Reading+-+Week+1,+Masters,+Geoff.+2009

EDLT217 READING - EXTRACT: SHARED CHALLENGE. MASTERS, GEOFF. 2009

Primary school years are a crucial phase in children's learning; foundations are laid, directions set. "Students who complete primary school with well developed literacy and numeracy skills, a positive view of themselves as learners and a positive attitude to school itself are more likely to go on and complete secondary school, to engage further in education or training and to be productively employed as young adults." pg.2 Thus, those that succeed at primary school succeed in life, the remainder "tend to struggle in secondary school and if their basic skills remain under-developed" they are less successful in "employment, lifetime earnings, health and crime" (avoidance). pg.2

Most children in Australia do complete primary school, but " there are large disparities in students' literacy and numeracy skills". pg.2 "The gap between the top and bottom five per cent of children is equivalent to between six and seven years of school". pg. 2 "These disparities are correlated with student characteristics such as indigenous status, socioeconomic background and geographical location." pg.2

These findings come at a time when employment is competitive. Employers seek "highly skilled and knowledgable workers" "who engage with and make positive contributions to the complex environmental, financial, political and social challenges of the 21st Century." pg.2 Schools of today have to "raise the bar of the overall quality of education provision to ensure that all students are well prepared for life in the 21st century and to reduce disparities in achievements resulting from circumstances" beyond their control. pg. 3 "The most effective way to improve education systems to improve achievement levels in primary school is to improve the quality of classroom teaching". pg. 4"Improved levels of achievement in primary school depend on the development of a culture of a continuous improvement across all parts of a system." pg.4

Highly Effective Teachers - Characteristics -classroom is created where all students are expected to learn. -"Highly effective teachers understand the importance of developing students' ownbelief in their abilities to learn successfully and work to promote students'understandings of the relationship between effort and success." pg. 5 -Clear expectations. -High expectations for individual progress -"deep content knowledge allows them to focus on teaching underlying methods,concepts, principles and the big idea of the subject." pg. 5 -deep understanding of how students learn. -what the learner already knows is the most important factor to influence learning. -do not see teaching as 'one size fits all'. -"use evidence-based teaching methods (such as direct instruction) that are knownto be effective in promoting student needs". pg. 6 -"understand the importance of ascertaining students' current level of attainment. -Design learning opportunities appropriate to students' current level of readinessand need. -Maximise student engagement through personalised teaching and learning. -Use effective teaching methods such as direct instruction. -Use intrinsic factors to motivate student learning. -Ensure that all students are appropriately engaged, challenged and extended,including those at the top of the class." pg.12 "reflect on their own practice and strive for continuos improvement'. pg.6
 * High Expectations -
 * Deep Knowledge
 * Targeted Teaching
 * Continuous Mentoring-

Highly Effective Schools -"Strong and effective leadership teams whose primary focus is on establishing a culture of successful learning for all students." pg.7 -set, monitor and communicate school wide goals. "understand the importance of recruiting, developing and retaining teachers who are highly knowledgable, creative, highly intelligent, and eager to continue to learn."pg. 7 -engage parents and community members in the improvement of student outcomes.
 * High Expectations
 * Deep Knowledge-
 * Targeted Teaching-ensure teachers have access to diagnostic tools, assessment instructions and professional support. -"schools support teachers to address individual needs and readiness". pg. 8
 * Continuous Monitoring-"school promotes a culture of self-evaluation and reflection among school staff and collects and uses data to inform decision making at all levels." pg. 8

Highly Effective Systems -every school is capable of improving. -"factors such as low socio-economic status, rurality and indigenous status are notseen as acceptable explanations for low performance or lack of progress." pg. 10 -"In high performing systems such as Finland and South Korea, entrants to teachingare drawn from the top ten percent of high school graduates". pg. 10- "Most high-performing systems recognise the importance of promoting one on onecoaching in teachers' own classrooms and of encouraging principals to takeinstructional leadership roles." pg.10
 * High Expectations
 * Deep Knowledge
 * Targeted Teaching-systems is place to identify students who are struggling and diagnose specificlearning difficulties.
 * Continuous Monitoring-enables ability to "identify and promulgate best practices, identify underperforming schools, and hold schools accountable for their results". pg.11