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.

AHISA 2016 Day 2 A Prof Lea Waters Keynote and Ignite Session B

AHISA 2016 Day 2 A


Professor Lea Waters positive Psychology in Schools




Developed Positive Detective Program

Positive psychology natural falls into pastoral care and also bring it into the classroom pedagogy as well. So it does fit into the theme of caring but argues it fits into leading and learning.

Why education because we are in academic institutions and well being institutions. NB: has an interest in organisational psychology.

Average age of on set of depression in teenagers is 14 years. These students – 25% of classroom diagnosed and then there are those not diagnosed- are coming into your class not leaning ready.

1 Why?

Pathway to a solution

First pathway: Removing negative states of depression anxiety insecurity stress. Not enough to do just this. This is the overcoming pathway which is taking away the negative which is not the same as the presence of a positive. They wake up the next day not feeling depressed not positive about the world

Second pathway then is promoting positive states of hope optimism, courage gratitude. This is the enabling pathway.

Look up R Rusk and L Waters Article 2013 Journal of Positive Psychology 8(3) – article on the growth of positive psychology. There is evidence that it is both growing and spreading. In brain research there is evidence that we are changing our Brian with positive psychology. It is becoming through UN Convention of the rights of the child and also in UNESCO. Also look up OECD better policies for better lives. So wellbeing formally built into curriculum – achieving goals, working with others managing emotions. Note Personal and Capability in National Curriculum.

Join PESA Positive Education Schools Association

Well Being institutions build skills for mental health
Academic Institutions build skills for the workforce

2. How
Recent research mapped priorities of wellbeing and programs put in place by schools and NAPLAN results. Small correlation .08 but does exist and they are meaningful. Some correlation as impact of divorce .08 , more than chemotherapy and surviving breast cancer .03 aspirin and reduced risk of heart attack .02

SA research evidence of students who did life matters were 6 months ahead in NAPLAN Results.

Outcomes of programs one high self acceptance is an interesting one. Accept who I am. Others life satisfaction, esteem….

Check positivedetective.com 5 lesson program which. Is a good starting point of refresher.

Check Lea’s Ted Talk on why we should not watch the nightly news. Now we can change at our level good news stories by using social media.

Moving toward ‘Visible Wellbeing’ is different – watch revolution school on ABC. Programs teach about wellbeing and give you something concrete to work with. However, Visible Wellbeing is a classroom practice. Teach in ways that build wellbeing in a student. Make the process more intentional. Visible wellbeing is a flexible approach bringing visible learning, visible thinking and positive psychology.

Discussion with colleague after talk. Check Jubilee Centre in Uni of Birmingham – characters and virtues and new dynamism for alternative viewpoint.


Ignite Session B

20 slides 20 seconds for 7 minutes talking.

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AHISA Leading, Learning and Caring Conference Day 1 Adelaide 2016


Unedited notes

Welcome Karen Spiller AHISA National Chair Principal at St. Aidan’s Anglican Girls School – ‎St. Aidan’s Anglican Girls School. AHISA membership educates 20% of Year 12 students.
Conference hashtag #AHISA2016

Dorinda Hafner Keynote

Cooking and food anthropology, TV shows and books, ashanti royalty and first black nurse trained at St George’s Hospital London…..

We need to get engaged with the child within. Write learning with your butt – yes I will have to tell you about this. What do you see in the mirror – is it the same as what people see in you. Dorinda sees herself as a person who wants to change the world while others see a short African women. Ghana is a matrimonial society – women rule the roost. Don’t tell me I can not do anything. Language issues as a new arrival – Bring a plate and she brought 30 plates. See you later and servo guy did not come and see me later. Chrissy Barbie not two women rather than xmas BBQ. Shared how you judge a book by its cover. Tells the story of how she got into Breaker Morant. She got her kids written into the script so she could go. Kids picked on at school, went to school and cooked African food them , then was asked to do recipes and then made to shows. SBS pilot story – introduction to executives quite a story.

You can over come obstacles if you can overcome the negatives of the situation. Especially when the bar keeps being raised. Pretend to each chewing gum, what flavour , stretch it blow bubbles peel it off when it bursts and take it out when you talk. Put in hand roll it up and put it under your table.

Give mirrors to young people. I am the only one with my dna bring mirror out when you are confronted by a difficult situation.

Get in touch with the child inside of you before you communicated and engage with students. Activity to music touch you head down to feet to music then do it with the person next to you.

The sky is never the limit

No such things as cannot.

Get in touch of the child with in you

Think outside the square

Also a clever story of life and learning of an Well educated West African immigrant.


Greg Smith Head of Secondary Shire Christian School and Liam Bailey Director of Curriculum Inaburra School Formative Assessment Enhancing student engagement and learning.

PD after school for a series of weeks. Set courses. Dylan William Book on Formative Assessment. Not just improve leaning but what is going to have the greatest impact. Understand where the learning is going , where they are now and using that information what to do next. The three players are the teacher, learner and peer. The course is designed around plan , review and do.

Greg Smith taster he provided students http:tinyurl.com/ahisaformative

We talk about student voice do we do the same thing for teachers. Is there are teachers voice.

On formative Assessment.
When the cook tastes the soup it is formative. When the guest tastes the soup it is summative.

Have you taught the unit but have they learnt it?

We had an activity look at tasks. No real agreement on what of 7 activities were formative. Do something with the information then perhaps that is formative.

Is assessment a verb or a noun? Formative assessment is a Dr check up summative is the postmortem.

The teacher and student need to know where the landing is going.

McTighe and Wiggins – backward mapping.

Don’t tell them upfront.

Change your role from a teacher to a crafter of learning. Do this by engaged learning. Should engagement be optimal in the classroom?

Students don’t feel they need to be engaged. Make students think they are going to be part of the class at some time.

How much do you talk as a teacher? Focus on the quality of the talk let the students drive the learning.

Have you noticed teachers talk over each other?

Using questioning as a tool for learning. Focus on open ended questions. Is slate a metamorphic rock or why is slate a metamorphic rock?

Providing feedback that moves learners forward.  This is not necessarily writing comments in the columns.

Have my students worked harder than me today?

Activate students as resources for one another.

1770-1880s Junkie

I am now convinced I am a junkie of the era 1770s to 1880s. I just finished reading Alexander Humbolt’s biography. He influence geography with his wholistic if leftist view of the world. On the latter I partly part company. Darwin, Haeckel (I remember him from Late Modern European History) Thoreau and Muir all read and annotated his work to shape their work. What I like about the period is that everything is happening in England, Africa, South America, USA, France Australia they were all exploring, warring finding things…..and I even had my Strathfield thesis in the same era.

What did you read in 2015?

What have you read in 2015?

My reading does tend to be mainly Facebook, Twitter and my subscription to The Australian.

Three excellent books were:

Give and Take by Adam Grand

Team of Rivals by Doris Kearns Godwin

Thomas Jefferson by Jon Meacham

Others for 2015 include:

Feeling Good by David d Burns

When we were young and foolish by Greg Sheridan

The way of the runner by Adharanand finn

Tree of Man by Patrick White

Gone Girl by Gillian Flynn

Wild by Cheryl Strayed

Unbroken by Laura Hillenbrand

Mind Readers by Lori Brighten

Ironwar by Matt Fitzgerald