Education Nation | Day Two Session Two | Murat Dizdar and Professor Ken Wiltshire

Disclosure: My attendance at Education Nation (#EduNationAu) was through a media pass provided by the conference organisers.

If you have missed the previous articles in the Education Nation series, you can find them here.

Lila Mularczyk’s presentation closed out session one of day two at Education Nation and took us into the morning break. I made the decision, still feeling like I had conference brain, that I would sit out during Murat Dizdar’s (@dizdarm) presentation about the national education reform program which commenced session two. I spoke to Murat briefly who gave me permission to record it so that I could listen to it later on. When I sat down yesterday to transfer the photos I had taken from my phone and tablet to my computer, I saw an image of some carpet and, thinking it was an accidental photo of the floor, hit delete. My brain processed, about two seconds later, that it had also had the film strip icon. So I, unfortunately, have nothing to show for Murat’s presentation, for which I can only apologise.

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Following Murat’s presentation was Professor Ken Wiltshire speaking about the future of curriculum in Australia.I have only a few written from Professor Wiltshire’s presentation, however, there was an active Twitter conversation throughout his session, which I was involved with and have captured via a storify, which you can find here. Some of the key points that I have noted down that Professor Wiltshire sees learning as having four dimensions:

He commented that few of the recommendations from the review of the national curriculum had been adopted and brought up a number of reforms that he felt should occur, including but not limited to an enforcement of compulsory schooling and the enactment of the National Curriculum as well as a national forum on the purposes of education, values and foundations which should underpin education.

Further, he proposes that we need a national body, that is apolitical to be tasked with writing, reviewing, developing and overseeing education curriculum and assessment, labelling ACARA as a “…horse-trading and political body, not an education body…”

Professor Wiltshire made an interesting comment regarding initial teacher education (ITE), which you can see at the top of the below photo:

I invite you to read through the storify of Professor Wiltshire’s presentation which you can find here and invite anyone who has written about either Professor Wiltshire’s or Murat Dizdar’s presentations (or any other presentation from Education Nation, for that matter) to send me the link to include in this article.

Education Nation | Considering the Program

Disclosure: My attendance at Education Nation (#EduNationAu) in June is through a media pass provided by the conference organisers.

Times listed in this article are correct at the time of publishing, but are subject to change.

It is interesting timing, sitting here composing this article, with Education Nation only a week away, considering that the topic for #satchatoz this past weekend was how [do] conferences help us grow professionally. I have been amazed at the response to both my interview with Professor Geoff Masters and the interview with Dr. David Zyngier. I am excited to announce that I have just received the interview with Dr. Kevin Donnelly, who is arguing the side of private education in The Great Debate against Dr. Zyngier. You can get involved with The Great Debate by submitting a question for the moderated questions from the floor component of the Debate by clicking here.

Today, however, I want to have a look at the programs for the various conference streams. There is a lot to be excited about on the program for Education Nation, making it difficult to choose a particular stream to be involved in. Of course, each stream has a particular focus and which you will choose will vary according to your context and your needs. I am in the position of being able to move between the event streams thanks to the media pass, and it made for some very difficult choices, as I wanted to engage with at least one session in each stream across the two days.

I have included a copy of the EduNationAu Timetable, which I have put together from the separate programs on the Education Nation website to allow for seeing what was happening at any time and it showed that the events do not necessarily line up in regards to timings for each session. I have chosen the sessions I will be attending according to a few criteria:

  1. Benefit for my own practice
  2. Interest in the topic or speaker
  3. Engaging with a session from each event stream

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The first session I plan to attend is in the Rethinking Reform stream, and will be my first opportunity to hear Brett Salakas (@Mrsalakas) speak. He will be exploring the subject of PISA and the growing fascination with the results and our place in relation to the other OECD member nations. It promises to provide an open and frank exploration of our current relationship with PISA pipe dreams and the cultural contexts involved. Following Brett’s session  was my first dilemma. Do I stay and listen to Professor Geoff Masters (@GMastersACER) identify and discuss the five most important challenges facing schools, or alternatively, head across to the Digital Dimensions stream to hear Simon McKenzie (@connectedtchr) identify if we have just made everything worse with the rollout of technology in schools, from both positive and negative perspectives. Simon’s session promises to be very intriguing and potentially controversial given the explosion of one-to-one and BYOD programs in recent years.

Both options are incredibly appealing, however, in the end, I decided to remain in my seat for Professor Masters’ session. Primarily due to time; both sessions are scheduled to commence at 0940, and though there is typically some fluidity in the actual timings at conferences, I wanted to avoid being that person who enters a room late and then proceeds to become the show as they attempt to find a seat, get there and then set up for the session. I look forward to reading the tweets stemming from Simon’s session, and please, if you write a blog article from that session (or any other), send me the link so that we can re-share it with the wider Education Nation PLN.

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After the morning break, I plan to spend the entire second session engaging with one of the deep-dive workshops, The Leader. Specifically, I will be attending the session which examines strategies for bridging the gap when policy and practice diverge, presented by Peter Mader (@Mader_Peter). It is an interesting area to explore, and also a common problem. Educational policy is typically slow to respond to new information and requirements, particularly when it is required to run the gamut of a bureaucracy.

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Michael’s session finished and provides me with a ten-minute window to move across to my next session, hearing from Ed Cutherbertson and Prue Gill (@Ed_Cuthbertson and @Prue_G) of Lanyon High School share strategies that teachers are able to utilise in their classroom to provide their students with voice and agency, allowing them to feel valued, and encouraging students to become active participants in their own learning. This session is a lengthy one, which gives me that it will provide a wide range of strategies to assist teachers in building those relationships, in providing the voice and agency to their students. Student voice and agency has been a topic of discussion more and more on social media and there is a body of research building around this issue.

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Following the afternoon break, my first choice, actually, it was the first thing I marked down as wanting to attend, is The Great Debate between Dr. David Zyngier (@DZyngier) and Dr. Kevin Donnelly (@ESIAustralia). The debate surrounding public versus private education is a hot one, and both sides have some excellent arguments. I have not heard the two sides facing off in a debate before, and this is sure to be interesting and fiery. I have already published my interview with Dr. Zyngier and tomorrow I aim to publish the interview with Dr. Donnelly. Dr. Donnelly is well known in the media for his provocative statements, and I look forward to engaging with his responses, and to hearing the feedback on the article.

Do not forget to submit your questions about public education versus private education. There is still time!

Though my choices for the final session of day one of Education Nation were guided by The Great Debate, I am genuinely interested in hearing what Teresa Deshon has to say about the role of the pastoral curriculum in her case study; People of Character – Your Best Self. The academic curriculum takes the majority of our teaching time and Teresa’s question, “…[b]ut what of the pastoral curriculum?” is an excellent one. I am looking forward to hearing the strategies that Teresa and her colleagues have employed to change the focus  to the pastoral curriculum, and still maintained the academic curriculum learning outcomes for their students.

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At the end of day one of Education Nation, I will be attending the live #AussieEd event at Kirribilli Club (view map), tickets to which are still available. It will be my first AussieEd event, and am looking forward to it.

Day two begins bright and early, and pending Ministerial commitments, will begin for those in the Rethinking Reform forum, with an Address and Question and Answer session with the incumbent Federal Minister for Education and Training, Simon Birmingham (@birmo). I requested a pre-Education Nation interview with Minister Birmingham, which was accepted, however, with the announcement of the impending Federal election made shortly thereafter, I daresay I ended up down the priority list as neither myself nor my speaker liaison heard back regarding the interview. I am very curious to hear about his views on the future of education in Australia, as well as what questions from the floor will be accepted and how they will be answered.

The timing of Minister Birmingham’s address meant that I am unable to attend any other event streams in the morning session as I would be arriving midway through, which is never pleasant. That said, Lila Mularczyk’s (@LilaMularczyk) subsequent presentation  examining trends in education policy and the translation to the Australian context will be very interesting. I feel that this session will follow on nicely from Brett Salakas’ day one keynote address. Both keynotes will be examining the Australian relationship with global educational systems, from slightly different perspectives. I look forward to seeing what crossover conclusions the two share.

I will be spending a significant portion of day two in the Rethinking Reform session, as returning from the morning will see me settling in for two sessions which I suspect will provide a lot of food for thought. Murat Dizdar will commence the session with an examination of how some schools in the NSW public education system are adopting the national education reform platform a discussion of the operational lessons that can be taken from those schools.

Following on from Murat, is Dr. Kenneth Wiltshire, presenting an exploration of the future of curriculum in Australia. Dr. Wiltshire is not likely to hold back, having been openly critical of the national curriculum and the process through which it has been developed. Dr. Wiltshire lays blame on the doorstep of ACARA itself, specifically the structure and functioning, labelling it a largely discredited body within education circles. I am very much looking forward to hearing him speak. As an early career teacher, the future of the curriculum is a rather important topic for me and my students, both now and in the future.

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After Dr. Wiltshire’s presentation, I plan to take some time out. His speech will finish at roughly the same time as the concurrent sessions from The Leader, The Learner, and The Educator, and with all due respect to Phillip Cooke (@sailpip), who is presenting immediately after Dr. Wiltshire; a discussion of the HSC and how it prepares students for life after school is not in my area of interest at the moment. I believe that I would gain more benefit from taking some time to refresh my brain, to re-engage with my notes, get some writing done, explore The Playground and network and meet up with some educators that I have chatted with on Twitter in the past.

Following the lunch break, I will have the opportunity to hear Olivia O’Neil speak in the Digital Dimensions forum about redeveloping a school by engaging the emerging Gen Y teachers. I am looking forward to hearing Olivia speak, as I know a lot of what has been occurring at the school she is Principal of, Brighton Secondary College from conversations with Jeremy LeCornu (@MrLeCornu), whom I heard speak originally at FlipConAus last year. I am looking forward to hearing about a journey of which I already know a little bit from the perspective of the Principal, and the challenges that were faced from that vantage point and how they were dealt with.

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I plan to remain in the Digital Dimensions forum to hear Leanne Steed and Elizabeth Amvrazis as they examine the purpose of education through a lens of technology-laden classrooms and the way in which technology can empower our students.

I will then be moving back to the Rethinking Reform forum to hear someone whom I admire greatly, Corinne Campbell (@Corisel) as she speaks about the relationship between the focus on using evidence-based pedagogies and the feeling of empowerment or disempowerment by teachers. Evidence-based pedagogies are another hot topic (I quite enjoy reading Greg Ashman’s (@greg_ashman) articles in this area). If the discussions about performance-based pay for teachers come to fruition, it will be an issue of even greater importance, and make the difference, perhaps, between teachers keeping and losing their positions.

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The final Education Nation session on my agenda is part of The Educator stream, and I have chosen it specifically as it is a presentation on a topic that I am not still somewhat skeptical about. The Hewes family will be closing out The Educator with a workshop giving deeper insight into Project Based Learning (PBL). The workshop is slated to allow participants to design a PBL project, ostensibly, I presume, to take back to our classroom and implement. I am not entirely sure why I am skeptical about PBL. I suspect that a lot of it is most likely misconceptions, and I have heard some local horror stories about PBL gone wrong. That said, I am looking forward to engaging with this workshop, and hopefully coming away with a new understanding and appreciation for PBL and its place in my pedagogical toolkit.

That, as I mentioned, is the final session for Education Nation 2016. I am very much looking forward to the two days and fully expect that I will need the ensuing few days to recover mentally. What are your expected highlights for the event? Let me know via Twitter using #EduNationAu which will be the main event hashtag. As always, thank you for reading, and stay tuned tomorrow for the interview with Dr. Kevin Donnelly.

Musings on Initial Teacher Education provoked by a Twitter conversation (Part 3)

“A teacher affects eternity; he can never tell where his influence stops.”
– Attributed to Henry Adams

This is the third part in a series of reflections on initial teacher education (ITE). The opening article in this series focused on options to change the way that pre-service teachers are brought into their ITE programs with a view to lifting the quality of teachers. This is, of course, a difficult task and furthermore is a very contentious topic. The follow-up article was an examination of my own ITE program and ways in which it could have been strengthened with the view to improving the quality of graduates by making it a more rigorous program, and by better preparing graduates for the real world of the teaching profession. Today’s article will combine two of the topics originally listed in my opening article as they are heavily intertwined; the value of teachers and teaching as perceived in the public sphere and the role of the Education minister and his/her (currently his) stance towards education and teachers and the way the Education Minister is perceived by teachers.

I have been told that the position of Education Minister has not always been the popular and visible that it currently is, and that education as a topic of social discussion has not always been the ‘hot-button’ topic that it has been in the last ten to fifteen years. A brief Google search with the terms improve teacher quality brings up these results. A quick perusal of the search results reveals that there is a general call to improve the quality of teachers. Searching within a variety of topics within the sphere of education allows you to see the discourse of dissatisfaction emerging. This can be seen in educational topics such as NAPLAN results, Science, Technology, Engineering and Mathematics (STEM) and the creative arts.

It is my belief that the news industry is responsible, in large part, for shaping public perception around the value and quality of education and teachers. Personally, I believe they do a reprehensible job of representing the teaching profession and the education industry through the continual publication of articles that decry the effort, the worth, the value, the training and quality of teachers.

The other side of it is the now high-profile portfolio of Education and Training Minister, currently held by The Honourable Christopher Pyne MP, also wields a great deal of influence in the shaping of public perception in regards to the education sector. There has been an increasing interest and importance attached to the annual NAPLAN testing as a supposed measure of teacher and school quality. I am unsure whether this has been socially driven by parents concerned about the education their child is receiving, or whether it has been as a result of ongoing politically determined importance. Wherever the impetus for the increased misplaced focus on NAPLAN testing comes from, it does seem to have originated, at least initially, with the (then) Education Minister Julia Gillard’s unveiling of the MySchool website in 2010. In 2009, the Australian Curriculum, Assessment and Reporting Authority (ACARA) was established to oversee the implementation of the planned Australian Curriculum.

The rationale behind this appeared logical; to allow greater consistency in skills and concepts taught nationally, thereby simplifying the process for students and teachers to move interstate. There was an underlying issue with this premise. It is not a truly national curriculum. I am unsure as to other states, but the current curriculum documents here in NSW are not the Australian Curriculum. According to the NSW BOSTES site, “New South Wales joined with the Australian Government and all other states and territories to develop an Australian curriculum…[t]hat incorporate agreed Australian curriculum content.”  

This Australian Curriculum, as of today (June 16, 2015) has not yet been fully endorsed or rolled out. Yet in January of 2014, Education Minister Christopher Pyne announced a review of the Australian Curriculum. At that point in time, not all curriculum documents had been written, endorse or rolled out. The results of such a far-reaching review would realistically not be expected for perhaps eighteen months after the announcement, to allow time for a proper establishment of the frame of reference, receipt of submissions from stakeholders, analysis of the data, synthesis of results and formulation of the resulting Review Paper. You would be incorrect in expecting that, as the Mr Pyne released the final report in October 2014

The Twitter conversation that sparked this series of articles included a comment from myself that “…we need an Education Minister who genuinely cares.” This was perhaps rather harsh on my part. I do not doubt that the Mr Pyne cares about his portfolio. The response I received was that “…I would like an Ed Minister (and this is fantasy) who relentlessly and publicly supported the teaching profession.” My immediate thought and my subsequent response to this comment was “…excuse me while I laugh at the absurdity of that ever happening.”

It is sad that the Education Minister is not perceived as being supportive of teachers. It is sad that the immediate response to an expressed desire such as that which was expressed to me is immediately met with sarcastic derision, as that is the perception that successive Education Ministers have fostered about their regard for education and teachers. I am unable to take seriously an Education Minister who instigates a review of a curriculum which has not been fully rolled out, let alone been in place for at least one full calendar year.

I do not know how to repair the relationship between the Education Minister and the teaching profession. I suspect that the views held by Mr Pyne are binary to those held by many teachers. What does need to happen though, is a cessation of Education being used as a political football to score points with the voters with disregard for the impact on the education sector, on students and on teachers.

I would very much like to hear any suggestions as to steps that can be taken to help repair the relationship between the Education Minister and the teaching profession specifically and the education sector in general. Thank you for reading this article, and sticking with me after the mammoth article yesterday. Tomorrow