Pressing national issues and how principals should respond? Barry McGaw Melbourne Graduate School of Education, University of Melbourne Chair, Australian Curriculum, Assessment and Reporting Authority Association of Independent Schools of South Australia Adelaide, 11 March 2011
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Pressing national issues and how principals should respond? Barry McGaw Melbourne Graduate School of Education, University of Melbourne Chair, Australian.
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Pressing national issues and how principals should respond?
Barry McGawMelbourne Graduate School of Education, University of MelbourneChair, Australian Curriculum, Assessment and Reporting Authority
Association of Independent Schoolsof South Australia Adelaide, 11 March 2011
Outline of presentation
International indicators of educational performance· Quality· Equity
Improving Australian educational performance· Contribution of reform· Contribution of indicators· Role of the My School website
Minimising risk of perverse impact of indicators
International indicators of educational performance
Quality of students’ achievements
Finl
and
Can
ada
New
Zea
land
Aus
tralia
Irela
ndH
ong
Kon
g-C
hina
Kor
eaU
nite
d K
ingd
omJa
pan
Swed
enA
ustri
aB
elgi
umIc
elan
dN
orw
ayFr
ance
Uni
ted
Stat
esD
enm
ark
Switz
erla
ndSp
ain
Cze
ch R
epub
licIta
lyG
erm
any
Liec
hten
stei
nH
unga
ryPo
land
Gre
ece
Portu
gal
Rus
sian
Fed
erat
ion
Latv
iaIs
rael
Luxe
mbo
urg
Thai
land
Bul
garia
Rom
ania
Mex
ico
Arg
entin
aC
hile
Bra
zil
FYR
Mac
edon
iaIn
done
sia
Alb
ania
Peru
300
350
400
450
500
550
600
Mean reading results (PISA 2000)
Australia tied for 2nd with 8 others
among 42 countries.
OECD (2003), Literacy skills for the world of tomorrow: Further results from PISA 2000, Fig. 2.5, p.76.
OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.
Variation in reading performance (PISA 2000)
Variation explained by social background of students
Variation of performance within schools
OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.
Variation not explained by social background of students
68%32%
The storyline so far…
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and to some extent absolutely
· Equity is relatively low & schools contribute to this
Improving Australia’s educational performance.
Improving Australia’s educational performance
Contribution of reform· National curriculum· Teacher and school development
Contribution of indicators· National Assessment Program (NAP)
Sample-based surveys Science ICT Literacy Civics and citizenship
Full-cohort assessments Literacy and Numeracy (NAPLAN)
My School website
Development of the national curriculum
Curriculum development process
2008 2009 2010 2011 2012
Shape Papers
Interim National Curriculum Board established
Australian Curriculum, Assessment and Reporting Authority established
K-10 English, Mathematics, Science, History
Revisions and consultation
Preparation for implementation
Draft out for comment
Implementation
Other subjects following
Sequence of curriculum development
Phase 1· English, mathematics, science, history
Phase 2· Geography, languages other than English, the arts
Phase 3· Economics, business, civics and citizenship, health and
physical education, design and technology, information and communications technology
General issues faced
Getting the model right – ‘learning entitlements’· Disciplines with specifications of content· General capabilities· Current priorities to ensure coverage
Getting the content right· Developmental sequences· Avoiding too much differentiation
Dealing with interstate differences· In style of curriculum· In extent of centralisation
Matching the best in the world www.australiancurriculum.edu.au
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and, to some extent, absolutely
· Equity is relatively low & schools contribute to this
Improving Australian education· Curriculum reform
Defining clear learning entitlements Setting high expectations for all
· Teacher development· Use of ‘fair’ comparisons among schools
Learning from others doing better in similar circumstances
Minimising the risk of perverse impact of indicators.
Minimising risk of perverse consequences
Ensuring appropriateness of NAPLAN tests· Preparing students for tests
Ensuring familiarity is all that practice can add
· Literacy and numeracy are developed in full curriculum· Broadening the literacy and numeracy tests
Test a broader range of content and skills Have different students take different tests
· Curriculum provides public declaration of students’ full learning entitlements
Ensuring appropriateness of like-school comparisons· Socio-educational advantage without ecological fallacy· Taking account of special sub-populations in schools
The full storyline
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and, to some extent, absolutely
· Equity is relatively low & schools contribute to this
Improving Australian education· Curriculum reform
Defining clear learning entitlements Setting high expectations for all
· Teacher development· Use of ‘fair’ comparisons among schools
Learning from others doing better in similar circumstances