Challenges and opportunities in Education Queensland

Mark Campling

Assistant Director-General

State Schooling Implementation

350

400

450

500

550

600

65020

08

2009

2010

2011

2008

2009

2010

2011

2008

2009

2010

2011

2008

2009

2010

2011

Year 3 Year 5 Year 7 Year 9

Mea

n Sc

ale

Scor

e

Numeracy

Queensland New South Wales Victoria Australia

4.8

6.6

7.6

8.0

6.6

7.5

7.3

9.6

5.4

4.5

5.2

5.1

7.2

6.8

5.5

7.7

14.9

15.4

16.7

17.6

17.9

16.2

17.5

21.7

15.3

12.6

13.6

15.2

20.5

17.1

16.5

20.3

26.7

27.1

27.7

29.4

32.1

30.0

31.4

32.3

27.0

26.1

26.7

27.1

29.4

30.6

31.1

30.4

27.3

28.3

26.8

25.9

28.0

28.0

27.5

24.3

26.7

28.0

29.1

26.5

24.2

27.5

28.6

25.0

17.5

15.7

15.4

14.3

11.8

13.7

12.5

9.8

16.6

18.4

17.5

16.8

13.3

13.2

14.0

12.3

8.8

7.0

5.7

4.7

3.6

4.7

3.8

2.4

9.0

10.3

7.9

9.3

5.4

4.7

4.3

4.3

0 20 40 60 80 100

2011

2010

2009

2008

2011

2010

2009

2008

2011

2010

2009

2008

2011

2010

2009

2008

Ye

ar 3

Ye

ar 5

Ye

ar 7

Ye

ar 9

Proportion %

Numeracy - Proportion of students in each band 2008, 2009, 2010 & 2011Queensland - (All Students)

1st Band Below NMS 2nd Band At NMS 3rd Band 4th Band 5th Band 6th Band and Above

The problem with every reform in education is that they have all stopped at the classroom door (Ashenden)

Students’ performance is influenced by … , the school (~10 per cent) and

teachers (~40 per cent) (Hattie 2003, 2009, Hill & Crevola)

The difference to student achievement is made in the classroom through feedback, instructional quality and direct instruction (Hattie, 2009)

There are no silver bullets and no shortcuts – just steady, unrelenting, consistent, focused effort (Levin, 2010)

For the entire system to be on the move you need leadership that focuses on the right things and

that above all promotes collective capacity (Fullan, 2012)

Research base

Michael Fullan (2011)

Choosing the wrong drivers for whole system reformSeminar Series Paper No. 204, May 2011 Centre for Strategic Education

The wrong drivers The right alternatives

Accountabilityusing test results and teacher appraisal to reward or punish

teachers and schools

Capacity building

Individual teacher and leadership quality promoting individual solutions

Group quality / solutions

Technologyinvesting in and assuming that the wonders of the digital world

will carry the day

Instruction / pedagogy

Fragmented strategies Integrated or systemic strategies

Getting the right drivers

United in our pursuit of excellence

ElementsElements

School curriculum

The what

Teaching practice

The how

School and

community partnerships

The who

Principal leadership &

school capability

The capacity

Curriculum into the Classroom

Graduate capabilities

EQ schools need graduates who: •can challenge and engage students in learning

•know how to use student data to determine teaching strategies

•have a deep understanding of what to teach

•can teach reading, writing, numeracy & science

•are familiar with the Australian Curriculum

EQ schools need graduates who are:

•passionate about teaching and student learning

•creative flexible, confident and resilient

STEM initiatives

Australian Curriculum

Student ICT Expectations

Teacher capability

Partnerships

Curriculum renewal in Qld

Initiatives to support greater student engagement