Australian Journal of Middle Years of Schooling - Supported by the New Zealand Association of Intermediate and Middle Schooling - Adolescent Success
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Volume 15 – Number 2 – November 2015
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Australian Journal of Middle Years of Schooling
Supported by the New Zealand Association of Intermediate and Middle Schooling
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HINT
Editorial
It is incredible to believe that this to share these with your teachers our Adolescent Success Awards and
year is almost over. For those of now and then to utilise them in we congratulated a number of schools
us who live in Queensland and for professional learning circles, staff and colleges for their dedication
some educators in Western Australia, meetings and other forums during to working with and for young
2015 saw the introduction of Year 7 2016. The research presented through adolescents.
into secondary. I trust that it went all of the refereed articles is pertinent.
as smoothly as it did in my college, The three articles that appear in the We hosted our very first Twitter Chat
where through the incorporation of non-refereed section of this edition; with #satchatoc in October. This
many middle years philosophies and “The maker movement”, “Student-led proved to be an extremely successful
strategies, we were able to welcome, conferences” and “Building teacher forum for deep discussion and I
work with and see success for our capacity through action research” pose urge you to keep a look out for our
young adolescent learners and their very concrete ideas for embedding Adolescent Succcess Twitter Chats in
teachers alike. I know I look back on innovative and engaging strategies and 2016. Our website hosts a number
the year and reflect upon the processes practices within your school settings. of forums, so please ensure that you
and structures we put into place, the as our valued members engage with
curriculum we developed, the systems It is interesting to note that I wrote these and connect with those like-
we implemented and can envisage the last editorial with the view that minded educators, nationally and
how we will build upon what we have that was my last; however, situations internationally. There are so many
begun for the coming years. Bringing occur, and now, as the President of more events and activities in the
Year 7 into our College most certainly Adolescent Success, I am introducing pipeline and as such, I look forward
reinvigorated all of our middle years’ this journal, our final for 2015. This to collaborating with you in 2016 and
practices. The refereed article by provides me the opportunity to recap beyond.
Pendergastet et al most certainly some of the highlights for Adolescent
highlights many of our findings and I Success over the past year. For those To all who have contributed to this
am sure will resonate with our entire of you who were able to attend our very comprehensive edition of the
readership whether or not you have International Conference in August Australian Journal of Middle Years
been involved in this change during of this year, we thank your for your of Schooling, I thank you and look
2015. attendance and trust that you gained forward to working with you again
a great deal from the event. The into the future. Have a relaxing and
This final edition presents some very feedback was extremely positive and well-earned break and very safe and
relevant articles that will provide food we now move towards our second happy Christmas and New Year.
for thought and practical ideas that conference in Singapore (APCAS) in
can be undertaken in any middle September of 2016. Debra Evans
school classroom or setting at this Journal Editor (for the last time)
time in education. I encourage you This year also saw the introduction of Adolescent Success
Journal Sub-committee
Katherine Main Susan Korrell
Acknowledgements:
Photographs from the
Angela White Dr Tony Dowden
following
Christian Outreach College, Toowoomba,
QLD
The views expressed in this journal are those of the individual contributor
Brighton Grammar School, Brighton, VIC
and do not necessarily reflect the views of the Publications Sub-committee
Brisbane Boys College, QLD
or Adolescent Success - the Association dedicated to the education, Glennie School, Toowoomba, QLD
development and growth of young adolescents. For further information John Paul College, Daisy Hill, QLD
about Adolescent Success refer to www.adolescentsuccess.org.au Mount Alvernia College, Kedron, QLD
Riverside Christian College, Maryborough,
Contact: QLD
Adolescent Success. PO Box 2175 Toowong Q 4066 Australia St Mary’s College, Ipswich, QLD
St Peter’s Lutheran College, Indooroopilly,
Ph: +61 4 5247 5184 QLD
angela@adolescentsuccess.org.au St Philip’s Christian College, New Castle,
Executive Officer: Angela White NSW
Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 1
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CONTENTS HINT
Editorial 1
Refereed Articles 4 The Educational change model as a vehicle for reform: Shifting
year 7 and implementing junior secondary in Queensland
Prof Donna Pendergast, Dr Katherine Main, Dr Georgina
Barton, Dr Harry Kanasa, Dr David Geelan & Dr Tony
Dowden
20 Towards sustainable language and literacy practices for teacher
learning in a secondary context: A focus on writing
Dr Nina Maadad & Ms Beverley White
38 RIOT radio: Showcasing multiliteracies in a Reggio-inspired
middle school
Dr Sandra Hesterman
Non-refereed Articles 52 The maker movement — A learning revolution capturing the
hearts and minds of middle years
Jill Margerison & Andrew Stark
58 Building teacher capacity through action research
David Ralph & Louise Swanson
66 Student-led conferences: Empowering students as active
participants in the learning process
Robyn McCarthy
Focus on Schools 72 Growing good men: Positive psychology and service learning
James Nelson
74 Achieving intercultural understanding in schools
Rhiannen Gimpel
Information for 78
Contributors
Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 3
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The education change
model as a vehicle for
reform: Shifting year 7 Abstract
Queensland schools are engaged in change as they shift Year 7 from primary to high school settings from
and implementing junior the start of 2015 and implement junior secondary in all public schools in Years 7, 8, and 9. This agenda
signals one of the most significant reforms undertaken in Queensland education. It is accompanied
by a systemic policy commitment, including resource allocation, to ensure it is supported at the
secondary in Queensland
individual school level and in the wider schooling system. In this paper, we outline the Leading Change
Development Program undertaken in 2014, which was designed to enable school leaders to facilitate
these reforms in their unique school contexts. The program—conceptualised around the Education
Change Model—is outlined and data are presented that indicate school leaders’ assessment of the stage
of reform their school was located at, according to the reform model.
Professor Donna Pendergast, Dr Katherine Main, Dr Georgina Barton,
Dr Harry Kanasa, Dr David Geelan & Dr Tony Dowden Keywords: educational change, middle years, junior secondary, reform
4 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 5
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The context experienced the shift to a junior the shift of Year 7 to secondary Guiding Principles
secondary model for Years 7–9, for the best ever results in reading,
In Queensland, where this project Guiding Principle Explanation
which demands a more defined spelling and numeracy—all
is based, a progressive approach
approach to teaching and learning experienced by these year levels for Distinct identity Junior secondary students will be encouraged
has been taken to reforming the
for young people. the first time with Year 7s at the and supported to develop their own group
middle years with the shift from
vanguard (Wordsworth, 2015). identity within the wider high school. This
2015 of Year 7 from primary to
For the first time from 2015 In addition, Year 5 students were can involve dedicated school areas and events.
secondary setting across all sectors.
onwards, national analyses that reported as third in the nation in Quality teaching Teachers working with students in the
Prior to this, Year 7 was typically
compare year level data will be of reading and numeracy and Year 3 junior secondary years will be given the skills
located in primary schools. This
students at the same age as well third for grammar, punctuation they need through additional professional
shift occurred, in part, because of
as year level across the nation. In and numeracy. This is a dramatic development, so they can support young teens
the introduction of a voluntary
the past, this has not been the case shift from the usual tail end placing through these crucial early high school years.
Preparatory year in 2007 followed
for Queensland students in high of Queensland in many of these
by a lift in the entry age of Student wellbeing We will meet the social and emotional needs
stakes data analyses of student domains.
schooling in 2008. Year 1 entry of junior secondary students with a strong
performance, such as the National
age was raised by six months. The focus on pastoral care. For example, schools
Assessment Program: Literacy and Junior Secondary
cut-off moved from the end of the could provide a home room to support
Numeracy (NAPLAN), which is Concomitant with the shift of Year
calendar year to the middle of the students as they adjust to new routines and
an annual assessment for students 7, from 2015 Queensland public
year. This aligned Queensland with greater academic demands.
in Years 3, 5, 7 and 9. NAPLAN schools must ensure alignment
other states across Australia. The Parent and community We want parents to stay connected with
is comprised of tests in the four to new guidelines for the delivery
overall effect of lifting the school involvement their students’ learning when they enter high
domains of reading, writing, of Years 7, 8 and 9; the approach
commencing age is that students, school. Parent involvement in assemblies,
language conventions (spelling, being known as junior secondary
on average, are six months older special events, award ceremonies and
grammar and punctuation), and (ACER, 2012). This approach is
in each year level. The first cohort leadership presentations will be welcomed.
numeracy (ACARA, 2013). Until based on much of the middle years
who experienced this change is Leadership Schools will be encouraged to create
2015, students in Queensland literature over recent decades. It
undertaking Year 7 in 2015; hence leadership roles for students in Years 7, 8
compared to other jurisdictions in involves intentional structural
the timing of the shift to secondary and 9. Dedicated teachers experienced with
Australia were approximately six arrangements and a philosophical
school. teaching young adolescents will lead junior
months younger; an explanation commitment that aim to provide
confirmed by researchers to be secondary supported by the principal and
The implications of this major optimal learning opportunities
an influence on student scores administration team.
change in school education for young adolescents. The focus
(Daraganova, Edwards, & Sipthorp, on young adolescent experiences Local decision-making The needs of each school community
are significant. Most students
2013). of schooling and the role teachers will influence how junior secondary is
will complete seven years
in primary and six years in play is critical, because it locates implemented in each school.
An early indicator of the possible
secondary school settings, educational policy and practice in
benefits of the major reforms is (ACER, 2012)
adding a net extra year of ways that move beyond taken-for-
the 2015 NAPLAN results for
schooling. granted notions of adolescents and
Queensland. In a press release There is some contestation of the appropriateness of these Guiding
adolescence (Vagle, 2012).
announcing the state as the most Principles and a challenge that there is a negligible evidence base of the
Students will be six months older
improved nationally with leaps The introduction of the new junior effectiveness of specific approaches to teaching and learning for young
when they complete each year level
in Years 3, 5 and 7 scores, the secondary phase of education in adolescents (Dinham & Rowe, 2007). The purpose of this paper; however,
from 2015 and half will turn 18
Minister for Education credited Queensland is based on the six is not to explore this consideration, but to focus on the implementation
during their final year of school.
the introduction of the Preparatory ‘Guiding Principles’ developed of the Leading Change Development Program (the Program) (Pendergast
In government schools, many have
year; older school starting age; and by the Australian Council for et al., 2014) underpinned by the Education Change Model (ECM).
Educational Research (ACER, The reform was supported by a systemic policy commitment, including
2012) as described in Table resource allocation. This ensures it is supported both at the individual
1. These principles provide school level and in the wider schooling system, and provides optimal
challenging educational offerings conditions for effective reform.
that engage young adolescents,
When taken together, shifting Year 7 to secondary and implementing
while giving them a sense of
the Guiding Principles represent one of the most significant reforms
belonging and support during the
undertaken in Queensland education. In fact, all 259 unique public
changes they face.
schools with Year 7 in 2015 have been engaged in reforming their middle
years. These schools have been familiarised with the Guiding Principles
Table 1: Junior Secondary
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since their release in 2012. For including the principal, participated conceptually built around a distinct Leaders face multiple choices and transition to high school student learning outcomes,
20 pilot schools, Year 7 moved in the Program. This Program model, the ECM, which is detailed combinations of decisions along the is ‘a time when students particularly in the middle years.
to the secondary setting in 2013. aimed to build school leadership later in this paper. Importantly, reform path (Mourshed, Chijioke, are at the greatest risk
Importantly, some schools are capacity to direct effective change it was informed by the education & Barber, 2010). This was the case of disengagement from In their analysis of twenty
configured as P–10 or P–12, and processes in schools, specifically reform literature, to which this in this reform moment. learning. education systems around the
hence Year 7 has always been co- for transitioning Year 7 and paper now turns. world, Mourshed et al. (2010)
located. For the vast majority of consolidating the intentional In Australia, education systems Student motivation and revealed there are eight predictable
schools, Year 7 students shifted approach to teaching Years 7–9 are undergoing rapid change in engagement in these years is elements that contribute to reform
to secondary school settings from through the full implementation Reforming schools and education policy and practice. critical, and can be influenced by improvements. These range from
the beginning of the 2015 school of the junior secondary model. school systems For many Australian schools, the tailoring approaches to teaching’ understanding where the system is
year. For the first time, the junior The role of leadership teams in There is a growing field of overarching framework guiding (MCEETYA, 2008, p. 10). In line in regard to a range of features, to
secondary model became fully guiding school communities knowledge about the effectiveness this change is The Melbourne with this focus on teacher practice specific leadership, classroom, and
operational. The question then through this reform required a of change processes, especially in Declaration on Educational Goals for young adolescents, the recently structural factors. Importantly, they
is, how do schools implement planned and deliberate approach reforming education systems, which for Young Australians (MCEETYA, released Action now: Classroom note that a ‘spark’ is often required
such a reform, remain mindful of to enabling change that reflected have at their core the imperative to 2008). The declaration is connected ready teachers (TEMAG, 2014) to trigger major change and that
their unique contexts, and ensure the needs of each school context. improve student learning outcomes to this project as it identifies sets out 39 recommendations that a ‘system can make significant
consistency and alignment to the There was no ‘one-size-fits-all’ (OECD, 2015). The complexity of enhancing middle years teaching seek to improve teacher readiness gains from wherever it starts and
core expectations of the Guiding approach. The Program was educational change is exacerbated and learning practices as a priority. for classroom work. The current a timeline of six years or less is
Principles? developed by a team of academics by a range of national, state, and focus on teacher effectiveness is achievable’ (p. 14). This spark can
from Griffith University, along local reform agendas. Schools The need for attention also affirmed by Dinham and result from a crisis or a major
In 2014, all 259 public high school with several external partners, and often attempt to implement to a middle years’ policy Rowe (2007) and Hattie (2003), reform initiative. They also note
leadership teams, represented by consulted various officers of the several reforms simultaneously recognises that early who argued that this is one of the that for reform to be sustained over
three people from each school state education authority. It was and from different starting points. adolescence and the most important factors influencing the long term, improvements must
8 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 9
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be integrated into the ‘very fabric of to change individual practices, the improvement objectives, and The Education Change mapped onto any major reform initiative, and feature indications of time
the system pedagogy’ (Mourshed et and agents, who implement 3) facilitating and encouraging taken to achieve each phase. The Initiation phase occupies the first year
al., 2010, p. 71). reform, of this change (Main, the collaboration between schools.
Model or two, the Development phase consumes the next two to five years, and
2013). Providing opportunities Including a research team to At the core of the Program is the Consolidation phase can last over a further five to ten years. The time
The initial ‘spark’ for the reform for individuals to work together drive the Program in this scenario the ECM, which was developed periods associated with each of the three phases are indicative only and
in Queensland was clear evidence and have collective responsibility served as a middle layer, mediating originally for reform processes can be accelerated through the alignment of enablers. Similarly, inhibitors
of relatively mediocre teaching to improve practice is a positive. between the schools and the in Australian middle schooling can lead to dips in the progress of the reform program, adding extra time
quality (Goos et al., 2008; Luke On the other hand, lack of systems in which they operate. (Pendergast et al., 2005; to the overall reform process. It is important to note the duration of the
et al., 2003; Masters, 2009) over agency has been recognised as a Pendergast, 2006) and later used to reform journey is consistent with the six year duration that Mourshed et
several years, along with growing problem in school development. In order for reform to be sustained facilitate state-wide reform of the al. (2010) indicated. The core components for each phase are presented in
evidence that certain pedagogical The importance of enabling in the longer term, the shaping of early childhood sector in Victoria Table 2.
approaches appeared to be more collaborative practices to properly leadership is the third imperative (Garvis et al., 2013). The model has
suited to young adolescent learners develop and become established (Mourshed et al., 2010). For junior been derived from an educational Table 2: Core components of Education Change Model for
(MYSA, 2008; Pendergast et is highlighted by Hattie (2003) in secondary reform in Queensland, scenario; however, the principles
underpinning the reform model
junior secondary
al., 2005). Concerns had also his synthesis of over 50,000 studies the leaders and teachers were
been raised around Queensland and 800 meta-analyses of student identified as both the subjects and are equally applicable to business,
industry and community reform Initiation Phase Development Phase Consolidation Phase
students’ literacy and numeracy achievement. agents of change (ACER, 2012).
settings. The ECM has value for 1–2 years 2–5 years 5–10 years
scores against national and In order for this change to be
international benchmarks (Luke He drew the major conclusion sustainable the leaders needed to an individual, a site or setting, and • Introducing new • Implement and • Refine quality
et al., 2003; Masters, 2009). that ‘the remarkable feature be provided with opportunities the systemic level. At the individual language and refine junior teaching practice
This spark eventually led to of the evidence is that the for professional learning and level it can be used to assist people philosophy secondary Quality
• Lead and support
developing the ACER theoretical biggest effects on student to enable others to take risks. to determine the stage of reform Teaching model
• Focus on others
framework underpinning the learning occur when teachers The National Middle School they are operating at by reflecting transition • Encourage
on their own understandings and • Build capacity,
reform entitled Junior secondary become learners of their own Association (NMSA) argued that emerging
practices. Similarly, in a specific • Establish quality ownership and
– Theory and practice (ACER, teaching’ (Hattie, 2003, p. leaders must be ‘committed to leadership
site, the phase of reform can teaching model sustainable
2012). This framework specifies 86). To achieve collaborative and knowledgeable about this age
be determined by auditing the – structures, • Plan and practices
both a structural arrangement practices, teachers need group, education research and best
evidence presented across the protocols & implement, revise
to incorporate the final year of time to reach a common practice’ and be ‘courageous and
site. At the systemic level, the practices and renew
primary school into the lower understanding and establish collaborative’ (2001, p. 28).
years of secondary school, and a a shared commitment. components of the phases outlined • Establish • Facilitate learning
philosophical approach involving Being courageous as a in the ECM support further leadership model communities for
the use of age-appropriate This sets up the conditions for leader embarking on a junior progress in implementation. Hence, teachers
• Plan and
pedagogies and approaches in embedding a shift in the fabric secondary reform means adopting the ECM is applicable
establish evidence • Use and extend
response to the identified needs of of the teaching and learning in a being willing to break down to the innovative change in school
principles evidence sources
early adolescence. school or system (Fullan, 2001). strongly held historical reform in this project.
In junior secondary reform in traditions pertaining to • Develop • Develop support
In relation to the Queensland Queensland, a focus to move from education for adolescents. Typically, the ECM proposes knowledge base structures
reform, three key features the student to the teacher as the Sustaining such reforms that programs of reform are around junior to enable
to success should be subject and agent of implementing requires leaders who support established in three phases, secondary learners sustainability of
considered: 1) the teacher the reform is necessary (ACER, teachers within their school gradually introducing reform
as an active agent; 2) an 2012). by providing explicit training particular core component
intermediary between the in the pedagogies associated changes, and spanning
school and the system; Developing a middle layer between with the reform and ensuring seven years, depending upon Where these core components are not satisfactorily achieved within a
and 3) strong leadership the school and the system is also that continuity for those circumstances. particular phase, there may be a dip in the pace and rate of progress
(Mourshed et al., 2010). critical for effective reform. The practices is then implicit being made. Enablers to reform include: clarity of vision and philosophy;
form that this middle layer takes within the school context. These phases are the Initiation existence of a risk taking culture; leadership at systemic, school and teacher
The concept of a teacher as an can vary and depends on the phase, the Development phase and levels of operation; encouraging a collaborative culture with an emphasis
active agent of school reform context and type of reform being Within these various layers of the Consolidation phase. Both the on teachers as members of a learning community; provision of support for
and development is central to implemented. For example, in education reform, the need to ECM and the relevant literature teacher professional development; and resource commitment, including
educational practices and policies. Mourshed et al.’s (2010) work, identify a model that would be recognise that educational reform time and finances. Inhibitors to reform leading to downward dips in
Teachers must be active and this mediating layer typically useful for this Program was crucial. often takes longer than expected or progress include: lack of leadership, lack of funding, lack of vision and
effective agents of the intended performed three tasks: 1) providing This paper now describes the model typically allowed for in schedules. philosophy, poor evidence base, and lack of commitment (Pendergast,
change. In fact, teachers then act targeted support to schools, 2) selected. The three broad phases can be 2006).
as both the subjects, who need interpreting and communicating
10 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 11
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There are three key features establishing junior secondary, are successfully achieved before a The ECM was applied in a context develop their junior secondary program. The ECM, as outlined earlier, was
necessary for reform: establishing profound and will significantly strong focus on building capacity, where the junior secondary used as the underpinning framework. The Program involved three stages,
collaborative practices, developing a change the schooling of young ownership and sustainable practices framework had first been as presented in Table 4.
mediating layer between the schools adolescents in Queensland. The is embedded into the system introduced in 2012, with variable
and the centre, and architecting change will take several years to be and genuine consolidation can uptake by 2014, when the Program Table 4: Leading Change Development Program project
tomorrow’s leadership (Mourshed normalised within the system. By be achieved. Table 3 provides a was underway. It was expected stage
et al., 2010). The ECM was used using the ECM, it is apparent that mapping tool of the six Guiding that the 259 schools would be at
as the overarching framework sustaining change will be achieved Principles within the context of the varied stages within the ECM. Stage Activity Timeline (2014)
to ensure these elements were only in the final phase of reform, three phases of the ECM, closely The tool became useful to identify
1 Two-day professional learning conference April–June
achieved. The changes associated that is, the Consolidation phase. linking the two for the purposes of which of the core components
for school leaders
with implementing junior Hence, the core components within reflecting on each phase of junior had been addressed and which
secondary, through relocating the Initiation and Development secondary reform. required more attention to ensure 2 Implementation with coaching support, May–September
Year 7 into secondary schools and phases of reform should be a smooth transition to the next including development and/or further
stage. Initially, this information was refinement of action plan
relevant at a school level, then for 3 One-day workshop for school leaders September–October
Table 3: Tool for mapping Education Change Model phases and the Guiding Principles the regions, and finally more widely
at the system level to determine Stage 1
Guiding Principles the overall progress of the reform
In Stage 1, school leaders engaged in intensive professional learning where
and to predict and plan what was
involvement
community
they were asked to determine their school’s current phase of reform.
Leadership
Parent and
Education Change Model phases and core needed to achieve sustainable
wellbeing
decision-
Integral to this process was engaging with the resources to assist them to
teaching
Distinct
identity
components
Student
Quality
making
reform.
move forward through the change process. Central to this stage was the
Local
ECM (Pendergast et al., 2005), used in conjunction with John Kotter’s
Initiation The Leading Change (1996) Eight step Leading Change Model and strongly guided by the
principles garnered from the report, How the world’s most improved
Introducing new language, philosophy
Development Program
school systems keep getting better (Mourshed et al., 2010). Two hundred
Focus on transition The Program was designed for and fifty-nine (259) schools were involved in the two-day conferences held
schools just commencing this in the seven regions around the state.
Establish leadership model
journey, as well as for other
Develop knowledge base around junior secondary purpose-designed schools, For the two-day conferences, the delivery team developed a comprehensive
learners including those that had been pilot suite of resources. These were made available to all schools via a USB
Establish quality teaching model: structures, schools. The Program aimed to device for each school and access to a purpose-built interactive website.
protocols and practices work with all schools to further Resources provided theoretical information and evidence-based research
Plan and establish evidence principles
Development
Implement and refine junior secondary quality
teaching model
Encourage emerging leadership
Facilitate learning communities for teachers
Use and extend evidence sources
Develop support structures to enable sustainability
of reform
Plan and implement, revise and renew
Consolidation
Refine quality teaching practice
Lead and support others
Build capacity, ownership and sustainable practices
KEY: Commencing Working towards increased complexity Achieved at complex level
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related to adolescent learners, focused on a reflection tool for readiness for the change in 2015. approach had a clear focus on the They worked through a discussion process to reach agreement on each
the six Guiding Principles, the schools to consider progress to date, The one-day workshop delivered school leaders. The objective was to item to determine their response on a one to five point Likert scale for
ECM and quality teaching revisit goals and responsibilities, in seven regions constituted the enable them to ensure that all high each of the 15 core components in each of the three stages of the ECM.
strategies. Information, PowerPoint and seek feedback. The ECM data final phase of the Program. The schools were ready to accept Year 7 Participants were also asked to indicate their assessment of where they
presentations, and activities were collected in Stage 1 enabled school one-day workshops were structured students into their junior secondary believed their school was located according to the stages of the ECM.
developed for twenty-eight topics Action Plans to be developed. These around the concept of best practice, structure. It also aimed to enhance
ranging from effective practices plans were aimed to target areas with a focus on three key themes: and improve pre-existing junior Findings
for adolescent learners to building that had the potential to inhibit Transition, Quality Teaching, and secondary models with sound Table 5 shows the number of respondents’ assessment of their school’s
teams within schools. Leadership reform. Evidence-based Practice. Sessions philosophical and educational stage overall, combined for all regions. While the ECM has three defined
teams were informed that they throughout the day were structured practices in place. This readiness phases, respondents indicated on a Likert scale and hence many indicated
could use or adapt these resources Once schools uploaded their around best practice for the was to be inclusive of preparing
documents to the Leading Change being part way between stages, as indicated by the numbers in the second
to best suit their contexts. During themes, followed by presentations teachers for this significant shift, and fourth columns (titled Cusp) of the ECM stage portion.
the two-day conference, evaluation website, coaches evaluated the from selected schools in each enabling them to be self-efficacious
tools were administered to gather documents and provided written region to share effective practice and thereby better positioned
feedback. This included comments, Table 5: Perceived Education Change Model phase for
evidence regarding: each leadership on the themes. Following school to improve student learning in
team’s perceptions of (a) the efficacy recommendations for future presentations, school leadership general.
school population
of their teachers to teach in junior direction, or additional resources. teams engaged in activities that
Education Change Model phase
secondary, (b) their school’s stage of provided them with the structure
reform based on the ECM, and (c)
Of the 259 schools, 114
and tools to reflect on different Using the Education Consoli-
(44%) engaged in Milestone Initiation Development
the effectiveness of the conference aspects of their school’s progress Change Model as an dation TOTAL
1 (developing an Action Mid Cusp Mid Cusp
program as professional learning.
Plan); 71 (25%) in Milestone
in each area and to consider evaluation tool
other strategies that could further 39 15 115 37 41 247
2 (refining the Action Plan); During the Program, evaluation
Stage 2 and 60 (23%) in Milestone 3
support or enhance their junior
secondary program. Schools were tools were used to gather evidence
Stage 2 involved a coaching (reflecting on the outcomes).
given opportunities to network from school leaders about: (a) the As can be seen in Table 5, 54 schools indicated they were in the Initiation
program individualised around Regional engagement ranged
and to share their successes in their efficacy of their teachers to teach in phase, 152 in the Development phase, and 41 in the Consolidation phase
clusters of schools to provide widely, from 71% to 10% for
program implementation efforts. junior secondary, (b) their school’s at the time the survey was administered. For each school, the process
ongoing support over a period of various milestones. stage of reform based on the ECM, provided the opportunity to identify areas of strength and weakness
months for each school leadership During the one-day workshops, and (c) the effectiveness of the for each of the 15 core components, thereby enabling a focus on these
team. Each school had the evaluation tools used in the
In addition to the coaching process, conference program as professional components at the appropriate stage of reform. In this way, plans to
opportunity to participate in a two-day conferences were used
four webinars were presented on learning. This paper now discusses address possible inhibitors and dips in the reform process could be
coaching process, although the again to develop longitudinal
topics that were most frequently how the ECM was employed at initiated by the leadership team.
original design was mandatory understandings of: (a) each
requested by school leaders the end of the three stages of the
participation. All 259 schools leadership team’s perceptions of the The respondents were also asked why they chose the phase as indicated.
during the two-day conferences. Program as a reflection tool for
were placed in 22 clusters that efficacy of their teachers to teach in Figure 1 presents a concept map (generated through the use of Leximancer
The overall satisfaction with the school leaders.
were negotiated with regional junior secondary; (b) their stage of (Smith, 2006)) of a content analysis of the responses explaining how they
representatives. coaching, from participants who
reform based on the ECM; and (c) determined their school’s ECM phase. There are two main themes, each
completed the survey administered The participants
the effectiveness of the conference represented by a circle, with the size of the circle indicating the number of
Each cluster included at the one-day workshops (88 Each school had up to three school
program as professional learning. comments related to the theme.
approximately ten schools responses), was an overall mean leaders present. Two-hundred and
and was allocated two of 7.2 out of 10 and mode of forty-seven of the 259 school teams The comments have been analysed according to the associated phase:
8 out of 10. This indicates that Underpinning the Program
professional coaches. For from seven regions across the state Initiation, Development or Consolidation (shown in red). Two themes
the most common response for design was clear evidence
three to four months the completed a survey that asked emerged from the data: ‘developing in some areas’ (100% connectivity)
overall satisfaction was 8 out of 10, that ‘purposeful professional
coaches were available schools to consider the ECM core being common of the comments from respondents identifying being
indicating that most participants learning for teachers and
for direct support to assist elements and hence map their stage in the Initiation and Development phases. The theme of ‘awaiting Year
were very satisfied with the school leaders is one of the
schools with their junior of reform. 7s’ was common to respondents identifying being in the Initiation and
coaching program (Pendergast et most effective strategies for
secondary ‘Action Plans’ Consolidation stages. In other words, the respondents indicated they are in
al., 2014). improving student outcomes
and to provide feedback and The survey instrument this phase because Year 7s had not yet joined the school.
in our schools’ (AITSL, 2012,
advice on three structured p. 6). The survey instrument was an
milestones. Stage 3 electronic or paper-based list of the
Stage 3 provided an opportunity 15 core components for each stage
for the school leadership teams to With this Project, continuing and
These documents were designed of the ECM. Respondents were
reflect on and share their Action targeted professional development
around an action learning model invited to indicate the degree to
Plan achievements and their was at the core of the strategy. This
which the component was in place.
14 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 15
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Figure 1: Thematic analysis of responses explaining stage of school reform literature and a [O]nce new policies are adopted,
the Education Change Model broadening understanding around there is little follow-up. Only
adolescent development and state 10% of the policies considered in
and national education agendas this dataset have been evaluated
focused on young adolescents. for their impact. Measuring
policy impact more rigorously and
Mourshed et al. (2010) consistently will not only be cost
observed that major effective in the long run, it is also
improvements in education essential for developing the most
systems often have their useful, practicable and successful
impetus grounded in a spark, education policy options (OECD
typically being either a crisis 2015, p. 20).
or a major reform agenda, as
in this case. A key recommendation following
this major change in Queensland
Concerns had been raised around state education is the need for
Queensland students’ literacy and an appropriate evaluation of the
numeracy scores against national reform. The timing of this should
and international benchmarks for be informed by the ECM, which
more than a decade. There was also indicates a suitable timeline for
a national focus on the middle years evaluation is after most schools
of learning and state reform centred have located themselves in the
on creating junior secondary in Consolidation phase, that is, three
Queensland government high to five years after the major reform,
schools. Notable about this project in 2018–2020.
is the resource investment to ensure
congruence between implementing
the reform and the willingness Acknowledgments
of leadership teams to drive it in The Program team thank the
a sustainable and consistent way Department of Education, Training
across the state. Using the ECM and Employment, Queensland
With respect to the larger node their school as being in the final as the underpinning platform of for the vision, commitment and
‘developing in some areas’, Consolidation phase of reform. the Program provided a framework collaboration in undertaking this
respondents indicated that they Terms such as ‘waiting’ and that had emerged out of an important work.
had achieved some of the core ‘planning’ were typically used by evidence-based project (Pendergast
components but on balance, were respondents. While this group was et al, 2005) and informed by the
in the second stage of the ECM, smaller (41 of 247 schools), it was literature in the field.
that is, some components were noteworthy that these respondents
still developing. Also in this node generally considered their school to Looking ahead to the future,
were respondents who assessed be at Consolidation, hence focusing it is pertinent to consider the
themselves to be in the Initiation on sustaining the reforms. This insights from a recent report
phase. Comments typically related is somewhat ironic as, in general, presented by the OECD (2015)
to being ‘involved in the pilot’, these schools were absent of Year entitled Education policy outlook
which applied to 20 of the schools, 7 students, so their reforms were 2015: Making reforms happen.
‘the nature of the school’, along more likely to be around Year 8 and The authors reveal the scale and
with ‘improvement’, ‘continue’, Year 9 changes of practice. scope of education reforms being
‘developing’, ‘time’ and ‘progress’; undertaken in the 34 OECD
all themes that captured the notion member countries and detail more
of continuing on the journey of Final thoughts than 450 separate initiatives in the
reform. The Program played an important past seven years. One of the most
role in this major reform agenda important observations of this
For the second node ‘awaiting Year collection is:
7s’, there was a strong connection in Queensland schools. It was
with leadership teams who assessed informed by the international
16 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 17Previous
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References Main, K. (2013). Australian middle years’
reform: A focus on teachers and leaders
Smith, A. E. (2006). Evaluation of
unsupervised semantic mapping of
as the subjects and agents of change. In I. natural language with Leximancer concept
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National assessment program: Literacy and The professional development imperative (pp.
numeracy. From http://www.nap.edu.au/ 180–197). London, UK: Routledge. Stevens, R. J. (2004). Why do educational
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Main, K., & Bryer, F. (2005). Researching know? What can we do? Teaching and
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Research (ACER). (2012). Junior secondary N. Bahr (Eds.), Teaching middle years:
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Leadership (AITSL). (2012). The Australian Improving literacy, numeracy and science
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(DET). (2010). A flying start for Queensland Mourshed, M., Chijioke, C., & Barber,
children. Brisbane, QLD: Department of
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M. (2010). How the world’s most improved
school systems keep getting better. From http://
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mckinseyonsociety.com/how-the-worlds- Prof Donna Pendergast
Dinham, S., & Rowe, K. (2007). Teaching most-improved-school-systems-keep-
and learning in middle schools: A review of getting-better/ Griffith University
the literature. Camberwell, Vic: ACER. Queensland
Middle Years of Schooling Association
Fullan, M. (2001). Leading in a culture of (MYSA). (2008). MYSA position paper: d.pendergast@griffith.edu.au
change. San Francisco: Jossey-Bass. Middle schooling people, practices and places.
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. . . Leach, D. (2013). The Victorian National Middle School Association
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Goos, M., Mills, M., Gilbert, R., Gowlett, and Development (OECD). (2015). Dr Harold Kanasa
C., T., W., Renshaw, P., . . . Honan, E. Education policy outlook 2015: Making
(2008). Longitudinal study of teaching and reforms happen. From http://dx.doi. Griffith University
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Carrington, V., Dole, S., . . . Stevens, L. Queensland Government. (2015). Year 7
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18 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 19Previous
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Towards sustainable
language and literacy Abstract
practices for teacher In response to the need for a sustainable language and literacy practice that ensures middle school
students’ success in writing, a co-educational, Roman Catholic college in South Australia engaged its
teachers and students in a three-year project known as The Writing Project. The project aimed to develop
learning in a secondary student skills and competence in writing to ensure all students met the language and literacy demands
of the curriculum. It also aimed to build the capacity of teachers across learning areas. This article
focuses on the capacity-building aspect of the project. It examines the teachers’ positive perceptions of
their own development as teachers of writing and the extent to which the project has impacted on their
context: A focus on writing. practice. This article contributes to knowledge about sustainable teacher learning through a project
approach and creates an understanding of what constitutes successful pedagogical practices in middle
school writing classes.
Dr Nina Maadad and Ms Beverley White Keywords: literacy; language; sustainable practice; writing; secondary education
20 Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au Adolescent Success – Volume 15 – Number 2 – November 2015 – www.adolescentsuccess.org.au 21Previous
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Introduction The Australian Curriculum defines improvement in Australia’s students’ writing skills, whether Context of study The last aim, building teacher
students’ production of texts rate of Year 12 completion or narrative or argument, relative to capacity, is directed at supporting
Developing sustainable language The context of this study is a
as ‘composing texts’ (ACARA, equivalent. the demands of their year level; teachers to develop a deeper
and literacy practices is essential metropolitan, co-educational,
2013b). This capability is based explicitly teaching the increasing understanding of the discourse
to enable equitable access to the pre-school to Year 12, Roman
on a social model of language, Consequently in 2008, the complexity as students move to of their own subject areas with
curriculum and successful senior Catholic college in South Australia.
requiring students to write for a National Assessment Program – higher levels. It has to be stressed scaffolding as a key pedagogical
schooling years for all students. The school has experienced rapidly
range of purposes and contexts. Literacy and Numeracy (NAPLAN) that developed writing skills would approach. This will enable students
Concerning both policy-makers changing demographics in recent
was introduced for Years 3, 5, 7 be beneficial for students preparing to engage cognitively, affectively,
and educators, the complex task years. It has changed from single
In middle schooling, this requires and 9. This assessment program for subsequent years as they work and skilfully with the required
of improving literacy is one aim sex to co-educational, and the
students’ master various discourses includes students’ ability to towards achieving their South language demands.
of national initiatives around the proportion of English as Additional
across a breadth of studies over compose written texts. These Australian Certificate of Education
globe. For example, Language or Dialect (EALD)
several years. The texts, whether tests provide data to ‘inform (SACE), and further learning in
web-based or text-based, become the development of strategies to either vocational or university
students increased to 18% in Writing and the teaching
• the National Literacy Strategy 2012. School surveys show that
in the United Kingdom
increasingly complex and improve literacy and numeracy studies. of writing
approximately 30% of parents did
multimodal. Within this learning skills of students in all schools Society expects that through
(Literacy Taskforce, 2013; not complete Year 12 and a further
environment, there remains across Australia’ (ACARA, 2013b, Since teaching students how to schooling, all children will learn
Stannard & Huxford, 2007) 10% did not complete Year 10.
considerable need for students to p. 4). write can be considered a specialist to write. However, the challenges
To ensure all students have access
• the No Child Left Behind Act master written language skills to skill, many teachers, across all for children are many as they
to the curriculum, the secondary
in the United States of America demonstrate evidence of learning. Data from the 2012 NAPLAN curricular areas, require substantial learn the skills necessary for
campus of the college embarked on
(Federal Education Budget Middle schooling demands written persuasive writing task for Year 9 professional education. Hence, the success with writing. Likewise,
a three-year project to incorporate
Project, 2013) language as a mode of assessment as students (ACARA, 2012, p. 255) relevance of The Writing Project ‘the challenges for teachers are
the explicit teaching of writing in
well as a mode of learning. Students reported that: presented in this report. equally daunting as they grapple
• The Melbourne Declaration every subject from Year 8 to Year
unable to meet this specific literacy with trying to meet the diverse
on Educational Goals for In Persuasive Writing, the 10. This endeavour was called The
demand are disadvantaged and needs of students, curriculum
Young Australians of the their progress through schooling percentage of students Aim of this article Writing Project. The principal of
the college expressed concern that requirements and the expectations
Australian Ministerial Council may be hindered. Hence, this study across Australia who This article discusses part of some students studying for their of employers and the community’
on Education, Employment, focuses on developing teacher achieved at or above the the results of implementing an SACE could not compose written (Mackenzie, 2009, p.60). Writing
Training, and Youth Affairs, or capacity to explicitly teach the national minimum standard intensive school-wide professional assessment tasks without support. has been defined as a means of
MCEETYA (2008). written genres of their learning is low relative to the other development program called The The SACE represents choices for expressing or communicating in
areas, focusing on the grammar domains and other year Writing Project. This article reports print (Mackenzie, Scull, & Munsie,
Literacy currently includes levels (81.7%). students, be it academic study, a
of written language. Continued on a particular segment of the 2013). It is a complex cognitive,
how learning is used beyond vocational pathway or meaningful
research in this area is essential as program that focuses on teacher linguistic, and communicative
the classroom in diverse social While this result has been employment, hence the principal’s
many students in Australia are not learning. It aims to describe, first, process that can be developed
and cultural situations. Current consistent with the latest figures on moral imperative that every student
achieving the expected national the teachers’ perceptions of their and nurtured (Whiteman, 2013).
definitions of literacy encompass the persuasive writing component achieved the SACE. In light of this,
literacy rate. Concerns about this own development as teachers of This requires both educators
everything that students need to of the NAPLAN (ACARA 2014; the aims for The Writing Project
cohort, commonly referred to as the writing in their respective learning and students to understand the
access the school curriculum and 2013c) for the years 2013 (82.6%) were:
literacy tail, were reported to the areas, and second, the extent to influence of the social context
enjoy fully participating in life Council of Australian Governments and 2014 (81.8%), this does not
which professional learning has 1. develop skills and competence on language choices for writing.
beyond school. The Australian (Love, 2010) and taken up in provide a complete picture of
impacted on their practice. This in written language for all Students can then make informed
Curriculum Literacy Capability The Melbourne Declaration on students’ writing ability. NAPLAN
article will contribute knowledge students across the curriculum choices about the degree of
prepared by the Australian Educational Goals for Young is mainly assessed on the technical
about sustainable teacher learning technicality and the level of
Curriculum, Assessment, and Australians (MCEETYA, 2008, p. side of writing and not on voice
and build an understanding 2. improve SACE results for all formality required for a topic,
Reporting Authority or ACARA 5): or style. The test is on-demand
of what constitutes successful senior students which is influenced by the roles
(2013b, p.1) states that: and artificial, where some topics
pedagogical practices for lifelong and relationships between authors
… by comparison with the for writing are often not age- 3. support the language and and readers (Halliday, 1994).
Literacy encompasses the learning, focusing on writing in
world’s highest performing appropriate and confusing (Cox, literacy development for the This knowledge not only equips
knowledge and skills students middle school. Research adding to
school systems, Australian 2014). However, this outcome increasing number of EALD students in the middle school to
need to access, understand, the collective knowledge of how
students from low suggests that work needs to be done students, enabling equitable make appropriate and powerful
analyse and evaluate information, teachers can improve students’
socioeconomic backgrounds for secondary schools to devise access to the curriculum language choices, it also develops
make meaning, express thoughts literacy is important at both the
are under-represented strategies aimed at improving their abilities to become effective
and emotions, present ideas and national and international levels.
among high achievers and student writing or student 4. build teacher capacity and communicators as members of the
opinions, interact with others and overrepresented among low attitudes towards writing. An ideal expertise. community in a range of social
participate in activities at school achievers... there is room for situation would be to develop
and in their lives beyond school. contexts.
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