Belief in teaching

We have a building crisis in confidence in our teachers, a crisis coming about to deflect blame for poor government curriculum decisions and poor staff management procedures over an extended period of time.

It seems we are forever looking for magic bullets, where only hard work and dedication will bring about lasting results. It seems counter intuitive to expect hard work and dedication when your federal minister releases press on a regular basis about how improvement is needed - creates metrics to measure improvement but offers little in proven programmes that bring about that improvement.

I wonder how long it will take the penny to drop that the difference in student performance is rarely school performance but is actually the difference in parental support. This accounts for the difference across postcodes in a way that blaming schools does not. It's not parents fault either - their education level is what it is, generational change is the only thing that will eradicate the issue.

Until then, these kids need more time and instruction to succeed - yr 13, university bridging courses, after school tutoring, summer schools. To have effective courses we need a bunch of people that care about students, are motivated, skilled, nurtured and valued. These people have always been called teachers, lecturers, youth workers, aides, social workers, librarians and more recently chaplains. To continue to score political points against teachers is to shoot people that can make a difference.

Do the world a favour and encourage those making a difference. Chucking around money like confetti rarely brings this about. In fact it usually starts attracting vultures and those without community values that firmly have profits in their sights. The ABC Learning centres fiasco should have brought the effectiveness of profit driven public service firmly into the light.

We know our kids lack values, values previously imbued by parents and religious backgrounds and ethics. Today we need the people willing to set an example and do superhuman things with groups of kids that most people would fear talking to for 5 minutes, heaven forbid five to seven consecutive years.

Technology in the short to medium term can't fill this role. A new curriculum or statistical analysis will not fix the problem. Perhaps we should accept that social change is not the sole role of schooling and put the boot away for a while whilst the community pulls together and is assisted to do what is necessary in a practical, tried and accountable manner. Stop trying to make teachers and schools scapegoats.

Yes Ms Gillard, I mean you.

Updated 13/2/10: Here's another media release about a scheme to 'improve teacher quality' and improve 'teaching standards' (more than likely by those same teachers that require improvement) without details on how it will be done - but with wads of money attached to do whatever it?!? is.

Week 2, 2010 reflection

Had a great couple of weeks thus far: students are working well, keeping out of trouble. My aim this year is to increase the amount of learning that is going on in my classes.

To do this I aim to:

• increase the amount of direct instruction
• increase the amount of on-task time
• reduce the number of behaviour issues
• promote 'the search for an aha moment' as an enjoyable experience

Thus far things are going swimmingly. I started by randomly seating students, explaining to them that by increasing their circle of friends they were more likely know someone that could help them if they were stuck.

Then I set about increasing the expectation of performance, setting regular homework, giving time limits on completing tasks and setting a pace from the time they entered the room.

I paid special attention to student dynamics in the class, emphasising that performance was required to stay in the class. There is competition to get into this class as a precursor for 2A/2C/3A in upper school, so students need to perform well to remain.

I've talked to students a lot about the need to understand what it takes to learn, digging up my old "huh??!!, Doh!, OH!" model, emphasizing trying and practicing as a pathway to learning and long term retention of information.

I've also worked to modify my often unrealistic expectations and drive kids towards work where they can see real achievement. I've slowed my content delivery pace a lot (students are doing more work with a more limited focus), and it has shown a vast improvement in the general demeanor of this year's class.

I've looked at the class and tried to determine who will form the heart and motor of the room. These kids set the tone, mood and pace of the class. I'm more conscious of when they are behaving abnormally and investigate more quickly. The class picks up on this as an indication that I care about their well being as a whole.

I've set class goals which include rewards for outperforming the 'A' class and ever increasing goals for the class average, daily performance goals tied to the school reward scheme and try and give more incidental verbal acknowledgement of achievement.

I've surveyed the kids to determine their benchmark enjoyment of mathematics and then see how this changes over the year. I've recorded their friendship groups and attempted to identify any isolates.

It's vibrant and fun.

In school research

I started my studies for my masters this year and it's good to be doing something thought provoking again. There's a bit of a rush on post graduate studies at school at the moment, with many feeling more comfortable to start now that many NCOS subjects are bedded down. Lots by coursework, I think I am the only one doing it by thesis.

This term I'm looking at group dynamics and seeing how student/teacher interaction can be made more fruitful. Everyone that I explain my topic to seems to think I'm trying to do groupwork with my students (and I get a lecture on the validity of groupwork and assessment). These discussions have helped crystallise my resolve to assist students use their classtime more fruitfully and have students engage in meaningful conversation with a wider range of students. It's not really about collaboration and groupwork in the "put four people in a group and watch one do the work" mould.

It goes back to the 60 minute period - ~20 minutes instruction (10+ 10 or 7 + 7 + 7) and 40 minutes intervention time. In a class of 20, if all students are relying on the teacher for help, that's two minutes per student and a lot of time wasted waiting for the teacher, in a class of 30 it's worse.

A few minor issues have arisen that has forced me to widen the scope of my project. The first being that I need benchmark information at the start of the year but classes are fluid until week 4 when streams are set in stone. The second being the raft of hurdles that need to be jumped before research can begin.

The hurdles thus far:
Acceptance by university into the Masters course (a discussion, two phone calls and an email).
My WACOT registration expired whilst the transition from registered teacher occurred (and was an absolutely painful process to resolve with the same document lost multiple times by WACOT).
My WWC expired during the break (and required signing by the principal before a new one could be applied for and something that the screening unit needs to consider)
Approval by the university that the topic would comprise valid research (relatively painless as was done as part of a summer school unit)
Human Research Ethics Committee approval from the university (relatively painless as was done as part of a summer school unit)
Approval to proceed by the department (this was the big surprise - Policy and Planning at DET are a well oiled machine and made this a really pleasant experience with a fantastic turnaround)
Approval by my site manager (our principal).

Still to go:
Approval by parents
Approval by students
Approval by staff

The good thing is that now I have passed all of the third party stakeholders, I only need approvals directly related to the participants.

IOTY nomination 2010

The first IOTY nomination for 2010 is Kevin Rudd, Prime Minister of Australia and general all around idiot.

First we had to put up with Rate-my-teacher, a website prone to defamatory comments. At least with rate-my-teacher a comment could be challenged and removed.

Now our good-time-guy, hop on the 9 million hits bandwagon Prime Minister, has proposed to add parent comments to the myschool website.

There are so many issues with this idea it is laughable. Anyone that has run a public company and knows the issues around "running stocks" would identify the main problems with this idea.

a) the person running the myschool website would have to ensure that it is a parent making the comment, not a disgruntled student (authentication).
b) if it is a parent, there are a lot of parents with rose coloured glasses and interesting opinions of their little darlings that do not relate to their actual behaviour in class (authenticity).
c) a skew of opinions tend to occur, as happy parents rarely put their statements online (bias).
d) ensuring that malicious and slanderous comments are removed without damage to the reputation of teacher or school is a full time job (for just one school), it would be near impossible for 10,000 (legal liability and overhead).

These issues alone are enough to make this idea stupid. Another government idea taking pot shots at a system nearly destroyed by government curriculum policy. The resilience the system has shown in trying to compete with independent schools has been astounding to watch. It would be nice to get a break from those putting the boot in now and again.

If this is the government's way to take the mind of voters away from rising interest rates and climate policy issues, it is a poorly crafted stunt.

Kevin, you are the first IOTY nomination of 2010.

Link to media statement here.

First Day of school tomorrow

All fired up.. lessons planned.. preparation done.. Let's go!

Rubrics

I sat through another round of someone extolling the benefits of rubrics/analytic marking keys/explicit marking keys. There was no doubt a lot of effort went into constructing them, but the usual issues were there amongst the generic template.

Assessment is supposed to be Fair, Explicit, Comprehensive, Educative, Valid

Rubrics vary between too vague to be of benefit (fails the explicit test - makes marking easy but cannot be easily connected to assignment without 'dejargoning') or so explicit that most students can get an A if they put some effort in (fails the comprehensive/valid test - can a student do it without the rubric??).

The position put forward was that marking should be quick. I'm afraid I can't see how this is true. The only comments students read, are ones in red pen. If you circle where students lie in a marking key, they normally just skip to where the final grade is. Students will read every line written in red pen and ask for clarification of it.

This is where investigations today fall down a little. Typically we guide students through the investigation (so that it becomes more like self teaching than investigating) - but the other side of the coin is that students can't be expected to rediscover what mathematicians took millenia on their own. We need to find a middleground.

We have collected a wide range of investigations, categorised and standardised them. I must admit I have struggled with selecting, generating, marking and guiding students with regard to investigations and marking keys. It needs more work and thought.

And the 2009 IOTY winner is...

Julia Gillard, Federal minister for education.

Julia is awarded the Idiot Of The Year 2009 for her potential to damage confidence in public schooling, her flip flop on league tables and her continued faith in the face of all evidence and public opinion that NAPLAN information should be made public.

Today her media release finally acknowledged that it was likely that the myschool website and NAPLAN data would be used for league tables.

"I’m not a newspaper editor but I’m a reader of our media and a watcher of our media and what I know is that in the past, media outlets have sometimes decided to do a big story on an individual school and call it a bad school. That’s happened already; it’s happened five years ago, ten years ago, 15 years ago, 20 years ago. If an editor makes decisions to do that, that’s nothing to do with the My School website. " - Julia Gillard

Sorry Julia, if you provide the ammunition for producing misleading information, it is your fault. Media is renowned for producing sensationalist data and you are well aware of it - the potential for damaging schools rebuilding their reputations after poor government curriculum policy over many years far outweighs perceived benefits. State schools will close, pressure on parents to put students in independent schools will rise (for no academic benefit putting further stress on financially struggling families) and it will be the fault of your policy when the majority of people are saying this was a stupid idea.

"This has been worked on by experts and experts have looked at the Australian Bureau of Statistics information that’s relevant to that school and relevant to educational achievement. And through looking at that information, they’ve created an index and it’s the first time we’ve had an index than enables us to compare schools right around the country. " - Julia Gillard

A school's level of disadvantage is notorious to define (see the issues that occurred using bureau statistics for the ghetto allowances in WA). More-so the ability of a school to produce true generational change takes generations to measure. Where gentrification in an area is occurring, four years of lag will exist between when the census occurs and when SEI is measured. Furthermore it will take 13+ years for these students to start entering the system (although it is more likely the struggling school will be closed and sold) and it's likely the new students won't have a nearby public school to go to anyway. With data at least four years old, principals have changed, teachers moved on, the school is different to the index. This statement is one big furphy.

"Now we’ve got to be clear about this: being from a poor household doesn’t mean that you are somehow destined to go badly at school. Kids from the most disadvantaged circumstances can get great educational results but we do need to give them an extra helping hand to get there and that’s why this index is so valuable." - Julia Gillard

Ok, myschool statistics could identify some schools that need more help for disadvantaged students but why does this information need to be public (unless the idea is to use student results for political gain)? Why stigmatise students, teachers and schools? I have no argument that NAPLAN results could be used to help identify struggling schools, but why compromise the results by discouraging good students from entering the school whilst positive change is occurring and extra funding is available. Julia, you are creating a self defeating system.

Yet, has anyone considered that low SES students test poorly anyway and their actual understanding is usually higher than their scores. This is due to the averaged nature of NAPLAN scores. Many things effect the scores. Students "throw" the test as they do not value the results, have performance anxiety generally passed on by poor performing parents. In general, a lower weighting of importance is put on tests by schools due to a whole range of factors. Furthermore, test results are skewed by teachers wasting whole terms coaching students on how to answer NAPLAN questions. Topics are introduced out of sequence (to the detriment of students) to maximise NAPLAN results. The NAPLAN scores (if they are meant to identify low performing schools and help low performing students) are a poor measure of their actual performance!

Even when schools become earmarked for change, in many cases it simply will not occur no matter how much money is thrown at the school (and subsequent stress placed on teachers to perform miracles) due to dietary issues, birth defects, difficult circumstance, limited positive adult (especially male) role models, limited parental support, refugee cohorts, additional needs students, behavioural issues, alcohol and drug abuse, gang involvement, criminal behaviour, difficulties in identifying, attracting and retaining good teachers/administration, financial issues at home, generational endemic poor attendance, domestic violence and other such issues that cannot be changed by a school alone. A bigger picture approach must be taken in many cases.

Issues with current league tables (measuring student scores rather than career success, issued by The West newspaper in WA) is further proof that the myschool website is built on a flawed premise. A school can have near 100% of their aspirant university students achieve their dream (being the first in their family history to attend university) yet still be last on their league tables due to the cutoffs assigned to presenting scores (see current issues with 75+ TER recording in WA).

If the Liberal party said they would dump league tables, I would urge teachers to vote for them and I'm guessing so would many others. It would be a foolish Labor party that ignores this sentiment. WA was lost due to the teacher vote. Teaching voter backlash is not something to be ignored.

When public opinion becomes a tool for government intervention (and not the other way around) it indicates a government unable to control. Releasing NAPLAN information to stir public support for government intervention rather than just identifying issues and solving them, speaks of a government more interested in polls than doing good in the community.

Julia, if you fail to see the issues with this idea or are only going through with it for political reasons - you have to be an idiot.

You are a worthy winner of the IOTY for 2009. There was no competition.


Media release here.

Julia taking another potshot at teachers here (have a giggle at the stretched neck photo of Julia).

Myschool website here (but don't say I didn't warn you!)

What mathematics do students need before high school?

I was at my master's summer school unit and caught up with my high school mathematics teacher. We started talking about what was needed before starting high school in mathematics.

I knew the year 7 teachers from her feeder schools (albeit a few years ago I had done my practicums at both schools). The year 7 teachers were proactive teachers, and had started topics like volume and Pythagoras' theorem. In my naievity, I had thought this a good thing.

She quickly set me straight and said that these were easy things to teach if the basics were in place. Without the basics they were quickly forgotten.

So I started thinking to myself, what were the basics?

1. Did they have one-to-one number correspondence (could the children identify 1 with one of something, 2 as two of something so on and so forth)?
2. Could the children read the time?
3. Did children understand their four operations?
4. Did they know their tables?
5. Could they add and subtract one and two digits without a calculator?
6. Could they recognise basic units of measure?
7. Could they manage small amounts of money?
8. Did they understand place value?
9. Were students aware of order of operations?
10. Can they recognise basic shapes?
11. Can they identify uses of maths in their environment?

By the time I arrived at 8, I quickly understood her meaning. If students were able to do pythagoras, but were unable to recognise 4 lots of something was a multiplication sum then time was probably better spent sorting out operations.

These topics are easily tested by parents and school instruction can be complemented by a number of readily available books and websites.