He also stated, however, that the Government had concerns about plans to implement profiles and outcomes, including: the quality of some results statements, which are inaccurate and have no contmmt. the amount of work expected of teachers in recording student performance and implementing the approach, and. The suitability of the current implementation arrangements for results and profiles in NSW, including:. a) the speed of change required by the time frame and.
PROFILES AND OUTCOMES IN EDUCATION
THE RESEARCH BASE FOR OUTCOMES-BASED EDUCATION
There are reports that speak positively of the benefits of outcomes-based 'education', including (in addition to the work mentioned above) the perceived potential to reduce perceptions of failure (McGhan, 1994) and a focus on learning achieved rather than time spent achieving learning outcomes. of success (Haas, 1992). It is also clear from the conducted research that they were necessarily limited in scope and distant from the political, economic and educational context in which outcome-based education operates.
THE REVIEW PROCESS
The panel also received advice from representatives of the steering group for the New South Wales Key Competencies pilot project. The comprehensiveness of the review process demonstrates the committee's commitment to inclusion in its deliberations and information gathering.
REVIEW FINDINGS
Effective use of teachers' time
Respondents differed in the degree of importance they placed on classroom interaction with children compared to other responsibilities such as assessment, recording and reporting their progress. 34; clerical work", while other submissions from primary school respondents considered it an integral part of teaching.
Effective Teaching Methods
Difficulties Accompanying Outcomes and Profiles
Change understood as "action research"
Teachers have found that by investing time and articulating learning outcomes that students have increased learning, speed and comprehension. Whatever benefits there are in the profiles and results approach are largely negated by the factors mentioned here. The current package has too many shortcomings to be accepted as a success (primary school staff). Much of the questioning about the full extent, scope, and implications of the concept has been met with uncertainty, the promise of clarification in future modules, leading to a general feeling that "nobody really knew because the modules weren't written." still" (senior representative of the Federation of School Teachers).
Difference Between Primary and Secondary Schools
Understanding of Basic Terms
Together they cover the range of knowledge, skills and attitude expectations of the syllabus. Broadly speaking, the results of the syllabus will be written in such a way that a typical student at a given curriculum stage can demonstrate that they have achieved most results at an 'intermediate' level of achievement. It is worth noting that in the period 1991-93 a number of submissions critical of the outcomes and profiles approach expressed strong support for the Council's approach.
These opinions on the 7-10 Geography Curriculum were in line with those of the Association of Teachers of Geography. They spoke positively of Levels as freeing students from the blocked progression of age-based curricula.
Content and rigour
It was not uncommon for respondents to accept outcomes as a guide for teaching and learning, and reject profiles. Teaching and learning cannot be divided into input and output units like production on an assembly line.
Language
It became clear to the review panel during its deliberations that the influence of the national profiles on NSW curriculum documents since 1993 has been significant. A number of submissions, from quite different perspectives, commented on the generally unfavorable influence of the national profiles (and some statements) and expressed doubts about their quality. One of the unfortunate features of 'Results and Points' is that the ideas in it are not new.
The advent of National Statements and Profiles introduced a complication to the notions of the Field and the main courses of study. They emphasize how respecting the structure of the subject, the KLA and the content of the National Declarations and Profiles, in the view of a number of submissions, have damaged the integrity and naturalness of the subject curricula.
Equity
It is very difficult to maintain the integrity of mathematics in the face of threads. Others relate to the nature of the curriculum itself, such as the specific teaching of text types and Functional Grammar. There are material, mental and relational processes, despite the verbal processes being in the body of the document.
There have been some concerns about the comparability of ESL scales with English scores and early learning profiles. Other criticisms included the vagueness of the results and their perceived effect in stifling creativity in classrooms.
Impact on Students and Classroom Practice
One of the obstacles to achieving improved teaching and learning was the speed with which "this big change" was introduced into schools. Although our directive was to proceed slowly, we felt pressured to keep up with other schools and some very observant colleagues dragged too much at a pace they could not handle. It's been great to have the breathing space of the last couple of months to review the changes we've already implemented. As practicing classroom teachers, we feel we can give an accurate assessment of the practicality of implementing this approach.
While their introduction should focus the efforts of the teacher and help determine the child's achievement levels and needs, concerns have been expressed about the amount of time the assessment procedures will take and a possible unhealthy concentration on achieving prescribed outcomes at the expense of best teaching methods (rural primary school principal). One of the biggest concerns expressed by teachers was with the impact of outcomes and profile assessment on the allocation of their time, and whether time is spent profitably from the students' and parents' perspective.
Teacher Education
Beginning teachers' comments point to a major problem referred to in the post by the New South Wales Teacher Education Council. A major factor in this difference seems to have been the influence of the enterprise agreement on public schools. The Education and Development Directorate of the Department of School Education acknowledged to the panel that evaluations showed that the "trainer-educator".
Not all members of the NPDP Consortium kept pace with the Department of School Education. The Diocese had already made a decision not to respect the timelines of the other members of the NPDP Consortium (Diocese of Parramatta, CEO).
Impact on Teachers' Workload
Change and the need to think about change have undoubtedly arisen as a result of the steps taken under the Enterprise Agreement. The combined effects of the Enterprise Agreement, the NPDP guidelines, the introduction of new syllabuses (English K-6 and relevant secondary syllabuses), and the focus on outcomes and profiles that raised questions about assessment and reporting overwhelmed many teachers and schools. The announced timeline appeared to work independently of the release of appropriate supporting material and proposed structures.
Some submissions mentioned the concern expressed by one teacher as a “loss of the joy of teaching”. The intermittent, uncertain nature of the deployment has helped morale and stress levels little, nor has the perceived poor quality and rushed nature of the training and support programmes.
Community Contributions and Understanding
Will our working day become one of trying to find evidence that a certain result has been achieved. There was a stop/start/yes/no approach to implementation, which was evidenced by false starts and failed timelines. The top-down approach to timelines and implementation, coupled with the lack of consultation with educators about the value of a profiles and outcomes approach, led to manifestations of a lack of professional ownership.
Another important problem was the lack of readiness of educational leaders in schools to lead their communities to change. This school has developed considerable maturity in implementation. Although the learning experience was painful, it was considered worthwhile.
Introductory Comments
What is clear from the review is the need for significant work to be done in relation to assessment and reporting. Teachers' understanding of how assessment and reporting can be managed as part of an outcomes and profiles approach appears to be very confused, yet in teachers' minds this appears to be the driving force behind the outcomes and profiles approach. Parents and the community see a need for a "planned, systematic, thorough service of the community" to ensure that changes in assessment and reporting are understood.
The contributions and discussions also resulted in the need for greater community involvement in discussions about desirable assessment and reporting procedures. Tlie S 7aZs,ng and reporting should be what is needed to inform good teaching programs.
Reporting to Parents
Those who worked with outcomes to develop student profiles for reporting purposes also spoke about the need to develop moderation processes that foster conversations with others about the quality of student work. They pointed to increased time demands involved in such discussions and the need for work samples to help judges make valid judgments about the quality of student work. With so much emphasis in recent curriculum materials on levels of achievement, teachers are aware of a need to be more precise in their assessment.
It must also be said that there are strong attitudes towards the need for more standardization in reporting processes. It will be clear from comments earlier in this section that for teachers and society more generally, the main concern is how the use of results and profiles can help individual teachers and students in schools.
Links with School Certificate and the Higher School Certificate
Collecting, Analysing and Organising Information 2. Cornmunicating Ideas and Information
Planning and Organising Activities 4. Working with Others and in Teams
Using Technology 8. Cultural Understandings
It is reasonable to conclude from the sheer volume of data coming from so many sources that the picture that emerges is a complex one. To confirm that the Review Panel and the Educational Community Committee had identified the glaring or most common issues from the submissions, an independent analysis was conducted by two research assistants who then cross-checked their findings. The two most frequently cited problems were: the pace of change being implemented in schools was too fast; and the perception that increased focus on assessment and reporting resulted in teachers having less time to focus on teaching and learning programs.
On the other hand, a significant number of respondents indicated that focus on results facilitated the quality of teaching and learning and the monitoring of individual student progress. The next and final section provides a summary of the Review's findings along with a number of recommendations for future action.
SUMMARY: CONCLUSIONS AND RECOMMENDATIONS
- Multiple Demands
- Syllabus Implementation Cycle
- Delivery
- Initial Teacher Education
- The Board of Studies and Education Authorities
- National Professional Development Program (NPDP)
- National Reporting
Abbotsford Albion Park Public School Albury North Public School Alstonville Primary School Anglican Education Commission. Barkers Vale State School Barnsley State School Baulkham Hills High School Bayldon Primary School Beaumont Road Primary School. Frank Partridge Primary School VC Frcemans Reach Public School Galston Secondary School Galston Primary School Garah Primary School.
J J Cahill Memorial School School James Meehan High School Jamison High School Jasper Road Public School. Lisarow Middle School Lismore Public School Elementary School Lucas Heights School Lugarno Public School. Murrumburrah High School Murrumburrah Public School Murwillumbah East Primary School Nambucca Heads Primary School Narara Public School.
Taree Cluster Principals Primary English Teaching Association Upper Western Cluster Putney Public School.
