Frank M AlloyEssay 2 19June

7/30/2019 Frank M AlloyEssay 2 19June

1/38

Figure1:ConceptualMapofLiteratureexploration.

IntroductionThefigureaboverepresentsinthecentrecircletheresearchquestion.Surroundinginthefour

circlesarespheresofinfluenceassociatedwiththeresearchquestionasidentifiedinthescholarly

literature.Thedesignoftheconceptmapintendstosuggesttheinterrelatednatureofthese

influencesandwillbeaddressedinthispaperasthekeythemesassociatedwiththeresearch

question.Withineachthemewillbeidentifiedstrandsforexploration.

Howdoschoolleadersandteachersutilise

NAPLANdatatosupportstudent

learning?

Catholicperspectivesineducation

Leadership,mentoring

andprofessionaldevelopment

Datamanagement

GovernmentPolicyandthephenomenom

oflargecohorttesting


2/38


3/38

EducationwasanimportantfeatureofpreChristiancivilisationsandmuchofthesecularthinkingof

Socrates, Plato and Aristotle resides in educational philosophy today. Christian education, in the

Catholictradition,buildsontheintrinsicvalueoftheindividualandsocietyembeddedinthesecular

understanding of education. A Catholic education is defined by its universal and encompassing

formationof thewholeperson. Utilisationofdata inaCatholicschoolnecessitatesstrengthening

thisformation.

In1991,Pope JohnPaul IIdescribes the goalof theCatholic School (as cited in Laghi& Martins

1997).

TheCatholicSchoolsetsouttobeaschoolforthehumanpersonsandofhumanpersons.

Thepersonofeachindividualhumanbeinginhisorhermaterialandspiritualneedsisatthe

heartofChriststeaching,thisiswhythepromotionofthehumanpersonisthegoalofthe

CatholicSchool.

(p.9)

Thisgoalneedstobeaconsistentreferencepointandmoralguidetotheexplorationoftheresearch

problem,illustratedbytheeminenceofthistheme.

1.2 The importance of the relationship between the teacher and the student in a CatholicSchool

An essential element of a Catholic perspective of education is the role of the teacher and their

relationship with each student. In 1965 the Second Vatican Councils declaration on Christian

Education,GravissimumEducationis,wasmade. ThenatureofthisrelationshipwashighlightedbyPopePaulVI.

Teachinghasanextraordinarymoraldepthandisoneofmansmostexcellentandcreative

activities, for the teacherdoesnotwriteon inanimatematerial,buton thevery spiritsof


4/38

human beings. The personal relations between the teacher and the students, therefore,

assumeanenormousimportanceandarenotlimitedsimplytogivingandtaking. Moreover,

wemustrememberthatteachersandeducatorsfulfilaspecificChristianvocationandshare

anequallyspecificparticipationinthemissionoftheChurch,totheextentthat:itdepends

chieflyonthemwhethertheCatholicschoolachievesitspurpose.

(p.25)

The importanceoftheteachersrelationshipwithstudents isalsofound incontemporaryresearch

most notably Hattie (2003), Rowe (2006), and Hargreaves (2009). As explicitly stated goals of

Catholiceducation,

this

perspective

applies

to

the

research

problem

in

the

context

of

the

Inner

WesternRegionoftheArchdioceseofSydney.

Inreferring totheSydneyArchdiocesesFoundationdocuments,suchemphasesareevident. The

Vision Statement (Catholic Education Office, Sydney [CEO Syd], 2009) and the Privilege and the

Challenge(CEOSyd,2009)reflectonthevocationandroleoftheteacherintheCatholicSchooland

speakdirectlytotheimportanceofqualityrelationshipsbetweenstudentsandteachers.

TheVisionStatement identifiesthefollowingwhichillustratethedesiredemphasisonrelationships

inSydneyCatholicSchools.Schoolcommunitiesareinvitedtoexaminecritically

Theextent towhich studentsexperience schoolasaplaceofhopeandpromise for theirfuture

(

p.

12)

Howsuccessandfailureareunderstood(p.14) HowtheMediaStudiesandICTareintegratedintotheteachinglearningprocess(p.14) Thewaysinwhichtheyfosterthedignity,selfesteemandintegrityofeachperson(p.17)

The Vision Statement also states that the Sydney Catholic Education Office is committed to the

development of schools which provide loving, caring and secure environments, recognise the


5/38

dignityofeachpersonand foster lifegiving relationshipswithintheschoolcommunity. (CEOSyd

2009,p.17)

WithintheGospels,thedocumentsofVaticanIIandsubsequentwritingsfromRomeandtheSydney

Archdiocese,thecentralityand importanceof relationships inanauthenticCatholiceducationare

consistentlyemphasised.

1.3 ContemporaryandInnovativeTeachingProfessionalism

TheDeclarationonChristianEducation (PopePaulVI,1965)highlights the importanceofCatholic

School teachers working to ensure they have the means to effectively educate young people in

knowledgeandloveoftheFaithandinsecularlearning. FromaCatholicperspectiveteacherswho

areexcellentpractitioners,opentoinnovationandchangeareessentialinachievingthepurposeof

Catholic education. Pope Paul VI (1965) asserted that teachers must remember that it depends

chiefly on them whether the Catholic School achieves its purpose. As well, teachers should be

prepared for their work with special care, having the appropriate qualifications and adequate

learning,bothreligiousandsecular. PopePaulVIinstructsthatallteachersbeskilledintheartof

education inaccordancewith thediscoveriesofmodern timesandaboveall they shouldwork in

closecooperationwiththeparents.

This same emphasis on innovation and engagement with contemporary educational theory and

practice is present in the Sydney CEO Vision Statement. Describing the commitment of Catholic

Schools to thedevelopmentof thewholeperson theVisionStatement invitesschools toexamine

criticallythecurriculumofferedtothestudentsanditsrelationshiptotheirneeds,therecognition

given to the variety of learning styles of students and their processes for teaching and learning,

assessingandreporting.(CEOSyd2009,p.17)


6/38

InThe Privilege and the Challenge (CEO Syd, 2009), teachers are challenged and expected to be

professionallycompetentbydemonstratingthebehaviourslistedbelow,

creating a nurturing and stimulating learning environment which is learnercentred,academicallychallengingandinclusive.

recognisingongoing change in the teaching/learningprocess through selfdevelopment incontemporarypedagogy,educationaldevelopmentsandpractices.

reflectingcriticallyandengagingincollegiallearningtoenhanceprofessionalpractice.

developingqualityinstructionalprogrammesandprocedures,evaluatingtheireffectivenessandreportingstudentprogresstoparents.

developingarangeofpedagogicalpracticesandapplyingthemtoreinforcestudentlearning. understanding the nature of the learner and learning processes and tailoring teaching

programmestomeetthediverseneedsofthestudents.

exercising professional responsibility in engendering a love of learning and developinglifelonglearners.

(p.18)

Therecentdevelopment,innovationsandgrowthinthenatureandaccessibilityandmanagementof

studentperformancedatarelatesdirectlytotheprofessionalismofthe21Centuryteachersfroma

Catholic

education

perspective.

The

imperative

to

be

at

the

forefront

of

change

in

educational

practiceandprocess in thebroadereducational landscapedemandsaCatholicperspectiveon the

issueofutilisingNAPLANdatatosupportteachingandlearningintheCatholicSchool.

ThethreeelementsoftheCatholicperspectivesthemewithinthecontextoftheresearchproblem

willbeessentialreferencepointsinconsideringtheassociatedissuesthroughoutthispaper.


7/38

Theme2: Leadership,mentoringandprofessionaldevelopment.Inaddressingtheresearchproblemitisclearfromtheliteraturethatanessentialelementtoexplore

is the concept of school leadership are the associated activities of mentoring teachers and

professionaldevelopment. Thisthemewillbeoverviewedfromtheseperspectives.

2.1 LeadershipSchoolleadershipisconsistentlyidentifiedasamajorcontributiontothesuccessoflearners.(Hattie,

2006)and

(Leithwood,

Day,

Sammons,

Harris

&

Hopkins,

2006)

assert

empirically

that

this

is

most

apparent in the influence school leaders have on their teachers, who in turn most influence the

learning in theclassroom. In reviewing the literature,ahostof school improvementmodelsare

proposed.(Fullan,2006),and(Fullan,HillandCrevola,2009)promotedatadrivendecisionmakingin

a paradigm described as Breakthrough where with the creative use of data, personalisation,

precisionandprofessionallearningarefosteredascorefunctionsofleadershipemanatingfromthe

moralpurposeoftheschoolasthecentrepiece. IllustratedinFigure2 theBreakthroughFramework

captures essential elements of the learning paradigm and discuss the role data its nature and

appropriateinformingofassessmentforlearningaredescribedindetail. ExpertInstructionSystems

are detailed with the appropriate use of various data and an emphasis on performance data.

Further elaborationof thisparadigm involved the BuildingofCritical Learning InstructionalPaths

where

using

date

to

drive

instruction

is

discussed

.

Figure2: BreakthroughFramework

(Fullan,Hill

&

Crevola,

2009

p.

91)


8/38

Basedonempirical research inrelationtoprimaryschool literacypractice,theauthorsassert that

thekeytotransformationoflearninginschoolsliesintheintelligentuseofdatatodriveinstruction.

Theparadigmofleadershipandschoolimprovementdiscussediscloselyalignedtotheexploration

oftheresearchproblemaddressedinthispaper.

(Crowther,2008)hasdoneextensiveworkwithAustralianschoolsintheareaofleadership. Based

at the University of Southern Queensland, Crowthers IDEAS model for school improvement has

beenemployedinonethirdofthisRegionsschools. TheIDEAS frameworkfocusesontheactions

ofinitiating,

discovering,

envisioning,

actioning

and

sustaining.

Crowther

promotes

the

concept

of

parallel leadership and capacity building in schools. Six key dynamics of capacity building are

representedbelowinFigure3

Figure3:Thesixdynamicsofcapacitybuilding

Tofacilitatethesedynamics,Crowtherpromotesfiveprinciplesofengagement.Firstlyteachersare

identifiedasthekeyandprimeactorinaffectingchangeattheclassroomandschoollevel.Secondly,

Crowthers evidence underscores the importance of professional learning in professional

revitalisation.Thirdly,thecreationandmaintenanceofanoblamecultureisessentialtothesuccess

ofthe IDEASprocess.Thefourthprincipleofengagement isattitudinaland isdescribedassuccess


9/38

breeding success. Finally, the principle of alignment of school processes is promoted as a

fundamentalandcollectivewholeschoolresponsibility.

TheroledataplaysintheIDEASprocessisakeyfeatureandthevariousdatagatheringinventories

developedareinterrelatedwithaclearlineofsighttostudentlearning. SimilartotheBreakthrough

modelofFullan,HillandCrevola,CrowthersIDEASrequiresschool leaderstobecomeconfident in

promotingtheuseofdatawithinaparallelleadershipmodel,whichisanimperativeofthecurrent

NationalPartnershipreformsforLowSESSchoolCommunities(SSNP,2009).

(Wigginsand

McTighe,

2005)

promote

the

Covey

inspired

learning

model

Understanding

by

Design.

Basedonbackwarddesignprinciples,learninggoalsandplansareestablishedinthreekeystages.

Firstly,desired results aredeterminedbyexaminingnational, stateand region content standards

andcurriculumexpectations. Schooleducators indevelopedcountriesareconsistentlypresented

withtheproblemofexcessiveexpectations inregards tocontentwithin the realtimeavailableto

teachers and students. Wiggins and McTighe assert the need for clarity around priorities. The

choices made at thispoint are readily facilitated by data and herein lies the coherencewith the

researchproblembeingaddressed. In thesecondstep,teachersareencouraged tothink likean

assessor (Wiggins&McTighe,2005p.36)astheydeterminetheacceptableevidencerequired in

establishing theachievementof thegoals. Thenatureof thisevidenceneedstovalidate that the

desiredlearninghasbeenachievedasdistinctfromcontenttobecoveredorasaseriesoflearning

activities.

The

third

stage

requires

teachers

to

plan

the

learning

experiences

and

instructional

activities. Whilst the concept seems relatively simple, providing system wide or school wide

leadership with backward design principles and practice presents challenges in regards to

professionaldevelopmentandacultureofadherence.


10/38

(Hargreaves&Shirley,2009)havedevisedanapproachtoeducationalchangewhich isrelevantto

theresearchquestions.Thisrepresentsacomprehensivevisioninwhichstudentperformancedata

playsanimportantroleasafactorinarangeofessentialelementswhichincludestrongleadership

atgovernment,sector, regionalandschool levels. Theproposedmodel isderived fromextensive

researchonpastpractice inOECD countries schooleducation since theendof theSecondWorld

War. Capturingsuccessfulelementsofdifferentphasesineducationinthisperiod,Hargreavesand

Shirley also identify inhibiting characteristics of previous ways of learning and organisation. The

confluenceofideascontainedinthisworkwiththeAustralianGovernmentseducationalagendaas

discussedin

the

next

theme

deem

it

highly

relevant

to

the

research

issue.

ReflectinganassonancewithNationaleducationalgoalsasstatedintheMelbourneDeclarationon

EducationalGoals forYoungAustralians (MinisterialCouncilonEducation,Employment ,Training

andYouthAffairs,[MCEETYA],2008),HargreavesandShirleypromoteTheFourthWayasaguide

forschooleducators.Theyassert

TheFourthWayisademocraticandprofessionalpathtoimprovementthatbuildsfromthe

bottom, steers from the topandprovides supportandpressure from the sides. Through

highquality teacherscommitted toandcapableofcreatingdeepandbroad teachingand

learning, it builds powerful, responsible, and lively professional communities in an

increasingly

self

regulating

but

not

self

absorbed

or

self

seeking

profession.

Here

teachers

defineandpursuehighstandardsandsharedtargets,andimprovebylearningcontinuously

throughnetworks,fromevidence,andfromeachother.

(p.107)


11/38

2.2 Teachermentoring,monitoringandprofessionaldevelopmentIn the context of the research problem, teacher mentoring, monitoring, and professional

development are interrelated influences that receive attention in the scholarly literature.

DeCourcy (2005) asserts that data can only act as positive change factor if the school Principal

perceivesdataasanauthenticlevertoachievedesiredoutcomes. Basedontenyearsofworkwith

Catholic SecondarySchools inNewSouthWales in cooperationwith theNSWCatholicEducation

Commission, DeCourcy has analysed NSW HSC student performance data in a systematic and

accessible manner. Each year the process has become more refined and expert professional

developmentopportunities

has

been

provided

for

hundreds

of

school

leaders

and

middle

managers.

The analysis provides school principals with clear data relating to teacher effectiveness and as

DeCourcy suggests, provides a clear objective basis for professional discussion and sharing. In

regardstotheresearchissue,theDeCourcyanalysisisrelevantasithasestablishedanenthusiasm

forstudentperformancedataamongsecondaryschoolPrincipals in thisRegionandNAPLANdata

fromstudentsinyears7andYear9isbeingcomprehensivelyintegrated.

DeCourcyidentifiesfourkeyquestionsforPrincipalstoaskteachersinthisanalysis. Thesequestions

aresimply.

1. Whathaveyoubeendoingandwhy?2. Howitisgoing?3.

How

do

you

know?

4. Whatdoyouplantodonext?


12/38

DeCourcyexplainsthemethodology.

The third question demands that the teacher engage with the analysis in order to

substantiatetheiranswertothesecondquestion. Thefourthquestionbecomestheanswer;

thefollowingyeartothefirstquestion. Thereisnotroominthissortofanalysisforblame

thestudentsresponses,unlesstheteachercanhypothesisadistinctivecharacteristicofthe

particulargroupofstudents. Ifshe/hecan,thedealingwith itbecomestheanswertothe

fourthquestions.

(p.4)

Theconstructivemanner inwhichDeCourcypresents thepossibilitiesof leverage forPrincipals in

regardstoteacherperformance,doesnotaddresshowsuchaccountabilitymeasurescanengender

negativesentimentsanderodeteachermoraleasreportedintheUKandtheUS,(Alexander,2010),

(Shepard,1991),and(Cizek2006).Relevanttotheresearchproblem istheuseofNAPLANdatafor

teachermonitoringsimilartoDeCourcyspopularapproachwiththeNSWHSC.Thiselementofthe

theme requires careful examination in the NSW context. Large cohort testing in the past fifteen

years has been well received from an educational view by teachers (Wasson, 2009), yet the

reportingoftheNAPLANresultsontheMySchoolswebsitehasprovokedconsiderablecontroversy

and unrest within the profession, (Gavrielatos, 2010), (Watt, 2010). The recent Grattan Institute

Report(Jensen,2010)identifiesthroughanOECDdesignedsurveyofteachersacrossthecountryin

all

education

sectors

the

finding

that

91

%

of

respondents

considered

that

their

school

Principal

does

not take steps to address persistently underperforming teachers. Jensen also discusses the

importance of aligned school improvement and evaluation processes with teacher evaluation

processes.Jensensevidencedemonstratesmoresuccessfulstudentoutcomeswherethisalignment

exists.


13/38

Professional learningandprofessionaldevelopmentare identified inthe literatureascriticaltothe

role of data in schools. (Timperley, 2009), (Bernhardt 2009), (Fullan 2009),(Hargreaves & Shirley

2009)and (Hattie2005)identifytheimportanceofprofessionallearninganddevelopmentinregards

tostudentperformancedata.Thediscussionswithinthisliteratureconsidertheincreasedvolumeof

datafacingteachersandtheskillsneededtodiscernwhatisthemostimportantandrelevanttothe

corepurposeofteachingandlearning.Thechallengesinchangingculturewithinschools inrespect

todataarethoroughlyaddressedasarethechallengesforsystemstoprovideefficient interactive

anddynamicdatamanagementsystems.Suchsystemsneedadegreeoftrainingthatispurposeful,

teachercentred

and

referenced

with

authentic

learning

benefits

for

students.

Theme3GovernmentPolicyandthephenomenonoflargecohorttestingThistheme ispresentedasacontextualnarrativewhichpertainstotheresearchproblem.Thekey

emphasesare;

3.1

International

perspectives.

3.2 NationalperspectivesandRegionalimplications.

3.1 Internationalperspectives.

Discussionofthisthemehasanindefinitebeginningandforthepurposesoftheresearchproblem,

thetimeframewillcommencewiththeconceptionanddevelopmentoftheOECDPISAtests.The

reasonsfor

PISA

are

best

understood

by

the

following

explanation.

Responding tomember countriesdemands for regular and reliable dataon the knowledge and

skillsof their studentsand theperformanceof theireducationsystems, theOECDbeganworkon

PISAinthemid1990s.(OECD2010).


14/38

Itisclearthatdemocraticallyelectedgovernmentsindevelopednationswereturningtheirattention

totheeconomicbenefitsandcostsofpublicly fundededucation.Asasizeableexpenditure line in

theannualbudgetstherehasbeenlegitimateconcernfromgovernmentsandtheirconstituentsthat

costlyeducation systemsarenotdeliveringadequate learningoutcomes for students. (Hanushek,

2005)hascompletedananalysisofspendingonUSeducationoverthepast40yearsandconcludes

empiricallythatdespiteafourfoldfundingincreaseinrealterms,theaveragelevelofattainmentin

US schools according to their National Assessment of Educational Progress (NAEP) represents

modestyetinconsistentgainsinmathsandreadingandadeclineinscienceandwriting.

InvariousstatesacrosstheUSandineducationsectorsthroughoutthedevelopedworld,the1980s

andearly1990ssawagrowth in largecohorttestingdirectly linkedtoaccountabilityandtargeted

achievement levels inbasic literacyandnumeracy. Thisphenomenon is relevant to the research

problemas itrichly informsthecontextand its influenceontheresearchproblemwillbea lineof

inquiry.

Thephenomenonof largecohorttestinghashadan influenceonteachersbehaviour,(Cizek,2001)

and (Sheppard,1991).Cizekacknowledges thedissonanceexistingwith thebroader communitys

embracingoflargecohortorhighstakestestingandthephilosophicalresistancetosuchtestingbya

significantproportionoftheteachingprofessingintheUnitedStates. HoweverCizekemphasises10

positiveconsequencesoflargecohorttesting. Henominates

1. Anincreaseintheprofessionaldevelopmentforteachersinregardtopedagogy.2. Betterinformedinclusionofstudentswithspecialneeds.3. Increasedknowledgeamongteachersandeducationalleadersinrelationtotesting.4&5. Increasedabilitytocollectanduseinformation.

6.

Increasedinformation

for

parents

concerning

educational

options

for

their

children


15/38

7. Establishingtransparencysystemsforeducatorsandgovernments.

8 Increasedintimacywithteachingdisciplinesbyteachers.

9. Improvedqualityoftestsinschools.

10. Increasedachievementlevelsamongstudents.

Theseassertionsbasedonempiricalevidenceprovideastarkcontrasttothe findingsofSheppard

(1991) basedonastudywithUSteachers. Keyfindingsrelevanttotheresearchproblemincludea

numberofnegativeperceptionsthathavesomecorrelationtotheteachingandlearningwithinthe

classroom.

Forexample,

the

large

cohort

high

stakes

testing

was

correlated

with

measurement

driven instructionalpracticesandanacknowledgement that teachersbelieve therewas toomuch

teaching to test content and test format. As a result, the majority of teachers in this research

believed important non tested content was clearly suffering because of the focus on the

standardisedlargecohorttesting. Associatedwiththisfindingwastheerosionoflearningtimedue

to specific preparation for and conducting of the tests. Of particular relevance to the research

problem addressed in this paper, is the degree to which controversial testing practices were

highlightedbyteachers. 8%ofteachersdisclosedtheyhadencouragedpoorperformingstudentsto

be absent on testing days and 6% changed answers on student scripts to correct responses.

Rephrasingquestionsforstudents,givinghintsforcorrectanswersandallowingstudentsmoretime

tocompleteanswerswerepracticesreportedbyapproximately20%ofteachers.

TeachersreportedinSheppardsstudythatthegreaterdegreeofuseofthedataforaccountability

andperformanceappraisalofschools,teachersandPrincipalsbyexternalbodiessuchaseducation

districts,regionsorgovernment,thegreatertheincidenceofcontroversialteaching practicesand

measurementdriveninstruction.


16/38

FromtheUnitedKingdomexperienceoflargecohorttesting,theCambridgePrimaryReview

providesfindingsrelevanttotheresearchproblem. (Alexander2010),emphasisestheimportance

ofthisreviewasitisthefirstofitskindin40yearsintheU.K. Alexanderishighlycriticalofthe

exaggeratedclaimsbysuccessiveBritishGovernmentsandMinistersonthepositiverolelarge

cohorttestinghasplayedinraisingstandardsinthecountrysPrimaryschools. Alexanderadroitly

alignsthesimplisticlanguageofpoliticsagainstthedeeperunderstandingofeducation. The

argumentsputforward,basedonextensiveresearchechoperspectivesintroduced themeoneof

thispaper.

Alexandernotes

the

following

findings

from

the

review.

TheCambridgeReviewsevidenceshowshowthepursuitofanarrowconceptofstandardsatthe

primarystage,inwhichtestscoresinliteracyhavebeentreatedasproxiesforthequalityofprimary

educationasawhole,hasoverthepast13yearsseriouslycompromisedchildrenslegalentitlement

toabroadandbalancedcurriculum. Wealsoconsideritpossiblethatbecausestandardsinthe

basicsandtheavailabilityofabroadandbalancedcurriculumhavebeenshowempiricallytobe

linked,thenarrowingofthecurriculuminpursuitofstandardsinthethebasicsmayhavehadthe

oppositeresulttothatintended,depressingstandardsinthebasicsratherthanraisingthem. As

collateraldamagegoes,thatsprettyspectacular.

(p.6)

Mansell

(2007)

also

provides

an

avid

critique

in

the

British

large

cohort

testing

regime.

Both

AlexanderandMansellsupporttheneedforlargecohortstandardisedtestsbutprovideempirically

basedarguments fortheneedtobeclearastotheeducationalpurposeofthesetests. Mansells

workexaminestheperversionoftheintegrityofthetestsbytheovertdemandsplacedonthemby

the politicians and policy makers who are invariably serving other masters for purposes

disassociatedwiththedynamicsoftheclassroom. Mansell(2009)statesthefollowingargument.


17/38

In last years Select Committee inquiry into exams, the Government was the only one of 52

respondentstodefendthecurrentsystem. Rangedagainst it inrecentyearshavebeentheselect

committee itself, the Childrens Society, the Royal Society and a host of other scientific

organisations, the Cambridge Universitybased Primary Review, at least one major exam board,

teachersunions and many others. Even Ofsted and theQualifications andCurriculumAuthority

have highlighted problems. The central argument is that holding teachers to account for their

pupils performance through a series of narrowlyfocused, often predictable, test has damaged

childrensdeeperunderstanding.

(retrievedfrom

www.independent

.co.uk)

Theinternationalperspectiveonlargecohorttestingcontainsanarrayofliterature. TheU.K.andin

particular,theEnglishexperiencehasrelevancetotheresearchproblemaddressedinthispaperdue

to theSydneyArchdioceses relationshipwithHerMajestys former Inspector forSchools,Mr Ian

Gamblewhowasakeyfigure intheestablishmentoftheOfstedSchoolReviewand Improvement

processes. Gamblewasengaged by the SydneyCatholicEducationOffice as a critical friend and

chairofanexternal reviewof theSydneyCatholicSchoolsSystem in2004. Gamblehasprovided

continuedsupportfortheSydneyCEOinarelationshipthatcontinuesin2010.

3.2 NationalPerspectivesandRegionalimplications.

The OECD PISA Test has highlighted the disparity existing in Australian schools which is largely

aligned to the students socioeconomic statusbasedon the incomeof their families, the levelof

educationoftheirparentsandotherfactorssuchaslocationparticularlyremotenessandindigenous

influenceoridentity,(McGaw2006).


18/38

Professor Barry McGaw is a key figure in the relationship between the OECD and the Australian

Nationalscene.McGawhasheldthepositionastheEducationDirectorwithintheOECDandmuch

of his observations and direction have influenced Australian Government Policy. The other

influentialfiguretobeconsideredinthisareaofAustralianEducationalpolicyis theDeputyPrime

Minister,theHonourableJulieGillard.

Gillard has been the lead architect in what the current Labour Government has termed the

EducationRevolution. Gillardsthinkinghasbeenarguablyshapedand inspiredbyNewYorkCitys

schoolschancellor,

Mr

Joel

Klein.

In

aradio

interview

on

ABC

National

(2008),

Joel

Klein

illuminates

much of Gillards thinking. In reflecting on the transformation in New York City schools in the

previoussixyears,Klein identifiesschoolandstudentfocusonresults in largecohortstandardised

testingasthemost influentialtransformativechange factorwhichheclaims isbasedonextensive

empiricalresearch. ThealignmentofsuccessfulschoolresultsandPrincipalcontractsisidentifiedas

a major strategy influencing and motivating improvements in student learning outcomes. Klein

explains in theNewYorkexperience that teacherswerealsomadeaccountableusing test results

andinextremecasesPrincipalandthewholestaffwereremovedfromschoolsinextremecasesof

underperformance. Kleinexplained that insixyears,hehadclosed70schoolsandreopenednew

andsmallerschoolsinthesamebuildings. Graduationratesinthesenewschoolsroseinsomecases

from30%to80%. Thisdiscussioninvolvedreportingstudentandschoolperformanceaccordingto

social

advantage

factors,

and

the

strength

of

such

public

accountability

for

teachers,

claiming

the

transparency

focusesthemind,itsacatalystforaction. (Klein2008retrievedfromwww.abc.org.au)

Amajorelementofthejudgementsonschoolperformance inNewYorkCity isbasedonindividual

studentlearninggrowthwhichistheintentionfortheseconditerationoftheAustralianMySchools

website.


19/38

Kleinadvocatessettingbroadtargetsforschoolsandsystemsand investingautonomyandtrust in

thepeopleonthegroundintheschoolstoensurethetargetsaremet. Thisdevolutionofauthority

andresponsibility

is

relevant

to

the

research

problem

as

the

Sydney

Catholic

School

System

has

a

historicalandtheologicalpredispositiontothisfeatureofKleinsapproachwhichisbestillustratedin

theCatholicSocialteachingprincipleofSubsidiarity, (RevumNovarum,1891). Thedegreetowhich

theprinciple isexercisedintheArchdiocesanSystemofSchoolsisacreativetensionandappliesto

considerations relevant in the research problem.A final keypoint madeby Klein is the need for

schoolsandeducatorstobecomeconfident intheuseofcomplexdatamanagementsystemsthat

areintimatelyrelatedtothelearningprocesswitheachchild.

Onthenationalagenda,there issubstantialcoherencewiththeKleinviewofeducational reform.

An overview of key government documents in Australia provides the evidence. In the 2008

MCEETYAMelbourneDeclarationonEducationalGoalsforYoungAustralians(MDEGYA)twogoals

areidentified.

Firstly

that

Australian

Schooling

promotes

equity

and

excellence

and

secondly

that

AllyoungAustraliansbecomesuccessfullearners,confidentandcreativeindividuals,andactiveand

informedcitizens. (MCEETYA,2001,p.3)

TheDeclarationalsoidentifiesthreecorechallenges

(i) ImprovededucationaloutcomesformanyindigenousAustralians.(ii) Higherrepresentationamonghighachieversbystudents from lowsocioeconomic

backgrounds.

(iii) ImprovedretentionratesofYear12completionorequivalent.Relevant to the research issue is the stated commitment topromoteworld class curriculum and

assessment inAustralian schools. Ofparticular note is the explicit reference to assessment.The

Declarationhighlightsthefollowingactions.


20/38

(i) A rigorous and comprehensive assessment of student progress that draws on acombinationofprofessionaljudgementofteachers,testingandnationaltesting.

(ii) Enabling teachers to use information about student progress to inform theirteaching.

(iii) Enabling students to reflect on and monitor their own progress to inform theirfuturegoals.

(iv) Assisting teachers to use evidence of student learning to assess studentachievementagainstgoalsandstandards.

(p.14)

AlsoassociatedwiththeresearchproblemistheDeclarationsfocusonstrengtheningaccountability

andtransparencyforschools,students,parents,families,thecommunityandthegovernment. The

essentialingredientinthiscommitmenttoactionisdataandinformationforallstakeholders.

The Declaration is foundational to the ongoing developments of NAPLAN, SMART, the Australia

Curriculum and the EducationNational PartnershipAgreements. Each of these initiativeshas an

inherent focuson studentperformancedataand is therefore relevant indocumentation,process

andpractical implementation inrelationtotheresearchquestion. TheArchdiocesanandRegional

responsestothesedevelopmentsaredynamicandinnovative,informedbypolicyandresearch.

InSydneyArchdiocese,theYear6ReligiousEducationTestwasintroducedin1999andin2010the

Year8ReligiousEducationTestwillbeconducted forthe firsttime. Bothtests involvecohortsof

approximately5500 students. Accountabilityofadifferentnature isbeingapplied in thecaseof

thesetests,butthemethodologiesoflargecohorttestingemployedthroughouttheworlddoapply.

TheSydneyCatholicEducationOfficehasenteredapartnershipwith theUniversityofNewSouth

WalesEducationalTestingCentre in thedesignanddeliveryof theRE tests. Thispartnershiphas


21/38

evolveddue to the increasingpopularityof the testacrossDioceses throughoutAustraliaand the

desire to ensure the validity of the test instrument from abroader and experienced educational

testingperspective.

Theme4DataManagementInconsideringthepurposeoftheresearch,an investigationoftheprofessional literature identifies

threekey

and

relevant

themes.

These

are

4.1Systemisingandmanagingthewealthofreadilyaccessibleschooleducationdata.

4.2Datatoinformrichfeedbacktostudentstoenhancetheirlearning.4.3Datatoinformteacherseffectivepedagogy.

4.1Systemisingandmanagingthewealthofreadilyaccessibleschooleducationdata.

With the advent of computer aided technology and the phenomenon of large cohort testing

throughoutcountriesinthedevelopedworld,teachersandeducationalleadersareconfrontedwith

anarrayofdatainregardtoallfacetsofschoollife. Earl(2005)describesthesituation.

In

the

past

several

decades,

a

great

deal

has

changed.

The

21

st

century

has

been

dubbedtheinformationage. Therehasbeenanexponentialincreaseindataand

information,andtechnologyhasmade itavailable inrawanduneditedforms ina

rangeofmedia. Likemanyothers in thesocietyeducatorsare trying tocome to

gripswith thisvastdelugeofnewandunfiltered informationandto findwaysto

transformthisinformationintoknowledgeandultimatelyintoconstructiveaction.

(p.1)


22/38

The challenges in making sense of the data and ensuring its relevance in informing school

improvementonarangeof frontsaresophisticated,oftencompetingandpotentiallyconfusingto

thepointofoverwhelming forstakeholders.Bernhardt (2009)suggestsabroadviewofaschools

data and emphasises the interrelatedness of the multiple measures of data. This concept is

relevanttotheresearchproblemandasthemannerinwhichschoolsuseNAPLANresultstoreflect

uponorinformotherpracticesandrealitiesintheschoolsetting. Bernhardtsmultiplemeasuresof

data include fourmainpointsof inquiry.Demographics,perceptions, student learningand school

processes.These

are

represented

below

in

Figure

4.

Figure4 :MultipleMeasuresofData


23/38

Within Bernhardts conceptual framework of data, the measure of student learning is most

relevant to this research, with informed reference to demographics, school processes and

perceptive.Whilstthistheoreticalframeworkattemptstocapturethebreadthandinterrelatedness

ofschooldata,aschoolsdemonstrablecapacityforcompetentdatauseinfieldsrangingfromdata

literacyandassociatedcollaborative inquirytohighlydevelopedleadershipandfacilitationskillsby

schoolprincipalsandleadershipteamsiscritical,(Love,2009).

LovealsopromotesthesuccessofDataTeamsinschoolswhohaveworkedtoidentifyandaddress

student learning problems. In the vastness of student performance data, Love has conceived a

pyramidofdatasourcesthathighlightthefrequencyandlocationofdatameasurementinamanner

thatemphasisestheprimacyoftheclassroomlearningexperiences.

LoveemphasisestheneedforschoolstobuildaHighPerformingDataCulture. Associatedwiththe

researchproblemtobeaddressed inthispaper, isLoves insistenceonteachersdrillingdown into

data.

Lookingmoreandmoredeeplyatonestudentlearningdatasourcetoderivethegreatest

possibleamountofinformation,thedrilldownmovesthroughsequentiallayersofanalysis,

from

the

aggregated,

disaggregated,

stand

and

item

level

to

an

analysis

of

student

work.

(p.56)

As stated in the previous chapter, the research problem is in the context of an increasingly

Information and Communications and Technology (ICT) rich environment in this Region of the

Archdiocese. The increasedaccessibilityofComputerTechnologyforteachers isa featureofData


24/38


25/38

states, What is effective is valid analysis of data, presenting the results of the analysis in an

engagingway,targetingprofessionaldevelopmenttosupportuseoftheanalysisandthenengaging

teachersinprofessionaldevelopmenttosupportchangesinpedagogy.(DeCourcy,2005,p.7)

Wassan(2009)isoneofthechiefarchitectsoftheSMARTdataanalysispackagethatwasinitiallya

toolfortheNewSouthWalesteacherstoanalysethestatebasedBST,ELLAandSNAPassessments.

NowworkingwithACARA,WasseniscurrentlydevelopingSMART2forNAPLANtobeutilisedacross

Australia. Wassanassertsthat largecohorttestingsuchasNAPLANcanhaveapositive impacton

studentoutcomes

when

assisted

by

sophisticated

diagnostic

tools

for

the

analysis

of

individual,

group,schoolandsystemperformance,(p.2).Theuseoftechnologyisavitalelementassociated

withtheresearchproblemandonetobeexploredasamajortheme.

4.2 FeedbackforStudentLearningThesecondstrandwithinthethemeofdatamanagementexaminestheroleofdataintheprovision

of feedbackbyteachers tostudents.Withinthedataricheducationalcontextof the21stCentury,

the relationshipbetween studentperformancedataand constructive feedback foreach students

learning is an issue receiving comment in theprofessional literature and at a State and National

level.

Fullan (2009) identifiesa seriesof components inachievinga Breakthrough inpubliceducation

systems

in

which

all

students

are

well

served

in

regards

to

their

learning.

He

identifies

three

componentswhichformamoralpurposeineducation,asrepresentedinFigure5.


26/38

Figure5: MoralPurpose

Thecomponentrelevanttothisstrandoftheresearchisprecisionasitdemandstheuseofdatain

providingclear,relevantandconstructivefeedbacktothe individualstudent. Sadler(1989)argues

theimportanceinthelearningprocessofobjective,externalformulationofsuccessfulperformance

bythestudentwhichcanstandalonefromtheteacherwhilstalsobeingenrichedbytheteachers

judgement and variously contextualised assessments (as cited in Fullan 2006). Love (2009) also

underscores the motivational element of student enquiry into their own data from external

assessmentsandtests. Thisemphasison feedback to thestudent isat theveryheartof teaching

andaconsistentfeatureofgoodteachingtheworldoverthroughouthistory.Fullan(2009)describes

the21stCenturyteacherinthedevelopedworldassufferingfromDRIPsyndrome,meaningtheyare

datarich,

but

information

poor.

The

challenge

identified

in

this

strand

of

the

theme

of

Data

Managementcentresaroundtheintelligiblemannerinwhichteacherschooseanduserelevantdata

asfeedbacktostudentstopromotelearning. HargreavesandShirley(2009)focusonthisquestion

from a variety of perspectives throughout their book entitled The Fourth Way. Drawing on

experiencesfromtheUnitedKingdom,theUnitesStatesandothermembercountriesoftheOECD,

Hargreaves and Shirley conduct a historical reflection of the school educationaljourney of the

developedworldsincetheendofWorldWarII. TheFourthWay isasignpostforthepresentand


27/38

thefuture. Inregardstotheroleofdataandstudentfeedback,HargreavesandShirleydiscussthe

subtletyanddexterityrequiredbyeducationalleadersandteachersinusingperformancedatawith

students. Student performance data must be used intelligently, invitationally and

inclusively(p.38). Whilst they argue the value of teachers intuition in regards to feedback and

judgementofstudentperformance,thevalueoftheobjectivity inherent inexternaltestingdata is

assertedwiththebenefitstoteacherandstudentemphasised.

Fullan,HillandCrevola(2006)focusonthe issueoffeedbackforstudent learning inthecontextof

Assessmentfor

Learning,

also

known

as

Formative

Assessment.

In

their

discussion

promoting

the

creationofExpertInstructionalSystemsinschools,theteacherasexpertrequirescasespecificdata

that relatestothesituationathand(p.47). It isargued thatsuchdataprovides the teacherwith

feedbackontheirinstructionwhilstforthestudentthedataenablesthemtomonitorandimprove

their learning. Fullan, Hill and Crevola cite other empirical studies that have supported the

importanceofformativeassessmentwhichinthecontextoftheresearchproblemprovidesinsight.

...thecaseformakingassessmentfor learningorformativeassessmentthecentrepiece in

thedesignof instructionalsystemswasmadebySadler(1989)manyyearsago. PaulBlack

andDylanWilliams (1998a1998b)havedemonstrated thatpowerfulevidencehasexisted

formanyyearsregardingtheeffectivenessofimprovedformativeassessmentasameansof

raisingstandards. (p.48)

Fullan,

Hill

and

Crevola

identify

four

factors

closely

associated

with

data

and

feedback

for

student

learningwhichprovideaconstructiveperspectivetotheresearchproblem. Thesefactorsarelisted

below.

1. Asetofpowerfulandalignedassessmenttoolstiedtothelearningobjectivesofeachlesson,whichgivetheteacheraccesstoaccurateandcomprehensiveinformationontheprofessof

each studentonadailybasisandwhich canbeadministeredwithoutunduly interrupting

normalclassroomroutines.


28/38

2.Amethodofallowing the formativeassessmentdata tobe captured inaway that isnot timeconsuming,toanalysethedataautomatically,andtoconvert it into informationthat ispowerful

enoughtodriveinstructionaldecisionsnotsometimeinthefuture,buttomorrow.

3. A means of using the assessment information on each student to design and implementpersonalized instruction; assessment for learning being a strategy for improving instruction in

preciseways.

4. A builtin means of monitoring and managing learning, of testing what works, and ofsystematically improving the effectiveness of classroom instruction so that it more precisely

respondsto

the

learning

needs

of

each

student

in

the

class.

(p.49)

IntheAustraliancontext,DavidAxworthy(2005)identifieskeycharacteristicsequalinthelarge

cohorttestingregimeforvalidityinteacherseyes. Axworthysworkisofimportancetothe

researchinthispaperasthecredibilityofdataiselementarytoanyconstructiveuseofdatato

support

teaching

and

learning.

Axworthy

identifies

i) Thedirectandexplicit linkagebetweeneachtest itemandacorrespondingelementofthecurriculum.

ii) Theinvolvementofclassroomteachersinthepanellingofitemsforconsideration.iii) Thetriallingofsampleitemsinactualclasses.iv) Theuseofteachersasmarkersandtheassociatedlearningthatgoeswithit.

Axworthy,similartoDeCourcy(2005)andWasson(2009)highlightstheimportanceofpresentation

of data to class teachers and emphasises the need for the data for large cohort testing to be

presented in such a way as to encourage appropriate questions being asked that lead to a

triangulation of assessmentevidence. The triangulation involves teacher observation and school

basedassessment. The sameprincipleofexternalityofdataprovidedbyHargreaves,Shirleyand


29/38

Fullanasa catalyst for reflectionandevaluationofmore intimateand familiardata isappliedby

Axworthy.

In England, Kirkup, Sizmer, Sturman and Lewis (2005) conducted a large scale study designed to

investigatehowdatawasusedtopromotelearninginschools.Thefindingsofthisstudyareclosely

linkedtotheresearchproblemandemanatefromamoreestablishednationaltestingregime.

The study sought to identify good practice in the effective use of data to improve learning. An

importantobservationforthestudywasthatgoodpracticeemergedfromtheusetowhichthedata

was put rather than specific systems or tools. A recurrent theme was that data only becomes

effectiveifit

stimulates

in

the

context

of

the

classroom.

Hattie(2005)hasabodyofworkthatpromotessignificantinsighttothisstrandofthethemeofdata

managementinrelationtotheresearchquestion. Hattiesempiricalworkondeterminingthestrong

influencesonstudentlearningreadilyappliestotheuseofdataforfeedbackquestionsdirectedto

actuallearning.Hattieinsiststhatthediscussionaboutusingdataneedstobesetclearlyonstudent

learning.Ofallthe influencespublished inhis2003 research, teacher feedbackofan instructional

natureandteacherfeedbackspecifictoassessmentare identifiedasthestrongest. (Rowe,2006)

supports thisassertionand links the findings to further researchhe completedon themannerof

pedagogywhichleadstothenextstrainofthisthemeintheresearchproblems.

4.3 InformingPedagogyThe

research

problem

and

exploration

concerns

two

of

the

major

influences

on

the

quality

of

teachingas identifiedby Hattie(2005)andTimperley(2005). Asdiscussed inthepreviousstrand,

theliterature identifiestheimportanceofdatainprovidingprecisefeedbackwithintheframework

of formative assessment. NAPLAN is a formative assessment tool distinct from a summative

assessmenttool,howeverasdiscussedinTheme3,thisdistinctionhasbeenblurredbythepolitical

influencesinpublishingNAPLANdata. Thethirdstrandofthethemeofdatamanagementconcerns

themannerinwhichthedatacansuccessfullyinformdecisionsregardingthepedagogyemployedby


30/38

classroom teachersandencouragedordevelopedbyeducational leaders. Thisemphasis iskeyto

theresearchproblem. Thedistinctionbetweenpedagogyandstudentfeedbackprovidestwolenses

for the research which are consistent with the emphases identified in the literature. Providing

feedback to students is a key artof successful teaching as identified by Hattie (2003) and Rowe

(2006).Reflectionupondiscussinganddesigningpedagogyor instructionalapproaches isanother

legitimate lens supported by Hattie and Rowe, who isolate and report empirically instructional

qualityanddirectinstructionasthethirdandfourthranked influencesonstudentlearning, (Hattie

2003,Rowe2006)).Intakingthisapproach,thedefinitionofpedagogyincontemporaryeducationis

adoptedwith

the

nuance

on

the

activity

of

the

teacher

in

the

instructional

phases

of

the

learning

process.

Timperley (2005)addressesthe issueofusingdata for improving teacherpracticeandherwork is

valuableinrelationtotheresearchquestion. Basedoninternationalresearchandextensiveworkin

NewZealandSchools,Timperleyhasdesignedaprofessionaldevelopmentprogrammewhichis

focused on the interpretation and use of assessment information, building relevant pedagogical

contentknowledgeinliteracyanddevelopingleadershipforthechangemanagementprocess(p.2).

Timperley indicates that thisprogrammehasdelivered studentachievementgains in readingand

writingattwicetheexpectedratewithevengreatergainsamonglowachievingstudents. Timperley

observes

that

educators

have,

known

more

about

the

potential

for

using

assessment

data

to

improveteachingpracticeandstudentlearningthanhowtodoit(p.1).


31/38

Timperleyassertsthatinthe21stCenturyanumberofidentifiableconditionsareessentialtoenable

assessmentdatatoauthenticallyimpactinapositivemanneronteachingpractice.

i. Teachers need sufficient knowledge of the meaning of the assessment data to makeappropriateadjustmentstopractice

ii. Thedataneedstoprovideteacherswithcurriculumrelevantinformationiii. That information needs to be seen by teachers as something that informs teaching and

learning,ratherthanasa reflectionofcapabilityof individualstudentsand tobeused for

sorting,labellingandcredentialing

iv. School leadersneedtoknowhowto leadthekindsofchange inthinkingandpracticethatarerequiredforteacherstousethedata.

v. Teachersneed improvedpedagogicalcontentknowledge tomakerelevantadjustmentstoclassroompracticeinresponsetotheassessmentinformation

vi. Allwithin theschoolneedtobeable toengage insystematicevidenceinformedcyclesofinquirythatbuildtherelevantknowledgeandskillsidentifiedabove.

vii. School leaders need to be able to have the conversations with teachers to unpack thismeaning.

(p.1)

TimperleysworkhasinvolvedcloseengagementwiththeNewZealandMinistryofEducation

designed

Assessment

Tool

s

for

Teaching

and

Learning

which

are

mapped

to

the

New

Zealand

Curriculum,andprovidenormativedataaboutexpectedratesofstudentprogressineachcurriculum

area.AkeyfindingbyTimperleyisthatteachersneedtohaveexplicitprofessionaldevelopmentin

relationtotheutilisationofthisparticulartool. Thisexperienceisapplicabletotheresearch

problemasNAPLANintheNewSouthWalessettingislinkedtotheSMARTDatapackagedeveloped

byEMSAD. Timperley(2009)suggeststhatpreviousassumptionsaboutteacherscapacityto

constructivelyutiliseassessmentdatawerenotoptimistic. Timperleynotestheimmensechallenge


32/38

confrontingteacherswithtraditionalideasinrelationtoassessmentdataandnotestheneedfor

teacherstoacquirenotonlythemechanicalskillsinutilisingdatebutalsoandmoreimportantlya

deeperknowledgeofpedagogy.Teachersarethenempoweredtoinvestigatedataandits

relationshipstothesuccessorotherwiseoflearningthathappensintheirclassrooms. Inthe

discussionTimperelyemphasisestheimportanceofexistingconditionsforsuchprofessional

deepeningofknowledgeandskillacquisitiontooccur. HargravesandShirley(2009,p.34)nominate

theneedsforschoolstousedatainaholisticsenseand discusstheanalogyofdataassociatedwith

sportsteamsandtheworldofmedicine. Centraltotheirargumentistheneedfordatatobeused

asacomponent

of

teacher

decision

making

and

reflection.

HargravesandShirley(2009)discusstheimportanceofevidenceandexperienceinrelationto

problemsolving.HargravesandShirleypromoteaninteractiveandinclusiveapproachtodatathat

informsratherthandictatesdecisionmakingandteacherplanning.Thereflectionsoftheseauthors

arepertinenttotheresearchproblem. Theywarnagainstthesuccessfuluseofdatabyskilled

teachersbecomingatemplateorprescriptivemodelforallteacherstofollowregardlessofsubject

disciplineorpreferredlearningstylesassociatedwithaparticulartopicorlearningexperience. A

summarystatementoftheirpositioninregardstothisstrainofthethemeofdatamanagementis

capturedbelow.

Educational Performance data deserve intelligent interpretation, indeed sustainable

improvement

depends

on

it.

When

statistical

data

provide

one

source

of

information

among

many,wheneducatorsapproachthedataintheaspiritofcuriosityandenquiryratherthan

inaclimateofpanicand fear,andwhen teachershave theprofessionaldiscretion touse

datatojustifytryinginnovativeapproacheswithoutanxietyandintimidation,thendatacan

playapowerfulrole in improving learning and increasingachievement. Butdatathatare

misleading or misinterpreted only distract us from this purpose as do data that are

misused(p.39).


33/38

HargravesandShirley (2009)discuss the shortfallsof anover relianceondata and thepitfallsof

using data without relating it to other important elements of the teaching and learning process.

Teacherjudgementbasedonexperienceisnominatedasakeyfactorthatmustbe included inany

analysis of data. A further danger identified by Hargraves and Shirley is the narrowing of the

curriculum and the learning experiences due to the perceived imperative for schools and school

communitiestoachieveinlargecohorttestswhichfocussolelyonnarrowmeasuresofliteracyand

numeracy.

Hargraves and Shirley make aprofound argument that is critical to the researchquestionof this

paper.Ratherthangamingthesystem,schoolsinthe21stcenturyneedtobeplacesofhighmoral

purposewherelearningispersonalised. Inregardstotheresearchquestionthisparticularemphasis

is critical. For study and research in Catholic schools in this region of the Sydney Archdiocese,

questions such as these must be at the heart of a dynamic pedagogy. From this deeper

understandingofCatholiceducationthisperspectiveneedstobeexploredinrelationtotheresearch

questionassuggestedinThemeOne.

Fullan, Hill & Crevola discuss using data to drive instruction and observe that many teachers in

todays classrooms remain daunted by the degree of assessment data that is available to them.

They

advocate

the

creation

of

student

learning

profiles

to

enable

teachers

to

summarise

the

range

ofassessmentdata that isgathered.The student learningprofile is theelementary tool in sifting

data so as to identify strengths and weaknesses and to determine each students stage of

development. Asaresult it isarguedthat,Teacherscaneffectivelygrouptheirstudentstotailor

theinstructioninwholeclassandsmallgrouplearningsettings. (Fullan,HillandCrevola 2006,p

71). Thestudentlearningprofileprovidesteacherswiththetypeofinformationanddirectionwhich

make personalising of learning less daunting. They promote the building of critical learning


34/38

instruction paths which enable the personalisation and precision required to better serve each

students learningneeds. Centraltotheirargument istheneed fordatatobecomeapartofthe

dailyprofessional learningprocess. The locusof thedatadynamic is the classroom, leadby the

teacherwhosecapacityandqualityaremajor influencesontheeffectivenessofthe interpretation

andresultantaction.They insistthatthequalityteacher isa learningteacherwho isengaged ina

constant reflection and renewal of their teaching methods. Transforming information into

knowledge throughsustainedinteraction,teachersthusbecomeexpertsovertimebutonlyunder

theseconditions(p.87).

Conclusion.

This paper has presented four major themes identified in the literature that are relevant to the

research issue.Through the gathering of this information, specific lines of inquiry willbe further

developedinthecomprehensiveliteraturereview.


35/38

BIBLIOGRAPHY

Alexander, R. (2010). The Perils of Policy. Success, amnesia and collateral damage in

systemic educational reform. Miegunyah Distinguished Visiting Fellowship Program

2010.

Public

Lecture,

Wednesday

10

th

March

2010.

Australian Government, (2009). New South Wales Implementation plans for Smarter

SchoolsNationalPartnerships.(Retrievedfromhttp://www.deewr.gov.au)

Axworthy,D.(2005).Turningdataintoinformationthatimprovesteachingandlearning:the

WA experience. Australian Council for Educational Research Conference. (Retrieved

fromacer.edu.au).

Barber,M.Mourshed,M. (2007). How theworldsbestperformingschoolsystemscame

outontop. McKinseyandCompany(Retrievedfromhttp://www.mckinsey.com).

Bernhardt,V.(2009). Data,Data,Everywhere.Larchmont,NewYork,EyeOnEducation

Becta (2009). Harnessing Technology Review 2009. The role of technology in education

skills. (Retrievedfromwww.becta.org.uk).

Bensema, J. And Sultan, A. (2005) OECD/CER1 Formative Assessment Report: New

ZealandParis,

OECD

Cizek, G. &Burg, S. (2006). Addressing tests anxiety in a highstatesenvironment: Strategies for

classroomsandschools. ThousandOaks,California,CorwinPress.

CommonwealthofAustralianGovernments,(2010). IntergovernmentalAgreement(IGA)onFederal

FinancialRelations(Retrievedfromhttp://www.coag.gov.au).

Craig,W. (2005). DataandSchoolImprovementAschoolperspective. AustralianCouncil

forEducationalResearchConference. (Retrievedfromacer.edu.au).

Crowther,F.,

Ferguson

M.,

&

Hann

L.

(2009).

Developing

Teacher

Leaders.

Second

edition.

ThousandOaks,California,CorwinPress.

De Courcy, J. (2005). Using HSC data to give Principals leverage. Australian Council for

EducationalResearchConference. (Retrievedfromacer.edu.au).

Earle, L. (2005). From Accounting to Accountability: Harnessing Data for School

Improvement. AustralianCouncilforEducationalResearchConference. (Retrievedfrom

acer.edu.au).


36/38

Franchi,L (2007).AnAnthologyofCatholicTeachingandEducation,NewYork,NewYork,

Scepter

Fullan, M. (2009). The Challenge of Change Smart School Improvement Now! Thousand

Oaks,California.

Corwin

Press.

Fullan,M.,Hill,P.&Crevola,C. (2006).Breakthrough,ThousandOaks,California.Corwin

Press.

Gavrielatos, A. (2010). Teachers Place Moratorium on NAPLAN Tests. (Retrieved from

www.aeufederal.org.au).

Hargreaves, A. Shirley, D. (2009). The Fourth Way The Inspiring Future for Educational Change.ThousandOaks,California.CorwinPress.

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning?

AustralianCouncilforEducationalResearchConference.(Retrievedfromacer.edu.au).

Hollingsworth,H.(2005). Learningaboutteachingandteachingaboutlearning: Usingvideo

data for research and professional development. Australian Council for Educational

ResearchConference. (Retrievedfromacer.edu.au).

HolmesSmith,P.(2005). AssessmentforLearning:UsingStatewideLiteracyandNumeracy

testsas

diagnostic

tools.

Australian

Council

for

Educational

Research

Conference.

(Retrievedfromacer.edu.au).

Jensen, B. (2010). What teachers want: better teacher management. (Retrieved from

http://www.grattan.edu.au)

Kingsbury,G. (2005).BenchmarksandgrowthandsuccessOhmy! (AustralianCouncilfor

EducationalResearchConference. (Retrievedfromacer.edu.au).

Klein, J. (2008 August 29) Interview ABC Radio, Sydney [Transcript]. Retrievd from

www.abc.net.au.

Leithwood, K., Day, C., Sammons, P., Harris, A., Hopkins, D., (2006). Seven strong claims

aboutsuccessfulSchoolleadership(Retrievedfromwww.ncsl.org.uk/publications.)

Love,N.(2009). UsingDatatoImproveLearningforAll. ThousandOaks,California,Corwin

Press

Mansell, W. (2009). The evidence shows testing is unnecessary. (Retrieved from

http://www.theindependent.org.uk)


37/38

McGaw, B. (2002). Raising the bar and reducing thefailures: A possible dream. Plenaryaddress.ACER2002ResearchConferenceBrisbane.

McGaw, B. (2006). Achievement and equity: Where is Australia at? Keynote address,CurriculumCorporation12thNationalConference,Brisbane.

MelbourneDeclarationonEducationalGoals forYoungAustralians (2008) (retrieved from

www.mceetya.edu.au

Meirs, M., Trevitt, J., (2008.) Using data to improve Student Learning. (Retrieved from

www.vit.vic.edu.au).

Miller,M(2006). TheHolySeesTeachingonCatholicSchools.Altanta,Georgia,Solidarity

Association.

Munro,K.

&

Topsfield,

J.

(2010

April

11).

Parents

outraged

by

strike

breaker

plan.

The

SydneyMorningHerald,p.2Reid,A. (2005). Rethinkingapproaches tonational curriculum:beyond the railwaygauge

metaphor. (Retrievedfromhttp://austcolled.au).

Rowe, K. (2006) . Effective teaching practices for students with and without learning

difficulties:Constructivismasalegitimatetheoryoflearningofteaching?(Retrievedfrom

acer.edu.au).

Rowe, K. J (2004a). The Importance of Teaching: Ensuring better schooling by building

teacher capacities that maximize the quality of teaching and learning provision

implicationsof findings from the internationalandAustralianevidencebasedresearch:

paperpresentedattheMakingSchoolsBetterConferenceMelbourneUniversity,2627

August.

Rowe, K. J. (2001). Equal and different? Yes but what really matters? Riverview Boys

EducationConferenceOctober2001.

Rowe,K.

J.

(2000).

AssessmentLeaguetablesandSchoolEffectiveness: Considerthe issues

andLetsGetRealJournalofEducationalEnquiry,1,1,7398.Ryan, K. & Shepard, L. (2008). The Future of Testbased Educational Accountability.

Abingdon,Oxon.Routledge.

State Government of Victoria, (2009). Signposts: Research points to how Victorian

government schools have improved student performance. (Retrieved from

www.education.vic.gov.au),


38/38

Tinperley, H. (2009). Using assessment data for improving teaching practice. Australian

CouncilforEducationalResearchConference.(Retrievedfromacer.edu.au).

Toglinini, J. (2005). Using onlineAssessment to InformTeaching and Learning inPrimary

andSecondary

Classrooms.

Australian

Council

for

Educational

Research

Conference.

(Retrievedfromacer.edu.au).

Waddell, G. And Lee, G. (2008). Crunching numbers, changing practice. (Retrieved from

www.nsdc.org/publications/getDocument.cfm?articleID=1680)

Wasson,D.(2009).LargecohorttestingHowcanweuseassessmentdatatoeffectschool

andsystem improvement?AustralianCouncilforEducationalResearch.(Retrieved from

acer.edu.au).

Watt, C. (2010). No Ban on NAPLAN National Tests will go ahead in NonGovernment

Schools(Retrievedfromhttp://www.ieu.org.au).

WigginsG.&McTigheJ. (2005).UnderstandingbyDesign.Association forSupervisionand

CurriculumDevelopment,Alexandria.Virginia.

Wu, M. (2010). Interpreting NAPLAN results for the layperson. (Retrieved from

http://www.appa.asn.au).

Frank M AlloyEssay 2 19June

Documents

Transcript of Frank M AlloyEssay 2 19June