MEETING THE CHALLENGE ... STARTING POINT SUGGESTIONS

What has happened to the system once heralded as a World Leader in providing student educational outcomes of the highest order? The mind boggles when one struggles to digest Education Queensland's sharing of the State's latest spray of NAPLAN results!

Again, we face the embarrassment of a further decline in standards across the entire board. How low can we go before common sense prevails and positive action is taken to rectify this "abysmal regime of under-performance?"

Our decision-makers, our political masters and the bureaucrats who religiously serve them, all seem to talk a lot yet continue to wallow in a "sea of uncertainty" and have dismally failed to make any in-roads in addressing the challenges besetting the system. THINGS SIMPLY MUST BE DONE DIFFERENTLY! Doing things "the same way" will simply lead to "the same, if not worse results"!

SO WHERE ARE "THE STARTING POINTS?"

I believe immediate action should be taken by the relevant authorities (Governments/Departments/Schools) to implement the following:

(a). Restore the TEACHING OF PHONICS to its rightful place as a mandatory measure in support of the TEACHING OF READING.

(b). Provide an EARLY LITERACY IN-SERVICE COURSE (ELIC) for all teachers engaged in teaching LOWER SCHOOL CLASSES.

(c). Revisit, Review and Resource the SCHOOL CURRICULUM removing all its "fluff & folly" and narrowing its offerings to allow more "on task" time to be devoted to STEM-RELATED subjects.

(d). Provide MIDDLE & UPPER SCHOOL TEACHERS with FURTHER LEARNING IN PRIMARY SCHOOLS (FLIPS) COURSES that concentrate on the sharing of best practices in respect to DIDACTIC TEACHING, CATERING FOR INDIVIDUAL & GROUP NEEDS, MULTI AGE & FAMILY GROUPING, CLASSROOM ORGANISATION & THE LIKE

(e). Train & appoint STUDENT BEHAVIOUR MANAGEMENT ADVISORY STAFF, CLINICAL CHILD PSYCHOLOGISTS, GUIDANCE OFFICERS & SPECIAL EDUCATION PERSONNEL to work with teachers and parents to better manage the ever-increasing instances of disruptive classroom behaviour that are currently taking a very heavy toll not only on our teachers but also on the learning of all students exposed to the resulting "mayhem"

(f). Eliminate TEACHER STRESS caused by their current enslavement to totally unnecessary and cumbersome administrivia, including mandatory "over-kill planning & record keeping" So much valuable teacher time is being wasted in this way simply to "TICK A SCHOOL ADMINISTRATOR'S BOX!"

(g). Provide all teachers with every opportunity to participate in an array of RICH and PERTINENT PROFESSIONAL DEVELOPMENT PROGRAMS in response to their individual needs.

(h). Reintroduce the concept of "SOURCEBOOKS" as a valued resource to guide classroom teachers' planning in all STEM-RELATED subject areas.

(i). Make it mandatory for Teaching Timetables in all schools to reflect STIPULATED MINIMUM WEEKLY TIMES for the teaching of STEM SUBJECTS.

(j). Trial EXTENDING THE SCHOOL DAY to incorporate PUPIL FREE TIME to allow teachers PLANNING & PREPARATION TIME, ATTENDANCE AT SCHOOL-BASED PROFESSIONAL DEVELOPMENT AND BEST PRACTICE COLLEGIAL SHARING SESSIONS. (The issue of increased teacher renumeration would need to be taken into account in such instances.)

(k). Empower School Principals with greater authority and more options to deal with miscreants.

(l). Reintroduce the SCHOOL INSPECTORATE recruited from the ranks of experienced School Principals. Such personnel would be required to undertake FOUR ROLES:

1. Formally INSPECT schools on a regular 2/3-year cycle (INSPECTORIAL ROLE)
2. Formally ADVISE schools in the intervening years (ADVISORY ROLE)
3. Act as "COLLEGIAL FRIEND" assisting in the School's Development Agenda (SCHOOL DEVELOPMENT ROLE).
4. Perform APPRAISEMENTS for Beginning Teachers & for those seeking POSITIONS OF HIGHER AUTHORITY.

(m). Mandate COMPULSORY APPRAISEMENTS FOR ALL BEGINNING TEACHERS IN THEIR SECOND YEAR OF SERVICE in order to ensure that the quality of classroom teaching is being maintained.

(n). Review the MERIT APPOINTMENT SCHEME currently employed to recruit/promote School and Departmental Leaders. Current policies underlying this scheme are open to abuse and often lend little or no weight to the invaluable school experience the applicant brings to the job. Consequently, there is a danger of "greenhorns" securing leading roles in the organisation. Judging people upon what they write in a resume or what they say in a 20-minute interview, or even the great mates they are or may become, is certainly no substitute for "proven performance within a school setting".

The old adage- "A fish rots from the head down!" - rings so true for all organisations and Education is certainly no different. We certainly do not want "queue-jumpers" wrongfully inheriting Educational Leadership positions to the detriment of those who have successfully "lived the dream" and have a sound knowledge and understanding of HOW CHILDREN LEARN!

SO HERE, VERY BRIEFLY, IS A "LIST OF STARTERS" PROMPTED BY THE REVELATION TODAY OF QUEENSLAND'S CONTINUING DECLINE IN EDUCATIONAL STANDARDS AS MEASURED BY THE NAPLAN TEST.

IS THIS A ROAD ON WHICH OUR POWER-BROKERS FEAR TO TREAD?

PLEASE SHARE YOUR THOUGHTS WITH ME.