Throwing more money at schools isn’t the answer yells Dr Scott Prasser. This is the man who has defended every red cent that the Government has allocated to Catholic schools – even the 50% of them who were overfunded after the SES model was introduced and their funding level was grandfathered.
The Gonski Review Panel did not address the issue of how the additional funds so sorely needed by public and needy schools in Australia because this was outside their terms of reference.
But it is an important question. Glen Fowler in an article in the Canberra Times, How Money Makes a Difference tells the story of Richardson Primary school – one of a very small number of ACT disadvantaged schools and how they managed their Low SES National Partnership funds to improve learning outcomes for their children. He is what they did
Richardson Primary started by enhancing its capacity to gather and analyse data about how their students were performing. They purchased licences from the Australian Council of Educational Research (ACER) to administer annual internal tests in literacy and numeracy at all year levels. That way, they didn’t have to wait for NAPLAN results. They had up-to-date information about where students were falling behind and needed extra support.
Drawing on hard data that indicated students were struggling with vocabulary development and reading comprehension, the school set about enhancing teacher capacity to address these issues. Every staff member attended a five-day intensive course in Dr Spencer Kagan’s high-impact collaborative learning strategy. Kagan’s approach aims to engage every student, especially those who are struggling, by structuring activities so that students feel individual and collective responsibility for their learning.
Additionally, every teacher attended a two-day seminar with educational expert, Dr Dylan Wiliam, on using his formative assessment strategies to enrich each student’s learning journey.
The school also purchased teacher and classroom resources to complement structured and supported teacher-learning teams that ensure effective school-wide implementation of these key strategies. This razor-sharp focus on improving instructional practice through collaboration and reflection has led to more confident and skilful educators, adept at engaging every learner every moment of the learning process.
The school’s final strategy was to build community partnerships. Working with the YWCA of Canberra, the school established an Intel Computer Clubhouse for 10-18-year-olds in the area. The Clubhouse is an out-of-school-hours high-tech digital studio where young people can work with industry-standard hardware and software and collaborate with mentors on passion projects.
This is an interesting set of initiatives for a number of reasons
Firstly, This school understands that particularly in relation to students who are not achieving agreed benchmarks in reading outcomes, NAPLAN test results come too late. Fowler doesn’t state it but I am sure the school also understands that NAPLAN does not provide information for this group of learners. It is too narrow and not diagnostic in design. It is interesting to note that after using these more diagnostic assessments it was found that the real barriers to reading developments were vocabulary and reading comprehension. These are of course quite linked but neither is well tested by NAPLAN.
Secondly, the professional development focus was cooperative learning using groups of differing ability students using a well-researched evidence based approach. Now cooperative learning has a long history in education but there is a big difference between a few teachers across a school taking this approach and a well-prepared well-trained school adopting it en mass. Its worth noting that recent research has identified a growing trend for schools to adopt streaming approaches in their classrooms – not because it is well researched but because this makes it easier to teach based on NAPLAN content as the key organiser.
Thirdly, basing classroom learning experiences around information based on formative assessment allows for learning personalisation and ensures that the time spent on learning is both accessible and challenging.
Finally, there are things about Richardson Primary school that are not mentioned in this report but that matter a lot. First of all the principal is Jason Borton, who is known to many twitter-active educators as a wise, brave and outspoken leader on key education issues. High quality leadership for low SES schools is critical and systems should be investing in strategies to ensure that. Secondly, I don’t know how but Richardson Primary have managed to have relatively small class sizes – 19 at most in all but kindergarten where the ration is 16-1. Don’t let anyone id you that the size of the class does not matter.
So there you have it, this school has not wasted a cent on extrat resources to drill down on NAPLAN, new fancy learning packages aligned with NAPLAN. In fact they appear t have completely ignored it – and righty so in my view.
Instead Richardson Primary is well placed to support all its children through high quality leadership, a whole school focus on well evidenced pedagogical strategies, intelligent and focussed use of formative and diagnostic assessments across the school and a classroom student teacher ratio that is workable. I don’t know how this school will adapt to the highly financially constrained environment they will find themselves in if the full 6 years of Gonski are not agreed to, but it wont be good and students will be negatively affected.
It would be interesting to collect accounts of what other schools are currently doing that will need to stop. I do hope someone is doing this.