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in EducationJournal of Personnel Evaluation in Education, 11, pp. , 11, pp. 57-67.57-67.

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*Dinham (2008) ACER Press*Dinham (2008) ACER Press

http://shop.acer.edu.au/acer-shop/product/A4066BKhttp://shop.acer.edu.au/acer-shop/product/A4066BK

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Four Fundamentals of Student SuccessFour Fundamentals of Student Success (Dinham, 2008)*(Dinham, 2008)*

FOCUS ON THE STUDENT

(Learner, Person)

LEADERSHIP

QUALITYTEACHING

PROFESSIONAL LEARNING

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Unpacking The Four Unpacking The Four FundamentalsFundamentals

Student Learning and Student Learning and Achievement*Achievement*

Quality Teaching in Action*Quality Teaching in Action* Leadership for Quality Teaching Leadership for Quality Teaching

and Learningand Learning Professional Learning*Professional Learning*

* today’s focus* today’s focus

Student Learning and Student Learning and AchievementAchievement

What Does Current Research What Does Current Research Tell Us?Tell Us?

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Research EvidenceResearch Evidence

Prof John Hattie (Uni Auckland): Prof John Hattie (Uni Auckland): Meta-analysis of over Meta-analysis of over 50,000 studies50,000 studies

Major sources of variance in student achievement:Major sources of variance in student achievement: StudentStudent: accounts for 50% of variance in student achievement : accounts for 50% of variance in student achievement HomeHome: 5-10%: 5-10% SchoolSchool: 5-10% (principals, other leaders an influence): 5-10% (principals, other leaders an influence) PeerPeer EffectsEffects: 5-10%: 5-10% TeachersTeachers: 30%: 30% ““It is what teachers know, do, and care about which is very It is what teachers know, do, and care about which is very

powerful in this learning equation”.powerful in this learning equation”. ReferenceReference: Hattie, J. (2003). ‘Teachers Make a Difference: What is : Hattie, J. (2003). ‘Teachers Make a Difference: What is

the Research Evidence?’, the Research Evidence?’, http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-diffehttp://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.phprence.php

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Note on Note on Effect SizeEffect Size Effect size (ES) is a name given to a family of indices that Effect size (ES) is a name given to a family of indices that

measure the magnitude of a treatment effect. Unlike measure the magnitude of a treatment effect. Unlike significance tests, these indices are independent of sample significance tests, these indices are independent of sample size. size.

ES measures are the common currency of meta-analysis ES measures are the common currency of meta-analysis studies that summarize the findings from a specific area of studies that summarize the findings from a specific area of research. research.

The larger the ES, the greater the influence of the The larger the ES, the greater the influence of the treatment effect.treatment effect.– Note: As a Note: As a guideguide, ES < 0.0 negative impact; 0.0 > 0.2 no/weak , ES < 0.0 negative impact; 0.0 > 0.2 no/weak

impact; 0.2 – 0.4 small, possibly significant impact; 0.4 – 0.6 impact; 0.2 – 0.4 small, possibly significant impact; 0.4 – 0.6 moderately significant impact; > 0.6 large, significant impact.moderately significant impact; > 0.6 large, significant impact.

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Note on Note on Effect SizeEffect Size An ES of 1.0 indicates an increase of one standard An ES of 1.0 indicates an increase of one standard

deviation on the outcome, typically advancing achievement deviation on the outcome, typically advancing achievement by 2-3 years or about 50% (see Hattie, 2009: chapter 2)by 2-3 years or about 50% (see Hattie, 2009: chapter 2)

Almost everything worksAlmost everything works We need to set the bar at about 0.4 at which point we start We need to set the bar at about 0.4 at which point we start

to see real differenceto see real difference However we also need to consider variance – it won’t be However we also need to consider variance – it won’t be

0.4 for every student0.4 for every student We also need to think about how various interventions We also need to think about how various interventions

work together, or not.work together, or not.

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Professor John Hattie Uni of Professor John Hattie Uni of Auckland 2007Auckland 2007

Over 750 Meta-analyses of over 50,000 Over 750 Meta-analyses of over 50,000 international studiesinternational studies

See See Hattie, J. (2007). ‘Developing Potentials for Hattie, J. (2007). ‘Developing Potentials for Learning: Evidence, assessment, and progress’, Learning: Evidence, assessment, and progress’, EARLI Biennial Conference, Budapest, Hungary. EARLI Biennial Conference, Budapest, Hungary. http://www.education.auckland.ac.nz/uoa/educatiohttp://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/presentations.cfmn/staff/j.hattie/presentations.cfm

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeMobility (shifting schools)Mobility (shifting schools) -.34-.34

RetentionRetention -.16-.16

TelevisionTelevision -.14-.14

Summer vacationSummer vacation -.09-.09

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeOpen v TraditionalOpen v Traditional .01.01Multi-grade/age classesMulti-grade/age classes .04.04Inductive teachingInductive teaching .06.06Reading: whole languageReading: whole language .06.06Perceptual-motor programsPerceptual-motor programs .08.08Out of school experiencesOut of school experiences .09.09Distance educationDistance education .09.09Web based learningWeb based learning .09.09

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeAbility groupingAbility grouping .11.11Teacher trainingTeacher training .11.11Diet on achievementDiet on achievement .12.12Teacher subject matter knowledgeTeacher subject matter knowledge .12.12Gender (boys-girls)Gender (boys-girls) .12.12Multi-media methodsMulti-media methods .15.15Problem based learningProblem based learning .15.15Home school programsHome school programs .16.16

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeExtra-curricular programsExtra-curricular programs .17.17Family structureFamily structure .18.18Co-/team teachingCo-/team teaching .19.19Learning hierarchiesLearning hierarchies .19.19Aptitude/treatment interventionsAptitude/treatment interventions .19.19Individualised instructionIndividualised instruction .20.20Charter schoolsCharter schools .20.20Religious schoolsReligious schools .20.20

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeClass sizeClass size .21.21Teaching test takingTeaching test taking .22.22FinancesFinances .23.23Summer schoolSummer school .23.23Competitive learningCompetitive learning .24.24Programmed instructionProgrammed instruction .24.24Within class groupingWithin class grouping .25.25MainstreamingMainstreaming .28.28

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeDesegregationDesegregation .28.28Exercise/relaxationExercise/relaxation .28.28Audio-based teachingAudio-based teaching .28.28Home visiting by teachersHome visiting by teachers .29.29Reducing anxietyReducing anxiety .30.30Principals/school leadersPrincipals/school leaders .30.30Ability grouping for gifted studentsAbility grouping for gifted students .30.30HomeworkHomework .31.31

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeInquiry based teachingInquiry based teaching .31.31Simulations and gamingSimulations and gaming .32.32Reading: exposure to readingReading: exposure to reading .36.36Bilingual programsBilingual programs .37.37Teacher positive expectationsTeacher positive expectations .37.37Computer assisted instructionComputer assisted instruction .37.37Enrichment on giftedEnrichment on gifted .39.39Integrated curriculum programsIntegrated curriculum programs .39.39

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeAdjunct aidsAdjunct aids .41.41Hypermedia instructionHypermedia instruction .41.41Behavioural objectives/adv organisersBehavioural objectives/adv organisers .41.41Self-concept on achievementSelf-concept on achievement .43.43Frequent/effects of testingFrequent/effects of testing .46.46Early interventionEarly intervention .47.47Motivation on learningMotivation on learning .48.48Small group learningSmall group learning .49.49

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeQuestioningQuestioning .49.49Cooperative learningCooperative learning .49.49Reading: Second/third chance programsReading: Second/third chance programs .50.50Play programsPlay programs .50.50Visual based/audio-visual teachingVisual based/audio-visual teaching .51.51Outdoor programsOutdoor programs .52.52Concept mappingConcept mapping .52.52Peer influencesPeer influences .53.53

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeKeller's mastery learning programKeller's mastery learning program .53.53Reading: Phonics instructionReading: Phonics instruction .53.53Reading: Visual-perception programsReading: Visual-perception programs .55.55Parental InvolvementParental Involvement .55.55Peer tutoringPeer tutoring .55.55Goals – challengingGoals – challenging .56.56Mastery learningMastery learning .57.57Social skills programsSocial skills programs .57.57

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeSocio-economic statusSocio-economic status .57.57Home environmentHome environment .57.57Providing worked examplesProviding worked examples .57.57Reading: Comprehension programsReading: Comprehension programs .58.58Direct instructionDirect instruction .59.59Time on taskTime on task .59.59Study skillsStudy skills .59.59

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeAcceleration of giftedAcceleration of gifted .60.60Problem solving teachingProblem solving teaching .61.61Teacher professional developmentTeacher professional development .64.64Reading: Repeated reading programsReading: Repeated reading programs .67.67Reading: Vocabulary programsReading: Vocabulary programs .67.67Meta-cognition strategiesMeta-cognition strategies .67.67Teaching students self-verbalisationTeaching students self-verbalisation .67.67Creativity programsCreativity programs .70.70Prov. Formative evaluation to teachersProv. Formative evaluation to teachers .70.70

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeFeedbackFeedback .72.72Teacher-student relationshipsTeacher-student relationships .72.72Prior achievementPrior achievement .73.73Reciprocal teachingReciprocal teaching .74.74Quality of teachingQuality of teaching .77.77Classroom behaviouralClassroom behavioural .80.80Absence of disruptive studentsAbsence of disruptive students .86.86Self-report gradesSelf-report grades 1.441.44

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Effect Size Research: Key PointsEffect Size Research: Key Points

The teacher and the quality of his or her teaching are major The teacher and the quality of his or her teaching are major influences on student achievement, along with the influences on student achievement, along with the individual student and his or her prior achievement (all individual student and his or her prior achievement (all have large effect sizes).have large effect sizes).

School-based influences (beyond the classroom) have School-based influences (beyond the classroom) have weaker effects on student achievement.weaker effects on student achievement.

Structural and organisational arrangements (open vs Structural and organisational arrangements (open vs traditional classrooms; multi-age vs age graded classes; traditional classrooms; multi-age vs age graded classes; ability grouping; gender; class size; mainstreaming) have ability grouping; gender; class size; mainstreaming) have negligible or small effects on student learning. It is the negligible or small effects on student learning. It is the quality of teaching that occurs within these structural quality of teaching that occurs within these structural arrangements which is important.arrangements which is important.

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Effect Size Research: Key PointsEffect Size Research: Key Points

Examples of ‘active teaching’ (reciprocal teaching; Examples of ‘active teaching’ (reciprocal teaching; feedback; teaching self-verbalisation; meta-cognition feedback; teaching self-verbalisation; meta-cognition strategies; direct instruction; mastery learning; testing) strategies; direct instruction; mastery learning; testing) have large to moderate effects on student achievement.have large to moderate effects on student achievement.

Effect sizes are negligible or small for ‘facilitory’ teaching Effect sizes are negligible or small for ‘facilitory’ teaching (simulations and games; inquiry-based teaching; (simulations and games; inquiry-based teaching; individualised instruction; problem-based learning; individualised instruction; problem-based learning; differentiated teaching for boys and girls; web-based differentiated teaching for boys and girls; web-based learning; whole language reading; inductive teaching).learning; whole language reading; inductive teaching).

Strategies to promote and remediate literacy figure Strategies to promote and remediate literacy figure prominently in Hattie’s full list. Literacy is the foundation of prominently in Hattie’s full list. Literacy is the foundation of student achievement.student achievement.

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What About SES?What About SES?

SES and family background do have moderate/large effect SES and family background do have moderate/large effect sizessizes

SES SES isis about: about:– Foundations/advantageFoundations/advantage– OpportunityOpportunity– SupportSupport– Role models and encouragementRole models and encouragement

SES SES is notis not about: about:– Innate abilityInnate ability– Social-biological determinismSocial-biological determinism– PotentialPotential

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Facts About SESFacts About SES

Poor student performance is spread Poor student performance is spread across the SESacross the SES spectrumspectrum

Schooling represents an obstacle Schooling represents an obstacle course. Some students have certain course. Some students have certain advantages and others have obstacles.advantages and others have obstacles.

Life is not fair, but good teaching and Life is not fair, but good teaching and good schools can help overcome SES good schools can help overcome SES disadvantagedisadvantage

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FeedbackFeedback

““Look at learning or mastery in fields as diverse as sports, Look at learning or mastery in fields as diverse as sports, the arts, languages, the sciences or recreational activities the arts, languages, the sciences or recreational activities and it’s easy to see how important feedback is to learning and it’s easy to see how important feedback is to learning and accomplishment. An expert teacher, mentor or coach and accomplishment. An expert teacher, mentor or coach can readily explain, demonstrate and detect flaws in can readily explain, demonstrate and detect flaws in performance. He or she can also identify talent and performance. He or she can also identify talent and potential, and build on these. potential, and build on these.

In contrast, trial and error learning or poor teaching are less In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who don’t will be much harder to eradicate later. Learners who don’t receive instruction, encouragement and correction can receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress.” become disillusioned and quit due to lack of progress.”

(Dinham, (Dinham, Feedback on FeedbackFeedback on Feedback, 2008), 2008)

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FeedbackFeedback

The four questions of Students:The four questions of Students:

1.1. What can I do?What can I do?

2.2. What can’t I do?What can’t I do?

3.3. How does my work compare with that of How does my work compare with that of others?others?

4.4. How can I do better? How can I do better?

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FeedbackFeedback

““When asked to provide evidence and guidance on enhancing When asked to provide evidence and guidance on enhancing the quality of teaching and student performance, I’m the quality of teaching and student performance, I’m usually equivocal about advocating quick fixes … In the usually equivocal about advocating quick fixes … In the case of feedback, however, I’m prepared to state case of feedback, however, I’m prepared to state categorically thatcategorically that if you focus on providing students with if you focus on providing students with improved, quality feedback in individual classrooms, improved, quality feedback in individual classrooms, departments and schools you’ll have an almost immediate departments and schools you’ll have an almost immediate positive effect. positive effect.

The research evidence is clear: The research evidence is clear: great teachers give great great teachers give great feedback, and every teacher is capable of giving more feedback, and every teacher is capable of giving more effective feedbackeffective feedback.” (Dinham, Feedback on Feedback, .” (Dinham, Feedback on Feedback, 2008).2008).

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What Sort of Feedback?What Sort of Feedback?

G. Nuthall (2007). G. Nuthall (2007). The Hidden Lives of The Hidden Lives of LearnersLearners. Wellington: NZCER.. Wellington: NZCER.

80% of feedback students receive about 80% of feedback students receive about their work in primary school comes from their work in primary school comes from other studentsother students

80% of this student-student feedback is 80% of this student-student feedback is incorrect.incorrect.

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Some Questions to AskSome Questions to Ask

I suggest that you begin a professional conversation about I suggest that you begin a professional conversation about feedback by asking eight questions:feedback by asking eight questions:

1.1. What are our present approaches – formal and informal – What are our present approaches – formal and informal – to student feedback? Conduct an audit.to student feedback? Conduct an audit.

2.2. Are our assessment methods and criteria clear, valid and Are our assessment methods and criteria clear, valid and reliable? Identify the links between assessment and reliable? Identify the links between assessment and feedback.feedback.

3.3. Do our students understand what is meant by feedback? Do our students understand what is meant by feedback? 4.4. Is the feedback our students receive infrequent, Is the feedback our students receive infrequent,

unfocused, unhelpful, inconsistent or negative? ORunfocused, unhelpful, inconsistent or negative? OR

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Some Questions to AskSome Questions to Ask

5.5. Is the feedback we provide focused, comprehensive, Is the feedback we provide focused, comprehensive, consistent and improvement oriented, addressing the four consistent and improvement oriented, addressing the four key questions raised above? (especially key questions raised above? (especially How can I do How can I do better?better?))

6.6. How does the feedback our students receive relate to How does the feedback our students receive relate to parental feedback through reports, interviews and parent parental feedback through reports, interviews and parent nights? Is feedback to students and parents consistent?nights? Is feedback to students and parents consistent?

7.7. How can we provide our students with improved feedback? How can we provide our students with improved feedback? 8.8. How will we know if it works? What evidence will we need?How will we know if it works? What evidence will we need? The answers to these questions will provide an important The answers to these questions will provide an important

foundation for improving the quality of teaching and foundation for improving the quality of teaching and student achievement in our schools. student achievement in our schools.

However, feedback is only one part of the equation. It However, feedback is only one part of the equation. It is not a substitute or remedy for poor teaching.is not a substitute or remedy for poor teaching.

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……and if you are the parent of a and if you are the parent of a school-age child:school-age child:

Don’t ask “What did you do today?” or “What Don’t ask “What did you do today?” or “What did you learn today?” butdid you learn today?” but

““What feedback on your learning What feedback on your learning did you get today?”did you get today?”

Quality Teaching in ActionQuality Teaching in Action

Case Study: Successful Senior Case Study: Successful Senior Secondary TeachingSecondary Teaching

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‘‘EXPERT’ TEACHERS - EXPERT’ TEACHERS - PREVIOUS RESEARCHPREVIOUS RESEARCH

Experts notice features and meaningful patterns of Experts notice features and meaningful patterns of information that are not noticed by novices. information that are not noticed by novices.

Experts have acquired a great deal of content Experts have acquired a great deal of content knowledge that is organised in ways that reflect a knowledge that is organised in ways that reflect a deep understanding of their subject matter.deep understanding of their subject matter.

Experts’ knowledge cannot be reduced to sets of Experts’ knowledge cannot be reduced to sets of isolated facts or propositions but, instead, reflects isolated facts or propositions but, instead, reflects contexts of applicability.contexts of applicability.

Experts are able to flexibly retrieve important Experts are able to flexibly retrieve important aspects of their knowledge with little attentional aspects of their knowledge with little attentional effort.effort.

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‘‘Expert’ TeachersExpert’ Teachers

May appear ‘arational’, intuitive, non-analyticMay appear ‘arational’, intuitive, non-analytic Understand and solve problems at a deeper levelUnderstand and solve problems at a deeper level ‘‘Know’ their students; students ‘know’ themKnow’ their students; students ‘know’ them Though experts know their disciplines thoroughly, Though experts know their disciplines thoroughly,

this does not guarantee that they are able to teach this does not guarantee that they are able to teach others.others.

Both teacher and students have high expectationsBoth teacher and students have high expectations Experience gained over time importantExperience gained over time important Expert teachers can’t (easily) articulate their Expert teachers can’t (easily) articulate their

practicepractice

4343

The Senior Secondary Successful The Senior Secondary Successful Teaching StudyTeaching Study

4444

AimsAims

identify the relationship between teaching methods identify the relationship between teaching methods and HSC outcomes for studentsand HSC outcomes for students

identify the characteristics of successful HSC identify the characteristics of successful HSC teaching methodologyteaching methodology

consider the implications of the study findings for consider the implications of the study findings for improving teacher efficiencyimproving teacher efficiency

4545

FACTORS CONTRIBUTING TO FACTORS CONTRIBUTING TO TEACHING SUCCESSTEACHING SUCCESS

1.1. School BackgroundSchool Background

2.2. Subject FacultySubject Faculty

3.3. Personal QualitiesPersonal Qualities

4.4. Relationships With StudentsRelationships With Students

5.5. Professional Development Professional Development

6.6. Resources and PlanningResources and Planning

7.7. Teaching StrategiesTeaching Strategies

4646

Quality Teaching: Overall Findings Quality Teaching: Overall Findings from the HSC Studyfrom the HSC Study

Teachers genuinely Teachers genuinely expertexpert in their subject in their subject area(s), and area(s), and enjoyed teachingenjoyed teaching

Three sorts of knowledge essential:Three sorts of knowledge essential:– Subject content knowledgeSubject content knowledge (what subject (what subject

content to teach)content to teach)– Subject pedagogic knowledgeSubject pedagogic knowledge (how to teach (how to teach

particular subject content)particular subject content)– Subject course knowledgeSubject course knowledge (subject (subject

curriculum, assessment, exam knowledge)curriculum, assessment, exam knowledge)

4747

HSC FindingsHSC Findings

Lessons were Lessons were student centredstudent centred andand teacher teacher directeddirected..

Teachers were Teachers were highly responsivehighly responsive to students and to students and highly demandinghighly demanding, i.e. , i.e. authoritativeauthoritative, rather than , rather than uninvolved, permissive or authoritarian.uninvolved, permissive or authoritarian.

Mutual Mutual respectrespect, , confidenceconfidence and and high high expectations.expectations.

4848

HSC FindingsHSC Findings

Although wide range of strategies used, Although wide range of strategies used, key key common factor was emphasis on having common factor was emphasis on having students think, solve problems and apply students think, solve problems and apply knowledge.knowledge.

Understanding built in layers, Understanding built in layers, connections.connections. Frequent Frequent assessmentassessment and and feedback.feedback. Teachers saw their role as Teachers saw their role as challenging studentschallenging students

beyond demands of the HSC.beyond demands of the HSC.

4949

HSC FindingsHSC Findings

Assisted Assisted note buildingnote building, ownership of note-making, ownership of note-making Group work, community learningGroup work, community learning more common more common

than might be expectedthan might be expected Good Good relationshipsrelationships and and positive classroom positive classroom

climate essentialclimate essential Overall, Overall, no instant recipeno instant recipe for teaching success, for teaching success,

yet much can be learned from successful teachers yet much can be learned from successful teachers and faculties – a framework for reflection and and faculties – a framework for reflection and actionaction

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Key PointsKey Points

Overall, the quality of the Overall, the quality of the teacherteacher and the quality and the quality of of teachingteaching (large effect sizes) are much more (large effect sizes) are much more important than important than structuralstructural or working or working conditionsconditions (negligible or small effect sizes), (negligible or small effect sizes), demonstrating demonstrating the futility and waste of ‘fiddling around the edges’ the futility and waste of ‘fiddling around the edges’ of schooling without sufficiently addressing the of schooling without sufficiently addressing the quality of teachers and the quality of teaching quality of teachers and the quality of teaching within schools and classrooms.within schools and classrooms.

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Key PointsKey Points

Quality teaching matters and it’s time we Quality teaching matters and it’s time we started acting like it.started acting like it.

A quality teacher in every classroom is A quality teacher in every classroom is the biggest equity issue in Australian the biggest equity issue in Australian Education today.Education today.

““It’s no use saying ‘we are doing our It’s no use saying ‘we are doing our best’. You have got to succeed in doing best’. You have got to succeed in doing what is necessary”.what is necessary”. (Sir Winston Churchill) (Sir Winston Churchill)

5252

Dinham, Ingvarson & Kleinhenz Dinham, Ingvarson & Kleinhenz (2008) BCA(2008) BCA

Professional LearningProfessional Learning

Student Learning is heavily Student Learning is heavily dependent on teacher learningdependent on teacher learning

5454

Types of Teacher LearningTypes of Teacher Learning

TraditionalTraditional Formal pre-serviceFormal pre-service ad hocad hoc, on the job, on the job Professional associationsProfessional associations Informal self-directedInformal self-directed Formal in-serviceFormal in-service Formal postgraduate studyFormal postgraduate study

5555

Types of Teacher LearningTypes of Teacher Learning

Alternative ApproachesAlternative Approaches Action researchAction research Action learning*Action learning* Formal mentoringFormal mentoring Professional standards/certification (mandatory, Professional standards/certification (mandatory,

voluntary)voluntary) Professional learning modulesProfessional learning modules Learning communities*Learning communities*

* Today’s focus* Today’s focus

5656

Trends in Teacher Learning Trends in Teacher Learning FromFrom ……………………… ……………………… ToToCentralisedCentralised DecentralisedDecentralisedSystem responsibilitySystem responsibility Individual, collective responsibilityIndividual, collective responsibilityOff the shelfOff the shelf TailoredTailoredGeneralisedGeneralised ContextualisedContextualisedOff site, apartOff site, apart On site, embeddedOn site, embeddedInputInput OutcomesOutcomesPassivePassive InteractiveInteractiveExternal expertExternal expert External partnerExternal partnerIndividual learningIndividual learning Community learningCommunity learningTheory basedTheory based Problem basedProblem basedTransactionalTransactional RelationalRelationalChanging thingsChanging things Changing peopleChanging peopleLearning by seeing, hearingLearning by seeing, hearing Action learningAction learningUsing researchUsing research Doing researchDoing researchBroad focusBroad focus Student/learning focusStudent/learning focus

5757

Schools as Learning Schools as Learning CommunitiesCommunities

““When all the definitions were pieced together the school When all the definitions were pieced together the school as a learning community was perceived as a place as a learning community was perceived as a place where life-long learning takes place for all stakeholders where life-long learning takes place for all stakeholders for their own continuous growth and development, for their own continuous growth and development, teachers act as exemplary learners, students are teachers act as exemplary learners, students are prepared adequately for the future, and mistakes prepared adequately for the future, and mistakes become agents for further learning and improvement. become agents for further learning and improvement. Furthermore, it is a place where collaboration and Furthermore, it is a place where collaboration and mutual support is nurtured, clear shared visions for the mutual support is nurtured, clear shared visions for the future are built, and the physical environment future are built, and the physical environment contributes to learning.” (Voulalas & Sharpe, 2005)contributes to learning.” (Voulalas & Sharpe, 2005)

5858

The Learning Community: What The Learning Community: What did we find? What works?did we find? What works?

Case StudiesCase Studies::1.1. HSC Teaching SuccessHSC Teaching Success2.2. AESOPAESOP3.3. Australian Government Quality Teaching ProgramAustralian Government Quality Teaching Program4.4. NSW Quality Teaching AwardsNSW Quality Teaching Awards

– None of these projects was about learning None of these projects was about learning communities communities per seper se, but each shed light on the , but each shed light on the dynamics of the phenomenon.dynamics of the phenomenon.

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The Case Studies: How Does a Learning The Case Studies: How Does a Learning Community Develop and Sustain Itself?Community Develop and Sustain Itself?

The Learning Communities examined in the case The Learning Communities examined in the case studies were developed and sustained through:studies were developed and sustained through:

A.A. Focus on Teaching and LearningFocus on Teaching and Learning

B.B. Individual and Collective Belief and SupportIndividual and Collective Belief and Support

C.C. Problem SolvingProblem Solving

D.D. Internal Expectations and AccountabilityInternal Expectations and Accountability

E.E. Leadership and Outside InfluenceLeadership and Outside Influence

F.F. Overall DynamicsOverall Dynamics

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A. Focus on Teaching and LearningA. Focus on Teaching and Learning

1.1. Learning communities have a focus on learning and a Learning communities have a focus on learning and a desire to learn about learning; there is use of pedagogic desire to learn about learning; there is use of pedagogic terminology, models and theory, coupled with a terminology, models and theory, coupled with a conscious effort to de-prioritise administration and conscious effort to de-prioritise administration and management and re-prioritise learning within the group.management and re-prioritise learning within the group.

2.2. Members of learning communities see themselves and Members of learning communities see themselves and their students as going somewhere, with learning being their students as going somewhere, with learning being an on-going process; learning becomes contagious, with an on-going process; learning becomes contagious, with others catching the ‘bug’.others catching the ‘bug’.

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… … Focus on Teaching and LearningFocus on Teaching and Learning

3.3. Within the group there is recognition that it is necessary Within the group there is recognition that it is necessary to change the way people think if there is to be change in to change the way people think if there is to be change in how they act, and thus learning, reflection and how they act, and thus learning, reflection and questioning are important.questioning are important.

4.4. Members of the group are concerned with establishing Members of the group are concerned with establishing and maintaining upward, continuous cycles of and maintaining upward, continuous cycles of improvement; they are not satisfied with the improvement; they are not satisfied with the status quostatus quo..

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B. Individual and Collective Belief B. Individual and Collective Belief and Supportand Support

5.5. Group members possess and demonstrate belief and Group members possess and demonstrate belief and respect for their profession and discipline; they believe in, respect for their profession and discipline; they believe in, even love their area and communicate this to others.even love their area and communicate this to others.

6.6. Members of the group pay attention to social Members of the group pay attention to social maintenance, trying to make their school, department, or maintenance, trying to make their school, department, or faculty a ‘good place’ (MacBeath, 2006); members care faculty a ‘good place’ (MacBeath, 2006); members care for each other and their students as people and social for each other and their students as people and social and professional relationships are important.and professional relationships are important.

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C. Problem SolvingC. Problem Solving

7.7. There is an emphasis on problem or issue based There is an emphasis on problem or issue based learning and recognition of what is important, learning and recognition of what is important, with dialogue around identified issues and with dialogue around identified issues and potential solutions.potential solutions.

8.8. Experimentation, risk taking and innovation in Experimentation, risk taking and innovation in teaching and learning are encouraged and are a teaching and learning are encouraged and are a feature of learning communities; there is feature of learning communities; there is questioning rather than acceptance of questioning rather than acceptance of constraints.constraints.

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… … Problem SolvingProblem Solving

9.9. Teaching and learning are context and person specific, Teaching and learning are context and person specific, with efforts to contextualise and modify as necessary with efforts to contextualise and modify as necessary externally derived solutions or approaches.externally derived solutions or approaches.

10.10. There is on-going reflection on and evaluation of existing There is on-going reflection on and evaluation of existing and new measures within the learning community, and new measures within the learning community, coupled with data-informed decision making.coupled with data-informed decision making.

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D. Internal Expectations and D. Internal Expectations and AccountabilityAccountability

11.11. The group creates a climate of high expectations and The group creates a climate of high expectations and professionalism which members rise to, not wanting to let professionalism which members rise to, not wanting to let anyone down, not least students.anyone down, not least students.

12.12. Members of the group empower each other to take the Members of the group empower each other to take the lead in learning, in turn enhancing individual and group lead in learning, in turn enhancing individual and group leadership capacity and effectiveness.leadership capacity and effectiveness.

13.13. Accountability is to the group, more than to externally Accountability is to the group, more than to externally imposed accountability measures; group accountability imposed accountability measures; group accountability and self-accountability are powerful influences on the and self-accountability are powerful influences on the learning community’s ethos, and action.learning community’s ethos, and action.

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E. Leadership and Outside E. Leadership and Outside InfluenceInfluence

14.14. Leadership outside and within the group is important in Leadership outside and within the group is important in stimulating and facilitating the learning community.stimulating and facilitating the learning community.

15.15. While learning communities can develop without stimulus While learning communities can develop without stimulus or action from above or outside, assistance, guidance, or action from above or outside, assistance, guidance, resources and encouragement from others within and in resources and encouragement from others within and in some cases outside the organisation can facilitate the some cases outside the organisation can facilitate the learning process.learning process.

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F. Overall DynamicsF. Overall Dynamics

16.16. Overall, what seems to work most effectively is a Overall, what seems to work most effectively is a combination of external understanding, advice, combination of external understanding, advice, assistance and recognition, coupled with a focus on assistance and recognition, coupled with a focus on internal issues, with teacher and group learning to internal issues, with teacher and group learning to address these through empowerment and with internal address these through empowerment and with internal action and accountability.action and accountability.

17.17. Time, place, space and language are important elements Time, place, space and language are important elements in creating a learning community.in creating a learning community.

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Finally, the studies showed …Finally, the studies showed …

Dialogue and innovation around quality Dialogue and innovation around quality teaching and learning have emerged and re-teaching and learning have emerged and re-invigorated jaded teachers who are now invigorated jaded teachers who are now active participants in learning communities. active participants in learning communities.

Latent leadership potential has emerged Latent leadership potential has emerged and in turn facilitated further change and and in turn facilitated further change and improvement in the groups concerned.improvement in the groups concerned.

It is never too late to nourish the learning It is never too late to nourish the learning community.community.

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The Essential MessagesThe Essential Messages

Quality teachingQuality teaching matters matters

LeadershipLeadership is the big enabler is the big enabler

Professional LearningProfessional Learning is essential is essential

The best classrooms, departments, schools, and even The best classrooms, departments, schools, and even systems have systems have a central focus on studentsa central focus on students as as learnerslearners and and peoplepeople

Educational systems, leaders and teachers need to plan, Educational systems, leaders and teachers need to plan, proceed, assess, evaluate and modify as necessary proceed, assess, evaluate and modify as necessary ONON THE BASIS OF EVIDENCETHE BASIS OF EVIDENCE..

Vision is important but it must rest on evidence.Vision is important but it must rest on evidence.

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Some ReferencesSome References*Ayres, P.; Dinham, S. & Sawyer, W. (1999). *Ayres, P.; Dinham, S. & Sawyer, W. (1999). Successful Teaching in the NSW Higher School CertificateSuccessful Teaching in the NSW Higher School Certificate . .

Sydney:Sydney: NSW Department of Education and Training. NSW Department of Education and Training. Ayres, P.; Dinham, S. & Sawyer, W. (2000). ‘Successful Senior Secondary Teaching’, Ayres, P.; Dinham, S. & Sawyer, W. (2000). ‘Successful Senior Secondary Teaching’, Quality Teaching Quality Teaching

Series, Series, No 1,No 1, Australian College of Education, September, pp. 1-20.Australian College of Education, September, pp. 1-20.Ayres, P.; Dinham, S. & Sawyer, W. (2004). ‘Effective Teaching in the Context of a Grade 12 High Ayres, P.; Dinham, S. & Sawyer, W. (2004). ‘Effective Teaching in the Context of a Grade 12 High

Stakes External Examination in New South Wales, Australia’, Stakes External Examination in New South Wales, Australia’, British Educational Research JournalBritish Educational Research Journal, , 30 (1), pp. 141-165.30 (1), pp. 141-165.

Dinham, S. (2008). ‘Feedback on Feedback’, Dinham, S. (2008). ‘Feedback on Feedback’, TeacherTeacher, May, pp. 20-23., May, pp. 20-23.Dinham, S. (2008). Dinham, S. (2008). How to get your School Moving and Improving: An evidence-based approachHow to get your School Moving and Improving: An evidence-based approach . .

Melbourne: ACER Press.Melbourne: ACER Press.Dinham, S. (2007). Dinham, S. (2007). Leadership for Exceptional Educational OutcomesLeadership for Exceptional Educational Outcomes . Teneriffe, Qld.: Post Pressed.. Teneriffe, Qld.: Post Pressed.Hattie, J. (2009). Hattie, J. (2009). Visible LearningVisible Learning. London: Routledge.. London: Routledge.Hattie, J. & Timperley, H. (2007). ‘The Power of Feedback’, Hattie, J. & Timperley, H. (2007). ‘The Power of Feedback’, Review of Educational ResearchReview of Educational Research, 77(1), pp. , 77(1), pp.

81-112.81-112.Marzano, R.; Pickering, D. & Pollock, J. (2005). Marzano, R.; Pickering, D. & Pollock, J. (2005). Classroom Instruction that Works – Research-based Classroom Instruction that Works – Research-based

strategies for increasing student achievementstrategies for increasing student achievement . Upper Saddle River, NJ: Pearson.. Upper Saddle River, NJ: Pearson.National Research Council. (2000). National Research Council. (2000). How People Learn: Brain, Mind, Experience and SchoolHow People Learn: Brain, Mind, Experience and School . .

Washington, DC: National Research Council.Washington, DC: National Research Council.Popham, W.J. (2008). Popham, W.J. (2008). Transformative AssessmentTransformative Assessment. Alexandria, Va.: ASCD.. Alexandria, Va.: ASCD.

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Contact DetailsContact Details

Professor Stephen DinhamProfessor Stephen DinhamResearch Director – Teaching, Learning and Research Director – Teaching, Learning and

LeadershipLeadershipACERACERPrivate Bag 55Private Bag 55Camberwell Vic 3124Camberwell Vic 3124Email: Email: dinham@acer.edu.audinham@acer.edu.auPhone: 03 9277 5463Phone: 03 9277 5463Website: Website:

www.acer.edu.au/staffbio/dinham_stephen.htmlwww.acer.edu.au/staffbio/dinham_stephen.html