DAY 2: 13:30 - 14:20
Human Rights Education - Inspiring Hope & Leading Our Future

Presented by: Lorraine Finlay (Australian Human Rights Commission), Hugh Kingsley (The Brainary)
Organisations: Australian Human Rights Commission, The Brainary

In this joint submission Lorraine Finlay (Human Rights Commissioner) and Hugh Kingsley (coauthor and publisher, The Human Rights Game) argue that the global crises over the last few years have reinforced the importance of humanity and treating each other with respect.

In relation to respect, Australia is a signatory to the Universal Declaration of Human Rights (UDHRs) and has an obligation to not only teach the United Nations 30 Articles but to inculcate the behaviour associated with the 30 Articles into everyday life. It can be argued that the 30 Articles represent an ideal secular framework to guide students and their teachers through life and into the future.

Given Australia’s obligations to the UDHRs 30 Articles and the decline in formal religion (Census 2021) more than ever it is an ideal time to reset the direction forward so that it has as its basis the UNs 30 Articles for how we all treat each other with freedom, equality, and dignity.

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DAY 2: 13:30 - 14:20
Hybrid Learning - welcome to the new world order

Presented by: Paul Herbert, Joanna Holden
Organisation: Toowoomba Catholic Schools Office

The greatest possible act of social justice is to provide a quality education (Woods 2017)

The Diocese of Toowoomba is faced with challenges providing a quality education to ALL students, particularly those in regional schools or in small cohort classes. Two areas are of particular concern:

• Teacher shortages, particularly in specialist subjects ensuring lack of access and choice for students.
• Metro vs Rural variations in opportunities and quality of learning experience.

To improve equity two pilot studies were undertaken

1. The learning focus is split between traditional classroom delivery and hybrid learning. The teaching focus is an extension of existing classroom instruction. Technology replicates the classroom environment and associated learning activities for diverse audiences.
2. The learning focus is a hybrid learning model specifically developed for students in a remote learning setting. The teaching focus is purposefully aligned to online learning course design and synchronous learning principles.

A hybrid learning delivery model specifically designed to engage all learners equitably has emerged.

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DAY 2: 13:30 - 14:20
A Synthesised Model of Teacher Turnover

Presented by: Dr Hugh Gundlach
Organisation: Melbourne Graduate School of Education (MGSE)

High teacher turnover from schools continues to be a problem, exacerbated by the global pandemic. Consequences for schools include adverse impact on student learning, time and resources spent finding suitable replacements and effects on staff culture and institutional knowledge. Consequences for individuals leaving can include the personal costs of reduced wellbeing and finding a new teaching position or career. This presentation uses the results of a systematic review of the teacher turnover literature to synthesise several turnover models into a practical model school leaders can use to assess whether turnover in their school is functional or dysfunctional. It also identifies antecedents of turnover and retention of teachers in schools and the profession. Comments from a survey of over 1000 Australian teachers help provide an understanding of teachers’ experiences when deciding on whether to stay or to leave schools and teaching; the antecedents affecting their decision; and the strategies and support required for enabling them to stay and flourish.

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DAY 2: 13:30 - 14:20
FutureSchool case study

Presented by: Nick Lovering, Principal,
Conor Fennell, Classroom Management Coach/Home Economics Teacher
Organisation: Katherine High School

ACEL is delighted to be partnering with the Australian Learning Lecture (ALL) to engage, share and learn from schools that are making significant changes in schooling to meet the needs of the future. Katherine High School was selected to share their practice.

Katherine High School aims to be a future school where every person is provided every opportunity to learn and work in a supportive educational environment. Nick Lovering (Principal) and Conor Fennell (Classroom Management Coach) will tell the story of how their school has, and continues to, work towards positively developing the learner experience and operational philosophy. They will present several compelling provocations as to how their school plans to further promote the identity of First Nations students. In particular, they will discuss how they want to challenge the traditional notion of leadership as it relates to First Nations students, and further consider how they place these students in the future leadership positions they are meant to be in.

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DAY 2: 13:30 - 14:20
How do we design and create learning space to support this future?

Presented by: Kathleen Donohoe
Organisation: Department of Education, NSW

What?

We will provide an overview of learning space, what is it? How can learning spaces support learning outcomes. And what do we provide to ensure effective learning experiences for our students, now and in to the future? What are ‘learning hubs’ and how these spaces are informed by, and support current and emerging practice. Education is evolving, noting that we don’t always know what the future may bring, the importance of flexibility will also be discussed and how we bring an understanding of affordances to all users of these spaces, and ensure inclusivity across design and use.

Why?

This presentation will give clarity to educators, designers, other stakeholders on the types of learning spaces and what we aim to achieve with them.

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DAY 2: 13:30 - 14:20
The Science of Talk: Developing Critical Thinking, Collaboration and Communication

Presented by: Sophie Specjal (University of Melbourne), Kate Cunich (Oxley College)
Organisations: University of Melbourne, Oxley College

This interactive, hands-on session explores how teachers can facilitate rich interactions in their classrooms through evidenced based design, teaching and learning practices. It focusses on championing talk and interactions for deep level learning within the classroom and how to effectively design, implement and evaluate surface and deep level learning opportunities.

Practical tips will be provided to encourage participants in developing their own talk practices as well as engaging students in tasks that allow students to define and describe their understandings through talk and move students toward a shared understanding.

Participants will unpack the importance of providing students with a clear outline of learning progression from surface, to deep and the transfer of understandings from one context to another with specific strategies and concepts through intentional questioning and discourse strategies.

The Mathematics classroom will be used as a specific example of implementation.

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DAY 2: 14:20 - 15:05
Inspiring, designing and developing inclusive practice in NSW public schools

Presented by: Dr Sylvia Corish, Louise Farrell, Lisa Whittaker
Organisation: Department of Education NSW

The NSW Department of Education is committed to creating a more inclusive education system; one where all students, including those with disability are known valued and cared for and can learn to their fullest potential. We want supporting students with disability to thrive to be everyone’s business.

The Disability Strategy, Inclusive Education Policy and Inclusive Education Statement for Students with disability, set the platform for more inclusive practice across NSW public schools. Supporting the realisation of more inclusive practice at-scale across NSW public schools requires a strong focus on our teachers having the right skills, confidence and practice supports to meet the diverse needs of students with disabilities.

This presentation will cover how policy and practice teams are working together to design and deliver a more inclusive education system which places the student at the centre. It will describe key current and future work to implement needs-based approaches for resource allocation, provide local wrap-around and evidence-based supports for schools, embed needs of students with disability across all work and use data to inform policy and practice.

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DAY 2: 14:20 - 15:05
FutureSchool case study - They are ready - Transforming education in traditional mainstream school

Presented by: Paul Watson, Principal, Kerry Randall - Head of Learning Area-Science and James Silver-Curriculum and Pastoral Care Leader
Organisation: Emmanuel Catholic School

ACEL is delighted to be partnering with the Australian Learning Lecture (ALL) to engage, share and learn from schools that are making significant changes in schooling to meet the needs of the future. Emmanuel Catholic College in WA was selected to share their practice.

Emmanuel is a mainstream co-educational College with an approximate enrolment of 1170 students. Recognising the imperative need for a substantial shift in pedagogical practice and the structure of the school day, the College has embarked on an exciting journey with a view to completely transform the educational experience of both staff and students.

Closely aligned to Valerie Hannon’s Design Principles, this session highlights the ‘Why’ and ‘How’ of Educational Transformation on a large scale. Placing the acquisition of skills before content and the provision of a more personalised experience, the College’s efforts in an incredibly short period of time are proving unprecedented, inspiring a community with a shared vision towards an engaging, future focused education.

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DAY 2: 14:20 - 15:05
Repositioning Leadership: The Evaluation Turn for Leaders

Presented by: Michael Murphy (Norwood International HS and University of Adelaide) Dr Rachel Wilson (University of Sydney)
Organisations: Norwood International HS and University of Adelaide, University of Sydney

Program Evaluation is an established field of study that contributes the provision of education. Data as a driver for school improvement is a recent phenomenon leading to school leaders evaluating, and being evaluated on, measures of school value and success.

Presenters Rachel Wilson, Associate Professor at the University of Sydney, and Michael Murphy, Mathematics/Numeracy Leader at Norwood International HS, call leaders to take an “evaluation turn”, and apply programmatic theory, taking them beyond "research informed" or "data driven". Leaders will be informed on systematic collection of information about activities and outcomes of programs, to improve effectiveness and make decisions about what programs are doing and affecting. Leaders will be guided to develop a clear mindset of “what happened, what difference it made, and why.”

Leaders will develop a logic model and be invited to take the “evaluation turn” by being aware of existing evaluations when considering implementing programs or implementing principles and mindsets of program evaluation when considering innovations.

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DAY 2: 14:20 - 15:05
Student agency: Shaping Career Narratives and Learner Profile Skills

Presented by: Liv Pennie (BECOME Education), Jim Bright (Australian Catholic University), Louise Murphy (Catholic Education South Australia)
Organisations: BECOME Education, Australian Catholic University, Catholic Education South Australia

Every person creates a narrative about their life. Some do it with agency; others let the story be written for them. This paper presents new 2022 Australian student data showing patterns of narrow aspirations and passive attitudes to their learning and future.

Our young people are not writing their narrative; they’re writing a narrow-tive defined by their context

As educators we talk about preparing our students to thrive in their future; to be effective lifelong learners in a rapidly changing world. Learner Profiles are a progressive step in developing skills for learning, life and work but must be underpinned by teaching young people how to explore, design and navigate their life beyond school. Career education delivered early, often and integrated provides this critical foundation.

Learnings will be shared from a school system taking a whole school approach to career education to build authentic student agency over their future, which will make the Learner Profile as valuable as it should be.

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DAY 2: 14:20 - 15:05
Redefining Educational Leadership: A Neuroscience perspective

Presented by: Judi Newman
Organisation: Central Queensland University

The presentation reveals the results of a PhD study in Australian Schools to identify leadership attributes of principals that best inspire their teaching teams to engage. Specifically, applying the neuroscience insights to deepen understanding about the behaviour's of a principal that are more likely to maximise collective team efficacy. The research was a mixed methods approach to case study of four large high school principals and their staff. An analysis of the data revealed three clear themes: building trust, establishing rapport for growth and purpose. Within each theme were 13 leadership attributes that inspire their teachers to engage. The findings provide evidence to suport the social cognitive neuroscience approach to leadership and have broad implications for leadership development programs and school leadership.

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DAY 2: 14:20 - 15:05
A student is more than a grade!

Presented by: Karen Yager, David Hamper
Organisation: The Hills Grammar School

The purpose of this presentation is to share how to acknowledge the skills and achievements of students beyond the classroom. The Hills Education Passport for the Future achieved through the accumulation of micro-credentials, validates the passion, knowledge and skills that students already have, encouraging them to be agentic, committed and responsible citizens who have the courage to move beyond their comfort zone and embrace learning beyond the curriculum to enrich and expand their skills and knowledge. By tapping into students' passions and inspirimg the pursuit of learning beyond the classroom, student's confidence and self belief will flourish and they will achiev their personal best and beyond. In 2020, Professor Shergold asserted that students should be guided to "recognise the attributes they have acquired through study in the classroom as well as from work experience, volunteering and personal achievement...”. We will share a model developed by students, staff and parents that can be easily adapted by any school in any sector.