1 BUILDING A BOY FRIENDLY SCHOOL The Educational Needs of Boys and the Implications of School Culture A Case Study MARK A MERRY B.Ed., M.Ed.St. A thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Education School of Educational Studies Faculty of Education Latrobe University Bundoora, Victoria 3086 Australia December 2008
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BUILDING A BOY FRIENDLY SCHOOL
The Educational Needs of Boys and the Implications of School Culture
A Case Study
MARK A MERRY
B.Ed., M.Ed.St.
A thesis submitted in partial fulfilment of the requirements of the degree of
Doctor of Education
School of Educational Studies
Faculty of Education
Latrobe University
Bundoora, Victoria 3086
Australia
December 2008
2
Table of Contents
Statement of Authorship……………………………………………………….……5
Acknowledgements…………………………………………………………………..6
Abstract…………………………………………………………………………….…...7
Chapter One: The Problem with Boys.........................................................…...9
1.1 A growing awareness that male students are falling behind…………………….....9
1.2 Reasons for the inequity in outcomes between boys and girls………….….........11
1.3 The implications of the failure of boys’ education……………………………….…15
1.4 The wider costs of alienation from the educational process………………….......16
1.5 Marcellin College strategic plan: A case study………………………………….....18
1.6 The school wide approach…………………………………………………………...21
1.7 The significance of leadership…………………………………………………….....23
1.8 Structure of the Thesis …………………………………………………….….24
Chapter Two: Boys in schools: A case for intervention in the education of
The measures designed to improve opportunities for effective teaching. These
included improved conditions for teachers, better facilities and resources and
professional learning.
Items: 5 6 7 13 14 16 18 20 21
3. Relationships
The measures designed to improve relationships in the school including the
provision of recognition and encouragement
Items: 10 11 12 19
4. Leadership
The influence of leadership upon the process
Item: 15
3.7 Instrumentation
A two-part questionnaire was distributed to the teaching staff and all Year 11
students for completion; the respondents indicated their perceptions of the
effectiveness of each of the 21 interventions undertaken in the Marcellin College
Strategic Plan to enhance learning outcomes. The questionnaire format was
thus:
Marcellin College
Strategic Plan Survey VCE results for Marcellin have improved for the past three years on previous levels. The Beyond 2000 Strategic Plan was aimed at improving learning opportunities and outcomes in the college. This survey identifies 21 initiatives that have been implemented through the strategic plan. Would you please complete the survey indicating to what extent each of these initiatives have had or may have influence on academic achievement at
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Marcellin? Your responses will assist in determining the perceived effectiveness of each. SECTION A Please circle the response which most accurately reflects your opinion of the effectiveness of each initiative in influencing academic achievement: 1. No Influence 2. Little Influence 3. Not Sure 4. Influential 5. Strongly Influential 1. Work Submission Policy 1 2 3 4 5 Parents are notified by mail if work is not submitted on time 2. Student Progress Policy 1 2 3 4 5 Students not working are referred to the committee for review 3. Student Management Guidelines 1 2 3 4 5 The five level discipline codes establishing expectations of conduct 4. Subject Selection Process 1 2 3 4 5 Student choices must be endorsed based on performance and commitment 5. Reduction in Class Sizes 1 2 3 4 5 Years 7-10 core classes reduced from 31 to 26 students 6. Improvement in Facilities 1 2 3 4 5 New facilities for Art, technology, Graphics, Media and Junior Classes 7. Teacher Appraisal 1 2 3 4 5 Teachers are appraised in terms of their work every three years 8. October Practice Exams 1 2 3 4 5 Practice exams are held in October to prepare for the finals 9. Exams Years 9-12 1 2 3 4 5 More formalized exam format mid year and end of year 10. Altissima Awards 1 2 3 4 5 Subject Awards given for endeavor and achievement throughout the year 11. Academic Colours 1 2 3 4 5 Subject Award Winners are granted Colours for the Blazer 12. House Graduation Evenings 1 2 3 4 5 Academic celebration ceremony and awarding of certificates
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13. Extension Classes for Year 12 1 2 3 4 5 Year 12 students attend additional classes in Math’s and English 14. Elevate Study Skills Programme 1 2 3 4 5 Graduates work with year 11 students in small groups on study skills 15. Leadership Emphasis on Learning 1 2 3 4 5 The messages given by school leadership about academic standards 16. Subject teacher meetings 1 2 3 4 5 Teachers meet in small groups to plan and discuss their class work 17. Structured movement time between classes1 2 3 4 5 An initiative to encourage classes to start on time and minimize disruption 18. Introduction of VCAL 1 2 3 4 5 Vocational alternative to the VCE 19. New House System 1 2 3 4 5 A new model for pastoral care and discipline based on House Coordinators 20. Analysis of VCE Results 1 2 3 4 5 Data analysis on each VCE class to determine progress 21. 75 Minute Lessons 1 2 3 4 5 The move to longer lessons to enhance teaching and learning SECTION B
Do you have any other general comments or observations regarding the
initiatives of the strategic plan and/or perceived improvements in the academic
life of the college? What other things would benefit or motivate students to learn?
Thank you for taking the time to complete this survey, it is very much
appreciated.
3.8 Validity and Reliability Considerations
The issue of reliability and validity or authenticity of the data is important in
educational research. A researcher in the positivist paradigm is required to
address issues of internal validity, external validity, and reliability (Guba and
Lincoln, 1989; Denzin and Lincoln, 1994). While internal validity is concerned
with the extent to which findings can be interpreted accurately, external validity is
vital for interpreting and generalising the results of the research to a larger
population. Similarly, reliability is concerned with the consistency of measures to
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produce similar results over repeated measurements (Gay, 1992; Picciano,
2004).
A number of measures were introduced to ensure the veracity of the responses.
Whilst the surveys were distributed to all staff and Year 11 students, responses
were strictly anonymous and confidential. For staff, the surveys were distributed
in their mail boxes to be returned on completion to the office mailbox. This
ensured confidentiality and promoted frankness and accuracy of responses. For
the students, the surveys were conducted during a particular lesson on a given
day with completed surveys collected from the front of the classrooms at the end
of the lesson. The surveys themselves were conducted on behalf of the college
as part of an appraisal of the college strategic plan and as part of this research.
All respondents were informed both verbally and in writing of the dual nature of
the data gathering. I had to be careful to ensure that my role as principal of the
college did not unduly influence this process. Therefore, the context of the
survey as part of both the college appraisal and my own research was very
clearly established prior to conducting the survey and the anonymous nature of
the process was both established and protected. In addition, the Council of the
College approved the research and the use of all data collected as part of the
research.
The small numbers of interviews conducted were done by other staff members to
ascertain their opinions as to the reasons for the school’s success in raising
results. The measure of academic improvement was taken from improvements in
VCE results and post school destination data. The data were gained from the
Victorian Curriculum Assessments Authority with results for Marcellin from 1996
– 2007. The Median study scores were compared to the data on the ability of
each cohort gained from GAT results over these years and the college’s own
testing of student literacy and numeracy. The second major indicator was the
post secondary school destinations data compiled from 2003 by the Victorian
Government.
The initial investigation of the research sought to look at the group of teachers
and students as a whole. However, student perspectives and teacher
perspectives varied and were not consistent across innovations. A principal
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components analysis showed a complex factor structure: wide differences within
and between both students and teachers suggested that judgments on each
initiative were made on different criteria so treating the results as being a
consequence of a common perspective was inappropriate. An investigation of
the research data looked at the size of the difference between teacher and
student means for each initiative separately, but expressed each difference in a
standard form based on the spread of scores for each group on that initiative.
In general (in any distribution of scores), for each mean the scores scatter
around the mean score of those scores. For example, ten scores of 7, 7, 8, 8, 8,
8, 8, 8, 9, and 9 have a mean of 8 and a standard deviation of 0.667. Similarly,
ten scores of 4, 4, 5, 5, 5, 5, 5, 5, 6, and 6 have a mean of 5 and a standard
deviation of 0.667. The difference between the means is 3 raw score units but
4.5 standard scores (= 3 divided by the standard deviation of 0.667). This is a big
difference: the scores of one distribution have no overlap with the other
distribution.
If the scores had a different pattern, for example, group A had 5, 6, 6, 7, 7, 7, 7,
8, 8, and 9 and group B had 2, 3, 3, 4, 4, 4, 4, 5, 5, and 6, the difference between
the means is still 3 raw score units but nearly 2.6 standard scores (= 3 divided by
the standard deviation of 1.155). Relative to the other scores, this is a smaller
difference: the scores of one distribution have some overlap with the other
distribution.
If the overlap between the scores was greater, for example, group A had 5, 5, 6,
6, 7, 7, 8, 8, 9, and 9 and group B had 2, 2, 3, 3, 4, 4, 5, 5, 6, and 6, the
difference between the means is still 3 raw score units but nearly 1.5 standard
scores (= 3 divided by the standard deviation of 1.491). Relative to the other
scores, this is a smaller difference: the scores of one distribution have more
overlap with the other distribution. So a difference of 3 raw score points should
be interpreted relative to the extent of overlap of the two distributions.
When the magnitudes of differences are expressed as effect sizes in standard
deviation units we can use Cohen’s descriptors as a common language to
describe these magnitudes. Effect sizes are described as “very small”, “small”,
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“medium” or “large”. This also uses the idea of overlap of the distribution of
scores of groups for illustrative purposes. For example, for two normal
populations with equal variability and equally numerous, an effect size of 0
indicates 100% overlap or 0% non-overlap. An effect size of 0.2 indicates 14.7%
non-overlap (the component of the combined distribution not shared by the two
populations). The corresponding non-overlap values for effect sizes of 0.5 and
0.8 are 33% and 47.4%.] The differences are not always in the same direction
(Cohen, 1969).
This design enabled me to determine the relative significance of each of the
interventions and to see the differences between the responses of the students
and their teachers. Effect sizes are indicated in Table One below.
Table Two: Descriptors for Magnitudes of Effect Sizes and Assigned Ranges
Effect Size Magnitude
Cohen’s Descriptor and
Cohen’s Example
Assigned
Range
< 0.2
Very small*
0.00 to 0.14
0.2
Small difference between the heights of 15 year old and 16 year old girls in the US
0.15 to 0.44
0.5
Medium (‘large enough to be visible to the naked eye’) difference between the heights of 14 year old and 18 year old girls
0.45 to 0.74
0.8
Large (‘grossly perceptible and therefore large’) difference between the heights of 13 year old and 18 year old girls or the difference in IQ between holders of the Ph.D. degree and ‘typical college freshmen’
0.75 or more
* Note that “very small” is a descriptor devised by Izard (2004) for magnitudes
less than “small”. The results may be presented in tables like the following Table
Two. The information in the table is from the comparison of the teacher and
student perspectives on the first innovation shown and interpreted on the next
pages.
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Table Three: Effect Size Estimates for Differences between Teachers
and Students on Work Submission Policy (Innovation 1)
Innovation 1 Contrast Teachers Students N 42 136 Mean 4.19 3.07 Mean Difference 1.12 Standard Dev. 0.79 1.37 Pooled Std. Dev. 1.26 Effect Size (Std error) Descriptor
0.88 (0.18) Large
Table Two shows the differences in the ratings (by teachers and students) for the
21 innovations separately. (It was not possible to scale the responses because
respondents appeared to be using different criteria (or multiple criteria) to rate
the innovations.)
The methodology uses the actual ranks provided by the respondents, assigns a
1 for a rating of 1, a 2 for a rating of 2, and so on, in order to obtain a mean
rating. The mean score for teachers on innovation 1 is shown in the first group 1
column (4.19). There were 42 teachers, and the spread of their ratings around
the average of 4.19 is shown by the standard deviation (SD) in the third group 1
column. By contrast, the 136 students responding to the same innovation (in the
group 2 columns) had a mean of 3.074 (much less than 4.19: a mean difference
of 1.12) and a standard deviation of 1.373 (greater spread than for teachers).
The raw difference of 1.12 (shown in the Mean Difference column) is interpreted
with respect to the pooled standard deviation. In simple terms, the difference
between the two groups is divided by the pooled standard deviation to obtain the
standardized effect size. (This answers the question, ‘How big a difference is
this?’.)
The purposes of the surveys therefore are to determine teacher and student
opinion regarding the effectiveness of each of the 21 interventions. What do they
believe worked or did not work to improve the VCE result? Where do they
agree? Where do they differ? This will give some indication as to the whether or
not they are perceived to be effective.
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Chapter Four: Results of the Case Study
Chapter One identifies concerns regarding the relative underperformance of
boys in education across a range of indicators. This ‘underperformance’ was
linked to early school leaving and a range of social disadvantages in later life for
males. Chapter Two includes a review of the literature surrounding boys’
education both in Australia and overseas. This highlights broad concerns
regarding boys in schools both academically and in terms of their behaviour.
That Chapter also describes a case study conducted at Marcellin College in
Melbourne which follows the progress of the college’s strategic plan to address
the learning outcomes of the boys. The study identifies the 21 elements of the
strategic plan implemented to improve results in the Victorian Certificate of
Education. Chapter Three describes a survey conducted of members of the
school community to canvass their opinions as to the effectiveness of the 21
interventions to improve academic outcomes. This Chapter identifies early
indicators of academic improvement in the school and outlines the findings of the
survey to assess teacher and student and perceptions of why this has come
about. In addition this Chapter draws upon further data collection from consultant
groups engaged by the college to determine the range of impacts of the strategic
plan. What positive outcomes have emerged and what limitations has there been
for this approach?
4.1 Some early indicators of performance improvement in the VCE
There have been improvements in the Victorian Certificate of Education (VCE)
results over the course of the intervention. The VCE Median Study Scores in
Table Three show a significant improvement in the overall performance of the
students with particular movement in the ‘bottom end’ of results. Median study
scores are used to determine the relative performance of each school with the
maximum study score for each subject being 50. The Median of all scores for
each school is calculated and published in the public domain as schools’ data. It
is expected across the broad range of schools offering the VCE that the
statewide Median would be 30. Schools performing above this figure are deemed
to be performing above the state Median and therefore performing well. There
have been improvements at Marcellin since the introduction of the strategic plan
with a consistent Median study score of 31 for the past three years and most
recently in 2007 a high of 32. In addition, the top end results continued to
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improve albeit slowly. Whilst the bottom end results have improved, they too
have stabilised at an improved but not continuously improving level.
As shown in Table Three, from 2001 to 2007, VCE results at Marcellin saw a
climb in the Median study score from an eight year plateau of 29 to a new high in
2007 of 32. As the Median study score for the state is 30, Marcellin had moved
from a trend of underperformance to one of above average performance since
the intervention of the strategic plan. The second measure of the VCE is the
percentage of student study scores over 40. This in effect is the ‘high end’
indicator of student performance. In this case they were considerably below with
the state average being 8% and the average for Marcellin not moving above 5%
(See Table Four). Here too there was movement with the high end indicator for
Marcellin moving to 10% in 2007. The third and final indicator is the percentage
of study scores below 30 which can be found in Table Five. This in effect is ‘the
tail’ of VCE results where the lower performing students are measured. There
has been a significant lift in this cohort since 2003 suggesting that the greatest
improvement in Marcellin VCE results has been at this ‘bottom end’.
Table Four: Marcellin College Victorian Certificate of Education Median
Study Scores 1998 – 2007
28
29
30
31
32
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Year
Median Study Score
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Table Five: Marcellin College % of Enter Scores above 40
1998 – 2007
0
2
4
6
8
10
12
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Year
40 PLU
S
Table Six: Marcellin College % of Enter Scores below 30
1998 - 2006
(Source: VCE Data Service)
(Note figures for 2007 unavailable)
A number of interventions were deemed to have contributed to the dramatic
improvement in the Median study score (including a major improvement at the
bottom end) and the percentage of study scores at 40 and above. These include
a range of measures across the breadth of school life. The wide range of
0
1
2
3
4
5
6
7
8
9
10
2000 2001 2002 2003 2004 2005 2006
Year
% o
f E
NT
ER
S b
elo
w 3
0
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interventions introduced arising from the identified needs in the Beyond 2000
Strategic Plan and the Towards 2008 Strategic Plan Review. These interventions
have been in the areas of:
Building and enhancing relationships
Monitoring of Student learning: Accountabilities and encouragement
The allocation of resources to better target learning
The appraisal and leadership of staff
The building and promotion of a learning culture
Under these general headings it is possible to map the perceived progress of the
school through the surveying of students and staff. Parents and various other
stakeholders such as the College Council and school based committees were
canvassed in later independent testing commissioned by the college. There are
specific indicators such as early results data and engagement in the learning
process which will assist in the assessment of whether there has been school
improvement and in particular whether the school is better catering for the needs
of boys.
School wide Interventions
Work submission and Student Progress Policies
Altissima Awards, Academic Colors and Graduation Ceremonies
Individual targeting and intervention with off task students
The development of an affirming and positive House Culture
A heightened awareness of the importance of pursuing academic
endeavor and excellence
Interventions specific to VCE
More stringent subject selection procedures for entry into the VCE
Provision of the Units 1 & 2 option for Religion and Society
Stricter protocols surrounding examinations
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Timetable changes allowing for greater face to face teaching time and
better arrangements for private study
The timely Year 12 Parent Teacher evening to focus on the student’s
progress
Extension classes for both Mathematics and English
The Elevate Study Skills Programme
October Practice exams as a means of revision and final preparation
We need to derive both the correct conclusions and the maximum benefit from
these results for this will determine where future resources and energies will be
applied to sustain the improvement agenda. There are potentially two
conclusions which could be drawn from these improved results.
Scenario One: “It was a fluke!”
The 2004 and 2007 results were an aberration. These classes were exceptional
in ability which sets them apart from their predecessors and their successors.
This phenomenon was a happy circumstance related to the students rather than
any other external factor. School performance will revert back to the ‘natural
level’ of results prior to 2003.
Why this is the wrong message:
This both underestimates and undervalues the efforts of the teachers to
impart a sense of urgency to the students in their studies and the
additional time and effort taken to ensure their success. Both have been
deemed to be key elements of individual classroom improvement.
The trend for improvement has been across five years with a 50%
improvement at the ‘top end’ from 2002-2003 and again from 2003-2004
and a 29-30-31-32 improvement in Median study scores for the same
period.
GAT results and Career wise testing indicate no substantial difference in
skill level with the 2004 and 2007 cohorts and previous years
There have been previous groups deemed to be cooperative but who
have not achieved VCE results corresponding to 2003 - 2007
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2004 was the first time the school had achieved results commensurate
with the other Catholic Boys’ Colleges and 2007 surpassed these other
schools dispelling previous notions of their ‘natural level’
Scenario One is at best passive and at worst dismissive of the real impact
made by school wide policy, the influence of the Department, House and
individual teacher practice
Scenario Two: A sustained future for the Learning Community
The unprecedented improvements to the school wide academic performance
over the past five years can be attributed directly to the many initiatives
undertaken at the school wide, departmental, House and classroom levels
identified above. There is no going back as the expectations of students,
teachers and parents are justified by improvements in performance and general
levels of accountability and work ethic. All of the above have contributed to the
approach the Year 12 students took to their studies last year rather than being
independent variables. The performance of the Year 12 class of 2007 surpassed
that of 2004; the reasons for this could be:
Longer exposure to the philosophy and practices arising from the strategic
plan in terms of the promotion of personal excellence and work ethic
Greater stringency in the subject selection process than in the previous
year
More selective entry into Units 3 & 4 Religion and Society than in the
previous year
Greater confidence and surety in the school’s abilities to intervene both to
encourage on task behavior and make students more accountable to their
studies
Following considerable intervention to address academic standards, student
performance in the VCE, all key indicators of academic standards in the VCE
rose. The Median study score for 2007 was 32 was the best result since records
were kept in this form in 1998. Another measure is the ENTER (The Tertiary
Entrance Rank) which is the student’s aggregate score for his studies. In 2004
the average ENTER score of 72 climbed by 10 points from 62 and one in five
students achieved an ENTER of 90 or above, the range deemed to be ‘excellent’
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or ‘high achieving’. To understand the magnitude of this change it is helpful to
look at relative results. There are eighteen Catholic Boys’ schools in Victoria. In
2002, Marcellin was ranked 13th in terms of relative performance. In 2007 this
had climbed to 4th behind St Kevin’s, Xavier and Mazenod. Importantly in the
context of this discussion; for the first time since the introduction of the Victorian
Certificate of Education and the recording of results in this format, Marcellin
outperformed the neighboring Catholic girls’ colleges thus dispelling any sense
that boys must by their very nature, under perform in the classroom compared to
girls. This was in the context of the efforts of all the schools to improve learning
outcomes through their own strategic plans. There has been a marked
improvement in many schools across the sector and indeed particularly in those
schools used to benchmark against Marcellin. Marcellin therefore had done more
than maintain its relative position against other schools and has; to use a
sporting parlance: “Moved up the leader board.” (Victorian Curriculum
Assessment Authority Data Service 2007)
4.2 Student Destinations as an indicator of improvement
A further analysis was taken of student destinations post school. These data
provide information about the offers made to the alumni class in terms of
university entrance and entrance into vocational or technical studies at Technical
and Further Education (TAFE) colleges. This information is used by government
agencies as a further indicator of school performance and like the VCE “League
Tables’ are published in the media to provide a further measure of performance
in the public domain. Importantly in the context of this study they give an
indication of two things. First, the eligibility of students to enrol in courses based
upon achievement (measured by their Tertiary Entrance Rank (TER) Score) and
secondly the aspirations of the students to undertake further study in the tertiary
sector. These data would provide an insight into any changes in eligibility and
aspiration in the Marcellin Year 12 graduating class.
The data in Table Six are provided by the VTAC “On Track Programme” which
commenced in 2003. The purpose of the “On Track’ Data was to provide schools
and the wider community with some feedback about the relative effectiveness of
schools in providing careers pathways for students. The data give some insight
into the demographics of the school and to what extent the students were
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moving into a meaningful pathway after Year 12. These results reflect a decided
shift in the destinations of Marcellin students after they complete Year 12. They
offer some significant insight into changes in the school.
Table Seven: Marcellin College Post School Destinations 2003 - 2008
Year
Cohort
Number
Tertiary
Applicants
University
Offers %
TAFE
Offers %
2003 161
90
50
48
2004 185
91
50
46
2005 166
95
64
39
2006 176
148
61
35
2007 192
169
62
37
2008 167
145
76
25
Specifically:
In the early days of the strategic plan a relatively small number of students
actually applied for tertiary positions. In the Years 2003-2005 the numbers
applying for tertiary places were consistently in the low nineties. This
included university applications and TAFE applications. A substantial
number of students in these cohorts would evidently seek direct entry into
the workforce with a Year 12 qualification.
In 2003 and 2004 almost half of those seeking tertiary places did so in the
TAFE sector. This is a relatively heavy weighting of students opting for
technical and vocational studies.
A shift began in the 2005 to 2006 statistics. First, in 2005, although the
number of students seeking a tertiary place had not changed significantly
from the previous years the percentage receiving offers in the university
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sector lifted from around half to over sixty percent with a commensurate
drop in the TAFE offers from the high forties to 39 %.
The most profound change occurred at the beginning of 2006 when from
a cohort of 176 students 148 were offered tertiary places; of which 61%
were university places. This is a major shift from earlier years when
approximately half of the cohort aspired to tertiary studies.
This trend continued into 2008 where of 167 students; 145 were offered
tertiary places. The biggest significance of this year was that 76% of these
places were in the university sector. This is an extraordinary change from
those earlier years.
Put simply, in 2003 one in four students in the Year 12 class at Marcellin were
offered places at university. In 2007, this figure had shifted to three out of four.
This shift reflects both an improvement in academic results allowing greater
access to university and importantly a greater number of students applying to go
to university reflecting a shift in aspiration.
The “On Track” data like the VCE ‘league tables’ is published annually in the
print media and must appear in the individual schools’ Annual Report which is
also a public document. Prospective parents use both forms of data to make
value judgments about the academic credentials of the school and the type of
school in terms of future pathways. The relevance of these data to parental
choices cannot be overstated. The changes to VCE results and post school
pathways combined during the life of the strategic plan means that parents who
have aspirations for their sons’ to attend university are more likely to consider
Marcellin as the vehicle for this career path. Logically, it could be argued
therefore that more aspirational parents with more capable students are
choosing the college based upon these results. There is an element of the self
fulfilling prophecy here. Good results and greater access to university entrance
invites more capable students to consider the school which in turn adds to the
capacity of the school to perform well in the future. This is the proverbial ‘upward
spiral’. So what does the community believe happened and to what extent has
there been a successful addressing of the need to improve academic outcomes?
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4.3 Teacher and student perceptions
The survey was conducted of teachers and Year 11 students to ascertain what
they believe have contributed to improvements in VCE results over the life of the
strategic plan. The experience at Marcellin would provide guidance to other
schools wishing to improve academic outcomes for boys. The findings of the
research can be described in two parts. What reasons can be given for such
improvement? What conclusions can we draw about how to improve educational
outcomes in boys’ schools?
4.4 Perceptions of Drivers of Change
There has been recognition in the school that there has been improvement in the
academic performance, The question remains: Which of the interventions are
deemed to be the cause? Students and teachers have indicated their opinion as
to the reasons for the movement in results. These responses allowed for a
ranking of each of the individual interventions by both groups. It was possible
then to identify those which were perceived as highly influential by students and
teachers and to what extent they agreed on these.
4.5 The Findings of the Surveys
The results of the survey may be found in Table Seven. In general terms the
teachers were more definite in their responses than the students. They attributed
significant influences to the range of interventions. The students on the other
hand were more muted in their responses. It is possible that this reflects less of
an awareness of the machinations of the strategic plan than their teachers.
Whilst the college has been quite explicit with the students regarding the moves
to effect academic improvement; it is reasonable to suggest that the teachers’
awareness would be greater.
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Table Seven: Comparative results for Teachers and Year 11 Students
DATA ENTRY RAW
DIFFERENCE
Strategic Plan
Intervention Teachers Students
pooled standard deviatio
n
Mean D
ifference
Effect S
ize
Mean n SD mean n SD 1 Work Submission Policy 4.19 42 0.794 3.074 136 1.373 1.26 1.12 0.88 2 Student Progress Policy 4.048 42 0.95 3.059 136 1.325 1.25 0.99 0.79
18 VCAL 4.143 42 0.742 3.415 135 1.548 1.40 0.73 0.52 19 New House System 3.81 42 0.763 3.133 135 1.402 1.28 0.68 0.53 20 VCE Result Analysis 3.619 42 0.722 3.713 136 1.248 1.15 -0.09 -0.08 21 75 Minute periods 4.024 41 1.121 3.963 136 1.417 1.35 0.06 0.05
95
Of the 21 initiatives identified, teachers rank (based on the means) as their top
ten responses:
1. Reduction in class sizes
1. Improvements in facilities
2. Exams at Year 9-12
3. Work Submission Policy
4. Introduction of VCAL
5. October Practice Exams
6. Student Progress Policy
7. 75 Minute lessons
8. Extension Classes
9. Subject teacher meetings
Of the 21 interventions identified, students rank as their top ten responses:
1. Reduction in class sizes
2. Year 9-12 exams
3. 75 minute periods
4. October Practice Exams
5. Extension Classes
6. Analysis of VCE results
7. Subject Selection Process
8. Altissima Awards
9. Introduction of VCAL
10. Academic Colours
There is some consistency in responses between Year 11 students and their
teachers in their judgement of what has been successful in influencing the
upward movement in results. It is interesting to note that the teacher responses,
although more definite than the students’ rank similar types of interventions
highly. The teacher scores are consistently higher but the ranking is similar.
Both groups rated the reduction of class sizes as their highest placed
intervention. This is interesting in that there is little in the literature to suggest that
a class of 26 is substantially more effective in achieving its learning outcomes
than a class of 31. Even so this was obviously a major issue in the school
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community for both students and their teachers. The decision to reduce class
sizes was deemed by the Leadership Team at the time to be a political rather
than an educational one. In the face of the literature which suggested that class
size was not a major factor, the leadership of the college decided that there
needed to be a major concession to the teaching staff and the broader school
community to demonstrate their resolve to concentrate upon learning. The
symbolic significance of this move rather than any guaranteed improvement in
outcomes was the prime motivation. If the school was asking teachers to shift in
their thinking and work practices; then it was important to address the issue of
workload for teachers and individual opportunity for students. The perception of
greater teacher accessibility for individuals in the classroom and this major
concession to teachers to give them more time and opportunity to be innovative
was an end in itself. It seems that the message was received by the community.
There is an argument here that decisions made by schools to improve learning
are not necessarily tied to specific learning factors. This decision was made to
create an environment whereby other initiatives would be more acceptable to the
participants. In essence, the decision to reduce class sizes, whilst not significant
in improving outcomes; made all parties more receptive to the improvement
agenda. Whilst the literature does not support class sizes as a significant factor,
the reduction served the purpose of making the parties more receptive to the
changes to come.
In the same vein as the class size improvement; teachers rated the improvement
in facilities very highly. The students themselves rated the improvement in
facilities lower. The building plan across the school improved facilities in a broad
range of subjects including the Arts, Technology, Physical Education and general
purpose classrooms. Could this be a favouring of initiatives by teachers which
directly affect teacher working conditions over other initiatives? This initiative
drew the greatest discrepancy between teacher and student responses. In the
context of student work practices; it could be argued that there are other factors
more important; yet the teachers chose the two which directly affects their work
conditions. Could it be that teachers are operating out of an industrial paradigm
when it comes to the issue of student performance? The school needed to
improve their work conditions: class sizes and resources to see improvements in
results.
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It is interesting to note that both groups ranked areas which promoted
compulsion or extrinsic motivation highly whilst ranking initiatives designed to
encourage or reward better learning practices at a lower level. Extrinsic
interventions included such things as examinations and greater monitoring of
work submission. The institution of examinations at all year levels and the
policies designed to make students more accountable to their studies rated
highly for both groups. Teachers in particular identified compliance initiatives
highly. The more global policies affecting student work practices featured
prominently in their thinking.
Significantly, they identify extrinsic factors as having the most influence upon
the academic improvement. These initiatives are those introduced by the school
as ‘macro reforms’ to address learning. Class sizes, improved facilities and
exams are all highly publicised and school wide initiatives which impose a
learning environment upon the students and their teachers. Interestingly,
students and teachers rank rewards, affirmations and acknowledgement; those
factors which might affect individual practice by the students in terms of
motivation and behaviour as less significant factors. Indeed, House Graduation
Evenings which are devised as a celebration of student endeavour and a spur to
individual student practice are ranked low by both groups.
Teachers rank teacher appraisal, the process whereby teaching practice is
examined as a low factor behind improved outcomes; indeed it is listed last on
the list of influences indicating very little link in their minds between the
processes introduced to enhance their teaching and the actual performance of
the students. This is an interesting result considering the research linking
teaching practice as the most significant factor in student performance (Murphy &
Hallinger 1988; Laroque & Coleman 1990). It is also significant in the light of the
considerable resources in time and money spent by schools on teacher
professional learning. The appraisal system is very time consuming; yet the
teachers don’t seem to value it much. Is this a reflection on the process of
appraisal or a comment on teacher views as to the importance of teacher
practice and student learning outcomes? When taken with the relatively low
influence ascribed to teacher subject meetings this indicates potentially less
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importance given to teacher practice in the process by the teachers than school
wide structural initiatives. There seems to be a low recognition of the role of the
teacher by the teachers in terms of affecting student learning outcomes. Why are
they underplaying their role (or responsibility) here?
What are these results telling us? The low recognition by teachers of the
measure addressing teacher practices could be a result of different things. It may
be that they rate the actual teacher appraisal system poorly in that it does not
serve its purpose to improve teacher practice. On the other hand; the ranking
may reflect the attitudes expressed by teachers at the school earlier suggesting
that the issue of student underperformance is a student problem. Remember:
“Our boys are not very academic.” Rather than stress the importance of teacher
practice in securing these results, they place much higher value on student
improvement as a factor of student behaviour. It was the students all along! They
just had to be pushed harder! Of course it could be a combination of both factors.
It is interesting to note that teachers might underplay the role of teachers in
student performance to distance the issue of underperformance from them. Even
though the high ratings for work conditions mentioned above are teacher issues;
there does not seem to be clear recognition of the central role of the teaching
here. One can’t claim the successes and be shy of claiming the failure…
The lower recognition of the teachers of the initiatives to reward and encourage
is interesting. These initiatives were as well publicised in the school community
as the compliance initiatives yet teachers are not identifying them as highly as
other significant factors. Is this a reflection on teacher thinking in terms of
motivation? Is the ‘stick’ deemed to be more effective than the ‘carrot’? The Year
11 boys included the Altissima Awards and Academic Colours in their ‘Top 10”
suggesting that they see a positive response to encouragement initiatives. If this
is the dynamic; it has implications for individual teacher practice in the
classrooms. The boys placed greater value on at least two forms of
encouragements than their teachers; who seemed to be clearer on their
preference for compliance. Neither teachers nor students link the behaviour
management guidelines with improvements in learning.
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4.6 Points of agreement and disagreement
Using the Cohen scale (Izzard 2004) we are able to determine the degree to
which the teachers and the students agreed as to the effectiveness of each
measure. There were a number of points of agreement where the effect size
between the two pools of responses was quite low.
Teachers and students were in general agreement about the following initiatives:
Analysis of VCE Data
75 minute periods
October Practice Exams
Year 9-12 Exams
Extension classes
A good deal of discussion has taken place at the college during the course of the
strategic plan regarding results. The ‘default position’ of the school used to be
that: “We don’t talk about results.” This was perceived to be concentrating upon
too narrow a focus rather than the overall well being of the students. In addition,
to focus on results was to inadvertently marginalise those students who were
less capable. The by product of this was to avoid an empirical analysis of
performance with a view to improving that performance. When results became
part of the discussion there was considerable disquiet on behalf of a number of
the teachers. They have since been prominent in the discourse by teachers and
with the students themselves. Results have been analysed by class to determine
the relative performance of individual classes. The students have used them in
their own unique way. They have engaged in a competition with previous year
levels to attain the highest VCE results at the school. This competitiveness is
universally recognised by the students as a form of motivation to do well.
The change to period length is supported by both students and teachers. The
consensus is that classes are more productive because there are fewer
interruptions and topics may be covered in more depth. This is universally
perceived as a sound move to improve the learning in the school. The proposed
move was viewed with some disquiet by teachers who believed that it would fly in
the face of the research which suggested there were problems with boys’
attention spans. A move from 45 minutes to 75 minutes would surely exacerbate
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this. On the contrary, this initiative has promoted the need to more fully plan the
lesson to incorporate a variety of activities. Rather than one long 75 minute
activity; the lessons have become an opportunity to offer a number of different
activities. There is therefore general recognition that this has led to some
improvement in how lessons are conducted.
The new exams regime gains recognition from both groups. The opportunity to
practice exam techniques from Year 9 onwards has been deemed very
successful. The link between exams and results is far more tangible for teachers
and particularly students than other factors which might be considered as
broadly cultural. An interesting note; the extension classes show closeness in
results for teachers and students. Even so; the students viewed them more
favourably than the teachers in terms of where they were ranked.
The two groups disagreed on the following:
Improvement in facilities
Teacher appraisal
Leadership emphasis on learning
The work submission policy
The student progress policy
As mentioned above, the teachers rank the improvement in facilities very highly,
yet this did not register with the students. It may be that the teachers are looking
at work conditions as a major factor in learning opportunities whilst the students
are not making the link between resources and outcomes. It is reasonable to
suggest that this would be a tenuous link from the students’ perspective. In the
same way, teacher appraisal and the machinations of the Leadership Team
would be a more immediate consideration for teachers rather than students. The
appraisal system was ranked relatively low by the teachers suggesting that it was
not considered as a prime factor in outcomes. For the students; it was not a
factor at all. The emphasis by the Leadership Team on learning seems not to
have permeated past the doors of the staffroom much. Either that, or students
are aware of the emphasis of the Leadership Team but do not attribute
improvement in results directly to it. This is interesting in light of the findings that
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school leadership is second only to the teaching amongst the school based
factors affecting outcomes.
The Work Submission and Student Progress policies were both favoured by the
teachers but less so by the students. All teachers are aware of these policies as
they are actively involved in their implementation. It is they who register details of
failure to submit work and they who either recommend students for promotion or
withhold that recommendation. There is; therefore universal recognition of the
rationale for these policies and how these policies work. Amongst the students
however, the policy will only really impact upon the minority who fail to submit
work and those who face the prospect of not being promoted. Teachers seem to
make the link between accountability towards work submission and work quality
and final outcomes. The students don’t seem to see this as strongly. This has
implications for how the policies are implemented. A good deal of time, effort and
resources go into the two processes. To be fully effective; the student recognition
needs to be similar to that of the teachers.
4.7 Further Surveying: Evaluating the Strategic Plan
In the context of this case study there was an opportunity to gather data from
external sources to provide further information as to the dynamics at work in the
school. The research survey detailing the 21 interventions provided good
information as to student and teacher opinion. Here was a unique opportunity to
gather additional information which was commissioned by the school itself.
Therefore the unusual step of including additional data is taken here. It is meant
as background or supportive data for the research survey.
In a bid to better understand the dynamics at work, the college undertook an
additional series of surveys to capture parent, student and teacher opinion of the
school and its health as a learning institution. The first was a research by ‘Group
Eight” an educational consultancy who conducted research into student, parent
and teacher perceptions in 2006 under the auspices of The High Performing
Schools’ Program; an initiative with the Catholic Education Office. The second
was a survey of parents to determine to what extent Marcellin is meeting their
expectations in terms of the education of their sons’ conducted by the
Association of Independent Schools of Victoria (AISV)) and the third was a
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survey of teachers conducted by the college on their perceptions of staff well
being at the end of 2007. The three bodies of research conducted as a review of
the college strategic plan provide this study with valuable data which may give
insights into the successes and shortcomings of the approach taken to ‘build a
boy friendly school’.
4.8 The High Performing Schools’ Program
The surveys conducted by Group 8 were designed to canvass student, teacher
and parent opinion about a range of factors impacting on learning. The research
identified a range of factors which promote learning engagement. If these factors
were addressed at a significant level then student engagement should follow.
They were asked to rank the factors in order of importance and to indicate to
what extent the college is meeting these criteria for an effective school. The
findings of the Group Eight surveys provide some interesting insights into what
people believe is important for Marcellin and to what extent the school is meeting
these.
Interestingly the students indicated that the most important factors centred on
relational matters i.e. how teachers related to students; their level of respect for
students; their approachability and their friendliness. Issues of safety,
acceptance and fairness were all high on the students’ priorities (The High
Performing Schools’ Program, 2006). In these domains, Marcellin was described
as performing well though there was room for improvement in each of these
areas to promote greater student engagement. The Marcellin Strategic Plan and
this case study placed prominent early emphasis upon relationships through
addressing early issues of ‘law and order’ and connectedness through the new
House system. These early initiatives which at the time were not necessarily
perceived to be linked to learning outcomes were subsequently vindicated by the
2006 research whereby the researchers identified them as key factors in learning
and the students held them as high priorities. The emphasis by the students on
‘teacher demeanour’ bears out the literature which places such emphasis upon
the teacher and their relationship with the students, particularly when those
students are boys.
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The student feedback identified significant concerns about how students related
to each other, suggesting that they needed to be more respectful in their
interactions (The High performing Schools Program, 2006). This domain was the
most significantly depressed of all those identified by the students, suggesting
that it may be an issue which may impact upon their broader school life and their
studies. This is an important development. The high importance placed in the
strategic plan on relationships due to the importance of the relationships in the
literature was a key element in the way the plan unfolded. This very much
shaped the chronology of events in terms of what the school tackled first. The
subsequent finding in the Group 8 data that the relationship between the boys
themselves remains a significant issue is important information. The perception
of lack of respect between the boys may well constitute a continuing brake upon
the progress towards academic improvement. In addition, the boys ‘marked the
teachers down’ on whether they made the work interesting or not. This may be
significant in that a strategic plan which takes a macro approach to change by
manipulating school wide policies and practices may not have had significant
enough impact in the individual classroom when it comes to teaching and
learning practices. This will be discussed in more depth later.
Parents were surveyed in a similar way and their responses were also heavily
weighted to the role of the teacher. In general, the parent responses were more
favourable than both the student and teacher responses suggesting that the
parents were influenced more by external factors such as the ‘public face of the
college’. The survey revealed significant levels of parental support for the school.
The most important factors determined by the parents again revolved around the
quality of the teacher in terms of relationships and their teaching methodology.
One other factor was rated highly by the parents; that being the perceived safety
of the school which was rated highly.
Teacher responses were generally positive if a little more muted than the parents
and the students. Two areas of significant concern were the questions relating to
time and workloads and that of recognition by the school for teachers in their
work. The teachers marked the school down significantly in these areas
suggesting that this may raise concerns regarding support for further initiatives
and the ’top down’ nature of the strategic plan... more of this later.
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4.9 The AISV Parent satisfaction Survey
Previous research has found that parental satisfaction is strongly associated with
school effectiveness and school achievement (Salisbury et al, 1997). The aim of
the AISV survey conducted on behalf of a number of independent schools in
Melbourne in 2007 was to provide feedback to the individual schools as to the
level of parental satisfaction of their school in comparison with parents in other
independent schools. The findings for Marcellin were very positive with the
parent satisfaction mean scores higher in each of the nine domains measured in
comparison with the AISV reference mean.
The nine domains included:
The curriculum and academic programme
Quality of teaching
Learning outcomes
Pastoral care
Discipline and safety
Parent involvement
Resources
Year 7 Transition
The religious education programme
This survey is consistent with the findings of the earlier Group 8 data which
reflects high levels of parental support for the school (AISV, 2007).
4.10 The Marcellin Staff Well Being Survey
At the end of 2007, the Marcellin Staff Pastoral Care Team conducted a survey
of all staff which addressed issues of well being as part of their brief to monitor
the pastoral care of staff. The data obtained provide reflections upon staff
opinion as to their workplace conditions and how they rate the school in terms of
relationships, workload, recognition of staff and other human resource issues.
Whilst the survey findings were generally positive; there did appear significant
concerns around three issues. The first being the workload of staff, second
recognition of staff in their work and third the levels of consultation of staff in
decision making affecting the school (Marcellin College, 2007). These three
issues which appear to be consistent with the findings in the earlier Group 8
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survey of teachers will be discussed later in terms of the ‘unintended
consequences’ of the ‘whole school approach’ to school improvements.
4.11 Discussion
The college remains committed to open entry in terms of ability. Indeed the
Marist principles of education impel the school to show preference for the
disadvantaged. Therefore the consistent nature of improvement across the
whole cohort rather than for just the academic students is particularly pleasing.
The concept of ‘personal excellence’ is inclusive and allows for the development
of a suitable work ethic and the provision of opportunities for all students. The
excellent improvements evidenced in the 2003-2007 period are the early stages
of an awakening of a ‘culture of learning’. This is manifested in the 2008 Year 12
class whereby the pervading sentiment is: “We will do better than that!” This
competitive reaction is the most basic expression of self belief and is a long way
from the former description of Marcellin as “not an academic school’. This
development seems to be playing itself out in the post school destination data.
Eight years on from the school review in 2000, Marcellin College is in many ways
a very different place. The strategic plan review conducted this year has
produced a range of data which provide some clear indications as to how the
progress has been received by the school community.
First and foremost there have been clear indicators of improvement in the
general cultural health of the community. Issues surrounding overt student
misconduct have been addressed leading to greater accountability and
enforceability of school expectations amongst the students. A number have
complained that the school has: ‘got too tight’ but this is more than matched by
fewer instances of off task or disruptive behavior and less likelihood of
misunderstanding expectations. Instances of truancy, uniform infringement and
the allegation that students regularly re offend have markedly decreased. The
opinion of parents expressed in a series of Parent Forums conducted at the
school bear out these findings. There is a perception amongst the parents
recorded from these focus groups and through the surveys listed above that
discipline is appropriate and expectations are both more clearly defined and
regularly enforced. The College Council too in a series of discussions has
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indicated that issues of order have been addressed. In terms of boys, there is
clearly a better pastoral and disciplinary management through firm, clear and
consistent expectations imparted through the discipline code and the new House
structure. Boys like to know where they stand.
Secondly, accountability to studies as indicated previously has improved with
greater diligence in terms of the submission of work. Teachers indicate that the
smaller classes are more ‘user friendly’ and that there is a greater sense of
accountability by the students in terms of their studies. This is borne out in the
teacher responses to the survey. A question remains here as to whether this is
perception or reality. For the purposes of the leadership of the school; the
perception is enough. It provided some traction for the plan to move forward. At
the senior school this is evidenced by better and more focused attendance at
practice exams and preparedness by Year 12 students to engage in extension
classes after school. The first but admittedly early indications of actual progress
in terms of academic performance came at the end of the 2003 school year
where for the first time since the VCE was measured in the current format,
Marcellin’s results improved slightly but significantly in the final exams. For the
first time, the cohort achieved a Median study score of 30 (the state average)
and 6% of study scores over 40, a one percentage point increase. Whilst these
scores were still below the desirable, the movement was clearly modestly
upward with expectations expressed by Year 12 teachers at the time later groups
were in a more favorable position than the previous year’s group. This intuition
proved in fact to be the case. The rise and fall of the VCE results over a short
time frame is not the most accurate assessment of progress, but the encouraging
signs from the more junior classes who have entered the college under the
existing thrust for academic rigor supports the ‘morale booster’ at the senior
level.
The greater opportunities for professional discourse brought about by the
institution of subject meetings, professional development and staff appraisal has
done much to heighten the expectations of the teaching staff and commonality
across the curriculum in terms of expectations and pedagogy. This dialogue has
given rise to greater requirements in terms of common teaching and assessment
leading to the institution of Year 9 exams during 2003. The ongoing review of
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curriculum content and methodology has begun somewhat modestly the process
of defining what, when, how and why they teach what they teach. This has been
particularly helpful in the areas of the online curriculum and the addressing of
literacy skills by the English Faculty and the discussions on methodology across
all departments. It is interesting to note that Teacher Leaders report more
favorably of these meetings than do the general faculty. The additional meetings
are often dismissed as additional work for staff. This is reflected in the survey
findings where staff is critical of the perceived additional workloads.
4.12 A Rationale for a Leadership Driven, Strategic Approach to School
Improvement
Chapters One and Two determined that there is a weight of evidence to suggest
that boys are underperforming in schools. Chapter Two also identified the
context of Marcellin College in Melbourne which had underperformed
significantly in VCE results over the past decade. There was clearly an
imperative to address the issue of academic performance by the leadership of
the college. This in turn would prove a worthy research topic to determine how
schools might improve learning outcomes for boys. The question remains
however; why was the approach taken by the school to adopt a leadership
driven, strategic plan to effect this change? What were the main elements of this
approach and what evidence suggests that this is an appropriate method of
achieving the desired outcomes?
To address these questions we need to revisit the decisions made by the
Leadership Team based upon those factors which influence learning outcomes.
Clearly, the ability levels of the students and their own family backgrounds are
the most significant factor in learning outcomes. The correlation between ability
and achievement is very high (Hattie, 2004). The school was unable to
manipulate this dynamic due to its long established enrolment policy whereby
entry into the school is largely determined by the need to provide places for
Catholic boys in the local parishes. There would be neither the opportunity nor
the desirability for the school to tailor entrance based upon academic ability. To
attempt to control the cohort into Year 7 based upon academic ability would be to
deny the purpose of the Catholic school to educate the local Catholic community
and the purpose of Marist education to be inclusive and offer a broad education
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catering for as many as possible. In the absence of this option to ‘boost’ the
ability of the cohort, the school needed to look at other factors. In other words,
the school would need to ‘work with the material and tools at hand”.
As mentioned earlier; there was an imperative for rapid change due to the public
nature of the school’s performance. Therefore there needed to be provision for
both long term goals and short term gains. The approach needed to be broad
based; not relying upon one key factor such as teacher pedagogy (significant as
it is) because gains in this area would take time. There needed to be some ‘early
runs on the board’ and there also needed to be some inducements for staff that
would bear a large part of the responsibility for improved learning outcomes. For
this reason; there were immediate moves to reduce class sizes across the school
even though class size does not figure significantly of itself in learning outcomes.
This could be seen as a ‘political’ decision to encourage teachers to ‘buy into’ the
improvement agenda. Class sizes, despite their relative insignificance in terms of
academic outcomes loom large in teachers’ minds in terms of workload. The
demands which would be placed upon them by the strategic plan would be offset
by this initial gesture. In the same way; the rapid building programme would be a
signal to teachers and students that the college valued these learning areas and
by extension valued learning.
The plan on the surface appeared to target issues unrelated to the specifics of
teaching and learning. The early concentration on issues surrounding law and
order and ‘belonging’ under the new pastoral system seemed unrelated to VCE
results. Yet there is sufficient research to suggest that the quality of the
underlying relationships which exist in the school has a direct bearing upon the
climate in which effective learning takes place. Rather than have pastoral care
and student well being seen as an adjunct to learning outcomes; they ought to
be viewed as part of the main game (Glasser, 1997) .The strategic plan enabled
the Leadership Team of the college to intervene in a broad range of areas to
pursue the learning agenda. The significance of leadership is second only to the
quality of teaching in terms of those things that the school can do to improve
learning (Mulford, 2008 Waters et al, 2007 Leithwood et al, 2004). Here was a
way in which the leadership of the school could define a coherent strategy and
bring the most influence to bear. The role of school leaders therefore is to create
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the climate or culture whereby effective learning can take place in the classroom.
The twenty one interventions were an attempt to do this.
4.13 The implications of cultural change upon the school environment
Whilst there have been measurable and anecdotal improvements in the learning
and ‘law and order’ aspects of the college, not all of the findings have been
positive improvements. The eventual nature of the intervention to effect cultural
change was driven by two factors. The appointment of the new principal in 2001
and secondly the urgency surrounding the perceived shortcomings of the
college. The imperatives of the review and the ‘clear and present danger’ of the
college’s academic performance led to a conscious decision by the leadership to
introduce rapid and interventionist approaches to the situation. This approach
has led to disquiet in teacher circles based on three criticisms:
First, the pace of change is too swift with consequences in terms of teacher
workload and a perception that too much is happening too quickly. This has
implications for staff morale and in the long term levels of compliance by staff
members to the various policy initiatives undertaken.
Secondly, the initiatives undertaken are too often adopted through a ‘top down’
approach which does not allow for adequate consultation of staff members in
initiatives which directly affect their work. Indeed, many of the initiatives have
originated not through the strategic plan but rather as policy directions devised at
the Leadership Team level. This situation in the longer term can give rise to
allegations of undervaluing of staff and subsequent feelings of resentment.
A third area worth noting is that there is still need for greater engagement of the
students in decisions affecting them and their learning. Whilst the new House
system has allowed for greater student involvement in decision making and wider
leadership opportunities, there is room for further dialogue in terms of teaching
and learning. The student surveys of how well classes work are a beginning, but
to ensure further student engagement and ‘ownership’ of the learning process, a
lot more thought needs to go into this area.
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The first two criticisms have some merit in that the pace of reform has led to a
reasonably directive approach by the leadership of the school. Interestingly, the
two areas of concern raised with the current leadership approach were also
identified in the previous review in 2000, undertaken before this ambitious
programme was begun. It is testament to the dedication and professionalism of
the staff that despite these concerns, they have continued to implement change,
adopt the policies and practices brought forward and raise the expectations they
have of their students. In addition, the patent evidence and recognition that
school enhancement is happening offsets the disquiet by some about the
method adopted for this to happen. One cannot prevail upon this forever. In the
long term such an approach has its limitations in that cooperation can become
more grudging over time and the level of resentment may reach a point where it
is counterproductive to adopt this approach. This is borne out in the surveying of
staff which consistently marks the school down in terms of teacher workload and
recognition of staff.
A criticism of the new system by some members of staff is that the expectations
of Pastoral Leaders in terms of duties and workloads have increased
unreasonably. This perception is evident in the feedback received in the review
of the new pastoral structure as part of the strategic plan review and is also
apparent in the Group 8 data and the Staff Pastoral Care Team survey. What is
of interest is that all of the expectations of Pastoral Teachers appeared in their
original role descriptions under the previous pastoral structure. The difference
appears to be that under the new system, the expectations of their role have
been increasingly enforced by the coordinators. There is a link here between the
previous dissatisfaction of the coordinators in terms of their perceptions of doing
‘all the work” with the new reality where their job satisfaction has improved while
their pastoral leaders may feel overburdened. The previous role of Year level
Coordinator was so student focused that their role in terms of accountability of
their staff were at best unclear and at worst non existent. The new reality of staff
leadership built into the House Coordinators’ role has had implications for the
House Coordinator in terms of their skill and the Pastoral Leader in terms of their
understandings of the ‘chain of command’. The strategic plan has therefore been
heavily reliant upon compulsion for both students and teachers. It seems that
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accountability measures are more recognizable by students and teachers than
those designed to encourage, except perhaps for the reduction in class sizes.
In my view the approach has been entirely appropriate to date in that radical
action needed to be taken in the face of some passive resistance to any change
agenda and lack of recognition that a problem even existed. Teachers who had
adopted ‘protected practices’ towards their work have been moved forward by
this more directive approach to change. In the long term, it would prove
counterproductive for those who under normal circumstances could be counted
upon to be allies in the process. Once the mechanisms for ‘social and cultural’
change have been fully implemented and become self sustaining, there will be a
further imperative to ensure appropriate engagement of staff and students in the
process of innovation as much as the product of it. Herein lays the next great
challenge for the college. The leadership view has been to stop the boat sinking
before holding discussions with the crew about the best approach to sailing the
ship.
The past eight years have been a fascinating experience in identifying needs and
managing change. The needs analysis arose from both the indigenous data and
the wider data targeting the needs of boys. The data provided a theoretical
framework in which to begin developing concrete initiatives to address a school
wide intervention. The focus of this paper has not been on the classroom, though
a range of initiatives have impacted upon pedagogy and methodology. The
paper has instead looked at how the whole school may experience change
through macro reform. The role of the individual teacher is central to catering for
the needs of boys in the classroom. Important too is the role of the school leader
in modeling and valuing learning, establishing systems, practice, policies,
structures and expectations that cater for the needs of boys. My sense is that the
fruits of this experiment will be fully realized in another few years, measured by
good morale amongst staff and students, appropriate industry in classes,
engagement by all in the learning and community life of the school and a healthy
‘bottom line’ in terms of academic results.
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4.14 A comment on the strategic plan
The strategic plan has been partially successful in achieving relatively swift
improvements in academic results. In some ways however, it is inherently
flawed. The plan is heavily reliant upon ‘macro reform’ across the school. Indeed
the 21 initiatives identified in the plan are very much influenced by structural
changes rather than overtly addressing the key factor in student performance;
that being individual teacher practice. Of the 21 initiatives identified only a
handful: subject teacher meetings, teacher appraisal and potentially 75 minute
periods speak to the issue of teacher methodology and practice. These in turn
were rated less highly than the more global interventions seeking to change
student behaviour. The vast majority of interventions are those imposed by the
strategic plan across the school. Those identified as most significant by teachers
and students are these ‘big ticket items’. The second observation is that the
interventions designed to promote student encouragement and motivations in the
learning process are not identified as relatively major factors in improvements in
learning.
The second limitation in the approach has been the lack of significant
interventions to promote intrinsic motivation amongst the students. This has led
to an approach characterized by imposition or compulsion rather than any
encouragement in behavioral or attitudinal changes in the students themselves.
The failure to address the twin issues of individual teacher practice and individual
student attitude towards learning and a concentration on compliance and
compulsion has promoted an interesting shift in the academic life of the school.
This could be an explanation for the pleasing but limited improvement in results.
Compliance brings some change in behaviour on behalf of the students
particularly in the mid to low ranges. Work will certainly be submitted in an
environment of compliance but will it necessarily represent learning excellence?
The results show improvement to a point but they are neither significantly
excellent nor are they reflective of continuous improvement and growth.
Excellence and continuous growth would both be indicators of a sustained
change in attitude and behaviour. There is no evidence that this has as yet
happened or will happen.
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4.15 Rationale for this approach
The strategic plan was devised as a rapid and whole school approach to an
immediate problem. It was therefore heavily weighted towards achieving rapid
improvements through a policy driven approach. This approach delivered short
term and visible changes to academic outcomes but did not fully address the key
and overriding importance of student and teacher attitude and behaviour. There
was a strong element of compliance and coercion about the plan from the outset.
Initiatives were aimed at changing student behaviour by making them more
accountable to their work and making the learning experience more rigorous
through the imposition of exams and accountabilities around promotion and
subject selection. The plan did not adequately address student attitude. Indeed
the initiative devised to tackle student attitude, the study skills programme
conducted through the Elevate initiative was insufficient to significantly address
the issue of student motivation. The systems of awards and graduations likewise
were not fully effective in encouraging changes in student behaviors. There is an
element of having to work to ‘meet the minimum requirements’ rather than a
concerted and sustained change in attitude and behaviour. This is a longer and
more complex dynamic which did not feature as highly due to the immediacy of
the problem and the need for a ‘quick fix’.
In the same way teacher practice is a dynamic which requires considerable
energy to influence. A major omission in the strategic plan has been the lack of
significance attached to individual teacher practice particularly when it comes to
the level of engagement by the students in the classroom. This area was partially
addressed by the institution of teacher appraisal and teacher subject meetings,
neither of which was rated relatively highly by the participants. Teachers tended
to distance themselves in the surveying from responsibility for student outcomes.
Measures introduced to make the students more accountable were applauded.
Improvements in teaching conditions were recognised. Yet any initiative which
focused upon the actual teaching was rated down. Ironically, if one owns some
of the responsibility for the improvement, then this is an acknowledgement of the
role of the teacher in the earlier performance of the students. Could this be
getting too ‘close to the bone’? Remember too that the students are still rating
some classes as ‘boring’. Pedagogy remains an issue which needs to be further
addressed.
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4.16 Potential limitations of this approach
There are some potential difficulties with the methodology used in this context.
The empirical data in this study are the actual VCE results being used as a
measure of successful outcomes and post school destination data. These data
are readily available and can be used to demonstrate the relative success of the
college in achieving one of its core outcomes, that being academic performance.
These data were chosen largely due to the ease of access of the data and the
indisputable nature of the results. This should not suggest that the only measure
of success in the educational mission of the college or for boys in general rests
only on academic results. To do so would deny the broader and more holistic
purposes of education and deny the undoubtedly excellent benefits inherent in
education. The use of VCE results and the ‘On Track Data’ reflects a reality that
it is an accessible and credible indicator of outcome rather than the only one.
After considerable deliberation, I resolved to base the measure of improvement
upon VCE results and student destination as they are key measures for schools
and indeed a very public indicator of relative success. The process would be a
straightforward one. Interventions would be enacted and the effect of these
interventions would be gauged by any variation in what had been a very constant
result. There are a range of other anecdotal indicators of improvement such as
the general demeanour of the boys, the enhanced reputation of the school in the
community and the fewer instances of misconduct. The actual frequency is
difficult to measure as too is attributing cause and effect to these indicators. It is
almost impossible to control the variables around these factors so the study was
confined to the more easily measurable.
The second potential difficulty is that value judgements are made upon each of
the interventions by a sample of the participants; both students and teachers.
This is by definition a subjective process which relies on opinion rather than a
direct relationship being established between the individual intervention and the
educational outcomes. There is no evidence of direct cause and effect.
Respondents are asked to place a value upon each of the 21 interventions
because there is no capacity to make a direct link. Whilst this feedback will be
demonstrated to be of value for the purposes of the research it is not empirical or
definitive. This approach cannot definitively state that this or that intervention
was the cause of change, this can only be opined. There is no clear way in the
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context of this research to directly link cause and effect. How does one isolate a
particular initiative and link it to the particular enforcement? In the absence of a
laboratory like environment, this can’t be done.
A third potential limitation to this approach is that the respondents to the survey
may not fully appreciate the significance of each of the interventions identified.
Teachers and Year 11 students were selected to participate in this survey as
they were party to the process over the years of the intervention. Younger
students for example would have insufficient knowledge of the school prior to the
interventions and insufficient knowledge of the interventions themselves. This
however does not fully mitigate the potential for respondents to be unclear as to
the significance of each of the initiatives nor does it ensure that there is an equal
understanding or access to knowledge about the process of intervention and
change. There are therefore limitations to relying upon subjective opinion or
perception when attempting to obtain an objective measure of the phenomenon.
The positivist approach presupposes an understanding of the dynamics involved
in this case study. It presupposes or assumes a number of factors. Firstly, the
reasons for underachievement at the school were attributed to the paradigm
arising from the research and secondly that the interventions truly addressed the
issues raised in the literature. There is of course a possibility that the academic
underperformance in this context was caused by other unknown factors and/or
improvements in results could be attributed to other factors unrelated to the
specific interventions. Is some other dynamic working here? Whilst these are
possibilities, I would suggest that they are unlikely. The consistent and long term
stability in results prior to this study would suggest that there has been and there
would be unlikely to be any variation in outcomes in the absence of the specific
interventions. The significant change in results is unlikely to have been
coincidental. In addition, there had been no significant variations to the school
programme over and above the specific interventions of the strategic plan / case
study. There had been no significant staff changes, changes to cohort ability
levels or other uncharted initiatives in the school. Whilst the case study does
make these assumptions, it was deemed reasonable in the circumstances to do
so.
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Chapter Five: A post intervention reflection on building
a boy friendly school
5.1 A discussion on building learning capacity in boys’ schools
The Marcellin College strategic plan spanning the past eight years and the
accompanying research conducted have provided some valuable insight into the
process whereby a school can undertake to improve academic outcomes. The
intended and unintended consequences of the various initiatives under the plan
can do much to inform how schools respond to initiatives and what limitations
can arise from this particular approach. This chapter will attempt to identify both
the advantages arising from the approach and also the limitations it can impose
upon the school. In addition, it will propose some specific advice to schools
seeking to address academic outcomes in this way as well as propose some
general observations about the dynamics at work in the boys’ school setting.
5.2 Specific Recommendations arising from this experience
I will confine any advice arising from this paper to the context of boys’ secondary
education. The past eight years have taught much about the intersection of
theory and practice in boys’ education. There are clear findings in the literature
canvassed in the first two chapters of this paper; but how do they translate in
their practical application? It seems unevenly. Here are the findings:
5.3 Global thinking
There is no one single answer to the tale of underperformance in boys’ schools.
This is why the problem needs to be approached from a number of angles. The
Marcellin approach began by addressing a range of issues which were not
readily recognizable as relating to learning outcomes, yet clearly they were. The
early concentration upon issues of relationships and ‘law and order’ as well as
the new House system set the scene for what was to come.
5.4 Relationships matter
The literature on boys was clearly pointing to the importance of the relationship
between the teacher and the students and the students themselves. The
students at Marcellin repeatedly identified interpersonal issues as important
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factors in their perception of classroom effectiveness. This coupled with the
parents’ views on effective teaching being the quality of relationships points to
the need to concentrate upon this important element. The strength of the
responses dealing with relationships at Marcellin coupled with the importance
placed upon them in the literature is compelling. All schools do attempt to create
this pastoral and relational environment between teacher and student. This study
reinforces the fact that pastoral care rather than being an adjunct to the learning
is indeed central to it. In addition, a positive climate in the classroom can break
down unhealthy competition and subsequent failure avoidance. It needs to be
acceptable to try and fail. The imperative upon the teachers in creating this
environment in each and every classroom is crucial in the boys’ school where
discouragement is borne of a failure to adequately address teacher -student and
student- student relationships. In the Marcellin context; these relationships were
enhanced by the new House system and greater certainty around behaviour
management issues. The direct link between these initiatives and improvements
in learning should be acknowledged. Having said this, there is evidence to
suggest that the strategic plan (which by virtue of the literature) focused so
heavily upon relationships did not fully mitigate this as a factor. Group 8 data are
compelling in the message that students believe that the relationships between
themselves could be better. That ‘culture of disrespect’ has clear implications in
the classroom as it may well be feeding this fear of taking risks. Clearly, more
needs to be done in this area. Importantly, whilst relationships were repeatedly
identified in the external data as significant; they were not linked by students or
teachers in the survey with academic outcomes. Schools seem to treat pastoral
care and learning as two important but separate issues. Clearly this is not the
case in the literature.
5.5 The Importance of Data
The gathering of initial data is hugely important. These data from a range of
different sources serve to focus the energies and the thinking of the school in
responding to the needs of the boys. This study has seen time and again how
data can sharpen the school’s initiatives from a generalist approach to one
whereby specific elements may be addressed. Here are some examples of how
data has driven the process:
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Testing of student literacy and numeracy levels dispelled long held beliefs
that the students were lacking in ability and therefore where incapable of
achieving higher academic results. This long held belief that Marcellin
students were ‘not academic’ had led to some self fulfilling prophecies
with benchmarks set too low and curriculum pitched inappropriately.
Specific data supplied to teachers about their abilities shifted the
emphasis away from capacity to motivation, thus sharpening the response
of teachers to the dynamic in the classroom. This information led the way
to a heightening of expectations by the teachers and indeed by the
students themselves.
A literature review of boys’ education led to a number of key strategies for
the strategic plan. In the absence of this understanding; schools can make
a number of assumptions about why things happen and don’t happen. In
this case, a good deal of time and energy can be expended on chasing
assumptions. It would be anomalous in the light of the wealth of research
about boys for boys’ school not to canvass the writings on why boys are
failing. Yet many practitioners operate in the absence of this body of work.
This is true of the whole school and true of individual teachers in their
classrooms.
Surveys conducted through the life of this research gave clear indications
as to student, teacher and parent opinion. The surveying at Marcellin
served to give feedback to the strategic plan but also feedback to
teachers which validated the plan. This is important to the process
whereby those charged with enacting change are given appropriate
feedback to validate their work.
Analysis of VCE results data was essential to this study and to the efforts
of the school to improve academically. The data available from the
Victoria Curriculum and Assessments Board provided a breakdown of
results by class and by student. It also allowed analysis of individual
results in comparison to Graded Assessment Task (GAT) data which
measures student ability. Proper use of these data provide specific
information about each of the Year 12 cohorts and dispels any
suggestions that improvements are based on external factors which are
not variables controlled by the school. There is room for the further use of
data to effect change beyond what was done in the strategic plan. The
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school used data to change direction and implement new initiatives. In the
same way, teachers need to use data in their own individual practice.
The surveying process has been crucial to the integrity of the strategic
plan for school improvement. In the absence of surveying, the leadership
of the school over time can fall back into the paradigm of guesswork and
making assumptions about what is going on. The Marcellin approach has
been to continuously canvass the opinion of students, parents and
teachers to better understand what is going on and to modify the
approach accordingly.
5.6 The relative effectiveness of compliance measures
Teachers and students recognise compliance measures as effective influences
upon performance. Indeed the compliance measures at Marcellin which included
exams and protocols around work submission and promotion were deemed as
highly important by the teachers. This is in line with the need for high
expectations for boys and the need for clear, consistent guidelines around
learning. These measures have been central to the improvements at Marcellin.
The limitation of compliance measures is that they are extrinsic motivators which
do little to address the issues of intrinsic motivation and the actual quality of the
work. Indeed the system of compliance removes the responsibility of the work
from the student to the teacher. It may impress the parents that the school
monitors and communicates well but limits the full benefits of the teaching and
learning. Compliance initiatives are important to establish high and consistent
standards of work. In the absence of these measures the students can exist in a
culture of underperformance and ‘minimum standards’. By themselves, they are
limited. This brings us to the question: “Who owns the problem?” If teachers have
to ‘own’ the learning as well as the teaching; in the absence of student
responsibility, the students will never fully be actualised in their studies. In
addition, if teachers rely upon the school authorities to impose school wide order;
what does this say about the teacher’s role in creating an engaging classroom?
5.7 Valuing Learning: Recognition of student learning
The Marcellin plan provided for a range of awards and encouragements to value
learning. The Altissima Awards, Academic Colours and Graduation Evenings
were all designed to mirror the highly publicized and successful sporting awards
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regime at the college. The ‘carrot’ approach was not as widely recognized by the
participants in the survey as the ‘stick’ mentioned above. The students tended to
favour the academic colours in their ranking of initiatives over the teachers but
both groups ranked compliance initiatives over these. It is important therefore for
the school to establish credible recognition of academic performance. It may be
that the significance of these initiatives will grow over time. It also may be that
teachers need to look at their own values in terms of motivation. Do they more
generally favour compulsion over encouragement? If so; are there implications
here for teacher practice in creating a climate of encouragement.
5.8 Valuing teaching: Managing teacher angst
The imperative for change led to a reasonably directive and ‘top down’ approach
by the school leadership to achieve swift results. The upshot of this was the
belief that change was both too fast and too demanding upon teachers. This and
the allegation that the process lacked consultation was partially offset by the
strategic planning process which involved consultation and the symbolically
important initiatives of lowering class sizes and improving teaching facilities. Both
were alluded to fairly regularly by members of the Leadership Team in the face of
concerns expressed by staff that the process was an imposition on staff and that
teachers were not adequately recognized for their work. Even so; the surveys of
staff on two separate occasions consistently identified teacher workload and lack
of recognition as significant factors. Any attempt by a school to manage rapid
change needs to be cognizant of these two factors. Wallace (1999) identifies the
paradoxical dynamic of collaboration and institutional change.
“Teachers often find themselves spending more
time on planning for restructuring – policy issues
and rescheduling – than on reaping the benefits of
restructuring such as improvements in teaching
and learning.”
(Wallace, 1999 p 81)
In response to this, the new Marcellin strategic plan will focus upon an audit of
the school calendar and curriculum and an exploration of how to appropriately
recognize teachers for their work. This will hopefully provide a ‘safety valve’ for
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teacher dissent in that the leadership of the school will respond to these two
chief areas of concern. If the school is too heavily focused upon the student; it
may well inadvertently undermine one of the key pillars of improvement, the role
of the teacher.
5.9 The Centrality of teaching
The main school based factor associated with improved learning outcomes is the
quality of the pedagogy. In other words the effectiveness of the teacher is the
area in which there will be the most gains. The school attempted to address this
in two ways: the indirect method and the direct method. The former proved more
effective than the latter. The indirect method involved creating a school wide
climate whereby there would be more effective teaching and learning. Attention
to school wide policies which created a better overall climate for the school was
central to the thinking behind the study and also to the implementation of the
strategic plan. There is no doubt that a more orderly school with improved
relationships and clearer expectations had a significant impact upon the overall
teaching and learning climate. In addition the changes to lesson duration and
improvements in facilities set up the opportunity for better teaching and learning.
This was recognized by the participants in the surveys as too were the relative
importance of these areas. These things did not necessarily change the practice
in each of the classrooms.
“We should focus on the greatest source of variance
that can make the difference - the teacher. …Teachers
can and usually do have positive effects. We need to
direct attention at higher expectations that students can
meet appropriate challenges- and these occur once the
classroom door is closed and not by reorganizing which
or how many students are behind these doors, by
promoting different topics for those teachers to teach,
or by bringing in more sticks to ensure that they are
following policy.”
(Hattie 2004, p 24)
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The direct method involved creating opportunities for teachers to meet more
frequently to discuss their teaching and teacher appraisal to discuss specific
practice. Neither of these initiatives was ranked as highly by the teachers as
other initiatives. Students in the Group 8 survey suggested that whilst they got on
well with their teachers, classes were still deemed to be boring. Based on this, it
is my view that the measures to ensure improved teaching in the classroom were
not as effective as they needed to be. The teacher meetings and appraisal
sessions were deemed by some to be exacerbating the problem of teacher
workload rather than helpful measures to assist in the teaching process. This in
essence is one of the costs of the methodology of the strategic plan. In the
absence of a full teacher ownership of the process; initiatives to improve the lot
of the student and by inference the teacher, will be perceived as an imposition
rather than a help. The relative importance of teaching pedagogy to improved
outcomes for boys requires a more effective approach than was apparent in this
study. The ‘macro approach’ favoured by this study did not sufficiently allow for
ensuring that individual teaching practice improved. In recognition of this, the
new strategic plan at Marcellin will be allowing for teacher peer observation and
feedback as well as the capacity for students to provide on line feedback to their
teachers about their lessons. This direct feedback will provide guidance for
teachers in improving the delivery of their lessons. This was discussed earlier
under the importance of data. This element is particularly important in the light of
the beliefs expressed by teachers that issues surrounding academic outcomes
are centered on the student or upon school wide industrial or work conditions
considerations. There needs to be more recognition of the importance of the
teaching and more ownership by the teacher of the issue. There is a greater role
for the strategic plan for this to come about.
5.10 The significance and limitations of school leadership
The importance of leadership has been discussed above. The leadership at
Marcellin has been central to the implementation of the strategic plan. This has
meant that the ideas, initiative and the implementation of initiatives have rested
heavily upon the Leadership Team. Herein are both strength and an inherent
weakness in the process. The strength is that the Leadership Team is able to act
quickly with sufficient flexibility to address the needs of the school. This has
allowed the plan to be implemented relatively quickly and for the school to
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achieve reasonably rapid improvements. The problem is one of ownership. A ‘top
down’ plan has the potential to mean a lot to those at the top and progressively
mean less as it moves down the chain. In this case the leadership was immersed
in the plan with less and less impact felt as it is implemented through the school.
For example, staff and students would have been unclear as to the elements of
the plan and how they impacted upon learning. There is an element here of
doing without meaning. This is a potential limitation of the approach which will
become increasingly meaningless over time. For the improvement agenda to be
really taken up; the participants need to know what is happening and why. There
is a need for the leadership to more properly engage stakeholders in the
planning process and to allow them to ‘buy in’ to the agenda. In this case, this
was only partially successful evidenced by the issues surrounding teacher
attitude and student recognition of the role of leadership discussed above.
5.11 The Hierarchy of Needs
To find a model which has been helpful in understanding the dynamic in schools
and the dynamic at work at Marcellin; I have turned to Maslow. Maslow’s
hierarchy of needs introduced in the 1960’s identified different levels of
operations in human motivation. In many ways the approach taken by the
strategic plan has been predicated upon the idea that individuals and groups
operate at different psychological levels and that we need to recognize these
different levels if we are to successfully understand and respond to human
behaviour. Maslow took this idea and created his now famous hierarchy of
needs. Beyond the details of air, water, food, and sex, he laid out five broader
layers: the physiological needs, the needs for safety and security, the needs for
love and belonging, the needs for esteem, and the need to actualize the self, in
that order.
The strategic plan placed a good deal of emphasis on issues of law and order,
student conduct and generally relationships in the school. The first substantial
initiative in the plan involved the introduction of the new House system which
was meant to engender a better sense of belonging and connectedness amongst
students and their teachers. At the time there were questions raised as to the
relevance of such a move in the context of improving academic outcomes. If the
‘main game’ was to be an improvement in VCE results, why was time being
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spent on these restructures and ‘side issues’ such as student management and
conduct?. The contention here is that the ’higher order’ imperatives of academic
life can only be really addressed if the ‘lower order;’ needs of belonging, safety,
recognition and stability are addressed.
5.12 Maslow’s hierarchy can be described in this way:
1. The physiological needs. These include the needs we have for air, water,
foods and other minerals and vitamins. They are the need to maintain our
physical beings.
2. The safety and security needs. When the physiological needs are largely
met, this second layer of needs comes into play. We will become increasingly
interested in finding safe circumstances, stability and protection. We might
develop a need for structure, for order, boundaries and limits.
In the absence of these we become concerned, not with needs like hunger and
thirst, but with your fears and anxieties. In the school context, particularly in a
large school, there is a need for security; to feel safe and free of the fear of
bullying or harassment.
3. The love and belonging needs. When physiological needs and safety
needs are met, a third layer emerges. We begin to feel the need for friends and
other meaningful relationships. This is the first inkling of the essential nature of
community where as predominantly social beings we need to feel connected and
a sense of belonging. In the absence of this we can become increasing
susceptible to loneliness and social anxieties. In the school this is manifested in
the need for acceptance in the classroom, in the school yard and on sporting and
other teams.
4. The esteem needs. Maslow noted two versions of esteem needs, a lower
and a higher order. The lower is the need for the respect of others, the need for
attention, status, recognition, reputation, appreciation and our sense of dignity.
The higher form involves the need for self-respect, including such feelings as
confidence, competence, achievement, mastery, independence, and freedom.
The difference between the two is that the former is predicated upon the respect
and recognition of others; the latter upon self respect and self worth.
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5. Self-actualization. To be truly self-actualizing, we need to have our lower
needs largely taken care of. If we are cold and hungry, and unable to obtain
food; if we are unsafe, and have to be continuously on guard; if we are isolated
and unaccepted by those around us we have to satisfy those needs first. If we
have a low sense of self-esteem, we have to be defensive or over compensate
by the use of inappropriate behaviours. When lower needs are unmet, we can’t
fully devote ourselves to fulfilling our potential. The self actualized person is one
who is aware of not only their own fullest potential, but the fullest potential of
human beings at large (Maslow 1970).
5.13 Analysis
In terms of students, there is a need to address issues of safety, law and order,
belonging and connectedness and recognition of achievement before venturing
into the realms of learning as an intrinsic pursuit. The idea that these more basic
needs should be largely met before there can be a successful intervention at the
higher levels drives the thinking behind the strategic plan for students. The
Marcellin Strategic Plans were heavily geared towards the relational aspects of
the school in the early stages. The early major initiatives were the institution of
the school wide discipline code and the new House system. These appeared
unrelated to the specifics of academic standards. They in a sense helped to
create the environment whereby the higher order issues could be tackled.
The model also provides some insight into the dynamics affecting teachers. The
findings regarding teacher perceptions of workload and recognition mentioned in
“Handling teacher Angst’ fit somewhat into this model. There is a ‘subtext’
beneath the workings of the strategic plan which is influential upon the outcomes
of the plan itself. The demands of rapid change have the potential to instill
disquiet amongst the teaching staff. In turn; their efforts may be perceived to be
undervalued. The interpersonal subtext may well be subverting the intellectual.
This ‘subtext’ was an unintended consequence of the rapid deployment of the
plan and the commensurate need for a directive approach to the implementation
of the 21 initiatives. This factor was not adequately identified and addressed
during the implementation stages of the plan. This is unfortunate as the potential
for the process to be ‘derailed’ by teacher disenfranchisement and
disengagement is quite real.
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The benefits of ‘action research’ are that the interventions may be tested along
the way and if need be modified to suit the environment of the study. This was
certainly true in this case study. The 21 initiatives were not born in their entirety
of a prescient and dispassionate analysis of the needs of the school and
implemented in a systematic and planned way. A number of them emerged as
the process was underway and were in response to needs as they emerged. In
the same way; the demands of implementation were an imperative which
outweighed other procedural factors. With hindsight this was a flaw in the plan;
not a mortal one, but a flaw nonetheless.
5.14 What advice can we give? A reflection on the process...
The experiences at Marcellin offer an opportunity to provide some insight into the
dynamics of change and change management. This experience has certainly
taught us a good deal about strategic planning and school improvement. The
story of the Marcellin strategic plan is overwhelmingly a success story, but a
number of elements along the way contributed to difficulties arising that could
have been avoided as well as initiatives undertaken which could have been more
effective. I turn to a rather unlikely source to give guidance in this area. General
Gordon Sullivan of the United States Army and Michael Harper the former
Director of Army Policy Planning wrote an interesting treatise in 1996 titled: Hope
is Not a Method: What Business Leaders Can Learn From the United States
Army. In this paper they discussed their observations of the dynamics of change
and change management learnt over many years in effecting change in one of
the United States’ largest institutions. They wrote:
“The paradox of action is the fact that working harder
and harder to do what you do better and better will not
lead to success. Action however intense is pointless
unless it is focused upon the future. Action without
strategic direction merely drives an organization
deeper into a hole”.
(Harper and Sullivan 1996 p1)
Change is a difficult dynamic to manage in any institution and this is true of
schools. It may be that participants in the organisation would prefer to be expert
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in a flawed paradigm than a novice in a new one even if the new one is deemed
better. In the case of teachers; they are primarily practitioners. As such their
energies are largely in delivering the curriculum and engaging in professional
relationships with students, parents and colleagues. The huge investment which
goes into establishing their approach is not lightly cast aside for another which is
introduced for even the best of reasons. It takes a good deal of leadership to
convince teachers to move from what has worked in the past to an uncertain
future. What follows therefore is advice to those adopting this approach to
school improvement and specifically improvements in outcomes for boys.
5.15 Use data and use it wisely
Where Marcellin got it right was in the collection of data to determine the needs
of the boys and the needs of the school. The literature review on boys’ education
provided valuable insight into the challenges facing boys at school. Rather than
attempting to grasp the issues through anecdotal observation, the planners
adopted a measured approach, looking at the broad range of issues affecting
boys. The interventions were targeted and could be legitimized in the context of
the literature. Rather than whim; they were a response to research findings.
Secondly, the original strategic plan emerged from a considerable process of
consultation with staff, students and parents. This is where the issues around the
deficiencies in learning emerged. This process allowed a broad population in the
school community to understand both the issues and the proposed solutions. In
addition, the data collected and given to teachers regarding the boys’ abilities as
well as comparative data about VCE results and the results of other schools was
likely to awaken in the teaching staff a better understanding of the issues. No
longer could the issue be explained as one of ability or lack of it.
Where they got it wrong was the degree in which data was used to validate the
strategic plan. The rationale behind the 21 specific interventions was well known
to the members of the Leadership Team who were immersed in the
implementation of the plan. This rationale was less well known to the teachers
and even less to the students and the parents. Therefore, whilst the wider school
population was aware of the general issues, they were not fully briefed as to the
rationale for each of the interventions. The consequence of this was twofold.
There was a sense that the leadership was imposing their own agenda onto the
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school and second; some bewilderment amongst the wider community about the
reasons for the decisions made. This could have been avoided relatively simply
by broadening the implementation decisions beyond the Leadership Team just
as the development of the original plan was. The other consideration around
data was that data collection tended to be global about issues surrounding boys’
education in general and about preferred teaching and learning methodologies.
There was not but should have been more specific feedback to the individual
teacher about his/her own classroom practice. The appraisal system patently did
not do this.
Recommendations:
Gather as much of the literature about boys’ education in general and
gather as much data specific to the school as possible. This would include
current research, profiles of the students themselves in terms of abilities
and preferred learning styles.
In addition, individual teachers need specific, critical and honest feedback.
The school ought to introduce direct feedback to the teacher regarding
their teaching pedagogy, style and general effectiveness. This has been
trialed at Marcellin and they are moving now into a phase where students
will provide this feedback directly to the teacher online. The structured
nature of the questionnaire obviates against abuse of this opportunity;
indeed teachers have reported that the feedback is generally constructive
and more positive than expected. Once in possession of this student
feedback, the teacher meets with a mentor to discuss its implications for
further teaching. In addition, the Annual Review Meetings will refer to this
process in an attempt to better concentrate upon the specific needs of the
teacher to improve his or her practice.
5.16 Consult and be seen to consult
The initial phase of consultation worked well. This identified the concerns that
teachers, parents and students had about teaching and learning at the school.
Indeed, this consultation allowed a certain degree of goodwill and forbearance
for the early stages of the strategic plan. The ongoing surveys of students,
teachers and parents also kept the issues to the fore and helped to keep both
129
the planners and the school community focused on the issues of learning and
school improvement.
Where consultation broke down was in the longer term implementation stage.
The approach became fixed upon the destination rather than the journey. By
becoming results orientated there is a chance that the process will unravel. This
did not happen in this case, but there were tensions introduced into the process
which could have largely been avoided by closer attention to the players as well
as the game. The ownership of this programme needs to be broader and more
sustainable than purely leadership driven which concentrates responsibility too
narrowly. “Schools need an effective and excellent head teacher but they also
need a team of first class leaders if they are to implement transformational,
innovative ideas for raising standards.” (Russell et al 2004, p 3). Leaders are
needed at all levels and in all parts of the school (Harris & Lambert 2003).
Recommendations:
The process would benefit from a ‘standing or steering committee’
approach whereby other staff, students and parents are invited to be a
part of the implementation. This has the added benefit of lending greater
legitimacy and integrity in the process in the eyes of the broader
community.
There should be regular reporting back to the school community, linking
initiatives undertaken more closely with the needs identified. These
meetings should also enshrine the opportunity for feedback to the steering
committee to help adjust the plan where needed in terms of emphasis and
timing. This would engender a greater sense of responsibility, autonomy
and ownership amongst the wider community. It would also make
discussions about teaching quality much more acceptable as part of the
general discourse in the staffroom.
5.17 Find the right mix of macro and micro reform
A great deal of work was done at the macro level to maneuver the school in a
different direction. This broad policy approach did much to steer the school
towards a greater focus on learning and provided the success evidenced in the
improvement in academic results and university entrance. The strategic plan in
130
many ways made the school a more academic place but did it have the same
effect on each and every classroom? The responses of the students regarding
the nature of their classes suggests not. Again, the school wide approach;
appropriate to aiming for the greatest impact, would have benefited by greater
attention to the specifics at the ground level. If we accept that the most important
school based determinate of learning outcomes is the individual teacher; then
much more needed to be done to shape that teacher; this is a significant
challenge which was addressed by such initiatives as teacher subject meetings
but these did not show a real impact.
Recommendations:
As well as the ‘big picture’ items, there needed to be more done at ground
level. Learning Coordinators need to be brought more into the fray here.
Working at department and even peer to peer level, there needs to be
more open dialogue and coaching in terms of practice. In the new
strategic plan, learning Coordinators are being trained as teacher coaches
with the opportunity and the skills to observe colleagues and provide
feedback and support. In addition, the college is introducing a regime of
peer observation and feedback to promote best practice.
The extension of this is the development of meaningful peer partnerships
whereby teachers are teamed up to work together in the areas of course
writing, professional learning and peer appraisal. This would promote the
idea that change brought about by the plan is tactical as well as strategic
5.18 Concentrate on the ‘main game’
The original plan recognized the significance of individual teacher pedagogy by
establishing such initiatives as the teacher appraisal process, the teacher team
meetings and the change to 75 minute periods designed to give greater
opportunities for innovation in the classroom. Whilst the teacher appraisal system
experienced minor success and the teacher meetings were greeted with mixed
feelings; in many cases the longer periods created greater opportunities for
varying the curriculum. Clearly not enough was done to address this issue fully.
With greater autonomy amongst the teachers and a better understanding of the
implementation of the plan, there is more likelihood that the opportunities for
teachers to spend time on teacher innovation will be better received.
131
The importance of teaching needs to be more clearly recognised by the teachers
themselves. Clearly teachers are aware of the literature identifying teaching as
the most important school based component of effective learning outcomes. In
the surveys however, they attributed the academic results to other factors. The
school’s provision of resources, the workload of teachers and the capacities and
motivation of the students were all cited…not their own practice or their reflection
on their teaching. This is a major obstacle to improvement when the most
important element provided by the school is not acknowledged by them.
Recommendations:
More thought needs to be given to the use of the extended class times so
that lessons are more fruitful. One way to do this is for teachers at the
department level to audit their curriculum not only in terms of content but
also for methodology. If there are optimum ways in which certain units are
delivered, why then aren’t they identified as exemplar lessons to be
delivered across the department rather than be seen as an individual
teacher’s success story? Too often, teachers work in isolation, both good
and poor practice is therefore confined to the vagaries of the individual
teacher and preserved by the closed door of the classroom.
The great success story of the Marcellin strategic plan has been the rapid
and extensive improvements in the technical and practical subjects
brought about by the college building programme. This needs to be
translated more broadly into the theory or traditional academic classes.
Schools need to roll out appropriate technologies for all classes. This has
started at Marcellin with the provision of interactive whiteboards, online
curricula and greater attention to environmental factors in the classrooms
such as lighting and climate control.
Schools need to have the best teachers and teaching possible. Apart from
wise recruitment, the other variable is the effective training of existing
staff. The school would therefore benefit from professional learning plans
tailored for individual teachers. These should be linked to the Annual
Review Meetings with staff and designed to address the specific needs of
the teacher. Deficiencies in pedagogy or classroom management or
curriculum knowledge could therefore be addressed on an individual basis
132
rather than the usual approach of schools with professional learning
where ‘one size fits all’
5.19 Address the relational subtext
The Marcellin plan rightly prioritized relationships as critical to improving learning
outcomes. Where they got it right was an improvement in the pastoral care
system which further enriched the relationships between students and their
teachers. The research however found that there was a considerable relational
subtext which remains ‘in play’ with the potential to stall further improvements in
the learning culture of the school. These local findings are commensurate with
broader research which identifies bullying in schools as a significant problem. At
Marcellin; the boys believe that they don’t respect each other enough. This can
act to make boys cautious in the classroom and exacerbate the issue of lack of
risk taking. Students believe bullying continues because schools do not handle
the problem effectively. This issue is a significant one in schools which ought to
be addressed for its own sake as well as being a consideration for its effect upon
learning outcomes. Schools need to be better at addressing the issue of student
relationships. This is especially in the boys’ schools context where relationships
play a large part in determining academic performance. In the same way, the
strategic plan would have benefited from further attention to the ‘relational sub
text’ of the teaching staff. Unless well managed, the agenda of the school can
shift from the students to the teachers as they and their leadership grapples with
issues of ‘staff morale and well being’. A broad and rapid change agenda has the
potential to generate ‘collateral damage’ which if unaddressed has the potential
to become the preeminent agenda in the staffroom, replacing teaching and
learning as the focus. This dynamic is in no one’s interests.
Recommendations:
The potential for bullying to occur needs to be addressed ‘head on’.
Schools can establish an online survey where students can provide
anonymous information regarding bullying in the school. I have seen this
done in one school. Each term, the students are invited to access the site
and identify when, where, why and how bullying occurs and who the
offenders and victims are. This information is then used to identify
patterns of behaviour, provide responsive supervision and programmes
133
and even consult with perpetrators and their victims. This tool is very
powerful as a deterrent and as a response.
Teachers need to actively create an environment in the classroom where
risks can be taken. It ought to be acceptable to venture an opinion or an
answer and be wrong. Education is born of trial and error. It ought to be
an accepted part of the educative process to make mistakes.
Schools ought to explore restorative practices as a mode of managing
student behaviour. The Marcellin model while consistent, clear and
efficient would benefit from a more consequence based approach rather
than rely on deterrence and punishment. All three of the above
recommendations are being considered in the new Marcellin strategic
plan.
Schools would benefit from greater collaboration between leadership and
the staff to go along with the greater accountabilities. Greater attention to
the process of reform will lead to greater acceptance of the reform
agenda.
5.20 Get the balance between compulsion and encouragement right
The Marcellin approach saw the importance of both accountability measures and
rewards to change the behaviour of the students. Surveying suggests greater
recognition of the accountability measures than the system of encouragements.
There was and is a real place for the accountability measures, but there needs to
be a similar profile for the other. The accountability measures were a great
success and ought to be incorporated in any school’s plan. The rewards regime
at Marcellin needs to be enhanced.
Recommendations:
Schools would benefit from a similar range of accountability measures
identified at Marcellin. These include the work submission, student
progress, and subject selection and graduation policies. To facilitate this,
schools need to articulate these policies clearly and identify how they
relate to each other.
The awards system in schools needs to be well publicized and relevant to
the students and parents. One suggestion is to involve students in
determining the nature of the prizes and awards and the criteria applied
134
for their selection. In addition, the awards need greater prominence in the
life of the school. This can be achieved through college publications.
Awards need to be granted frequently and linked to specific, achievable
outcomes.
The system of global school wide awards could be mirrored in the
classrooms with teachers identifying work based upon both quality and
endeavor criteria.
5.21 Share the ownership and promote self actualization
As stated above, the ownership of the strategic plan implementation rested
largely with the College Leadership team. The teachers to a large extent owned
the responsibility for the students’ performance through the accountability laden
approach to improvement. The students to a lesser extent owned the
responsibility for their learning. This dynamic was the catalyst for improvement
but has limitations in the long term for sustained improvement and the
development of self actualized teachers and learners. Learning should not be
‘done to people’ it needs to be a self generated process. Schools wanting to
adopt a strategic planning approach to academic improvement need to be aware
of the educative imperatives as well as the drive for improvement.
Recommendations:
Start early. The culture of the school as a learning community starts in the
early years. Responsibility, self motivation and ownership of one’s
learning begin in the early years. Therefore, the lower year levels should
concentrate less on content and more on process and skills. The study
skills and motivational programmes introduced for the senior students in
the Marcellin plan need to begin in Year 7.
More research needs to be done on what motivates boys. Generally
speaking schools should seek to involve the students more in curriculum
decisions; what is taught and how it is taught. These decisions can be in
line with the demands of the curriculum but they will be far more
meaningful if the students are part of the discussion.
Teachers need to be able to own their own teaching. There is a common
belief in schools that teachers are at the whim of curriculum decisions and
in this case the ‘improvement agenda’. If they are to share responsibility
135
for the status of the teaching and learning; they need to also have
ownership of the discussion. Teachers need the opportunity to be part of
the discussion if they are to be part of the solution.
5.22 Celebrate
Marcellin instituted the approach of celebrating the achievements of the school in
terms of academic improvement. This has to some extent acknowledged the
work of teachers and students in achieving better academic performance. This
has enthused some students to compete with former year levels to ‘rewrite the
record’ for the school’s success. There remains however, a real issue amongst
the teaching staff of a sense of lack of recognition for their work. These findings
have emerged consistently in surveys conducted of the staff. Teachers don’t
mind working hard but they find it difficult to reconcile working hard without
purpose or without recognition. This is a major challenge for schools.
Recommendations:
Schools need to find appropriate ways to celebrate the efforts of the boys
in their studies and to do so which promotes intrinsic motivation in the
students. Awarding prizes is a twin edged sword. It promotes recognition
but it also validates work in the eyes of the prize giver rather than the
intrinsic worth of the work in the eyes of the receiver. Recognition can
come in many forms. A successful formula would be to acknowledge
process in equal parts to product. This has the added value of
acknowledging the efforts of all the boys rather than promote winning and
therefore losing in the learning process.
Schools need to find appropriate ways to recognize good teaching
practice. Already in Victoria, some schools are trialing performance based
pay, a controversial measure for similar reasons as the above. It may be
that the teachers can have some input into what constitutes effective
acknowledgement. Here again is the importance of data gathering.
More can be done to link school performance with a meaningful
understanding of the purpose of it all. There is a role here for the alumni of
the school who have credibility in the eyes of the students and who can
speak with authority on the importance of endeavor in post school life. In
the same way there is a need for schools to draw on the broader
136
community to make that meaningful link between the classroom and life
after school.
5.23 Clearly establish what makes good practice
There needs to be a consensus reached as to what makes a good teacher, what
makes for good pedagogy and what makes a good school.
“A world class school has:
A clear vision, underpinned by a set of values which will guide its policies,
procedures and practices
A strong focus on the student outcomes to improve both the curriculum
and teaching practices
A professional learning community which adopts knowledge based
practices based on continuous self evaluation in pursuit of excellence
A strong alliance of stakeholders
School management which is open, transparent and publicly accountable
for its educational achievements and proper use of funds.”
(Townsend 2004, p1)
Such a consensus needs to be reached by all the stakeholders: students,
teachers and parents to be truly effective. Schools would be well advised to
establish these ground rules from the outset of seeking to improve to bring all of
the variables for improvement together.
5.24 Conclusions
The Marcellin College Strategic Plans 2001-2008 effected significant changes to
the way the school operated and the nature of teaching and learning in the
school. In a broader way the plans had a significant impact upon the very culture
of the school. This paper has sought to demonstrate the importance of the
cultural aspect of schooling to the more specific issue of academic outcomes.
The “Maslow Model’ of hierarchy of needs fits neatly with this view. The
approach at Marcellin has recognized that teaching and learning do not happen
in isolation, rather, teachers and students enter the classroom within the context
of a broader school culture. If this culture is not predisposed towards learning
then the efforts of the teacher and the well disposed students are brought
undone. The literature and an understanding of school dynamics led the school
137
to the view that to improve learning outcomes required an improvement to the
school culture. The approach was therefore broad, diverse and multi faceted.
The approach saw a manipulation of many aspects of school life in a bid to
create the climate whereby better learning would take place. An approach which
to the dispassionate observer might appear only loosely related to the specifics
of VCE scores.
The study also provided a model of adapting research and data to a practical
application. The initiatives of the strategic planning process arose from research
into boys’ education and the imperatives of the plan were identified by the
indigenous research at the school about the boys and about the teaching and
learning programme. This approach has considerable applicability to other
school settings. Importantly for the school there have been two important
outcomes. First and foremost the school is now operating at a very credible
academic level. VCE results have eclipsed like schools and have established
Marcellin as a leading school in the provision of boys’ education. Secondly, the
journey along the way has taught more about process, cause and effect and the
need to continually revisit not only what is taught but how it is taught. The last
eight years have hopefully refined the approach so that future initiatives are
implemented more effectively.
The reality is that school improvement ought to be viewed as a continuous
process which has implications for method as much as content. A climate of
continuous improvement requires a number of predisposed elements. These
include a clear mandate for change, in this case brought about by the needs
analysis of the strategic plan. It also needs the relationships between the various
participants in the process to be effective. This has proven in this case to need
some ‘deft handling’ by the agents of change. It is acknowledged that more
attention could have been paid to this part of the agenda. Improvement in
process is as important in this case as the improvement in product.
138
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