I’d like to start by sharing a story there’s a coast and the two schools
there’s a coast and the two schools
there’s a coast and the two schools school a and school B between these two
school a and school B between these two
school a and school B between these two schools there’s a main road the boundary
schools there’s a main road the boundary
schools there’s a main road the boundary line which dictates which students in
line which dictates which students in
line which dictates which students in which houses go to which school runs
which houses go to which school runs
which houses go to which school runs along the main road because school a is
along the main road because school a is
along the main road because school a is closer to the coast the median house
closer to the coast the median house
closer to the coast the median house price is higher and therefore the
price is higher and therefore the
price is higher and therefore the students that go to school a have a
students that go to school a have a
students that go to school a have a higher level of socioeconomic advantage
higher level of socioeconomic advantage
higher level of socioeconomic advantage so green here means upper-class yellow
so green here means upper-class yellow
so green here means upper-class yellow means middle class and red means lower
means middle class and red means lower
means middle class and red means lower class because school B is further from
class because school B is further from
class because school B is further from the coast the level of advantage for
the coast the level of advantage for
the coast the level of advantage for students at school B is lower relative
students at school B is lower relative
students at school B is lower relative to school A because school B is
to school A because school B is
to school A because school B is perceived to have more behavioral
perceived to have more behavioral
perceived to have more behavioral problems and school a is placed in a
problems and school a is placed in a
problems and school a is placed in a nicer area so it seemed to have better
nicer area so it seemed to have better
nicer area so it seemed to have better resources high achieving students from
resources high achieving students from
resources high achieving students from school B desire to go to school a as
school B desire to go to school a as
school B desire to go to school a as they believe they’ll have better
they believe they’ll have better
they believe they’ll have better outcomes and better opportunities at
outcomes and better opportunities at
outcomes and better opportunities at school a and what this does is it
school a and what this does is it
school a and what this does is it creates a large imbalance in the level
creates a large imbalance in the level
creates a large imbalance in the level of advantage between school a and school
of advantage between school a and school
of advantage between school a and school B but what I haven’t told you is that
B but what I haven’t told you is that
B but what I haven’t told you is that school B is the school that I teach at
school B is the school that I teach at
school B is the school that I teach at as was mentioned before my name is Adam
as was mentioned before my name is Adam
as was mentioned before my name is Adam endo and I’m the head of mathematics and
endo and I’m the head of mathematics and
endo and I’m the head of mathematics and science at a disadvantaged school in
science at a disadvantaged school in
science at a disadvantaged school in metropolitan Perth I started out
metropolitan Perth I started out
metropolitan Perth I started out studying chemical engineering and
studying chemical engineering and
studying chemical engineering and chemistry here at UWA I then went on to
chemistry here at UWA I then went on to
chemistry here at UWA I then went on to do the teach for Australia leadership
do the teach for Australia leadership
do the teach for Australia leadership development program doing my masters of
development program doing my masters of
development program doing my masters of teaching following this I’ve taught it
teaching following this I’ve taught it
teaching following this I’ve taught it to socioeconomically disadvantaged
to socioeconomically disadvantaged
to socioeconomically disadvantaged schools here in Perth when I was
schools here in Perth when I was
schools here in Perth when I was studying chemical engineering
studying chemical engineering
studying chemical engineering one of my friends made a rather crude
one of my friends made a rather crude
one of my friends made a rather crude generalization that stuck with me to
generalization that stuck with me to
generalization that stuck with me to this day and that’s the electrical
this day and that’s the electrical
this day and that’s the electrical engineers they deal with the electrical
engineers they deal with the electrical
engineers they deal with the electrical parts mechanical engineers deal with the
parts mechanical engineers deal with the
parts mechanical engineers deal with the mechanical part or the moving parts
mechanical part or the moving parts
mechanical part or the moving parts civil and structural engineers deal with
civil and structural engineers deal with
civil and structural engineers deal with the non moving parts the chemical
the non moving parts the chemical
the non moving parts the chemical engineers
engineers
engineers they look at the whole thing they look
they look at the whole thing they look
they look at the whole thing they look at the big picture from start to finish
at the big picture from start to finish
at the big picture from start to finish and the purpose of chemical engineering
and the purpose of chemical engineering
and the purpose of chemical engineering is to take raw unrefined resources and
is to take raw unrefined resources and
is to take raw unrefined resources and materials and put them through a process
materials and put them through a process
materials and put them through a process that allows them to become more refined
that allows them to become more refined
that allows them to become more refined and more usable I’m not in chemical
and more usable I’m not in chemical
and more usable I’m not in chemical engineering but I think I’m doing
engineering but I think I’m doing
engineering but I think I’m doing something a little bit smaller but not
something a little bit smaller but not
something a little bit smaller but not with inanimate objects
with inanimate objects
with inanimate objects with people how do we take raw students
with people how do we take raw students
with people how do we take raw students for lack of a better term and value add
for lack of a better term and value add
for lack of a better term and value add to them so that they’re more refined and
to them so that they’re more refined and
to them so that they’re more refined and can contribute more positively to
can contribute more positively to
can contribute more positively to society I think the answer lies
society I think the answer lies
society I think the answer lies somewhere in here and what I believe
somewhere in here and what I believe
somewhere in here and what I believe this should look like is dictated by my
this should look like is dictated by my
this should look like is dictated by my vision for education in Australia that
vision for education in Australia that
vision for education in Australia that all children regardless of background
all children regardless of background
all children regardless of background are entitled to an excellent education
are entitled to an excellent education
are entitled to an excellent education there’s a lot of research being done at
there’s a lot of research being done at
there’s a lot of research being done at the moment about what an excellent
the moment about what an excellent
the moment about what an excellent education looks like as dictated by high
education looks like as dictated by high
education looks like as dictated by high rates of learning but there’s another
rates of learning but there’s another
rates of learning but there’s another part to this how every student at every
part to this how every student at every
part to this how every student at every school can have access to that which
school can have access to that which
school can have access to that which we’re offering and this is the part that
we’re offering and this is the part that
we’re offering and this is the part that I’d like to talk about today more
I’d like to talk about today more
I’d like to talk about today more advantaged schools typically tend to
advantaged schools typically tend to
advantaged schools typically tend to have access to better quality teaching
have access to better quality teaching
have access to better quality teaching better resources and also a more
better resources and also a more
better resources and also a more positive school climate there was a
positive school climate there was a
positive school climate there was a study done by the program of
study done by the program of
study done by the program of international students assessments Pisa
international students assessments Pisa
international students assessments Pisa and they looked at the average school
and they looked at the average school
and they looked at the average school science scores and compared the
science scores and compared the
science scores and compared the difference between advantaged schools
difference between advantaged schools
difference between advantaged schools and disadvantaged schools and what they
and disadvantaged schools and what they
and disadvantaged schools and what they found was that the difference between
found was that the difference between
found was that the difference between advantaged and disadvantaged schools was
advantaged and disadvantaged schools was
advantaged and disadvantaged schools was a hundred points this equates to about
a hundred points this equates to about
a hundred points this equates to about three years worth of learning so you
three years worth of learning so you
three years worth of learning so you could take one student in an advantage
could take one student in an advantage
could take one student in an advantage school and another in a disadvantaged
school and another in a disadvantaged
school and another in a disadvantaged school and what you would find is the
school and what you would find is the
school and what you would find is the the difference in science knowledge
the difference in science knowledge
the difference in science knowledge would be roughly three years which is
would be roughly three years which is
would be roughly three years which is pretty significant
it’s not just about academic outcomes
it’s not just about academic outcomes another issue we have to be mindful of
another issue we have to be mindful of
another issue we have to be mindful of is something called social segregation
is something called social segregation
is something called social segregation which put simply is just the splitting
which put simply is just the splitting
which put simply is just the splitting of social classes so upper classes
of social classes so upper classes
of social classes so upper classes middle classes and lower classes all
middle classes and lower classes all
middle classes and lower classes all being separated from each other in the
being separated from each other in the
being separated from each other in the same study by Pisa out of 71 countries
same study by Pisa out of 71 countries
same study by Pisa out of 71 countries that were surveyed first being the most
that were surveyed first being the most
that were surveyed first being the most socially segregated the most splitting
socially segregated the most splitting
socially segregated the most splitting between classes Australia was actually
between classes Australia was actually
between classes Australia was actually ranked eighth which might be surprising
ranked eighth which might be surprising
ranked eighth which might be surprising to some of you Trevor cobalt on the save
to some of you Trevor cobalt on the save
to some of you Trevor cobalt on the save our schools website referred to social
our schools website referred to social
our schools website referred to social segregation as a double jeopardy effect
segregation as a double jeopardy effect
segregation as a double jeopardy effect he said that not only a student’s
he said that not only a student’s
he said that not only a student’s disadvantage because of their conditions
disadvantage because of their conditions
disadvantage because of their conditions at home
at home
at home when they come from a disadvantaged
when they come from a disadvantaged
when they come from a disadvantaged background but also when they’re
background but also when they’re
background but also when they’re socially segregated more disadvantaged
socially segregated more disadvantaged
socially segregated more disadvantaged is imposed on them as well so in other
is imposed on them as well so in other
is imposed on them as well so in other words more social segregation leads to
words more social segregation leads to
words more social segregation leads to worse educational outcomes for students
worse educational outcomes for students
worse educational outcomes for students and also a wider achievement gap between
and also a wider achievement gap between
and also a wider achievement gap between those that advantaged and those that are
those that advantaged and those that are
those that advantaged and those that are disadvantaged but it’s not just academic
disadvantaged but it’s not just academic
disadvantaged but it’s not just academic outcomes as I said before social
outcomes as I said before social
outcomes as I said before social segregation is shown to lead to poorer
segregation is shown to lead to poorer
segregation is shown to lead to poorer expectations for the future for those
expectations for the future for those
expectations for the future for those students from disadvantaged backgrounds
students from disadvantaged backgrounds
students from disadvantaged backgrounds it’s shown to lead to greater social
it’s shown to lead to greater social
it’s shown to lead to greater social intolerance within communities and
intolerance within communities and
intolerance within communities and workplaces and also damaged social
workplaces and also damaged social
workplaces and also damaged social empathy as well as decreased capacity
empathy as well as decreased capacity
empathy as well as decreased capacity for social groups to coexist so it’s not
for social groups to coexist so it’s not
for social groups to coexist so it’s not just about how students are doing well
just about how students are doing well
just about how students are doing well in school but it has implications for
in school but it has implications for
in school but it has implications for how different classes cultures and
how different classes cultures and
how different classes cultures and groups actually integrate in society
groups actually integrate in society
groups actually integrate in society which has really big implications for
which has really big implications for
which has really big implications for how productive we are as a country and
how productive we are as a country and
how productive we are as a country and as a community so a lot of people try
as a community so a lot of people try
as a community so a lot of people try and solve this and the first thing that
and solve this and the first thing that
and solve this and the first thing that people jump to is that why don’t we
people jump to is that why don’t we
people jump to is that why don’t we throw more money why don’t we put more
throw more money why don’t we put more
throw more money why don’t we put more resources into schools to help fix this
resources into schools to help fix this
resources into schools to help fix this and what I can tell you that is that
and what I can tell you that is that
and what I can tell you that is that factoring in inflation increased wage
factoring in inflation increased wage
factoring in inflation increased wage inflation in the education system and
inflation in the education system and
inflation in the education system and also the increased population of those
also the increased population of those
also the increased population of those that are attending school in Australia
that are attending school in Australia
that are attending school in Australia the amount of funding going into the
the amount of funding going into the
the amount of funding going into the education system has actually steadily
education system has actually steadily
education system has actually steadily increased over time
increased over time
increased over time but if we look at results for
but if we look at results for
but if we look at results for high-stakes testing such as year nine
high-stakes testing such as year nine
high-stakes testing such as year nine NAPLAN what we see here is that there’s
NAPLAN what we see here is that there’s
NAPLAN what we see here is that there’s a stagnation those that are meeting the
a stagnation those that are meeting the
a stagnation those that are meeting the national minimum standard the percentage
national minimum standard the percentage
national minimum standard the percentage for that is actually relatively the same
for that is actually relatively the same
for that is actually relatively the same no matter what the strand is no matter
no matter what the strand is no matter
no matter what the strand is no matter what area they’re testing the amount of
what area they’re testing the amount of
what area they’re testing the amount of students meeting that standard is fairly
students meeting that standard is fairly
students meeting that standard is fairly stagnant this might just be for year
stagnant this might just be for year
stagnant this might just be for year nine but I can assure you that it’s
nine but I can assure you that it’s
nine but I can assure you that it’s pretty much the same for all the
pretty much the same for all the
pretty much the same for all the different year groups that are tested so
different year groups that are tested so
different year groups that are tested so what I’m proposing is that it’s not
what I’m proposing is that it’s not
what I’m proposing is that it’s not necessarily money that’s the be-all and
necessarily money that’s the be-all and
necessarily money that’s the be-all and end-all solution sometimes it helps but
end-all solution sometimes it helps but
end-all solution sometimes it helps but what I think we need to be looking at is
what I think we need to be looking at is
what I think we need to be looking at is how do we better use the resources and
how do we better use the resources and
how do we better use the resources and money that we already have to produce
money that we already have to produce
money that we already have to produce the best outcomes possible so back to
the best outcomes possible so back to
the best outcomes possible so back to this problem I told you before that the
this problem I told you before that the
this problem I told you before that the boundary line that separates school a
boundary line that separates school a
boundary line that separates school a and school B runs along the main road
and school B runs along the main road
and school B runs along the main road what I propose we do in this situation
what I propose we do in this situation
what I propose we do in this situation is we put it perpendicular to the main
is we put it perpendicular to the main
is we put it perpendicular to the main road what this means is that school a
road what this means is that school a
road what this means is that school a and school B both share the coastline so
and school B both share the coastline so
and school B both share the coastline so there’s a bit of a reshuffle in terms of
there’s a bit of a reshuffle in terms of
there’s a bit of a reshuffle in terms of the advantage of the students attending
the advantage of the students attending
the advantage of the students attending those schools it might not be a perfect
those schools it might not be a perfect
those schools it might not be a perfect once in reality but I think it’s going
once in reality but I think it’s going
once in reality but I think it’s going to reduce the the risk of students
to reduce the the risk of students
to reduce the the risk of students wanting to move to another school
wanting to move to another school
wanting to move to another school because they perceive it as being better
this is just one solution to one unique
this is just one solution to one unique problem and what I’d like to do is share
problem and what I’d like to do is share
problem and what I’d like to do is share one area that can help to reduce the
one area that can help to reduce the
one area that can help to reduce the effects of socio-economic disadvantage
effects of socio-economic disadvantage
effects of socio-economic disadvantage in schools and use my own schools
in schools and use my own schools
in schools and use my own schools examples to show how we make that happen
examples to show how we make that happen
examples to show how we make that happen this area I’d like to focus on is the
this area I’d like to focus on is the
this area I’d like to focus on is the supportive school climate and an
supportive school climate and an
supportive school climate and an environment for learning school climate
environment for learning school climate
environment for learning school climate or a positive school climate has been
or a positive school climate has been
or a positive school climate has been shown to narrow achievement gaps not
shown to narrow achievement gaps not
shown to narrow achievement gaps not just between advantaged and
just between advantaged and
just between advantaged and disadvantaged students but also between
disadvantaged students but also between
disadvantaged students but also between high achieving and low achieving
high achieving and low achieving
high achieving and low achieving students so positive school climate is
students so positive school climate is
students so positive school climate is used to useful no matter what school
used to useful no matter what school
used to useful no matter what school you’re in it helps to decrease the gap
you’re in it helps to decrease the gap
you’re in it helps to decrease the gap between students who have a difference
between students who have a difference
between students who have a difference in how they’re achieving at the school
in how they’re achieving at the school
in how they’re achieving at the school that I’m teaching at our school vision
that I’m teaching at our school vision
that I’m teaching at our school vision is centered on in
is centered on in
is centered on in adding students to learn what this means
adding students to learn what this means
adding students to learn what this means is that students aren’t coerced what we
is that students aren’t coerced what we
is that students aren’t coerced what we do is we build a climate where students
do is we build a climate where students
do is we build a climate where students want to be invited in where they have
want to be invited in where they have
want to be invited in where they have buy-in and have a sense of ownership
buy-in and have a sense of ownership
buy-in and have a sense of ownership over the learning process how we target
over the learning process how we target
over the learning process how we target these care areas of improvement is based
these care areas of improvement is based
these care areas of improvement is based on five major values these are
on five major values these are
on five major values these are intentionality optimism care respect and
intentionality optimism care respect and
intentionality optimism care respect and Trust so everything we do is through the
Trust so everything we do is through the
Trust so everything we do is through the lens of intentionality care optimism
lens of intentionality care optimism
lens of intentionality care optimism respect and Trust when we engage with
respect and Trust when we engage with
respect and Trust when we engage with students when we engage with colleagues
students when we engage with colleagues
students when we engage with colleagues is that with care is it with optimism
is that with care is it with optimism
is that with care is it with optimism every decision that we make every policy
every decision that we make every policy
every decision that we make every policy that we change its intentional and we do
that we change its intentional and we do
that we change its intentional and we do it with optimism we do it with respect
it with optimism we do it with respect
it with optimism we do it with respect trust at the center of this using it as
trust at the center of this using it as
trust at the center of this using it as a lens for change what we decide to
a lens for change what we decide to
a lens for change what we decide to change and what we target is what we
change and what we target is what we
change and what we target is what we call the five PS people places policies
call the five PS people places policies
call the five PS people places policies programs and processes these are the
programs and processes these are the
programs and processes these are the five things that we always target and
five things that we always target and
five things that we always target and reflect on to make sure that when we’re
reflect on to make sure that when we’re
reflect on to make sure that when we’re changing we’re very specific in what we
changing we’re very specific in what we
changing we’re very specific in what we want to change making sure that each of
want to change making sure that each of
want to change making sure that each of those changes are intentional caring
those changes are intentional caring
those changes are intentional caring optimistic respectful and trusting so
optimistic respectful and trusting so
optimistic respectful and trusting so let me give you an example if a students
let me give you an example if a students
let me give you an example if a students below benchmark if they’re getting a D
below benchmark if they’re getting a D
below benchmark if they’re getting a D or e grade if we notice they’ve slipped
or e grade if we notice they’ve slipped
or e grade if we notice they’ve slipped behind what they’re normally achieving
behind what they’re normally achieving
behind what they’re normally achieving whatever that is and that student needs
whatever that is and that student needs
whatever that is and that student needs to be caught up what we do is we look at
to be caught up what we do is we look at
to be caught up what we do is we look at data we look at how classes are tracking
data we look at how classes are tracking
data we look at how classes are tracking we look at how individuals are tracking
we look at how individuals are tracking
we look at how individuals are tracking we look at how the cohorts tracking
we look at how the cohorts tracking
we look at how the cohorts tracking we’re constantly looking at data every
we’re constantly looking at data every
we’re constantly looking at data every five weeks so we have a really clear
five weeks so we have a really clear
five weeks so we have a really clear picture and a really clear indication of
picture and a really clear indication of
picture and a really clear indication of how those students are tracking and when
how those students are tracking and when
how those students are tracking and when we need to intervene following that we
we need to intervene following that we
we need to intervene following that we then ask a series of questions based on
then ask a series of questions based on
then ask a series of questions based on a five-piece so in terms of people
a five-piece so in terms of people
a five-piece so in terms of people places policies programs and processes
places policies programs and processes
places policies programs and processes we ask are there problems with
we ask are there problems with
we ask are there problems with engagement or participation of students
engagement or participation of students
engagement or participation of students what can I do as a person to change to
what can I do as a person to change to
what can I do as a person to change to improve my practice how can I best meet
improve my practice how can I best meet
improve my practice how can I best meet the needs of these people in my class
the needs of these people in my class
the needs of these people in my class and we ask a series of questions based
and we ask a series of questions based
and we ask a series of questions based on these five PS so for places we say is
on these five PS so for places we say is
on these five PS so for places we say is the classroom inviting policies are the
the classroom inviting policies are the
the classroom inviting policies are the rules and expectations inviting and we
rules and expectations inviting and we
rules and expectations inviting and we basically use these as a
basically use these as a
basically use these as a framework to invoke change through the
framework to invoke change through the
framework to invoke change through the lens of our five values to make sure
lens of our five values to make sure
lens of our five values to make sure that students have buy-in and there’s a
that students have buy-in and there’s a
that students have buy-in and there’s a positive school climate so they want to
positive school climate so they want to
positive school climate so they want to be a part of that learning process if I
be a part of that learning process if I
be a part of that learning process if I was to boil down the whole problem of
was to boil down the whole problem of
was to boil down the whole problem of socio-economic disadvantage into two
socio-economic disadvantage into two
socio-economic disadvantage into two words first would be data we need to
words first would be data we need to
words first would be data we need to know that social segregation and
know that social segregation and
know that social segregation and socio-economic disadvantage are a real
socio-economic disadvantage are a real
socio-economic disadvantage are a real thing and we need to know what research
thing and we need to know what research
thing and we need to know what research tells us about how we can minimize the
tells us about how we can minimize the
tells us about how we can minimize the effects of it happening we also need to
effects of it happening we also need to
effects of it happening we also need to understand the data in our schools
understand the data in our schools
understand the data in our schools both looking at individuals classes and
both looking at individuals classes and
both looking at individuals classes and the broader school and identify areas of
the broader school and identify areas of
the broader school and identify areas of risk and need and secondly the other
risk and need and secondly the other
risk and need and secondly the other word is equity
word is equity
word is equity how can we make sure that every child in
how can we make sure that every child in
how can we make sure that every child in every school has access to education and
every school has access to education and
every school has access to education and excellent education thank you
excellent education thank you
excellent education thank you [Applause]
[Applause]
[Applause] you
”
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