evidence base for successful secondary school initiatives in teaching, learning and assessment. BARRIERS TO IMPROVEMENT The SPC suggests the following potential barriers need to be considered: A history of failed implementation of so-called ideas” in Australian • “good education. This includes a lack of courage by politicians and bureaucrats who are risk-averse and negatively disposed towards innovation. If students are to avoid becoming Swans” we need governments to take • “Black risks to improve how we measure and define success and school performance (Nassim Nicholas Taleb, 2007: The Black Swan). The introduction of additional tape”, compliance and intervention that works • “red against the features of innovation and improvement (). A history of placing unequal value on different pathways through and beyond • school. Focusing on an ATAR based university entry as the only post-school pathway damages the Australian economy in the short to medium term (). A history of short term, down” initiatives (especially in assessment) focusing • “top on high stakes, external testing and compliance. Successful reforms in other countries have focused on student learning, intervention and empowerment (David Hopkins, 2017: The Past, Present and Future of School Improvement and System Reform) A history of uninformed discussion about Australian education focusing on • “finding the people to blame.” This results in both confirmation bias and bashing” “teacher by individuals and groups with vested interests. A deep cynicism within the teaching profession about the failure of governments to • plan change in collaboration with school leaders and educational experts. There has been little questioning about why the appointment of business leaders, bureaucrats and politicians to educational boards has not been balanced with appointments of individuals with deep educational expertise. A culture of self-interest in the identification and active promotion of fix-all • “one solution.” The distractors in secondary education include, but are not limited to: School autonomy • The teaching of phonics • Descriptions of critical and creative thinking as skills” • “soft Minimum Band 8 NAPLAN or equivalent requirements for the award of the HSC •
evidence base for successful secondary school initiatives in teaching, learning and assessment. BARRIERS TO IMPROVEMENT The SPC suggests the following potential barriers need to be considered: • A history of failed implementation of so-called “good ideas” in Australian education. This includes a lack of courage by politicians and bureaucrats who are risk-averse and negatively disposed towards innovation. • If students are to avoid becoming “Black Swans” we need governments to take risks to improve how we measure and define success and school performance (Nassim Nicholas Taleb, 2007: The Black Swan). • The introduction of additional “red tape”, compliance and intervention that works against the features of innovation and improvement (). • A history of placing unequal value on different pathways through and beyond school. Focusing on an ATAR based university entry as the only post-school pathway damages the Australian economy in the short to medium term (). • A history of short term, “top down” initiatives (especially in assessment) focusing on high stakes, external testing and compliance. Successful reforms in other countries have focused on student learning, intervention and empowerment (David Hopkins, 2017: The Past, Present and Future of School Improvement and System Reform) • A history of uninformed discussion about Australian education focusing on “finding the people to blame.” This results in both confirmation bias and “teacher bashing” by individuals and groups with vested interests. • A deep cynicism within the teaching profession about the failure of governments to plan change in collaboration with school leaders and educational experts. There has been little questioning about why the appointment of business leaders, bureaucrats and politicians to educational boards has not been balanced with appointments of individuals with deep educational expertise. • A culture of self-interest in the identification and active promotion of “one fix-all solution.” The distractors in secondary education include, but are not limited to: • School autonomy • The teaching of phonics • Descriptions of critical and creative thinking as “soft skills” • Minimum Band 8 NAPLAN or equivalent requirements for the award of the HSC