Teacher well being vs Student benefit

I have argued on occasion that teacher well being is as important as student benefit.  There are times that putting teachers first maintains teaching standards.

Many schools are considering moving the school year start to term three to overcome the issues caused by moving the ATAR exams closer to the term 3 boundary.  Couple this with many classes in year 11/12 being combined, it's an idea that has merit.

When it was floated at our school, I was very much against the idea - to the point that I raised concerns of teachers at school council (I was a council member at the time).  I was concerned that teachers that were tired after getting kids through ATAR exams would not have time to prepare courses in time for the early start and that reporting deadlines would become more onerous.  There was some concern that load was being shifted to senior school staff as year 8 classes would not run until the new year.

In the end, it was not an issue for the mathematics department.
a) The early start reduced the pressure on teachers delivering combined 11/12 courses by adding 8 weeks to the year long course (typically combined 11/12 courses with ATAR exams finish early).
b) The early finish provided extra time for students in year 11 that required re-tests or for collecting late assignments providing extra time for preparing reports (typically stage 1 students).
c) It did prompt us to start programming earlier.
d) It reduced delivery pressure on year 11 courses in other learning areas that were not combined (as they were able to run their exams later in the usually year 11 exam slot week 6 if they with reduced pressure on students as they had completed math exams).
e) Students appreciated the extra time for completing year 12 courses.
f) It reduced behavioural issues typically found in the final weeks of the year and increased attendance.

We finished the year 11/12 courses in term 4 week two this year and started new courses.  This was time typically lost to learning where students were sent home after exams. One stage 3 course is already over half way through the text leaving time for deeper exploration of topics.

This year the majority of teachers are strongly resistant to finishing early and starting the 2013 timetable in 2012.  There are issues with it:

a) Teachers that are joining the school only do so at the start of 2013 (thus classes have temporary teachers).
b) There is insufficient time to plan 2013 courses (it would normally be done in the holidays)
c) Small groups are not operating until 2013 (resulting in difficulties running assessment in 2012)
d) Teachers are tired.
e) It doesn't work for VET subjects (the preferred option is to send them home) because there is only make-do work available.
f) Puts considerable stress on administration to prepare timetables and complete course counselling.
g) Budgets are not accessible for resources required for 2013 programmes of work.

I suppose the only issue I have with the counter arguments is that none of them relate to issues of low student performance or raising attendance.  Many of the issues relate to a lack of planning and preparation time during the year.  I noticed a few teachers had booked planning time (and asked to be kept off the relief time) which seemed a sensible idea.

I doubt the school will continue with the early finish, but mathematics will continue finishing math courses week 2, term 4 if at all possible.  If that can be done without affecting other learning areas that would be great.  If it is deemed that the effect on other learning area and timetabling is too great that will be very unfortunate.

Since mathematics started finishing yr 11 in week 2, year 12 courses have been completed on time, with revision time available (something we had not achieved prior) and results have improved despite an increase in combined courses.  I maintain that we need to find creative ways to provide teaching time to students that typically mature academically later than in higher socio-economic schools and have lower levels of home support.  The earlier year end is something that clearly has made a difference to our mathematics teaching programme.

Screencasts and Prezi

During the year I have created a whole heap of screencasts for my students.  I put them on edmodo and it has become an important part of my teaching method.

I have wanted a way to organise them so that students can easily find the one that they want as scrolling back through the year is not very practical..  One of the science teachers at the school showed me prezi and I thought it might be useful as a graphic organiser.

If the loading process wasn't so prone to failure, I'd say it was a great product.  It's come a long way since I last used it, but ready for mission critical work I'd say not.  It's a frustrating tool to say the least.

A couple of things I learned during my prezi journey.

1. Be prepared to reload the edit page 10-15 times before the prezi loads successfully in edit mode.
2. Keep the prezi size down and don't overuse the zoom function (make things too small or too big)
3. It only works with IOS 5 on an iPad (and to update to IOS 5 requires a rebuild of the iPad resulting in data loss when the restore fails due to antivirus being overzealous.. grr..)
4. The save to file function in prezi is a lifesaver.  Any time that you want to display a prezi in front of people (eg in front of a class), save it to a file - don't rely on it online, it will fail on you every time - even if it worked perfectly when you tested it two minutes before.
5. Get your login validated as an education user.  It's worth the extra functionality.

Anyhow.. the important bit. It's nearing christmas so I thought I'd share my prezi of screencasts created during 2012 for 3AB MAT and 3AB MAS.

http://prezi.com/9irnyg-v83ul/screencasts/

Be prepared to reload the page up to 10 times before the prezi loads successfully (it may repeatedly error - don't worry there's probably nothing wrong).  It's annoying but worth the wait to see how we could present information in the future.

Please remember that each screencast was created in about 5 minutes each in response to student questions - they are not meant to be a comprehensive examination of each topic.  In many cases they are not sequential with the Saddler text.  They are only meant to supplement class teaching (and are a part of my reflecting on my own teaching practices).

I know at least one of the screencasts in particular is full of mistakes (I must have been asleep that day!).  A great part of the screencasts is when students find errors or query against their understanding - it's a real indication they are watching for context rather than just accepting everything in front of them and a part of why I believe they have been successful.

The sound volume is low because I'm doing these when the little ones are asleep at night.  If anyone is interested in how to do a screencast (it's stupidly easy), reply below and I'll write a little tutorial.

IOTY Award

Each year an IOTY is given to someone that has done something rather silly in education.  This year there were a few candidates.  My personal favourite is the one most recent.

Currently (as reported in the West) education (teaching) staff are being declined travel requests.  The interesting thing is that (on my reading) the travel requests as reported in the West are only related to airline travel.

Not so!

Recent requests for support from head office have been declined because support staff are not allowed to use government vehicles to come to schools.  This means that critical support required to examine statistical data and perform professional development within schools prior to the 2013 year is being denied for a few dollars of petrol.  These supports onsite are important as they bring together school staff with neutral advisors that can drive critical change and provide confidence to make courageous decisions.

To the person that decided that this is a good idea and changed a good idea (reducing travel where benefits cannot be clearly justified) to a poor idea (trying to save a few dollars and in so doing reducing the effectiveness of teaching programs) deserves the IOTY for 2013.

To the mystery person poorly implementing a good idea... the IOTY goes to you!

NAPLAN data

The next round of NAPLAN data is being released and the issues with summarised statistics arise.  In low socio-economic schools this data is damaging and will close schools - not because of poor teaching but because of cohort changes.

Let's take a sample school.

General assumption:
NAPLAN scores have dropped over four years.  Obviously something wrong with the teaching staff.

Examining raw data:
Increase in students with little or no schooling (refugee intake)
Opening of new school nearby attracting higher performing students
Half cohort was generally a weak group due to many students (and siblings) moving to private schools in yr 7 (entry to secondary schooling early was a significant factor in parents choosing schools in yr 7 coupled with aggressive marketing by private schools to maintain student numbers)
High turnover in experienced staff
Decrease in general school attendance (and students not attending at all) - increase in overseas holidays in yr 8, truancy, mental health issues
Issues with changing curriculum and yr 7 content not being taught to the level required by NAPLAN in public primary schools
Inability to move on students with little or no interest in schooling
Strong increase in performance of high school ready students (what high school teachers are trained to do) and low levels of improvement of students that are at primary levels during yr 7/8 (area of improvement for the school).

The issues make it hard to compete with local private schools.

None of these factors are taken into account by a one number summary, nor does it take into account the lead-in required to cater to a new circumstance that the school is experiencing (in this case a much higher number of low ability students).  Even if the school diagnosed the problem, reacted and implemented cohort specific solutions (including structural changes to better cater to low ability students), it takes lead time and strong leadership to identify and implement actions that have significant impact on NAPLAN statistics and student learning.  Yet in many cases a lower NAPLAN score will be seen as a teacher issue, comments driven by the misuse of statistics.

Furthermore, little analysis is done to see where systems are working and where changes in the pipeline have caused a significant positive change in student results.

Lastly, by releasing this data to parents (rather than aggressively seeking the problems and rectifying it within schools) a downward spiral commences.  A school with a low NAPLAN score does not attract good students, thus the score continues to drop each year and student numbers fall.  Senior school offerings reduce as student numbers are not sufficient to sustain courses.

Professional Development in Schools

At the moment the department lives between a rock and a hard place with professional development.  The new Australian curriculum requires a level of professional development to be successful but the department lacks the resources to implement it.

To do it properly requires a slow implementation over many years with a commitment to each year being implemented with a focus on contextual differences between schools.  A drip feed approach, working hand in hard will work but requires a range of strategies, ICT and monitoring that the department is not geared towards nor has a track record in being able to deliver.

What can be done with a relative few has been shown by the oft maligned Curriculum council (now known as SCASA), during the Mathematics NCOS rollout.  Rom, Malachi and crew did a good job of defining the curriculum succinctly and then supporting teachers understanding curriculum points.  The moderation process (albeit unwieldy and requiring personal statistical attention to maintain integrity) has worked to lesser and/or greater degrees.  Understanding the scope of assessment has not been an ongoing problem.

No such names can be readily placed for Australian curriculum.  There is no level of confidence in the process by teachers at this time.  The assessment model and levels of assessment is still a big black hole.

I'm not saying curriculum support branch aren't trying to help.  They are.  I think they need a little more practical and visible leadership and release from some of the hamstrings of the past.  Rather than being apologetic about what they can't be, they clearly need to focus on what needs to be done.  If they let go of the fringe materials (such as first steps) and focus on key requirements (specific learning area focuses (new content, changes to scope and sequence, what needs to be delivered, when it needs to be delivered) they may be more successful and useful.  Without commitment to a process at best they are going to be ill focused, at worst ineffective.

I would start by redeveloping the communication model.  The portals used are ineffective as they require teachers to log on to view them.  Start with Principals (where a solid communication network exists) and then work down.  Focus on Learning area objectives to reach Australian Curriculum guidelines and disseminate information to HODs and HOLAs.  Develop an online approach.  Get some money to do it properly and quickly - no two year processes, 10 weeks max each project using subject experts (I know expert is a bad word, but only because the experts of the past had a barrow to push and were academics or failed teachers - get the old crusty teachers of math that have taught effectively in the classroom, the statistics exist to identify who they are).  Couple them together with some of the new teachers that use ICT effectively who know better ways to distribute information.  Produce useful resources and teachers will be hooked.  TDC's were effective in this in that they produced usable resources - this time more time needs to be taken to ensure these resources are good.

Russ.

The vacuum left by the lack of strong leadership

The difficulty of generating genuine momentum in a school is often underestimated.  There are key events in a school year that can undermine any attempts at real change:

The start of the school year is a busy time, bedding down classes, getting courses started and finalised, organising small groups.
Identification and creation of semester one resources and assessment
By week four or five behaviour issues tend to arise as students become more confident with how far they can push boundaries and these boundaries need reset.
Mid term reports start about week 10.
Preparation for first semester exams, followed by exams
Semester 1 reporting
Reallocation of students failing subjects
Identification and creation of semester two resources and assessment
Senior School subject selection for year 10/11 and course counselling
Student references
Mock and ATAR exams
Semester two exams
Semester 2 reporting.

Any new projects need to have staff with capacity to commit to a new project.  IWB's don't get installed and implemented without leadership.  Laptops don't get used miraculously.  Tablets are just plastic without knowing how they can be used.  National curriculum doesn't just happen any more than NCOS was a cakewalk back during that implementation.  Kids don't turn up to after school classes for long without engaging materials and presenters.  EPW's don't get written, online tutorials and environments don't get made and students don't get the additional help that they need because taking people to task about their output is too hard and it's easier to load up those willing to have a go.

When leadership models fail, nobody knows who is doing what and what their load is - or worse still there is little care as long as "my" task is being done.  Flat management is prone to this - with everyone busy yet with little prioritisation being done at any level - there is no focus on schoolwide goals.  The loudest person gets their task done, anyone that raises a hand to say that there are higher priorities gets told it's the same for everyone - just get my task done.  At worst, the place just drifts along on platitudes and mediocrity.

I've come to the conclusion that the "it's the same for everyone" is garbage.  Poor management makes no attempt to rectify this.  They may make token attempts to acknowledge those working hard, but saying thanks does not make up for the extra hours required to "just keep things rolling along" and can take the gloss off a rewarding career.

This is where I am today, thinking.. well.. there's a lot that needs doing, yet the need to do them is not a priority by the school.  I'm not going to spend 10-15 hours each weekend indefinitely developing the math programme (five years is enough) without some compromise happening somewhere.  With a young baby and a three year old it is not sustainable any more.

Profiling Students

Profiling students is an important part of generating self image and developing student goals.  These goals keep them focused during the difficult years of senior school.

Sadly, often profiling is a haphazard event, and I'm not sure it should be this way.  Today, small schools have limited options for students, especially as the half cohort travels through the system reduces subject offerings.  If we put subject offerings and student profiles together, career options could be made more transparent.

eg. 
Medical via University (Science Degree, RN, Medical Sciences etc)
Human Biology 2A, 3A Maths, Psychology 2A , English 2A, Chemistry 2A
Medical via Tafe (EN):
Human Biology 1A/Integrated Science, 1DE Maths, English 1A (and 3 of Media, Art, Psychology, WPL or cert courses)
Arts via university
etc..

By generating profiles that are supported by the timetable, students can aspire to these pathways and these can be published throughout the school so that students understand what they need for these subjects.

This could be taken further into lower school so students can aspire to higher learning.  Students in 8D need to aspire out of it or seek alternate pathways (and be given reassurance that this pathway is viable).  These alternate pathways need to be developed to build self esteem and empower lower ability students.  Lower school pathways may look like:

Workplace
8D and business studies, (C grade average or lower)
Tafe
8A/B/C, (C grade average, B grade or higher in selected vocational class)
University
8A, Extension Math and English (B grade average or higher)

Now students have reason for taking extension classes or participating fully in options classes.  There is a clear return on effort - a trait of the current millennial generation.

Each lower school "generalist" profile needs a profile champion that builds the self esteem of students and focuses on the positives of each profile.

Engaging parents through Edmodo

Edmodo is a product that I have used a lot this year.  With continuing use of ICT I have noticed that the effects are often not what is expected.

The most recent effect is the re-engagement of parents in education. Parents have felt disengaged from education due to (I think) the closed door nature of classes.  Parents have expressed that they are afraid to teach their students as they do not know the correct way to present mathematics.  Often they can complete a problem but have difficulty with using the correct working.

Now, having marked a few teachers work, this is no real surprise as teachers use a wide variety of techniques to solve problems.  A method ok in year 8 is a big no no in year 9.  Balancing method in year nine is where I most often put my head in my hands as students often have no real connection made to BIMDAS(order of operations), nor to where a new line of working (formal algebraic notation) should be used.

Edmodo, by presenting board work online (such that parents can access it), is starting the process of re-engaging parents in high school education.  They can see what homework is set, what teaching method has been used and what the mark was on a test - such that they can help  a student revise/relearn/correct any practices that are not up to scratch.

It has also relieved pressure on teachers as comments like "You haven't taught my child that", or "I didn't know my student was doing poorly" are now not as potent - the information has been available all along.  It gives parents back a role in the teaching process as the primary carers (at least for the other 14 hours of the day) - something that has been lacking in recent years, especially where parental knowledge is not sufficiently great to understand the difficulty of engaging and teaching students.

Is it a pathway to parents again understanding that teaching is a real skill and that for the most part teachers are doing a reasonable job?

The counter side is that it will expose dodgy teaching techniques and (through increased scrutiny and transparency) open teachers to criticism.  The lack of use (as stated before in a previous post) may also expose a teacher at risk, as posting information online is often the first thing to go when available time is poor.