AHISA 2016 Day 2 Part B Notes

Unedited Notes

Student Session

Not sitting in front row for this sessionimage

All girls all panel from three schools. Some of the ideas and projects.

Yong Zhao – Employment oriented approach to an entrepreneurial approach. Human beings need to become more human with meaningful and authentic work.

Discussed transition of students from primary to secondary or from one school to another. Fundraising for another country hip hop dance group.

Student voice project in one big festival of ideas. Workshop project in class does not allow things to happen so can happen in the festival.

Allow girls to identify a passion project – disciplined creativity.

When asked what advice you would give to teachers in the audience. ‘Let students have a go; stop staying no. ‘




Measuring the immeasurable – using big data approach to tracking students as learners from functioning to thriving. Justin Raymond, Stephen Dunk and Deborah WIlliams. PLC Pymble
Learning at PLC is deliberately designed. Learning accelerators are used which includes spaces – technology, space and learning design.

Focus on knowing guiding and challenging. Started using data walls so there are photos of the girls.

Snapshot 1 functioning. Looked at attributes for a girl to thrive include routines, times, interactions, opportunities, responsibility. Student snapshot of these 5 functions

Snapshot 2 Primed to Thrive

Examined levels of introversion and extroversion amongst the students.
Locus of control, motivation, academic self esteem , fixed and growth mindset and perfectionism. Collect, centralised and analysed.

Snapshot 3 Thriving – attributes of the learner – is she thriving. Assessments drive curriculum.

Indicators- Resilience , social literacy creativity critical thinking and metacognition and have to be measurable which is difficult – need to count non cognitive functions. Developed examples of the above indicators.

Moved away from a providing marks and providing descriptive feedback.



Vice Chancellor University SA Professor David Lloyd Preparing leaders who can learn

Speech no slides.

Rapidly evolving society involves embracing changes. We have to do more than staying ahead of the game but get ahead of the game. Many of the the jobs of the future have yet developed. Always been the case but still difficult. Need to learn unlearn and relearn.

Why are we here and who would care if we were not here.

We have plenty of resources as a country and eventually prices will eventually shift around and make their use viable.

47% jobs to be automated white collar and 53 % will need new skills.

We are teaching them how to be ready for tomorrow.

Future graduates will change jobs 7-11 times in their career.

Build in innovation not as a niche course but in all courses.

It is a myth that Creativity is something you are born with. Curiosity has its own reason for existence. Who among us aspires to be average?

STEM spoken about a lot these days. We know that will not be enough hence STEAM. Reality is STEAM happening at school not university level. This is a space where we need cooperation with schools.

We all have a role in preparing students to lead. David believes we are coming a good job but need to blur boundaries between schools and universities. Believes schools prepare for uni and Uni prepares for work.

Asked if online is the way forward for teacher training.

Do people seriously complain when you are trying to change for the better?

What would Captain Kirk do? You got to learn why things work on a starship. Need to know good and bad, how the parts work, what is needed for the journey and you need to share insights with all the crew so they know where you are boldly going.

As VC the most pressing management issue at Uni SA was culture – culture kills strategy any day. Lead by example, not wearing a tie on Friday. Did other do it?

Kirk said to his replacement in Enterprise 2 – risk is part of the game if you want to sit in that chair?

As VC he discussed the need for a Uni Jam which was IMB innovation collaborating platform for 36 hours everyone 7500 contributed and got 20 years of work in 38 hours. A kind of a MOOC.

Put into practice a service culture. We are in the business of looking after the students who come through our doors. Have to meet the needs of students, beyond reproach and fit for purpose.

I don’t want you to expect me to tell you want to do. I want you to tell me what we can do together.

Now we need to step up and not be bashful and lead.

Do people know we have a plan?

Students want more online courses.

Addresses the issue of ATARs and NAPLAN fictitious national average which crashes from year to year. Need to free up curriculum for innovation. Teachers of tomorrow will be different of teachers of the future will be different but will still be teachers.

Transition year 12 to uni is an abrupt jump to adulthood – are they read or do they need a transition. Adds another years to education and cost but gets them ready to learn.


Peer Group Discussion


Group of teachers with similar job positions at schools from all over the country. Discussed the school visits which I did not get to do.

One example- new Head of School create a vision of global hope and and encouraged middle managers have become middle leaders.

Discussion on tradition and culture in older and new schools

Discussion about online learning and the match up between teachers students, schools and university.

Discussed the relationship between academic success and pastoral care. Do they work together in schools. Evidences suggest one cannot live without the other and in fact the next step is they need to work together.

Messages of creativity and links to Stage 6

Dr Julie Harris Director of Teaching and Learning Guilford Gramma School Opening up the faculty



K- 12 boys school

Lesson observations
How to observe people?
How to record?
What works and does not work?

Nice intro showing a map of where she taught and part of her experience was people observing her classes. Then went to a school where there were no observations – how can I review without seeing teachers in action. Initially resistance but eventually feedback was welcomed. When she became the Director of Pedagogy sat in 300+ lessons. Was not allowed to speak to anyone except the teacher to build confidence.
Why can lesson observations be challenging? Confronting for the teacher watching and the watcher, depends if linked in to appraisal of just feedback. Needs to be authentic. Changed the dynamic in the room. Takes a long time to do the process. May not yet be part of the school culture. Involves trust. Can be the start of challenging conversations. Difficult to take notes quickly.

Should we watch teaching? yes and why. How else can you known what happens in the classroom, valid feedback, how can you influence what is happening, how else can change.

How? Observation half and a feedback half. Observation Julie sits at the back of the lesson and does not get involved in the lesson. Takes notes on the proceedings very objective. Then comments, thoughts and suggestions. Within 24 hours feedback is done then the notes are given. First question? How do you think it went? What did you did well? I noticed you did this – why did you do that?


Do you use proformas – no to prescriptive.

Do you do them all? No – Julie coaches the different HODs.

Have you considered filming? Yes would like to – only one teacher suggested to do it and it went well.

Have noticed a change in the culture? Yes but it is frustratingly slow.

Any value in unannounced visits? Would love to but it would not be ethical.

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