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Building above-average outcomes on a below average resource base

International Congress for School Effectiveness and Improvement - ICSEI 2005. Building above-average outcomes on a below average resource base. Susan Pascoe Graeme Jane Catholic Education Commission of Victoria, Australia . How one system of schooling organised itself to build capacity.

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Building above-average outcomes on a below average resource base

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  1. International Congress for School Effectiveness and Improvement - ICSEI 2005 Building above-average outcomes on a below average resource base Susan Pascoe Graeme Jane Catholic Education Commission of Victoria, Australia

  2. How one system of schooling organised itself to build capacity • The Literature • Background and Context • Systemic Initiatives • Contribution to Educational Provision • Contribution to Community Building • Conclusions

  3. The Literature • Research on system wide education reform • Research commissioned by the Catholic Education Commission of Victoria • Literacy Advance • Contribution to the Victorian Community • Welfare needs • Affordability • Public and Private Education

  4. Structures and Funding • 136,200 students (CEOM) • 328 schools (CEOM) • Parish schools • Commonwealth, State and school fees • Fewer resources than Government (21% primary and 6% secondary) and Independent schools (31% primary and 33% secondary). • Average School fees - $990 and $2990 • High level of autonomy

  5. Systemic Initiatives • Religious Education • Literacy • School Improvement Reports • Information and Communication Technologies • Networked Learning Communities

  6. Religious Education • RE Curriculum Frameworks • Professional Development • Exemplar materials (RESource) • Formal study for RE Coordinators • 50 Master Degrees • 500 credentialed courses

  7. Literacy • Literacy Advance Strategy • Children’s Literacy and Success Strategy • Ongoing research and development • CLaSS is voluntary with 79% take-up • Building Literacy 3 to 4 • Middle Years Literacy Project.

  8. School Improvement Reports • Online reports for all schools • 6 key areas with 16 reports • Summative reports over time and comparison reports with Like schools • Indicators and targets for key policy objectives

  9. School Improvement Reports

  10. Information and Communication Technologies • Four key dimensions: • Hardware • Connectivity • Digital content • Professional development • Information and Support Portal • Standards (myinternet) • Core Infrastructure (Internet service)

  11. Information and Support Portal

  12. Networked Learning Communities • eNetworks using myclasses • Networks to: • Communicate • Collaborate • Share best practice resources • Networks of: • Principals • Curriculum and program coordinators • School leaders

  13. Features of initiatives • Building social capital • Evidence and research based • Extensive support and collaboration • Infrastructure and Standards

  14. Contribution to Education Provision

  15. Literacy Results

  16. CLaSS Results

  17. CLaSS- Key Factors • Systemic, evidence based strategy • Ownership at the school level • Proven and consistent design • Phased roll-out • Professional development model • Facilitators • Use of data • Receptive teachers • Instructional Leadership • Beliefs and expectations

  18. VCE Results Mean VCE Score, Males, by SES decile, adjusted for ability 2003, Catholic/Total (%)

  19. VCE Results % of VCE Subjects where the actual VCE scores are above the predicted scores adjusted for student ability, gender and the average ability of the group of students in the school

  20. Transition to University

  21. Contribution to Community Building • Strong social capital is put by the CSES researchers as an explanation for the higher than average educational outcomes in Victorian Catholic schools at lower than average costs. • Social capital in Catholic schools is linked to a variety of networks from the parish and local community to religious, professional and sporting groups as well as the presence of role models, religious traditions, beliefs and value systems.

  22. Conclusion • Social capital found in Catholic schools has a positive impact on student outcomes • Catholic schools make a key contribution to the wellbeing of local communities and to the economy • Catholic schools take seriously their shared responsibility to community cohesion, nation building and economic wellbeing.

  23. The challenge for the future will be to maintain a Catholic ethos in an increasingly secularised environment, to achieve equitable funding and to maintain above average performance in an increasingly competitive environment. www.cecv.melb.catholic.edu.au Under Research and Seminar Papers

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