The game-change needed to move our

Education system up a major notch

C H A N G E

1 BHP Billiton108

2 Wesfarmers171

3 Woolworths175

4 Commonwealth Bank227

5 Westpac Bank229

6 National Bank254

7 ANZ Bank291

8 Telstra438

9. Caltex486

• Developing people with the right skills and attributes –

entrepreneurship, creative, tenacious, passionate, in pursuit

of new ideas.

• Individuals selected and combined into effective teams –

collaborations, diversity, pursuit of deeper understanding of

impact, respect for others

• Organisations structured to be cross-functional with fluid

organisation roles – Enough order and structure to drive

action but enough ambiguity to keep uninhibited by the past.

• A culture open to new ideas, welcoming diversity so as to

incubate and follow success

• Autonomy leads to greater division between the best & the poorest.

• Greatest barrier to improvement is the spread of schools

• The variance is greater within than between schools

• The closed nature of sharing and collaboration is among the greatest

damnations of the autonomy agenda

• The centre is scared of taking excellent agendas that have worked in

many schools and rolling them out wider

• Up scaling is the least understood concept in our business.

StudentsTeachers

HomeHomePeersPeers

SchoolsSchoolsPrincipalPrincipal

8th 3rd 4th 1st 2nd 6th 5th 7th

Growth over time ALL = . 40Year 3-5 = .54 Year 5-7 = .35 Year 7-9 = .26

Reading Writing Spelling Grammar Numeracy

Average (purple) and Growth (red)

Relation to SESIt is the case that there is a positive correlation

between Achievement score and SFO

SFO and Achievement

But no relation of SFO and Growth

Growth comparisons

• Males and female growth similar 0.05

• LOTE higher than non-LOTE 0.13

• Indigenous growth similar 0.04 • Lower parental occupation higher

growth than upper 0.11

Great vs. Low Growth Schools

Lowest Growth SchoolsHighest Growth SchoolsReading Writing Numeracy Reading Writing Numeracy

School Growth Growth Growth Growth Growth Growth

1 -.14 -.17 .13 312 .53 .48 .762 .83 -1.88 -.02 313 .73 .40 .643 -.06 1.31 .61 314 .60 .72 .484 .17 -.18 .08 315 .68 .59 .615 .54 -.63 .47 316 .76 .48 .676 .10 .24 .23 317 .73 .61 .647 .21 .08 .30 318 .68 .81 .578 .35 .02 .24 319 .66 .74 .719 .41 -.25 .46 320 .94 .72 .8310 .08 .29 .30 321 .50 .88 .47

High vs. Low Growth Schools

Lowest Growth Schools Highest Growth SchoolsReading Writing Numeracy Reading Writing Numeracy

School Growth Growth Growth Growth Growth Growth

1H -.14 -.17 .13 312 H .53 .48 .762 M .83 -1.88 -.02 313 L .73 .40 .643 H -.06 -1.31 .61 314 M .60 .72 .484 L .17 -.18 .08 315 H .68 .59 .615 L .54 -.63 .47 316 M .76 .48 .676L .10 .24 .23 317 H .73 .61 .647M .21 .08 .30 318 L .68 .81 .578M .35 .02 .24 319 M .66 .74 .719H .41 -.25 .46 320 H .94 .72 .8310H .08 .29 .30 321 L .50 .88 .47

21

22

Percentage of schools well below (Red>.40), below (Orange, d= .40 - .80) and above (Green d>.80)

Controlling the narrative: Growth for all

The tail, the gap, the disadvantaged, the

low SES

Reading distribution (N=126,424)

Socio-economic status and Reading

Retention

Retention

Retention

Retention

Differences across teachers

32

Percentage of Student Work classified as Surface or Deep

0

10

20

30

40

50

60

70

80

Experienced Experts

Surface Deep Surface Deep

Percentage of Student Work Percentage of Student Work classified as Surface or Deepclassified as Surface or Deep

Experienced Expert

Ask not how do we best reproduce to meet the needs of schools but

how we work together to transform learning

School 1: Current schools have

• a grammar of learning

• dominated by teacher recitation

• just given ‘em the facts ma’am

• selection to the power roles in society, based on narrow NAPLANPISA type

measures,

• privileging those who want control over their schooling in the name of

autonomy. 

Ask not how do we best reproduce to meet the needs of schools but

how we work together to transform learning

School 2: Diagnose, Intervene, Evaluate

Aspire: What is the student ready to learn and what is the evidence for this?

Anticipate: What is the expected impact and how will you check?

Analyse: What are the possible evidence-based interventions and what is the

implementation process for each?

Apply: What evidence will be sought to modify the application

Appraise: What happened & what resultant decisions were made? 

ExpectationsLow expectation High expectation

Effects = -.03 to .20 Effects = .50 to 1.44

Expectations Low expectation High expectation

Effects = -.03 to .20 Effects = .50 to 1.44

Expect low performance, see low performance, and this reinforces their views about low performance

Expect improvement, see the errors, and seek negative evidence to enact improvement

Considers Intelligence is fixed Considered Intelligence is malleableSees role as facilitators, constructivists, socializers

Sees role as director, active change agent, academic instructor

Sees great differences between students in class Sees lower differences between students in class

Argues that some are expected to improve Argues that all are expected to improve

Has more differentiated activities in class Has less differentiated activities in classComments on low effort, class behaviour, in-class relationships

Comments on developing confidence, motivation, persistence, and attitude to work

More often seen in higher SES schools More often see in lower SES schools

• Enhancing pay structures

The growth of learning

Introducing expertise

Driving from success in student learning

The value added revolution

• Enhanced involvement, but need a “bar” & when above YES

• Highlight the concept of ‘expertise’

• A profession of teachers to control this “bar”

• Seeing learning not teaching as success

Progress and Proficiency

Low Progress High Progress

Profi

cien

cy

Low progressLow Proficiency

Low progressHigh Proficiency

CRUISING

MUST CHANGE

OPTIMALSCHOOLS

HIGH PROGRESSNOW ATTAINMENTGrowth

SchoolsGrowth

Schools/ Students

Optimal Schools/ Students

Cruising Schools/Students

Progress and ProficiencyBased on Yr 9 Reading

Low Progress High Progress

Profi

cien

cy

Low progressLow Proficiency

Low progressHigh Proficiency

CRUISING

MUST CHANGE

OPTIMALSCHOOLS

HIGH PROGRESSNOW ATTAINMENTGrowth

SchoolsGrowth

Schools/ Students

Optimal Schools/ Students

Cruising Schools/Students27% 45%

18% 10%

The best school is the neighbourhood school

Progress and Proficiency for all

Expertise in enhancing learning is leveraged

Collaboration, licensing, and evaluation

Identify, esteem & manage collaboration

The game-change needed to move our

Education system up a major notch