1. The game-change needed to move our Education system up a major notch

3. C H A N G E

6. 1BHP Billiton108 2Wesfarmers171 3Woolworths175 4Commonwealth Bank227 5Westpac Bank229 6National Bank254 7ANZ Bank291 8Telstra438 9.Caltex486

8. Developing people with the right skills and attributes – entrepreneurship, creative, tenacious, passionate, in pursuit of new ideas. Individuals selected and combined into effective teams – collaborations, diversity, pursuit of deeper understanding of impact, respect for others Organisations structured to be cross-functional with fluid organisation roles – Enough order and structure to drive action but enough ambiguity to keep uninhibited by the past. A culture open to new ideas, welcoming diversity so as to incubate and follow success

9. Autonomy leads to greater division between the best & the poorest. Greatest barrier to improvement is the spread of schools The variance is greater within than between schools The closed nature of sharing and collaboration is among the greatest damnations of the autonomy agenda The centre is scared of taking excellent agendas that have worked in many schools and rolling them out wider Up scaling is the least understood concept in our business.

12. Students Teachers Home Peers Schools Principal

13. 8 th 3 rd 4 th 1 st 2 nd 6 th 5 th 7 th

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

15. Average (purple) and Growth (red)

16. Relation to SES It is the case that there is a positive correlation between Achievement score and SFO SFO and Achievement

17. Correlation But no relation of SFO and Growth

18. Growth comparisons Males and female growth similar 0.05 LOTE higher than non-LOTE0.13 Indigenous growth similar 0.04 Lower parental occupation higher growth than upper 0.11

19. Great vs. Low Growth Schools Lowest Growth Schools Highest Growth Schools Reading Writing Numeracy ReadingWritingNumeracy SchoolGrowthGrowthGrowthGrowth GrowthGrowth 1 -.14-.17.13312.53.48.76 2.83-1.88-.02313.73.40.64 3 -.061.31.61314.60.72.48 4.17-.18.08315.68.59.61 5.54-.63.47316.76.48.67 6.10.24.23317.73.61.64 7.21.08.30318.68.81.57 8.35.02.24319.66.74.71 9.41-.25.46320.94.72.83 10.08.29.30321.50.88.47

20. High vs. Low Growth Schools Lowest Growth Schools Highest Growth Schools Reading Writing Numeracy ReadingWritingNumeracy SchoolGrowthGrowthGrowthGrowth GrowthGrowth 1H -.14-.17.13312 H.53.48.76 2 M.83-1.88-.02313 L.73.40.64 3 H-.06-1.31.61314 M.60.72.48 4 L.17-.18.08315 H.68.59.61 5 L.54-.63.47316 M.76.48.67 6L.10.24.23317 H.73.61.64 7M.21.08.30318 L.68.81.57 8M.35.02.24319 M.66.74.71 9H.41-.25.46320 H.94.72.83 10H.08.29.30321 L.50.88.47

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

24. Controlling the narrative: Growth for all The tail, the gap, the disadvantaged, the low SES

25. Reading distribution (N=126,424)

26. Socio-economic status and Reading

27. Retention

32. Differences across teachers 32

33. Percentage of Student Work classified as Surface or Deep ExperiencedExpert

34. Ask not how do we best reproduce to meet the needs of schools but how we work together to transform learning School 1: Current schools have a grammar of learning dominated by teacher recitation just given ‘em the facts ma’am selection to the power roles in society, based on narrow NAPLANPISA type measures, privileging those who want control over their schooling in the name of autonomy.

35. Ask not how do we best reproduce to meet the needs of schools but how we work together to transform learning School 2: Diagnose, Intervene, Evaluate Aspire: What is the student ready to learn and what is the evidence for this? Anticipate: What is the expected impact and how will you check? Analyse: What are the possible evidence-based interventions and what is the implementation process for each? Apply: What evidence will be sought to modify the application Appraise: What happened & what resultant decisions were made?

36. Expectations Low expectationHigh expectation Effects = -.03 to.20Effects =.50 to 1.44

37. Expectations Low expectationHigh expectation Effects = -.03 to.20Effects =.50 to 1.44 Expect low performance, see low performance, and this reinforces their views about low performance Expect improvement, see the errors, and seek negative evidence to enact improvement Considers Intelligence is fixedConsidered Intelligence is malleable Sees role as facilitators, constructivists, socializers Sees role as director, active change agent, academic instructor Sees great differences between students in classSees lower differences between students in class Argues that some are expected to improveArgues that all are expected to improve Has more differentiated activities in classHas less differentiated activities in class Comments on low effort, class behaviour, in-class relationships Comments on developing confidence, motivation, persistence, and attitude to work More often seen in higher SES schoolsMore often see in lower SES schools

38. Enhancing pay structures The growth of learning Introducing expertise Driving from success in student learning The value added revolution Enhanced involvement, but need a “bar” & when above YES Highlight the concept of ‘expertise’ A profession of teachers to control this “bar” Seeing learning not teaching as success

40. Progress and Proficiency Growth Schools Growth Schools/ Students Optimal Schools/ Students Cruising Schools/ Students

41. Progress and Proficiency Based on Yr 9 Reading Growth Schools Growth Schools/ Students Optimal Schools/ Students Cruising Schools/ Students 27% 45% 18%10%

42. The best school is the neighbourhood school Progress and Proficiency for all Expertise in enhancing learning is leveraged Collaboration, licensing, and evaluation Identify, esteem & manage collaboration

43. The game-change needed to move our Education system up a major notch