The document discusses educational change in Australia through several initiatives and projects. It describes the Innovation and Best Practice Project which studied 107 schools' responses to internal and external pressures to improve learning outcomes. It also discusses the IDEAS and RAISe projects focused on literacy achievement. Further, it examines phases of change at Rooty Hill High School centered around developing core values, skills for lifelong learning, and an approach to behavior based on student data and portfolios. Finally, it outlines current contexts in Australian schools, higher education, and early childhood centered on reforms, national standards, and improving teaching quality and access.

1. EDUC6353 Leading and Managing
Educational Change
Topic 5: Educational
Change in Australia
AAcknowledgement: Jennifer Clements
1

2. Outline
Introduction
Innovation and Best Practice Project
IDEAS and RAISe
Change at Rooty Hill High School
Present context
Reflection
2

3. 3
Beliefs and
understandings
For consideration – design for improving
learning outcomes
Adapted from Figure 1. General design for improving learning outcomes
(Hill & Crévola, 1999, p. 3)

4. Innovation and Best Practice
Project
107 schools (government, Catholic and independent)
Purpose:
• “to understand how schools respond to both internal and
external sources of pressure and support to improve learning
• and the nature of the evidence they can provide about the
improvement of learning outcomes” (Cuttance & Stokes, 2001,
p. 18)
4

5. Innovation and Best Practice
Project
(cont’d)
School management of project:
• Developed the innovation (= practical action to resolve
problems) (Cuttance & Stokes, 2001, p. 3)
• Controlled funds
• Selected consultant researcher
• Monitored the quality of the research support provided
Time constrained for demonstrating improved student
outcomes
• Changes in teachers’ strategies and professional learning
5

6. Innovation and Best Practice
Project
(cont’d)
• Findings (Cuttance & Stokes, 2001, pp. 23f)
• Critical role of leadership “focused on action, culture-building
and organisation-wide learning” (p. 26)
• Association between extent of innovation and degree of self-
management in the school systems
• “The significant deficit of data analysis skills in schools across
the nation” (p. 27)
• “Teacher-based research and evaluation of their practice is a
necessary component of successful school innovation” (p. 28).
6

7. IDEAS and RAISe
Refer to previous discussion on the IDEAS project (Topic 3)
The article by Wildy & Faulkner (2008) is included for those
who would like to
• read more about IDEAS
• follow up on school improvement in literacy achievement
(RAISe)
7

8. Change at Rooty Hill
High School
1997 – present - 3 phases
Phase 1 (1997-1998) (Cawsey, 2002, pp. 73-76)
• Definition of school’s Learning Principles (core values) by a
conference of students, parents and staff
•  statement of purpose
• Analysis of culture
• Artefacts  changes in ‘little’ things that people notice
• Socio-facts – e.g. teaching and learning framework, outcomes-
based assessment, technology
8

9. Change at Rooty Hill High School
(cont’d)
Phase 2 (1999-2000) (Cawsey, 2002, pp. 76-80)
• Emphasis on values
• “At RHHS we absolutely believe that students need a rigorous
academic curriculum complemented by an integrated program
of social development” (p. 76).
• Community conference identified desirable exit behaviours 
portfolio project
• Skills for lifelong learning, individual achievement, and living
in a civil society (pp. 76-77)
9

10. Change at Rooty Hill High School
(cont’d)
Phase 3 (2001-2002) (Cawsey, 2002, pp. 80-82)
• Approach to behaviour and discipline
• Based on collection of data over 5 years (QSLS) + portfolios
• 30 teachers trained in Choice Theory and Reality Therapy
(Glasser)
• Community conference – quality behaviour
• “Schools need to be able to teach students about values and
about how to behave for success” (p. 81).
• “The deepest levels of learning occur at the level of values” (p.
82).
10

11. Change at Rooty Hill High School
(cont’d)
Positive outcomes for students:
• Social outcomes (Cawsey, 2002, p. 79)
• Academic performance (Anderson & Cawsey, 2008, p. 53)
Leadership:
• “…principals must have the courage to articulate their own
values and beliefs in support of improving education for
students” (Cawsey, 2002, p. 83)
Journey messy and difficult (p. 77)
11

12. Australia: Present Context
Schools:
• Education Revolution (ER) 2008
• NAPLAN
• My School website
• New Australian Curriculum for Kindergarten to Year 10
• Technology to schools
• National Teaching Professional Framework
• National Partnerships
• Monetary rewards for expert teachers and schools
• Local Schools Local Decisions
• Australian Professional Standards for Teachers
12

13. Australia: Present Context (cont’d)
Higher Education (Bradley Review, 2008)
• Transforming Australia’s HE System (Commonwealth of Australia,
2009)
• $5.4 billion over 4 years
• Support high quality teaching and learning
• Improve access and outcomes for students from low socio economic
backgrounds
• Build new links between universities and disadvantaged schools
• Rewards for meeting quality and equity outcomes
• Improve resourcing for research and invest in world class tertiary
education infrastructure
13

14. Australia: Present Context
(cont’d)
Higher Education (Harvey & Kamvounias, 2008)
• Teacher-as-learner approach to implementation of teaching
and learning policy – focus on students
• A positive and well-intentioned initiative had a minimal effect
on teaching and learning practice and student learning.
• Need for a more integrated approach to teaching and learning
changes in higher education context
14

15. Australia: Present Context
(cont’d)
Early Childhood
• Early Childhood Development Strategy (2009-2020) (DEEWR,
2011)
• Australian Government working with states and territories to
develop a national Early Years Development Workforce
Strategy
• Aim: to improve supply and quality of early childhood
education and care workforce
• Best Practice Guidelines for the Planning and Development of
Child Care Facilities – surveys completed July 2013
15

16. Features of Sustainable
Change
Focus on improving teaching and learning
Reform agenda appropriate to the school
Teachers direct the change process in a community of trust
and collaboration
Data are used to guide changes in pedagogy
A long term perspective is taken (5-7 years)
School leaders guide the innovation
(Fullan, 2011; Goodson, 2001; Hargreaves, 2010; Louis, 2007;
Meiers & Ingvarson, 2005; Smith, 2008)
16

17. 17
Anderson, M., & Cawsey, C. (2008). Learning for leadership: Building a school of professional practice.
Camberwell: Australian Council for Educational Research.
Cawsey, C. (2002). Naming, measuring and modelling the values of public education. In S. Pascoe (Ed.),
Values in education: College year book 2002 (pp. 71-84). Deakin West, A.C.T.: Australian College of
Educators.
Commonwealth of Australia (2009). Transforming Australia’s higher education system. Barton, ACT:
Australian Government.
Cuttance, P., & Stokes, S. A. (2001). Innovation and best practice. In P. Cuttance & Innovation and Best
Practice Consortium (Eds.), School innovation: Pathway to the knowledge society (pp. 1-29). Canberra,
ACT: Commonwealth of Australia.
Department of Education Employment and Workplace Relations (2011). Early childhood workforce.
Retrieved August 20, 2012, from
http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/EarlyChildhoodWorkforce/Pages/home.aspx
Harvey, A., & Kamvounias, P. (2007). Bridging the implementation gap: A teacher as learner approach to‐ ‐
teaching and learning policy. Higher Education Research & Development, 27(1), 31-41. Hill, P. W., &
Hill, P. W., & Crévola, C. A. (1999). Key features of a whole-school, design approach to literacy teaching
in schools. Australian Journal of Learning Difficulties, 4(3), 5-11.
Wildy, H., & Faulkner, J. (2008). Whole school improvement Australian-style: What do IDEAS and RAISe
offer? Leading and Managing, 14(2), 83-96.
References