TERM 1, 2007 VOL 58 NO 1

The Journal of the Federation of Parents and Citizens’ Associations of NSW

Schools Spectacular 2006Schools Spectacular 2006

• PRE-SCHOOL YEARS – PROF. FIONA STANLEY• EXCELLENT TEACHING AND LEADERSHIP• TEENAGERS – DEALING WITH BACKCHAT

P & C J O U R N A L T E R M 1 2 0 0 7

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3

Welcome back to the New Year. I would like to especially welcome parents who are

enrolling their children in a NSW public school for the first time. I hope that your association with public schools and your local P&C Association is a rewarding experience for both you and your child.

This year is an important one for P&C associations. Our first officially registered P&C association, Five Dock Public School P&C Association, is celebrating 100 years of support for their school. While this is an important event for Five Dock, it also marks the formal beginnings of the P&C movement which now involves over 2,200 schools across the State. This year we celebrate 100 years of parents and citizens working in partnership with their school Principals, teachers and a range of Departmental representatives for the advancement of public education, and 100 years of planning and shared decision making. In addition the P&C movement has grown to the point where the combined fundraising potential from the efforts of local associations now approaches $54 million, funding that directly benefits our children’s education.

This makes the inaugural P&C day, on the 7th March, all the more important. The Federation has strongly lobbied for a special day to recognise the efforts of local P&C associations as a way of providing an opportunity to promote the role of the P&C and to celebrate their outstanding contributions in support of public education. We encourage all P&C associations to recognise this important date and to spare some time to congratulate yourselves for your ongoing involvement.

It is somewhat fitting that this year will also mark the official opening of Federation’s new building at Granville on the 9th March. This brings Federation back to owning a permanent home following the sale of its Crown Street premises in 2003. The Granville building has provided the Federation with a significantly increased amount of space in which to operate, including the reestablishment of Federation’s library and archival storage on site.

Towards the end of last year the Senior Vice-President of the Federation, Mark Wilson resigned his position. Mark has made a significant contribution to the Federation, initially in the role of Country Vice-President and then taking on the role of Senior Vice-President. I would like to take this opportunity to thank Mark for that contribution and wish him well for the future, particularly in his continuing role leading the Central Coast Sub-Regional Council. Congratulations to Steve Carpenter on being elected by Council to fill the vacancy of Senior Vice-President and welcome Sydney Councillor, Damien Anderson, to the office bearer team as the new Treasurer.

On 20th December I had the pleasure of launching the Youthsafe parent factsheet “Helping Teenagers Celebrate Safely” at Youthsafe’s offices in Ryde (see story page 29). This factsheet has been developed to help parents manage any risks while acknowledging the importance of partying for young people’s social development. Further information regarding Youthsafe as well as a copy of the factsheet is available at www.youthsafe.org.

On the political front this year will see both a State and Federal election take place. As most would know by now the State election is set for the 24th of March. Our campaign in the lead up to this election is focusing on increasing the number of public pre-schools, greater support for students with special needs, the continued improvement to teacher professional development, improved maintenance and capital works funding and improved programs dealing with transition into high school. An information kit has been prepared and is available on our website. In addition the information has been included on a CD and has been posted to all P&C associations across the State. We urge all P&C associations to actively engage their local candidates and demand increased support for their local public school.

This year’s Federal election is tipped to take place some time in October, with a date yet to be confirmed. I don’t believe that I would be incorrect in stating that Public Education has received very little support at the federal level. This is a situation that must change if public

education institutions are to continue to deliver quality education. I also point out that this lack of commitment to publicly provided education extends to both the TAFE and university sectors. Indeed, it is our contention that of this lack of commitment on the part of the Federal government has directly resulted in our current skills shortage. Information relating to the upcoming Federal election will appear on our website and in future editions of this Journal.

The Federal Government is forging ahead with the funding of chaplains in schools. Whilst Public Schools may apply, the Federation sees this as another way in which the Federal Government can increase its funding to the private school sector. What is very concerning is that under this program selected religious institutions will directly benefit from this funding. This raises the question of the role of government in promoting and financially supporting religious institutions.

This is the last journal under David Hope’s editorship. David has been the editor since Term 2, 2005. During this time we have seen continuous improvement in both quality of articles and layout and design. I would like to take this opportunity to acknowledge and thank him for his work. The new Editor, Janice Frape, will be on board for the Term 2 Journal. If you have any articles please forward them to: journal@pandc.org.au.

Already 2007 is shaping up to be an extremely busy, but important year for Public Education – we look forward to continued support of our local Public Schools as we work together to strive for improvements that support our Public Education system in NSW.

Take care.

Di GiblinPresident

PRESIDENT’S MESSAGE

T E R M 1 2 0 0 7 P & C J O U R N A L

Parent and Citizen JournalThe journal of the Federation of Parents and Citizens’ Associations of New South Wales

Ph: 1300 885 982Fax: 1800 655 866E-mail: mail@pandc.org.auInternet: www.pandc.org.au

President: Dianne GiblinEditor: David HopePublicity Officer: Sharon-Roni Briggs

Contributions and feedback to:Janice Frape: journal@pandc.org.au

Advertising:Federation of Parents and Citizens’ Associations of New South Wales

Locked Bag 40 Granville NSW 2142publication@pandc.org.au

Design/Production & Layout: Chris Russell, Ryan TurnerPre-Press and Print Production:Point Graphics 80 Captain Cook DriveCaringbah NSW 2229

The views expressed in theJournal are not necessarily those of the Federation of Parents and Citizens’ Associations of New South Wales

3 President’s Message

6 The importance of the pre-school years – Professor Fiona Stanley, AC

8 Getting off on the right foot – Professor Jennifer Bowes

10 Principal leadership and student achievement – Professor Stephen Dinham

11 Consistently excellent teaching makes the difference – Professor Bill Louden

12 Transformative change at Richmond River High School

14 P&C Day

16 Procedurally Speaking

20 Parent surveys – Student Reports and ESSA

24 Schools Spectacular – centre spread

26 Arts Corner

28 Teenagers

34 Language and culture

36 Environment

40 Technology

43 Talking canteens

44 Sports page

46 Crossword

Cover: Schools Spectacular, 2006

Journal circulation: 28,000

Final deadlines for Term 2, 2007:Contributions & Letters: 23rd March, 2007 – Advertising: 9th March, 2007

For Story and Photo Guidelines call the P&C Federation Office or email journal@pandc.org.auPhotographic credits:

Schools Spectacular: LightBox Photography www.lightboxphotography.com.auOther photographs: DET Photographic Unit and school communities

CONTENTS TERM 1, 2007

4 P & C J O U R N A L T E R M 1 2 0 0 7

DEADLINES

This year the conference will be held in the greater Sydney area at a venue to be advised.

As usual, the conference will feature interesting keynote speakers; the Ministerial reception; interactive workshops on topical issues relating to the education of your children; debate on policy motions submitted by school P&C’s; voting for key state-level volunteer positions; the chance to meet senior decision makers in the Department of Education and Training, and the Board of Studies; and lots of opportunities to meet new friends and to network.

An orientation session will give delegates, both new and experienced, useful tips for engaging in the debate, and the opportunity to meet other delegates.

The Federation’s prestigious Principals Awards are presented at Conference. Nominations for this award close on 30th June, 2007.

Conference Kits including Registration Forms for delegates, a call for Motions to Conference, and other information will be posted to P&C Associations during February. The Federation will cover the cost of delegates’ travel, subject to conditions outlined in the kit.

Motions to Conference must be submitted by Monday 24th April 2007.

Conference Papers, which include all motions submitted, will be posted to P&C Associations in May, allowing two months for P&C Associations to consider each motion.

2007 ANNUAL CONFERENCE PUBLIC EDUCATION - A CHOICE ACTJULY 27, 28 AND 29, 2007

FEDERATION MATTERSNew Journal EditorMy two year term as your volunteer Editor has come to an end. The new Editor, starting with the next edition, is Janice Frape. Janice is a life member of Federation and a Councillor from Western Sydney Region.

I will take this opportunity to sincerely thank all the people who have assisted me in the production of the Journal – the individuals and school communities who have written the articles; the advertisers who have supported us; our production contractor Point Graphics; DET and Board of Studies staff; and P&C Federation Councillors and office staff, who have assisted in many different ways.

Journal Editor is one of the most satisfying volunteer positions that one can be privileged to hold as a P&C Councillor, and I thank my fellow Councillors for the opportunity. Best wishes to Janice for her coming tenure.

David Hope, Journal Editor

DatesP&C Day – Wednesday, 7th March, 2007. See story page 14.

Harmony Day - March 21, 2007 www.harmony.gov.au • Walk Safely To School Day - Friday, 4 May, 2007 www.walk.com.au

5 T E R M 1 2 0 0 7 P & C J O U R N A L

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A child’s first day of school is looked

upon with such anticipation and

expectation. But we now know

that so many of the factors affecting the

success of a child’s formal education

start well before formal schooling.

There is a growing body of evidence

that what happens in a child’s early

years, particularly in the first five years

of life, has a lasting impact on their

brain development. The hard-wiring that

goes on in these critical years sets up

pathways for emotions, behaviour, social

competence and learning -- pathways

that can last a lifetime.

So if a child is stimulated, nurtured

and encouraged in their early years,

those pathways are likely to be positive.

That’s why, as you’ll often hear, reading,

cuddling and talking to children is so

important from the day they’re born.

But what if the environment is not so

good for the child – the family is affected

by drugs, violence, poverty or the ill

health of the primary carer?

As the African proverb says, it takes

a village to raise a child. We know

that the rate of developmental problems

experienced by Australian children is

growing. As a community we must

take action to reverse this disturbing

trend. If we can reduce the incidence of

developmental problems in childhood,

then we can prevent the growth of

social problems like educational failure,

poor mental health, substance abuse,

crime, antisocial behaviour, alienation

and unemployment, because these

are the very problems into which early

developmental difficulties grow.

All of us in the community suffer when

a child cannot reach their potential –

be it simply in terms of lost human

capital, or more seriously as a result

of the behavioural problems that can

arise when a child is disaffected and

disengaged. The numbers and costs

of these are increasing, and this alone

should stimulate our governments to put

emphasis on preventing them by helping

to create positive early experiences for

the majority. And, we all gain as a

community when every child can take a

valued place in our society.

So, apart from the good sentiment, what’s

the message? That more investment in

the early years is absolutely essential.

A recent report by the OECD compared

the preschool standards in 20 nations.

Australia was at the bottom of the list,

spending the least of any of those

countries on preschool education.

The report also criticised the low pay, low

status and training levels of many early

childhood staff.

Compare that with the findings of a

Mission Australia and Griffith University

study that looked at the impact of

the early intervention “Pathways to

Prevention” project that ran in playgroups

in a struggling suburb on the outskirts of

Brisbane.

The children who participated in the

project had better communication skills

and less behavioural and learning

problems.

P & C J O U R N A L T E R M 1 2 0 0 76

Named Australian of the Year in 2003, Professor Stanley is a vocal advocate for the needs of children and their families.

Born in Sydney in 1946, she moved to Perth with her family in 1956. She studied medicine at the University of Western Australia and practised in hospitals for two years before going to the United Kingdom and USA for further training in epidemiology (the science of describing and explaining the occurrence of disease in populations), biostatistics and public health.

Professor Stanley is the founding Director of the Telethon Institute for Child Health Research that was established in Perth in 1990. The Institute is multi-disciplinary and researches prevention of major childhood illnesses. It currently has more than 300 employees. She is a Professor in the School of Paediatrics and Child Health at the University of Western Australia.

Professor Stanley is also the Chief Executive Officer of the Australian Research Alliance for Children and Youth, a national organisation that was formally constituted in June 2002 with an agenda to improve the health and well-being of young Australians.

In 2004, Professor Stanley was honoured as an Australian “National Living Treasure” by the National Trust. She is the UNICEF Australian Ambassador for Early Childhood Development.

Fiona Stanley is married to Professor Geoffrey Shellam. They have two daughters.

THE IMPORTANCE OF THE PRE-SCHOOL YEARS

EARLY CHILDHOOD

By Professor Fiona Stanley, ACDirector, Telethon Institute for Child Health Research

Executive Director, Australian Research Alliance for Children and Youth, Australian of the Year 2003

The early years are not the only critical period – simply the first opportunity for us to get it right.

The literacy program for four-year-olds in preschool is $20,500 cheaper per child to run than

school-based reading recovery programs.

7 T E R M 1 2 0 0 7 P & C J O U R N A L

EARLY CHILDHOOD

The report also found that the literacy

program for four-year-olds in preschool

is $20,500 cheaper per child to run

than school-based reading recovery

programs.

In other words, prevention is cheaper

and more effective than later treatments

– not to mention better for the kids!

So the challenge for communities and

governments is how to support families

in all their diverse situations (one size

does not fit all) to give their children the

best start in life and to overcome the

disadvantage into which many are born.

That means creating child friendly

communities with good social networks

and easy access to services such as

community centres, libraries, child

health nurses, good quality child care,

playgroups and parent support groups.

A number of schools are now expanding

their roles to be community hubs for

many of these services. And if children

in poor houses can also access safe

green space they will be able to exercise,

reducing their risk of obesity, developing

confidence physically and building up

positive peer relationships.

What I’d like to see is for every community

to measure how well their children are

doing in those crucial early years. That

way they can advocate strongly and with

good data for the services and facilities

that they need.

In fact, we have such a measurement tool.

The Australian Early Development Index

(AEDI) gives communities a score based

on the development of their children

at the age of 5. It measures things

such as language and communication,

emotions, behaviour, social competence

and physical skills – all important in

making sure a child is ready for formal

learning at school.

The AEDI has already been rolled out to

dozens of communities around Australia

and has given them solid information

on their strengths and weaknesses. The

AEDI was developed from one used in

Canada where it has proved to be very

powerful in mobilising communities to

create more child friendly communities.

At last, governments here are getting

the message on the importance of the

early years. Last year, the Council of

Australian Governments (COAG) agreed

to use the AEDI to measure the impact

of their initiatives in improving our human

capital – that is, outcomes for our kids!

Imagine the boost for schools and

teachers if a higher percentage of

children arriving on that exciting first day

were ready to learn. I often hear from

teachers just how tough it is to cope with

all the special needs of their students.

Imagine what an easier path those

children will follow throughout school

if they don’t start

behind the eight-

ball.

None of this

devalues the

important role played

by teachers and

schools throughout

a child’s education.

The early years are

not the only critical

period – simply the

first opportunity for

us to get it right.

Nor does it mean

that there shouldn’t

be more resources

in helping children

in the education

system who are

battling significant

difficulties. But it

is important that

we acknowledge

that many of

those dif ficulties

could have been prevented, or treated

more effectively, earlier. And while it’s

easy to say that the children are the

parents’ responsibility, the reality is that

a significant number of parents need

support to do so.

Children’s early experiences lay the

foundations for what lies ahead. If we put

greater effort and resources into those

early years, I am confident there will be

long-term benefits for us all.

Web: The Telethon Institute for Child

Health Research www.ichr.uwa.edu.au

More investment in the early years is absolutely essential

Anumber of schools are now expanding their roles to be community hubs for (a broad

range of) services.

What I’d like to see is for every community to measure how well their children are doing in those crucial early years.

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8 P & C J O U R N A L T E R M 1 2 0 0 7

Over the last 40 years in the USA and since the 1990s in Australia, many different programs have

been developed for the purpose of parent support and education. This kind of preventative approach is needed to assist families as well as the crisis intervention that makes up the bulk of the work done by so many of our services. By providing parents with support and information when they first have a child, many problems that may have developed can be prevented.

Why is support for families necessary? Parenting is often a difficult task in the early years of a child’s life and parents need information and support to assist them. Many families live away from their traditional sources of support, their mothers and sisters and other members of their extended family. Parents can also be socially isolated because they are new to an area or to the country. They may know no-one, have limited English

or know nothing about institutions and agencies that can help them with their new baby.

Some families have particular challenges in bringing up children and need support in rearing their children. These include parents with disabilities, mental health problems or substance abuse. Parents who neglect or abuse their children are in particular need of help in learning how to raise their child in a more positive and rewarding way.

There are many early intervention programs for families raising children in Australia. The four examples I have chosen illustrate the range of different approaches in designing and implementing these programs. The programs are: Communities for Children, Parents as Teachers, Triple P (Positive Parenting Program) and Good Beginnings.

1. Communities for Children

Communities for Children is an Australian Government initiative, part of the Strengthening Families and Communities Strategy. It is a community-based intervention designed to strengthen communities so that they are better places to bring up children. The idea is that community improvements in services will flow on as benefits to families and children. The program builds on the work of government and non-government agencies already working with families in 46 disadvantaged areas across Australia. A non-government agency is always the lead agency. For example, The Smith Family leads a project in an area of Western Sydney. Among other aims, they are trying to make the local park more attractive and safer for families so that is has more community use. They are also bringing speech therapy services to children and families in an informal way through a range of services in the community such as child care and playgroup.

2. Parents as Teachers

Parents as Teachers is a program from the USA that is used in NSW by a range of agencies, government and non-

government. The program was developed as a universal program with a strengths-based approach, assuming that families have strengths that can be built upon rather than problems that need to be fixed. Parents as Teachers look on parents as their child’s first and best teacher. The focus is first-time parents and home visits are held monthly from late pregnancy to when the child is three years old. It is a child development-based program delivered through home visiting, group meetings, screening and referrals to other specialist services, when needed. From 2007, Macquarie University will provide training for this program in Australia.

3. Triple P

The Positive Parenting Program was developed in Queensland and is widely used in Australia, particularly through the health system. The aim of the program is to help solve parenting problems and prevent future problems by increasing the knowledge, skills and confidence of parents from when their child is born to age 16. The program has five levels of intervention ranging from information on parenting to intensive family intervention.

4. Good Beginnings

Good Beginnings is a volunteer home visiting program widely used in Australia. It is targeted at first-time parents in need. The program relies on volunteers who are trained to support families. It has operated successfully in prisons with both mothers and fathers, giving them the parenting skills and confidence they will need on return to their families.

No-one disputes that early intervention programs around parenting can bring great benefits for first-time parents. After all, babies do not come with an instruction manual. These benefits flow on to the child in the program and later, to their brothers and sisters. When the mother becomes a grandmother, the information can also influence the upbringing of the next generation.

As well as their benefits for families

GETTING OFF ON THE RIGHT FOOT - PROGRAMS TO SUPPORT YOUNG CHILDREN AND THEIR FAMILIES

EARLY CHILDHOOD

By Professor Jennifer Bowes

About the Author

Professor Jennifer Bowes is Head of the Institute of Early Childhood at Macquarie University. She has a teaching and research background in child development and has edited a major university textbook, Children, Families and Communities: Contexts and Consequences. She is Director of a new research centre at Macquarie University: the Children and Families Research Centre.

9 T E R M 1 2 0 0 7 P & C J O U R N A L

and children, these parenting programs, particularly if they are offered to all families having a first child, have benefits for the whole of society. Parents who know more about child development and behaviour and who are confident in their parenting mean that many family and social problems may be prevented, leading to less violence and crime in our society. Support for parents is something that our society cannot afford to neglect.

EARLY CHILDHOOD

Babies do not come with an instruction manual.

Macquarie University’s Institute of Early Childhood (including Aboriginal) Program.

The Institute of Early Childhood provides teacher education programs for early childhood teachers working with children aged 0-8 years. Each year up to 200 new early childhood teachers graduate from our programs. A program that has been very successful is the BTeach (Early Childhood Services) for Indigenous students. It is a relatively new program but already 40 qualified early childhood teachers have graduated to work in long day care centres and preschools with Indigenous children. Before the first graduation in this program there were only three indigenous degree-qualified early childhood teachers in NSW. The Institute of Early Childhood is a centre for research in early childhood and early childhood education and has a strong national and international reputation for its teaching and research. Web: www.aces.mq.edu.au/iec_home.asp

“Last year’s ceremonies saw the largest number of Indigenous earlychildhood teachers to ever graduate from Macquarie University with their

Bachelor of Teaching (Early Childhood Services). This degree enablesAboriginal and Torres Strait Islanders, particularly those currently

working in early childhood settings to gain university teachingqualifications”

10 P & C J O U R N A L T E R M 1 2 0 0 7

We have known for some time that the major influence on student achievement - apart from what

each student brings to the classroom - is the individual teacher.

The challenge for educational leaders such as principals, deputy principals and other school executive is to make things happen in the school and the classroom so that teachers can teach effectively and every student has the opportunity to achieve.

In 2001-2004, a research team involving members from the NSW Department of Education and Training, the University of Western Sydney and the University of New England conducted a major project focussed on variables and processes leading to outstanding educational outcomes in Years 7-10 in NSW public secondary schools.

ÆSOP (an Exceptional Schooling Outcomes Project) examined subject departments and other groupings of teachers which data suggested were producing outstanding educational outcomes (across the academic, personal and social domains) with Years 7-10 students in subject areas (English, Maths, Science, etc) and across-school programs (Equity, Welfare, ICT, etc.).

A semi-representative sample of 38 schools representing 50 subject areas and cross-school programs was selected and teams comprising DET and university academic staff visited the schools for in-depth case study analysis.

The study had not been designed to directly focus on principal leadership, but when the research teams began their explorations of the factors underpinning the success of faculties and teams, it quickly became apparent that leadership was a factor in the achievement of outstanding educational outcomes. Often, this leadership was exercised by the Principal, but other leaders such as deputy principals, faculty heads and teachers in leadership roles were also influential.

Analysis of data revealed common attributes and practices of the Principals of these schools, which can be summarised as follows:

1. External awareness and engagement – principals actively engage with the wider environment and have a positive attitude towards change, looking for opportunities, forming alliances and maintaining good communication and relationships with stakeholders.

2. Bias towards innovation and action – principals are risk takers and often ‘ahead of the game’; they use resources

creatively and are prepared to support others proposing initiatives. Some appear to operate on the principle that ‘it is easier to gain forgiveness than permission’ and push the boundaries on their discretionary powers.

3. Personal qualities and relationships – these leaders have positive attitudes that are contagious, a high degree of intellectual capacity and imagination; are good judges of people, astute and are able to balance the big picture with finer detail. They can deal with many issues concurrently and know when to consult and when to be decisive. They exhibit professionalism and expect the same from others. They are good communicators and lead by example. They have earned respect and others don’t want to let them down.

4. Vision, Expectations, Culture of Success – these people give a lot and in turn expect a lot of others; they clearly articulate their high standards and expectations and recognise staff and student achievement. They find ways for all students to experience success and create a culture of continuous improvement and of doing one’s ‘best’.

5. Teacher learning, responsibility and Trust – principals believe in and support teacher learning and model learning themselves. They recognise, empower and encourage the development of staff. Mutual respect and trust are important aspects of their dealings with others.

6. Student support, common purpose and collaboration – student welfare is seen as underpinning and not mutually exclusive to academic achievement. Student welfare is enhanced through clear, agreed policies and procedures consistently applied. Students see student welfare as something done for and not to them. Over time, improvement in behaviour and discipline creates a situation where teachers can teach and students can learn. These principals are good at identifying and fostering a common purpose (e.g., ICT, assessment, literacy, pedagogy) to act as a focus to bring parts of the school together to achieve improvement and change. However, they don’t wait for all teachers to ‘get on the bus’, realising that if that is the case, the ‘bus never leaves’. Thus, at the risk of leaving some behind, they rely on groups of teachers who are empowered and supported to move change forward.

7. Focus on students and their learning – there is a whole-school focus on students as people, with teaching and learning seen as the central function of the school; principals attempt to ensure nothing gets in the way of this purpose.

While ambitious, these leaders realise the importance of building on what is there and have a long-term vision and agenda. Some of the schools studied had been improving over a period of 6-7 years to reach present levels of achievement. These leaders possess the capacity to release further ‘organisational energy’ and to take their school to a higher level through their influence.

While ÆSOP confirmed the importance of the individual teacher and the teaching team on student achievement, the indirect yet power ful influence that the principal can have on creating an environment where teachers and students can experience success was revealed. The sorts of attributes, actions and approaches identified in the study have important implications for principal recruitment, selection, support and accreditation, particularly since so many of Australia’s principals will shortly retire.

The study also powerfully demonstrated how one person, working with others, can turn a school around.

References:

ÆSOP Project – see http://simerr.une.edu.au/projects/aesop2.html

Dinham, S. (2007). ‘Head of Department Leadership for Exceptional Educational Outcomes’, Journal of Educational Administration, 45(1), (in press).

Dinham, S. (2005). ‘Principal Leadership for Outstanding Educational Outcomes’, Journal of Educational Administration, 43(4), pp. 338-356.

Stephen Dinham is Professor of Educational Leadership and Quality Teaching, Australian Centre for Educational Leadership, Faculty of Education, University of Wollongong. Email sdinham@uow.edu.au

PRINCIPAL LEADERSHIP AND STUDENT ACHIEVEMENT By Professor Stephen Dinham

The Principal has a powerful influence on creating an environment where teachers and students can experience success

11 T E R M 1 2 0 0 7 P & C J O U R N A L

It’s obvious, or it’s wrong. These are the two most common reactions I get when I share with teachers the results

of research on the factors influencing school performance.

In the first category – it’s obvious – is research that shows that the impact of teachers is greater than the impact of the homes students come from, the schools they attend, or the students with whom they attend school.

This has comprehensively been demonstrated by John Hattie, one of my predecessors as Dean of UWA’s Graduate School of Education.

The second reaction – it’s wrong – also arises when I share these conclusions with teachers.

Teachers notice that some children fit more easily into the linguistic and cultural environment of school, and that this has something to do with social class. They also know from experience that some schools are much harder to teach in, and that this has something to do with the narrowness of the social class mix in a school. In Hattie’s terms, what teachers are experiencing is a combination of a home effect and a student cohort effect.

The balance between these two sources of influence has been explored in a study recently launched by the Minister of Education, Training and Science, the Hon. Julie Bishop.

What we found was that in literacy, in the early years of schooling, some 12 percent of the difference in children’s performance could be attributed to family home background characteristics. The effect was strongest at the extremes of a 10-point social class scale. Except at the two extremes, children’s scores occupied the whole performance range at each of the social class intervals.

Although family home background had a real effect on average performance at the beginning of school, social class was a poor predictor of individual student performance except at the extremes of poverty and privilege.

For most children, the impact of quality teaching was a much more powerful factor. More effective teachers – in terms of rates of children’s growth in literacy – were qualitatively and quantitatively different from less effective teachers.

More effective teachers had much broader teaching repertoires. They were better at engaging their students, they focused more often on matters of intellectual significance, they were better at classroom organisation and management, they provided more effective support for students, they managed individual differences better, and they provided a warm and welcoming classroom environment.

Contrary to the public comment preceding the national literacy review, all of the

teachers we studied taught phonics. More effective teachers, however, provided clearer explanations of letter-sound correspondence and more careful scaffolding of learning, particularly in terms of guided practice of skills.

Over a dozen years of schooling, of course, home and school effects are cumulative. The relatively small effect of social class at the beginning, for most children, will grow if:

• those who are most disadvantaged do not receive consistently excellent teaching,or

• if they are educated in classes where other children do not achieve high standards, or

• if they are educated in schools that are poorly led and organised, or worse

• if they suffer all three disadvantages.

Equally, the potential impact of social class differences can be reduced if children attend kindergarten and pre-school programs that (among other things) develop their oral language skills, include screening that identifies children likely to have difficulty, and provide effective early intervention that will ‘catch them before they fall’.

CONSISTENTLY EXCELLENT TEACHING MAKES THE DIFFERENCE By Professor Bill Louden

Web Sites:Report: In Teachers’ Hands: Effective Teaching Practices in the Early Years of Schooling

http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/in_teachers_hands.htm or http://tinyurl.com/mhzwt

National Literacy Review www.dest.gov.au/nitl/default.htm

About Professor Bill Louden

Bill Louden holds a PhD from the University of Toronto, and Arts and Education degrees from The University of Western Australia and Murdoch University. He is currently Dean of Education at The University of Western Australia.

With colleagues, he is the author of seven Australian Government-funded reports on literacy and numeracy published between 1993 and 2005. The most recent of these are Prepared to Teach: An Investigation into the Preparation of Teachers to Teach Literacy and Numeracy (2005) and In Teachers’ Hands: Effective Literacy Teaching in the Early Years of Schooling (2005). He is currently working on a large-scale study of the factors supporting growth in literacy assessment scores in Pre-school and Year 1, and mathematics in Year 8.

During 2005, Professor Louden was a member of the National Inquiry into the Teaching of Literacy. In 2006 he chaired the WA Government’s Literacy and Numeracy Review.

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12 P & C J O U R N A L T E R M 1 2 0 0 7

Richmond River High School in Lismore on the Far North Coast has steadily moved towards being

a school of choice, proudly promoting public education. The drive has been to implement quality programs across Key Learning Areas (KLA’s) with the aim of improving student outcomes and raising the profile of the school. This has been a collaborative effort led by a supportive and motivated Principal Neville Ryan, and has led to major improvements in attendance, academic results and student engagement. School transformation according to research cannot be achieved without the support of the whole school community. This is certainly happening at Richmond River High School.

This growing reputation of excellence was not always evident. The school had suffered in the past from an unwarranted poor reputation and declining numbers. In 2001, Year 7 enrolments were at an all time low of 70 and the academic results of students were causing concern.

A transformative change was needed to address the areas of concern and change the negative public perception. When in 2003 the NSW DET introduced the Quality Teaching Model based on sound research, the executive believed that this was an approach that could transform and enhance programming, assessment and teaching practice.

Over the next three years a number of Professional Learning Days and resources were allocated to using the

model to improve programming and assessment. Teachers across KLAs worked collaboratively to develop a cross-KLA Year 7-unit, and an authentic task for a Year 8 Reach High class. In 2005, the School Professional Learning Committee organised a Quality Teaching conference for local schools.

The development of a shared vision has established a culture of ongoing professional learning. In 2005, two teachers and a head teacher worked closely with an academic partner on a NSW Board of Studies Years 7 to 10 Aboriginal Support Project. In 2006, the school secured a Middle School grant for numeracy, an Australian Government Quality Teaching Program grant for differentiating the curriculum using ICT, and the P&C achieved a Federal Government ‘Investing in our Schools’ grant.

The improved learning outcomes and engagement of all students must be a priority if transformation is to occur. Thus the enrichment of all students has become a key priority. Mathematics, Creative and Performing Arts, Science and English days have been organised for partner school students. Students have been encouraged to enter debating, public speaking, Sydney Morning Herald Young Writers’ Competition, Science, Mathematics and English competitions, Lions Youth of the Year, Globe Shakespeare Festivals, national photography competitions, and many other extra curricular activities to enrich learning and skills. A highly active and influential Student Equity Committee was formed when the school joined the Priority Schools Program (PSP) in 2005.

To further enhance learning the school community focused on building the self-esteem and commitment to the school of the students. Peer leaders were trained in Year 9 to enhance leadership skills and forge supportive, closer ties with the junior students. Peer Tutoring was instigated with Years 10 and 11 students being TAFE accredited and supporting Years 7 and 8 students experiencing literacy problems. The Rock and Water

Program was introduced, and the Student Representative Council was given a higher profile in the school, running school assemblies and attending State SRC.

The forging of closer community ties is another significant component of transformation: information nights for parents were increased, ‘Parents as students for a day’ was introduced, and a ‘Yarn Up’ night was held to create closer links with the Indigenous community. Another essential change was the employment of a Community Liaison Officer whose role has become vital in ensuring closer ties.

The holistic combination of all these approaches has resulted in marked improvement in student learning. The ELLA, SNAP, School Certificate and Higher School results have improved. The ELLA results in Year 8 2005 showed a 3% increase above state average in reading and a 2.9% increase in language results. In 2006, the students who had been identified as not achieving the National Benchmark for literacy in Year 7 were now all above this benchmark in Year 8. Our Aboriginal students were above the local and state average in 2005 and 2006. SNAP results were above the state average in 2006. There has been significant value adding in the Band 5

TRANSFORMATIVE CHANGE AT RICHMOND RIVER HIGH SCHOOL

By The Richmond River High School Community

“Richmond River High School is an outstanding educational facility with amazing teachers and students who receive quality teaching every day. Our excellent educational outcomes, and improved participation rates have been a direct result of our school’s recognition of a world of changing needs and expectations. The teachers continually seek to

generate and sustain new and better ways of improving student learning outcomes and opportunities.” Cheryl Amor, Richmond River High School’s P&C president.

Parents as 'students for a day’ was introduced.

I have been at Richmond River high for nearly five years now and in that time, the school has

under taken dramatic changes”. Charles Sanderson, SRC.

Scott Amor receives his NSW Minister of Education Award for Excellence in Student Achievement from Deputy

Director-General, Schools Trevor Fletcher.

13 T E R M 1 2 0 0 7 P & C J O U R N A L

and Band 6 group in the 2006 English School Certificate since the ELLA results in Year 8. The school was placed on the HSC NSW School Merit list in 2006.

Student Representative Council Vice-President Charles Sanderson stated, “A quality education is imperative for success in today’s society. Our school now has a culture of excellent post-year 12 achievements that is rapidly growing and expanding as our school improves.”

Year 7 enrolment numbers for 2007 are double those of 2002. The school has been acknowledged as the ‘school of choice’. Students and teachers are receiving numerous awards and achievements such as: two students receiving the NSW Minister of Education Award, two finalists in the National Shakespeare Globe Festival, Ilford National Photo Competition winners, first place in NSW and equal first nationally in the Australian Financial Literacy Assessment, two Premier’s Scholarship winners for teaching, and numerous students winning scholarships to universities.

Charles Sanderson added, “I have been at Richmond River high for nearly five years now and in that time, the school has undertaken dramatic changes. Under the guidance of the principal, the dedicated core of teachers has grown, and has been bolstered into the best group of teaching staff anywhere.”

P&C President Cheryl Amor said, “The difference in the participation rates, academic outcomes and how students feel about being at school has been outstanding.”

Richmond River High School has been transformed into a strong, united and proud community that is determined to improve even further and build on its successes. The school has been nominated by Teaching Australia to be considered for a Quality Teaching Award in 2007.

As Charles Sanderson commented, “The success of our school shows that Richmond River is a brilliant school, and is rapidly growing with every year. The future looks bright.”

Acknowledgement: My thanks to Karen Yager, Head Teacher English, who co-ordinated this article. Karen left the school at the end of 2006, for another appointment within the DET, and will be sadly missed, I’m told. Editor.

The holistic combination of all these approaches has resulted in marked improvement in student

learning.

Student mentorship in action at Richmond River

Australian Government Quality Teacher Programme www.qualityteaching.dest.gov.au

The Rock and Water Program Rock and Water offers teachers a new way to interact with boys through physical-social teaching (though the program

can also be taught to girls). Physical exercises are constantly linked with mental and social skills.

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14 P & C J O U R N A L T E R M 1 2 0 0 7

It has been a relatively recent trend to attach particular days, weeks and even years to special causes and important

events. These special days become a focal point to recognise achievements, celebrate successes or raise community awareness of an important issue.

Indeed, as a whole community we now recognise such days as Red Nose Day, Daffodil Day, Jeans for Genes Day and Clean Up Australia Day, to name but a few. For those of us closely associated with education we pay particular attention to celebrating Public Education Day, Education Week, International Teacher Day, NAIDOC Week and Harmony Day. This year another important part of our public schools will be recognised with a special day as we celebrate P&C Day on 7th March.

P&C’s have now been operating in this State for 100 years and it is somewhat fitting that the very first official P&C day coincides with the 100 year anniversary of the formation of our very first P&C association.

So why have a day set aside specifically for P&C associations?

First and foremost, P&C Day will give us an opportunity to recognise and celebrate what P&C associations achieve in our

communities. It is through the P&C that we send an important message to the wider community – that education is an important and valued aspect within our society. This message is reinforced through the efforts of individuals actively supporting their children and their school. The positive promotion of public schools enhances how our schools are perceived within our wider communities.

The day provides us with the opportunity to reflect on the work that we have done and the benefits that have been gained. It is an opportunity to recognise and celebrate our successes. Indeed, a look around any public school will reveal a huge amount of physical resources directly provided by the efforts of the P&C Association. Collectively across the State this now amounts to around $54 million per year.

Similarly, it also provides us with the opportunity to recognise the voluntary time that many members of our local communities have contributed in securing these benefits. I hasten to point out here that while fund raising is an important aspect of the work of P&C’s, parents give an enormous amount of volunteer time to other activities such as school committees. These committees are equally important in providing the necessary foundations for an effective and well run school.

One of the key features that underpin P&C associations is that a great deal can be achieved by a group of committed people working towards a shared goal. This same “rule” applies to a whole range of activities, from school working bees to effective fundraising. That same collective approach has been effectively used by many school P&C associations in the political arena, in lobbying their local politicians for a better deal for their school. P&C associations provide the vehicle that allows local communities to improve their schools, sometimes on a massive scale.

So how are you going to celebrate P&C Day? Here are a few suggestions.

Many schools hold successful whole school events as a focal point for their celebrations. These can involve things such as community breakfasts, morning teas or providing the school a BBQ lunch. This has the added benefit of promoting the P&C amongst the teachers and staff of the school and raising your profile with some parts of the school community that may not fully understand what a P&C is all about. Some schools will recognise the efforts of the P&C as part of the school assembly, highlighting the collective benefits provided to the school.

An article in the school newsletter can further enhance these celebrations.

Your school may wish to hold a special fund raising event such as a dinner or trivia night to mark the occasion. In addition to highlighting P&C Day there is the added benefit of furthering your efforts in support of your school. The involvement of local businesses and elected politicians provides additional benefits in promoting your school.

P&C associations can use the day to further promote the school to local politicians. An invitation to visit the school provides the opportunity to highlight, not only the achievements of the school’s P&C association but also the school’s continuing needs (let’s face it - this year is an election year after all).

Events such as those mentioned provide great photo opportunities for local media. The preparation of a short media release advertising the planned event followed by a specific invitation to your local media outlet will usually secure you a photo and a few short words in the local newspaper.

The Federation and the Regional Councils are planning a range of local events. Feel free to contact your local Regional Council and see what activities are taking place close to your school. P&C Federation promotional material will be sent to all schools early during Term 1. The Federation would like your feedback on how your school celebrated P&C Day, 2007.

Dianne Giblin, President.

OUR FIRST P&C DAY

WEDNESDAY 7TH MARCH 2007

A novel idea for P&C Day? At Beaumont Road Public School in Killara, families have camped over night in the school’s beautiful park-like grounds for the last two years,

according to Rick Stern, the P&C President.

The children were entertained setting up their tents, with games, and riding their bikes - all within the safety of the

school grounds. In the evening and after a BBQ dinner the kids watched movies in an outdoor cinema before

going to sleep under the stars.Anne Thompson mother of 6 year

old Amelia said “there’s nothing like seeing each other in pyjamas to break

down the barriers. It’s a great idea and one the families really get a lot of enjoyment from. So simple but so

effective”.And a good way to build teamwork

within your P&C!

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15 T E R M 1 2 0 0 7 P & C J O U R N A L

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PROCEDURALLY SPEAKING VOTINGVoting is a right of membership within

P&C associations. Membership of an association also includes the

right to introduce a motion for debate.

Who is eligible to vote at a P&C association meeting?All members of an association are entitled to vote. Membership eligibility is prescribed in the association’s constitution (Clause 4). Membership involves the payment of an annual membership fee, which will be stipulated in the association’s by-laws but must not be less than 50 cents.

All associations should maintain a current list of members so that any disputes about voting eligibility can be settled immediately and accurately. (The list also addresses insurance needs.)

Life members, unless they are also financial members, and observers do not have voting rights.

Can a principal vote?Principals are ex-officio members and have voting rights.

The term “ex officio” means “by virtue of his or her office”. The school’s principal is therefore automatically a member with voting rights and is not required to pay a membership fee. An ex-officio membership differs from normal membership in that the ex-officio is not able to stand for or vote in the association’s elections. Consequently, an ex-officio member is often asked to act as the association’s Returning Officer. In the Principal’s absence the

Principal’s representative is the ex-officio member with voting rights.

Can the President or Chairperson vote? (These titles are interchangeable.)The president or chairperson possesses normal voting rights. However, the chairperson often abstains from voting in order to preserve the impartiality of the position. The current prescribed and standard constitutions make no provision for the chair to exercise a casting vote in the event of an equality of voting. Consequently, in the event of an equality of voting the motion should be lost.

Are proxy votes or absentee votes acceptable?No. Under common law special provision must be made in an association’s constitution to provide for proxies. No provision exists in the prescribed or standard constitutions for proxy votes. Absentee votes are proxy votes by another name and are similarly unacceptable.

Can new members vote?The voting rights of new members are sometimes vexatious because ongoing members feel that it is unfair for “first timers” to come to a meeting, pay the Association’s annual membership fee, and enjoy full and immediate voting rights on all matters, including highly controversial issues. It is often asserted that such an arrangement allows a meeting to be easily and unfairly stacked by single-issue, one-night-stand members.

The Prescribed and Standard constitutions both insist that the register of members “shall be updated after each general meeting by the Secretary or the Secretary’s nominee.” This constitutional clause was calculated to address the issue of possible stacking of meetings.

While new members can join the association throughout the year, many join at the Annual General Meeting (AGM), which is the last meeting of the P&C association’s year, regardless of when this occurs. In this case, the membership fee must be paid prior to the commencement, or during, the AGM. Whilst new parents are not eligible to vote at that AGM the membership register will be updated at the conclusion of the AGM and new members are then entitled to full voting rights at the general meeting which usually immediately follows on the same night/day.

Who is entitled to vote when family membership is offered?There is no provision in either the Prescribed or Standard constitutions for family membership. Membership is for individuals and each individual must pay a separate membership fee.

Can the membership of the school parent organisation be incorporated into the school “fees”?No. All membership fees must be paid directly to the P&C association.

Compiled by Vicki Scott, Councillor

DO YOU KNOW IF YOUR CHILDREN ARE INSURED WHILE AT SCHOOL OR ON AN EXCURSION?

Each year the P&C Federation receives many phone calls from distressed parents after their child

has been injured at school.

New South Wales government schools may only be liable to pay compensation where they have breached their duty of care to the child. This is not always straight forward and if the matter is litigated any determination may take considerable time. In fact, a number of accidents are simply that. An injury to your child could occur through no fault of the school itself.

In the event of such an accident, although you have the coverage from Medicare and possibly Private Health Insurance, this may not cover all the expenses that could flow from an accident. Dental, emergency transport and other non-medical expenses can increase the pain on top of the injury your child may suffer.

The P&C Federation’s Student Injury Insurance policy, first introduced in

1998, will again be offered in 2007 providing coverage and benefits to students in our schools.

Based on a premium of only $4.85 per student, per year, your school can ease the unexpected financial burden on families of your students by purchasing the Student Injury Insurance. This insurance not only offers a lump sum benefit for most injuries but also covers reimbursement of other expenses. Although the premium is calculated on a per student basis it is only available to the school as a whole, not on an individual student basis.

We will be writing to schools shortly, and we will be including an Application form, a Financial Services Guide, the Policy Wording and a Product Disclosure Statement and Schedule of Benefits to enable each school to decide if the product being offered suits the needs of the parents of your students.

The Financial Services Guide sets out what financial services our employee,

Lynn Boorman (an Authorised Representative of Marsh Pty Ltd) may offer on behalf of Marsh. Marsh is a world leader in delivering risk and insurance services and solutions. Marsh has secured terms from Accident & Health International Pty Limited who acts as agent for Allianz Australia Insurance Limited. Allianz is one of Australia’s largest general insurers.

In providing this information to you we have only provided general information about this product. For full details of the terms, conditions, exclusions and limitations of this product, refer to the policy wording. The Federation of Parents and Citizens’ Associations of New South Wales receives a financial benefit if a school decides to take out the cover outlined above, enabling the Federation to continue to provide various services for its members.

Lynn Boorman, Insurance Manager

Federation of Parents and Citizens’ Associations of New South Wales

17 T E R M 1 2 0 0 7 P & C J O U R N A L

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Without its volunteers Maitland Public School (MPS), a Priority Schools Funding

Program (PSFP) school located in the Hunter Valley of NSW, could not have had the great achievements it has had. Volunteers are a vital part of nearly every aspect of the school, which has an enrolment of 387 students.

During an average week at MPS there are about 120 volunteers doing 285 hours of volunteer work. This volunteer could be an elderly person serving breakfast in the Red Cross Breakfast Club before school, a mother tending one of the school’s gardens or simply a parent listening to a child read. Male or female, young or old, volunteers are always welcomed and appreciated at the school.

The school’s highly successful band program is run by a parent committee who give many hours of their time organizing finance, music sheets and repairs. Parents act as “roadies” on the band’s annual tour.

Without these dedicated volunteers, the Dance Troupe couldn’t have competed and advanced to the state finals of the 2005 Wakkakiri Story Dance Festival. They wouldn’t have had costumes and the props wouldn’t have been as spectacular if they hadn’t been designed by two nationally known artists who volunteer at MPS. The Gym-Maits would have been without costumes and wouldn’t have been able to participate in Starstruck if it weren’t for the volunteers offering to take students to and from rehearsals.

The sporting teams, including the girl’s cricket team which, at the time of writing, was training to advance to the state finals, couldn’t function without the help of volunteer scorers, umpires and coaches. Band camps and competitions wouldn’t be possible without the volunteers who provide food and manpower. The canteen and the uniform shop would not be able to function without these volunteers.

One of the most exciting volunteer groups is the Literacy Boost Committee. This is a group of parents who contribute

greatly to the “boosting” of literacy

learning at the school. These parents

have organised fund raising to purchase

literacy resources. They have an “Author-

in-Residence” program and they have

started a number of reading programs.

The school has a very active P&C. Every

year it has a Ball. Last year it raised

$20,000. This paid for the establishment

of a special technology class.

Probably the most important of these

volunteers are the ones who quietly

come into the classrooms to listen to the

children read, exchange home readers

and slip back out again almost unnoticed.

They ask for no thank you - they are

simply there to improve the literacy levels

in their child’s school.

Because of these volunteers, no child is left behind and there are equal opportunities for all students to become involved at whatever level they choose. Socio-economic standing doesn’t have to play a part in what students can achieve at MPS.

To get a picture of parent involvement we took a snapshot over a week to measure the role that parents and community members play in the school (see box).

Are all these achievements possible at one school? A PSFP school? They are possible if you have a dedicated group of volunteers, an active well represented P&C, great staff and pride and confidence in your school.

Mindy DyceCommunity Liaison Officer

VOLUNTEERS ARE VITAL ATMAITLAND PUBLIC SCHOOL

Approximate Hours of Volunteer Helpers at Maitland

Public School

29th May - 3rd June 2006

0

2

4

6

8

10

12

14

class

1

class

2

class

3

class

4

class

5

class

6

class

7

class

8

class

9

class

10

class

11

class

12

class

13

class

14

class

ho

urs

Approximate hours of volunteer helpers at Maitland Public School

29th May - 3rd June 2006 Total Hours 286.48

Approximate number of volunteers 120

0102030405060708090

100

class

room

danceband

cante

en

breakf

ast c

lub

litera

cy b

oost

libra

rysp

ort

gym-m

aits

uniform

shop

group

ho

urs

19 T E R M 1 2 0 0 7 P & C J O U R N A L

PUBLIC SCHOOL PARENT OF THE YEAR AWARDS Public School Parent of the Year

Awards were introduced in 2003 to promote the outstanding

contribution of parents, guardians and caregivers to the public school community across NSW. Now in their fourth year of operation, the Awards are designed to recognise the dedication of parents as partners in the public education of children and young people.

Each of the 10 Regions of the NSW Department of Education and Training accepts local nominations for Public School Parent of the Year Awards and forms selection panels to choose recipients. Each panel includes amongst its members a representative of the NSW P&C Federation. Award recipients are presented with their Awards at ceremonies held in each Region.

Public School Parent of the Year Awards 2006In 2006, there were sixty-seven Awards presented. Below we present two recipients from Oak Flats High School who exemplify the outstanding contributions made by the parent community in our schools.Tony Purdon has been an outstanding member of the school community for the past twenty years. Prior to his involvement at Oak Flats High School he spent 14 years as Secretary of the Parents and

Citizens Association at Balarang Public School. Tony involves himself in an array of school activities, including significant fundraising activities and school governance. He co-ordinated the Safety House and Schoolwatch programs, has been Secretary of the P&C at Oak Flats for thirteen years, ensures the livestock on the school farm are fed over the weekends and is a board member of the Beacon Foundation, which operates in co-operation with local businesses and aims to guarantee that no student leaves school without a job or further tertiary studies to go to.Sue Crossingham is an outstanding parent who has had a long and active involvement with Oak Flats High School and, prior to that, with Balarang Public School. She actively contributes her time to the High School in many ways and was made a life member of both school’s P&C following twenty years involvement. Sue has been the P&C Treasurer for the past four years, the fundraising co-ordinator and has been an active member of various committees, including those for uniform, welfare, the environment and out-of-area enrolment. Sue has also been keenly involved with the schools' canteens, being President of the Canteen committee at Balarang for many years and at Oak Flats where she has been employed as the Canteen Supervisor for the past four years.

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Tony Purdon and Sue Crossingham, with Oak Flats High School relieving Principal Glenn Isemonger (centre).

Nominations for the 2007 Awards close on 1st June, 2007. The closing date for nominations in 2007 will be 1st June – several months earlier than in 2006, so please ensure that nominations reach your Regional Office in time. Nomination forms are available on the Department’s website at https://www.det.nsw.edu.au/awards/pspoty.htm or by following the links from “Awards” on the Depar tment’s home page www.det.nsw.edu.au You may also contact the Executive Officer for the Awards on

telephone (02) 9244 5545.

20 P & C J O U R N A L T E R M 1 2 0 0 7

ESSENTIAL SECONDARYSCIENCE ASSESSMENT

Fifty-five thousand students participated in the second pilot of the Year 8 Science Test in November

2006.

The first pilot of the innovative Essential Secondary Science Assessment (ESSA) was completed by 12,000 Year 8 students on 6 December 2005. The test looked at students’ knowledge and understanding of the physical world, matter, the living world, Earth, and space. The test assessed students’ understanding of the process of scientific investigation, their ability to evaluate evidence, and their capacity to distinguish theory from observation and assess the level of certainty ascribed to claims advanced.

One of the goals of the ESSA pilots was to provide parents with a comprehensive, individualised report on their child’s results. The reports included details of performance in scientific knowledge and understanding, working scientifically and communicating scientifically as well as in science overall. The reports were well received by parents when they were distributed at the end of the pilot.

Schools received details of individual student and whole class performance as well as an analysis that referenced each question to the syllabus and identified its level of difficulty in the DET’s School Measurement, Assessment and Reporting Toolkit (SMART).

The report package included a survey for parents. The survey asked parents about their attitudes to science, to indicate how important the Student Report to Parents was to them and how well they considered student achievement on the test was reported. Parents were also provided with the opportunity to comment.

Responses to the nine items were recorded on a four-point scale from 1 (strongly disagree) to 4 (strongly agree). The two main areas of interest were the importance of the report to parents

and parent’s attitudes to science. Officers from Educational Measurement and School Accountability Directorate (EMSAD) collated the 900 responses.

Summary of dataThe data is summarised in the table below which shows the generally strong support for the testing program’s achievements.

Results from the survey indicate that parents believe it is important for students to learn science in Years 7-10 (94.4% either agreed or strongly agreed). Parents agreed that the Student Report to Parents provided suitable and appropriate information (84.5%) that would support their child’s future learning in science (89.5%). Most parents (71.4%) did not think that science was more difficult than mathematics.

The number of parents who enjoyed science at secondary school (74.3%) was very similar to the number of students (as reported by parents) who enjoy science at secondary school (74.1%). The 2005 ESSA pilot showed that 56% of students enjoy science at secondary school and that 54% are interested in science.

Parent Comments and IssuesIn 2005, there were over 300 comments contributed by parents such as those in the box below.

Other issues raised by parents included:

Requests for examples of the ESSA test questions: Copies of the ESSA test are provided to schools. Examples of questions can be obtained by parents through their child’s science teacher.

Information on questions that students answered correctly and incorrectly, and the level of difficulty of the question: This information is provided to schools as an Individual Student Report. A copy can be obtained by parents from their child’s science teacher.

Information on what is in the Science Syllabus or what students should be learning: The course requirements for Stage 4 Science are provided in the Science Years 7-10 Syllabus – see the NSW Board of Studies website http://www.boardofstudies.nsw.edu.au/syllabus_sc/ or http://tinyurl.com/2s4f5q (pdf, 224kb).

The students could give valuable feedback about how this test relates to what they actually do in class. I would be interested to read their opinions! Like most subjects - it depends on how it is presented: This information has been collected through the Student Survey which is included at the back of the ESSA test. The results of the ESSA 2005 Student Survey have been provided to schools that participated in the 2005 pilot.

ConclusionThe results of the 2005 Parent Survey have been used to critically evaluate the delivery of service to parents and to guide future planning.

The School Report Kit for ESSA 2006, including the Student Report to Parents and a parent survey, is planned to reach schools in March, 2007. Schools will distribute the reports to parents.

A Student Survey will be par t of the ESSA 2006 pilot and will be published on the ESSA web site http://tinyurl.com/3xz5qs

Further information, contact:

Dagmar Arthur

Team Leader, ESSADET Educational Measurement and School Accountability Directorate

02 9707 6283dagmar.arthur@det.nsw.edu.au

PARENT SURVEYS

PARENTS HAVE THEIR SAY ABOUT THE NEW YEAR 8 SCIENCE TEST

Examples of Parent Comments The ESSA test is useful and appropriate for use of pupils and schools to gauge how they are progressing.

I didn’t know that the students did a science assessment. That is good. Science is just as important as English and Maths.

Well presented report with clear explanation.

It’s great to have a report on your child’s science learning/ability, especially when you live in the country. Enables an indication of how your child is faring amongst others in their age group on a state wide basis. Perhaps a test in year 7 or 9 would also be good.

21 T E R M 1 2 0 0 7 P & C J O U R N A L

There has been a lot of debate about the new written student reports but now there is significant

research which includes parents’ views. In mid November 2006, my independent report "Parents have their say on new written reports" was made available to schools and P&C Associations in NSW. It gives insight into what many parents want including their views on specific sections of the new student reports being distributed by schools throughout NSW.

BackgroundOver a period of six months I consulted with a cross-section of parents whose children attend primary and secondary schools in New South Wales. Discussion groups were held in both city and rural areas. Parents gave up their time to participate and provide their honest opinions about their children’s school reports.

Disappointment with older style reports I found that the parents I surveyed want and need concise reports written in plain English. They want clear reporting on achievement, development and the amount of effort their child is putting into their learning at school. The majority of parents expressed disappointment with older style reporting and the overwhelming majority of parents appreciated the clarity of a grade, based on a scale of achievement.

Teachers’ comments popularA very popular feature of the new reports I found to be the teachers’ comments on each subject. The parents surveyed said they found the information in the new reports provided them with a clear focus for parent-teacher discussions.

Public and private schools alikeParents said they really want to know where their child might need help and/or how their child could be extended. They appreciate the common achievement standard established by the Board of Studies that applies across government and non-government schools.

Plain English reports for allAll parents want greater clarity in school reports. Parents of different cultural and linguistic backgrounds particularly value a concise, plain English report. The descriptions of achievement, which include A to E grades, assist

understanding and enable parents to talk more comfortably with their child’s teacher or relevant teachers at school.

Information, clarity and honesty appreciatedGroup discussions revealed that parents appreciate being kept informed. They value clarity and honesty in their children’s reports. In discussions about students who had received a D or E grade, parents were appreciative of the information and wanted to discuss with the teacher what extra could be done at school and at home. Parents want consistency in reporting and appreciate two of these reports each year.

Concerns alleviated A small number of parents expressed concern about students being labelled however these concerns diminished with greater understanding of various aspects of the new reports. Parents understood that Kindergarten students, newly arrived ESL (English as a Second Language) students and students with significant learning difficulties would be exempt from the five-point scale of achievement.

Parents want to be part of the discussionMy findings indicate that parents want the information contained in the new school reports. They want to know about their child’s strengths and weaknesses at school and put in place whatever might assist their child or in some cases, extend their child. The positive response from parents may assist schools as they prepare to distribute the new reports. It was evident over the six months that parents want to be part of the discussion about their child’s learning.

For more information or a copy of "Parents have their say on new written reports" see www.det.nsw.edu.au

The DET’s New Reporting for teachers and parents” page can be found at http://tinyurl.com/rjy6q

About Bronwyn RidgwayAuthor of the report, Bronwyn Ridgway is a journalist and consultant. She has extensive public sector experience in health, education, industrial relations and communications. As a mother of two primary school children she has been an executive member of a School Council and various P&C Associations. She has worked as a Community Liaison Officer

PARENTS HAVE THEIR SAY ON NEW STUDENT REPORTS

By Bronwyn Ridgway

Parent CommentsRural School “This new report is clear, it’s not confusing language, what’s the problem? I think these new reports are a step in the right direction. At least we should be able to understand the reports and not let anything slip by. I mean I’ve found the ‘working towards’ and ‘working above’ quite difficult to really understand where my children sit in their education. I think what’s critical is that the teachers understand how to write it all up and do it consistently.”

Northern Metropolitan Sydney “The comments on each subject or key learning area allowed much greater understanding about my child’s learning.”

Southern Metropolitan Sydney “I think that information about ‘the effort that a child puts into their work’ is where parents can see exactly what they can do to help their child.”

Regional NSWOne parent participant outlined the case for honest, graded, ‘tell it how it is’ reporting. She is a community nurse attached to a number of schools in regional NSW and the coordinator of a project for financially and socially disadvantaged families. She said: “The families with whom I work live in challenging circumstances. The issues they face on a daily basis are far more severe than any school report could hold. They confront life in caravan parks, homelessness and substance dependency. These parents want their children to be able to read and write efficiently and well. They want them to progress at school. In some cases their child’s school provides new social models and educational opportunities that can help change the cycle of their lives. These families want to be told the truth in plain English and the grades help them see what is happening with their child’s learning. If their child gets a D or E, the school and the family can discuss ways of assisting that child to improve his or her levels of learning. The grades help communicate information to parents which they need. These children don’t stay at school as long as other children. So when they are there, they need clear guidelines in written reports, not confusing descriptions that they can’t understand.”

PARENT SURVEYS

22 P & C J O U R N A L T E R M 1 2 0 0 7

Ballina High School graduates Toni Gordon and Rodney Cameron received a range of awards at the

recent Year 12 Formal.

Toni Gordon won the Lillias Hughes Indigenous Award for Attitude and Industry throughout her schooling. She was presented with a Certificate and $400 cheque from Mrs Hughes.

Toni and Rodney were presented with a Jali certificate and gift voucher, a Bunjum certificate and gift voucher and a graduation gift from Lyn Buchanan, President of the local Aboriginal Education Consultative Group.

Toni Gordon was Vice Captain of Ballina High School in 2006 and Captain of her sporting house. She is the first Aboriginal girl in the 77 year history of the school to become one of our four leaders. Toni has excelled in all areas of school life. She has been a magnificent ambassador for our school, community and her family. She has represented our school at Anzac Day, Kapyong ceremony, Remembrance Day, NSW BVET visit, Australian Training Awards’ interviews, International Women’s Conference and NSW DET Board of Management visit, to name a few.

She has been involved in a huge range of sports and regularly officiates as an umpire.

Toni will receive one of Ballina High’s most prestigious awards, an Award of Excellence.

Toni excelled in the Ngumarhl Mibiyn TAFE taster when she was in Year 9. She has accelerated into the Preliminary HSC course in Year 10 and successfully completed 2 units of Hairdressing and Beauty at the same time as her School Certificate.

In 2006, Toni was elected as leader of the Aboriginal student body. In Year 10 she was Junior Spor tswoman of the Year.

Toni has gained a traineeship at NSW Sport and Recreation based at Lake Ainsworth Centre.

Rodney Cameron is a proud Bungalung man who has achieved a huge number of credentials whilst studying for his School Certificate and Higher School Certificate. Rodney grew up on Cabbage Tree Island and attended Cabbage Tree Island School.

R o d n e y par ticipated in the TAFE taster Ngumarhl Mibiyn in Year 9 and 10. He was recognised by the teacher as having a distinct

aptitude for automotive industry.

In Year 11 Rodney was s e l e c t e d as a leader and role model to accompany our Year 9 and 10 Aboriginal students to Wollongbar TAFE.

Rodney also gained his Green Card for working on construction sites. He also became involved in our Driver Education course and successfully gained his licence. He has driven our school electric car with high profile visitors as passengers such as Julie Bishop MP and Aboriginal elder Yvonne Del Signore.

In 2006 Rodney was elected by the Aboriginal student body as their leader.

Rodney is a talented traditional dancer and has been in our boys dance troupe since it began in 2003. Rodney has been selected to perform at Sydney Schools Spectacular and Northern Stars Under the Big Top. He has also performed at many functions including state conferences and Ballina Shire events.

Rodney has completed advanced video filming and editing courses and has filmed major events such as awards assemblies and public ceremonies. He has even been invited by NBN News cameraman to film TV footage when VIPs visited the school.

Rodney gained his Higher School Certificate and within a week of finishing he was offered an apprenticeship in automotive.

BALLINA HIGH INDIGENOUS STUDENTS

School captains 2006. Toni Gordon is second from left

Rodney Cameron

Rodney Cameron at the Welcome to Country performed by

Bunjalung Elder, Aunty Pon (Yvonne DelSignore) to the

NSW Board of Vocational Education and Training

Management Board.

23 T E R M 1 2 0 0 7 P & C J O U R N A L

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2006 SCHOOLS2006 SCHOOLS SPECTACULARThe 2006 Schools Spectacular - the 23rd - lived up to the reputation of its predecessors as a dazzling and exciting display of energy, movement, colour and music that reflects the optimism and joy of its participants.

Featuring 3,000 singers, dancers and musicians from NSW public schools, the Schools Spectacular is a brilliantly choreographed and costumed production on an epic scale. It is not matched for scale and quality anywhere in the world – it’s made the Guinness Book of Records as the world’s biggest variety show.

For those who haven’t experienced the show live, just imagine the amazing impact of a 1200-voice choir, an 80-piece orchestra, 1500 dancers, rock, jazz and brass bands and talented soloists from ages 5 to 18 - all woven into a totally integrated production.

The Spectacular, hosted by John Foreman, was held at the Sydney Entertainment Centre on 24th and 25th November, 2006. Highlights were screened on ABC TV across Australia on Sunday, 10th December, 2006.

The event planning starts each year even before the last one finishes. Participation is open to public school groups, individual students and teachers through a process of application and audition. Typically, over 1,000 audition tapes are submitted each year! Information packs are sent to all public schools in March each year.

Director Mary Lopez AM has led the production team from the very first Spectacular staged at the newly opened Entertainment Centre in 1984. Together with Producer Dianne Duff, they conceived a spectacle for 2006 that rivalled all that has gone before.

25 T E R M 1 2 0 0 7 P & C J O U R N A L

2006 SCHOOLS SPECTACULARThe show’s producers especially sought out performers from remote regions of the State - indigenous talent and young people whose shining achievements represent the unique qualities that define the Australian character.

In 2006, students and teachers from more than 300 Public Schools, from the remote outback to the inner city, rehearsed for months in preparation for the four shows over two days and nights. Beyond the traditional “three Rs”, the Spectacular highlights Respect and Responsibility. Other words, such as inclusiveness, accessibility, tolerance, joyous participation, striving for excellence, engagement and outreach sum up the spirit of the Spectacular.

At each Spectacular, there is a special tribute to the teachers – and it would be remiss of the Journal not to acknowledge the phenomenal efforts of the teachers. It goes without saying that there would be no Spectacular without their drive, vision, dedication, skills and talents.

The Spectacular has launched the careers of a host of Australia’s most popular entertainers and has introduced tens of thousands of students from New South Wales Public Schools to the thrill and satisfaction of performing to huge live audiences.

The magic and colour of the Schools Spectacular has to be experienced to be fully appreciated, but we hope you enjoy the photos. May the Spec continue as a world-class concert showcasing the great work of NSW public school students and teachers for years to come. We hope to see you at the 24th Spec on 23rd and 24th November, 2007 – it’s a must see!

For more information see: www.pau.nsw.edu.au and www.schoolsspectacular.com.au