“You have to stick out the toughness of the business and form relationships with the people in it.” – Attributed to Rocco DiSpirito
It is only week three of term three, and already I feel like I have been battered from pillar to post. I am struggling to get into this term, and a few colleagues across a few different schools have made similar comments, so I know it is not just me. There have been a number of issues early this term which been high on the urgent and important scale, the building project in our scale continues to progress and cause anxiousness amongst many staff members about the changes, there is the ongoing stress of not being a permanent teacher, a number of units of work I am planning for future use, ideas and things that I want to try in my pedagogical practice, our semester two programs are due shortly, and to top it off, Mrs C21’s due date for our first child is only a few weeks away (25th August), but we have been told it is likely to come early given its size (Mrs C21 is terrified the baby will be size of my brother who was 10lb 9oz / 4.8kg).
I (rather foolishly, in hindsight), wrote late last year that I did not feel like I had had a proper first year out as a teacher, as I was in an RFF position. I should have kept my mouth closed. The conversations have already started about staffing for next year, as there is a huge shift going to occur in the school with the rebuild, a number of retirements this year bringing in different teachers, and a number of temporary teachers, including myself, who are going to be hoping for a new contract, some teachers going on maternity leave, and some permanent full-time teachers hoping to drop back to part-time. I do not envy our Principal his job, especially given that it looks like we are going to be on the threshold of crossing to having enough numbers for another staffing allocation.
I was away for the entirety of the first week of the mid-year holidays, acting as a referee coach and mentor, along with eleven others, to thirty-two teenagers at the Kanga Cup Youth Referee Academy, a part of my year that I look forward to, but which is incredibly draining mentally and physically. Week two of the holidays was essentially spent at school, planning with Mrs. W for the term. Of course, two weeks in, having been happy with what I had planned for my literacy sessions, I decided that it was not working the way i wanted it to, and have had to change it again.
Life is hectic at the moment. I am tired, frustrated, have too many things I want to and not enough time to do them in, am not sleeping, am eating chocolate like it is going out of fashion, and have not been able to get engaged with the term so far which is frustrating me a great deal. I have also not been able to get any writing done so far this term, and likely will not for a while.
“There are few things as important in schools as providing all students with sound foundations in literacy and numeracy.”
– Professor Geoff Masters. E-Mail correspondence, 2016
Disclosure: My attendance at Education Nation (#EduNationAu) in June is through a media pass provided by the conference organisers.
All interpretations of Professor Masters’ views are my own and any misinterpretation also mine. The Interview with Professor Masters has been included for the sake of transparency.
After I had accepted the invitation to attend Education Nation in order to write a series of review articles about the event, I asked if it would be possible to conduct a series of pre-conference interviews via e-mail with some of the speakers. I was privileged to have been granted an e-mail interview with Professor Geoff Masters AO, the Chief Executive Officer of the Australian Council for Educational Research (ACER) as well as head of ACER’s Centre for Assessment Reform and Innovation.
In developing the questions for Professor Masters, I felt that it would be remiss of me to not take advantage of the opportunity to ask his opinions about statements by Professor John Hattie in April 2015, where Professor Hattie indicated that he felt classroom teachers should leave education researcher to trained researchers. I recall there being quite the uproar on social media as a result of Professor Hattie’s remarks, with a great number of educators commenting that there is no reason they cannot engage with research.
Professor Masters’ view is that it is unreasonable to expect teachers to be both highly trained and effective educators; and highly trained and effective educational researchers. It is reasonable, however, to expect teachers to be informed users of research evidence; evidence which should be a consideration for teachers when engaging in the informal research process of evaluative reflection upon their pedagogical practice.
The title of the article in which Profess Hattie’s statement was published was certainly clickbait and as with most instances of clickbait, upon reading further, the statements were not as provocative as at first glance. Indeed, Professor Masters’ response to this question implies that Hattie’s sentiment that teachers should leave the research to the researchers is reasonable. Indeed, when you read further in the article, where Professor Hattie is reported as also having said “I want to put the emphasis on teachers as evaluators of their impact. Be skilled at that,” I find it difficult to disagree.
I cannot speak to the level of training that other classroom teachers have received in research. Personally, having only received an introduction to educational research through the Honours program I completed as part of my initial teacher education (ITE) (delivered by Dr. Nicole Mockler), I do not feel that I would be able to put together a large-scale strong and rigorous research project on my own, whilst also managing the day-to-day requirements of teaching and evaluating the effectiveness of my practices. That said, I do feel that I have had enough training through the Honours program to enable me to read and utilise the outcomes of research to inform my reflections, or to work with a researcher to conduct more formal research.
Professor Masters further noted that high levels of training and proficiency are required for certain types of research, which dovetails neatly with Professor Hattie’s comment that “[r]esearching is a particular skill. Some of us took years to gain that skill.” I do not have years to invest in mastering the skills to become proficient with rigorous, high-quality formalised research. I would prefer, at this point in my career, to invest that time in developing my pedagogical practice. In that frame of reference, leave the research to the researcher is not, in my opinion, as provocative a sentiment as it first sounds.
During the last four years in various staffrooms and study sessions with my colleague pre-service teachers, I have encountered a variety of opinions regarding the relationship and relevance that research has to classroom teachers. Whilst there are pockets of teachers who see the value in the relationship, by and large, educational research appears to be seen as irrelevant. Professor Masters stated that too often pedagogical practice is shaped by beliefs about what should work in the classroom and beliefs shaped by fads and fashions of the day (Greg Ashman has written about various fads and fashions in education including here, here, here and here). Additionally, I have heard the “it worked when I was in school/first started teaching/we did it this way in the 70s and 80s” refrain regularly, with its unstated implication that it will still work.
To improve the quality of classroom teaching, and by extension, the learning outcomes for students, Professor Masters asserts that evidence-based pedagogical practices should be implemented; that is, those pedagogies which have been demonstrated through research and experience to be effective in improving students’ learning outcomes and engagement. The relationship between educational research and classroom teaching is one of sharing, with Professor Masters commenting that “[p]rofessions are defined largely by a shared knowledge base. Educational research is playing an essential role in building that knowledge base.”
It is interesting to note that there is a growing community of educators on various forms of social media sharing with their practices, both the successes and the failures, with each other, and it will be interesting to see what role the online Professional Learning Networks play in contributing to educational research in the future, both as a source of information and participants, and as a vehicle for dissemination.
I asked Professor Masters what his thoughts were on what stood in the way of Australian education and the heights of PISA and TIMMS testing results that seem to be the benchmark by which educational success is judged. I did so with reference to the ITE programs in Finland and the well-publicised reign of Finland at the top of the table in regards to PISA and TIMMS. Professor Masters’ response was relatively simple. High-performing countries, such as Finland and Singapore have raised the status of teachers.
Professor Masters noted that there are a number of high-performing countries who draw their teachers from the upper echelons of secondary education, typically starting with the top thirty percent and some drawing only from the top ten percent, making teaching in those countries, a highly respected and sought after career. This is not the case in Australia, where the required Australian Tertiary Admissions Rank (ATAR) is quite low, as highlighted in this article from May 2015 which indicates that almost a third of all pre-service teachers achieved an ATAR of less than sixty. That demonstrates the low respect held for teaching compared with some of the ATARs listed in this article from January 2014, indicating that a to enter a Bachelor of Health Science/Master of Physiotherapy degree at the University of Western Sydney required an ATAR of 99.95, or the combined law degrees at the University of Sydney and the University of NSW, both with minimum ATARs of 99.70.
The school of thought that simply increasing the minimum required ATAR to enter an ITE program will improve the quality of teachers is not necessarily true. This article from October 2015 indicates that only a small percentage of pre-service teachers enter their ITE immediately upon completion of their secondary education. However, I do not believe that Professor Masters is advocating such a simplistic solution. His comment that “…teaching is a highly respected and sought after career and these countries have succeeded in making teaching attractive to their brightest and best schools leavers…” (emphasis mine) indicates to me that it should be merely one component of the admission process.
Professor Masters observed that in teaching in Australia is trending in the other direction to high-performing countries, becoming less attractive, an opinion I agree with. Personally, I am finding that time I would spend planning and preparing for a lesson is being taken up by mandatory training modules which provide no actual training, or on paperwork which is needed for the sake of bureaucracy. I, like many other teachers around the world, am struggling to balance work and family and am left feeling guilty for not spending time with my family. Perversely, I also find myself feeling guilty for not spending the time I want on marking and writing feedback, or on planning and resourcing a lesson, (often with things from my own home or which we have purchased with our own money).
The debate about how to improve the attractiveness of teaching as a profession is an old and ongoing one, and I look forward to hearing it discussed during Education Nation. When asked for his view on how the issue could be resolved, Professor Masters pointed out that it would require a series of deliberate policy decisions on a range of issues including teacher salaries, resourcing, and autonomy; as well as the number of admissions into ITE programs. Professor Masters noted that the countries which appear at the top of the international testing results, including Finland, limit the number of pre-service teachers each year. This article indicates that only one in ten applicants is successful in gaining entry into a Finnish ITE program.
There are also come clear benefits to restricting the number of entrants to ITE programs. You are also restricting the number of graduates, thereby helping to prevent what has happened here in Australia, where there is a glut of teachers who are unable to gain permanent employment due to the high number of graduates each year. Professor Masters’ final point was that an important factor in the perception of teaching is the academic rigour of the ITE program itself. I have written previously about my own ITE (part one can be found here), and I do believe that ITE programs, in general, can be improved, and look forward to hearing about that topic at Education Nation.
NAPLAN, which commences next Tuesday for Year Three, Five, Seven and Nine students Australia-wide, is an incredibly high-stakes testing process which has the potential to cause great anxiety and consternation amongst students, parents, teachers and policy-makers, and which invariably receives a great deal of attention in the media. When asked about why he thought NAPLAN moved from being a low-stakes test to what it is now, Professor Masters wrote that it is part of a deliberate strategy to improve performances through incentives.
These incentives appear to use the carrot and stick method, with some financial rewards for school improvement or, alternatively, the threat of intervention and sanction for poor performance, and yet, the international experience has demonstrated that school behaviour is changed when the stakes attached to tests are increased. This is shown by the annual breaches that occur during the administering NAPLAN tests, including cheating and inappropriate assistance by some teachers, and the way in which many schools prepare their students for NAPLAN, as indicated in this article. Further to this, the public release of NAPLAN allows parents to compare schools and can result in some schools losing students as parents opt to send their child to seemingly ‘better’ schools.
Professor Masters commented that high-quality tests are an important component of education, providing diagnostic data around topics or concepts that require attention, monitoring improvement over time and evaluating the effectiveness and impact of programs and interventions. The widely used Progressive Achievement Test (PAT) is an example of the kind of test that can be an invaluable part of a teacher’s toolkit.
I do agree with Professor Masters about the value of testing. At the beginning of this year, Stage Three students in my school all completed a series of diagnostic tests across reading, spelling, and mathematics. That data was invaluable in identifying those students who need additional assistance in particular areas, and plays a role in developing Individual Education Plans (IEPs) for some students, and also for discussions with parents about the student’s results and progress throughout the year. It will also play an important role in quantifying students’ growth across the year when those tests are re-administered at various points throughout the year.
My final question to Professor Masters was his advice to new teachers as they enter their classrooms pressured to ensure that their students to achieve high NAPLAN results. He responded that “[t]here are few things as important in schools as providing all students with sound foundations in literacy and numeracy.” Professor Masters’ belief that the goal should be to improve our students’ literacy and numeracy levels, and that if we do raise the NAPLAN results, it should be as a result of improved literacy and numeracy levels. The problem, he pointed out, is that NAPLAN scores can be increased in ways that do not lead to better literacy and numeracy levels.
“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.”
– Attributed to Peter Drucker
Recently, I had the opportunity to take part in a Ph.D. research project being led by Penny Bentley (@penpln). Penny is researching (paraphrasing here) the role that social media plays as a tool for professional development, particularly in STEM contexts. My initial engagement was via an expression of interest survey which was linked to on Twitter which Penny was using to recruit participants.
One of the questions on the subsequent survey, which took about twenty minutes to complete, was if you would be interested in completing an interview with Penny to go deeper into the thinking behind your responses in the survey. Having utilised interviews as a method of data collection for my Honours thesis, I can recall how difficult it can be to obtain enough interview participants for your data to have real credibility, so I volunteered to take part in an interview.
The interview process, conducted using a Skype video call, was a largely reflective one and, for me, an eye-opening experience. I believe there is something different about verbalising your thoughts and reflections to another person as opposed to simply writing them down. The questions were focused on how my practice has changed as a result of the professional learning gained from social media, which for me, is predominantly Twitter.
It was not until engaging in this process with Penny that I realised how significant Twitter has been for my growth and learning as an educator. Without it, I would not have found out about a number of events that I have attended over the last few years, including FutureSchools, FlipConAus, and various TeachMeet events, I would not have made connections with and learned from a large number of diverse and experienced educators in a variety of contexts, now would I have sustained my blog writing, which I feel provides a useful outlet to verbalise, in a manner of speaking, my reflections vis-a-vis my professional practice. If you are not using Twitter in a professional capacity and you are an educator, please watch the five-minute video in yesterday’s article to find out why you should be using Twitter as an educator.
I also found the process of contributing to a research project rewarding in its own right. Having conducted interviews as part of my Honours research, I recall how difficult it can be to find a sufficient number of participants to ensure credibility in your data and conclusions.
I do not feel like the process of reflecting, either with Penny during our discussion, or in general through this blog, has generated any Eureka! moments, however looking back at older blogs, I can see how my beliefs and practices have changed, and I believe that engaging in reflecting upon my practice through this blog, as well as engaging with other educators via Twitter, has allowed me to grow as an educator and improved my practice.
As always, thank you for reading, and please leave any comments or feedback below or connect with me via Twitter.