Presentation Transcript

1. Meeting focus: Government, philanthropic and other relevant organisations from across all Australian states and territories. sharing knowledge and evidence about addressing equity issues in education

   Australian Schools Transformation Alliance (ASTA) inaugural meeting: 2nd April 2014

   3-4 meetings annually South Australia’s Department for Education and Child Development hosting the initial event. Anticipated benefits of the alliance : Sharing knowledge nationally Connecting to create an evidence base of impactful practices Opportunities for shared advocacy in addressing Australian educational equity issues
2. Agenda for ASTA inaugural meeting 2nd April 2014: 11am - 5 pm,Microsoft office, Level 12 Aurora Building, 147 Pirie St, Adelaide 11 am                                   Welcome, introduction and background/purpose re ASTA 11.15-12.00                         Draft ASTA principles and future operations (for discussion, amendments) 12.00-12:45 pm                  Low socio economic programs/data updates 12.45 -1.30 pm                   Lunch 1.30-2.45 pm                     Continue  low socio economic programs/data updates 2.45-4.15  pm                   SA showcase: programs & evidence  (including afternoon tea break) 4.15-5.00 pm                     Confirm ASTA directions and future sessions 5pm                                   Close 6.30-8.30 pm                      Informal dinner at Majestic Hotel (pre ordered)
3. Australian Schools Transformation Alliance draft paper for discussion Goal: To explore the opportunity to create a national alliance of organisations involved in connected work, focused on addressing the issue of education equity in Australian communities of low SES. Premises: Every young Australian deserves a great education. Young Australians in low SES communities have complex and challenging education needs. There is an opportunity to develop high quality practices and knowledge to improve learning outcomes and wellbeing for all young Australians. There is a national need to develop a strong connected evidence base of impactful practice in Australia. Advocacy for action that will support the opportunities for better education outcomes in low SES communities will be informed by a connected national evidence base.
4. Outcomes (as per draft paper) The alliance will be known as the Australian School Transformation Alliance or ASTA There is a need and a purpose to establish a structure to connect and develop the work of organisations across Australia committed to addressing the issues of inequity in education. Specifically, the alliance structure will: Share knowledge across the national landscape Create shared opportunities to develop knowledge and infrastructure Connect to create an Australian evidence base of impactful practices Strengthen the Australian evidence base of impactful practices Inform and improve program implementation Model the ethos of best practice collaboration (walk the talk) Create opportunity for shared advocacy that addresses issues of education inequity in Australia Support and catalyse the scale and diffusion of practices that positively impact schools in low SES communities. Additionally the alliance will Include participant organisations that deliver initiatives that target cohorts of schools within the Australian context. The priority of the group will be to ensure that education contexts from all states are represented The alliance will meet four times per year. Meetings will be located and hosted in states across Australia. Hosting will be shared across participating organisations on a voluntary basis. All actions and decisions of the alliance will be conducted using a consensus model of decision making. Participants may elect to be excluded from actions resulting from decisions made at their own discretion. Participation is voluntary. Social Ventures Australia (SVA) will accept the responsibility of lead convenor of the alliance
5. 12.00-12.45 Low socio economic programs/data updates
6. http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/markoliphant/?reFlag=1 http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/markoliphant/?reFlag=1
7. SA showcase South Australian Certificate of Education: VET and retention strategies: Malcolm Hughes Early childhood: Barb Willmott Middle Years Development Index: David Engelhardt Innovative Community Action Network (ICAN) : Pip Duigan Indigenous and increased retention: Vicki Wilson Teaching for Effective Learning: Jane Leaker Innovation in low SES : Susanne Owen
8. Background to OECD innovation Creation and implementation of ‘new processes, products, services and methods of delivery which result in significant improvements in the efficiency, effectiveness or quality of outcomes…(and) the application of new ideas to produce better outcomes’ (Australian National Audit Office ANAO, 2009). OECD research (2011) Traditional education not working (OECD/CERI, 2008; Bentley et al., 2006) Innovative approaches needed for 21st century skill-building (Dumont et al., 2010) Teacher role needing change (Dumont et al., 2010) OECD Innovative Learning Environments project (ILE) involving 26 countries in 3 phases. 2011: 7 DECD sites Key innovation principles arising from Phase 1 research (OECD, 2011) Make learning central, encourages engagement, and in which learners understand themselves as learners. Is where learning is social and often collaborative. Is highly attuned to learners’ motivations and emotions. Is acutely sensitive to individual differences including in prior knowledge. Is demanding for each learner but without excessive overload. Uses assessments consistent with its aims, with strong emphasis on formative Promotes horizontal connectedness across activities and subjects, in- and out-of-school.
9. Source: OECD, 2011
10. CONTENT**e.g. Interdisciplinarity21st Century CompetenciesSustainability Languages, culture ORGANISATION & PEDAGOGY**e.g Educator Groupings (teams teach, team PD, targeting specific learners, varying team/indiv teaching) Learner groupings (varying size/profile, smaller groups in larger groups, mixed age groups) Rescheduling learning time (flexible, personalised, rituals, distant/non formal)Pedagogy & Related Assessment (inquiry/authentic, technology-rich, strong formative, remixing pedagogy) LEARNERS**e.g. Distant learners Parents as learners New groupings Essential Broad Innovation Characteristics and PrinciplesMake learning and learner engagement centralAssessment is critical but must underpin learning aims & strong emphasis on formative feedbackBe demanding for each learner but without excessive overloadBe highly attuned to learners’ motivations and emotionsEnsure that learning is social and often collaborativeBe acutely sensitive to individualdifferences including prior knowledgePromote ‘horizontal connectedness’ of activities & subjects, in & out of school Risk taking, seeking multiple perspectives & in depth understandings Learning Academic Social/collaboration Citizenship & global Creativity/imagination Independence/ Resilience/wellbeing Critical thinking Problem solving Communication Learning leadership as design & redesignTransformative vision of LearningChange strategies & Learning focusDistributed leadership (incl staff, students, partners) RESOURCES**e.g. Innovative use of learning space Digital technology Range of community/other facilitators EDUCATORS**e.g .Educators: Coaching / facilitating/activating Teaching teams & distant teachersCommunity/expert/facilitators Evidence & Data About Learning & Innovation EffectivenessLearning logs/portfolios, Visibility of teacher work, Research & evaluation by the learning environment on the learning environment (eg action research, data & information systems; formative feedback about learning to learners/leaders/educators) NETWORKS & LINKS WITH OTHER LEARNING ENVIRONMENTS FAMILIES & COMMUNITIES OTHER CULTURAL BUSINESS PARTNERSHIPS HIGHER EDUCATION
11. Next Generation Evaluation Embracing Complexity, Connectivity, and Change (Gopalakrishnan, Preskill & Lu, 2013) New ideas……. Expanding ways organizations think about improving society & more opportunities for collaboration. Technology expanding capacity for understanding & addressing social problems 1.New Philanthropic Innovations: traditional models have had limited success in curing chronic social ills. New experiments to scale for new populations and geographies. Social entrepreneurship, impact investing: need new evaluation 2. Different Rules of Interaction: Increased pace of change, solutions involve interdependent groups & solutions less predictable. Need to share information & lessons learned & evaluation adapting 3. Proliferation of Digital Infrastructure: digital technology and social media and use of handheld devices reduce length and duration of the feedback cycle between funders, nonprofits, and end beneficiaries. As more data are created & analyzed, evaluation must expand to allow social sector stakeholders to better understand the nature of social issues & maximize the use and effectiveness of data to solve social problems. From Earl, L. & Timperly, H. Evaluative Thinking for Successful Educational Innovation. Prepared for CERI/OECD Feb 2014
12. 12.45-1.30 Lunch
13. 1.30-2.45 Low socio economic programs/data updates
14. SA update: DECD DECD: since Oct 2011, DECD provides integrated services for benefit of families, children and young people & covering public education & child development, child health and child protection services in SA Mission: deliver a world-class education, child development and child protection system that supports all SA children to be safe, healthy and happy, with the best chances to learn and become confident and successful adults. Also working to strengthen SA families and children to achieve their best, and create ‘every chance for every child’ 180000 children & young people in 1000 schools and early childhood centres, with 64% of SA students in govt schools and 29000 dept staff 20000 babies born in SA each year and children to age 4 are clients of Women’s and Children’s Health Network 12400 children in 2013 identified as being at risk, with 2800 in care 2012-2016 strategic plan focuses on every child achieving their potential (lit/num) & needs of identified groups include indig, social inclusion; excellence in education and care ‘developing a culture that supports innovation, creativity’ and caters for diversity, with targeted funds to meet care, development and learning needs of; connection with community & successful and sustainable organisation
15. SA showcase South Australian Certificate of Education: VET and retention strategies: Malcolm Hughes Early childhood: Barb Willmott Middle Years Development Index: David Engelhardt Innovative Community Action Network (ICAN) : Pip Duigan Indigenous and increased retention: Vicki Wilson Teaching for Effective Learning: Jane Leaker Innovation in low SES : Susanne Owen
16. 4.15-5 pm Confirm ASTA directions
17. 5 pm Close 6.30-8.30 pm         Informal dinner at Majestic Hotel