"You're the voice..."

Those of you in Australia are now likely singing the classic John Farnham song from the mid-1980’s, such is the iconic status of its title. It seems apt at the moment, both for our profession and for our schools.

It’s a long time since we’ve had so much widespread consultation. In January this year, the Productivity Commission released its damning review of the National School Reform Agreement and the Government launched into a review in March by way of response. An online consultation was held in May/June, and another round of consultation on an interim report was held in July (it actually closes tomorrow).

With an enthusiasm for education not usually the focus of the Productivity Commission, they then launched a review of early childhood education in March, with public consultation through April and May.

In NSW, another round of curriculum consultation is currently underway on K-6 and some Year 7-10 syllabi, with responses due by September 11, 2023.

Then, only three days ago, consultation opened last Friday on a draft framework for using AI in schools. Initial drafting was done by a:

taskforce including representatives from all States and Territories and the Australian Government, as well as the Australian Education Research Organisation (AERO), the Australian Institute for Teaching and School Leadership (AITSL), and Education Services Australia (ESA).

Wider consultation is now invited with a view to “to get advice, feedback and ideas from teachers, parents, students and other stakeholders”.

A current Senate inquiry into disruption in schools has a few remaining public consultations before it wraps up its work and reports in November.

And let’s not overlook the enormity of the forthcoming referendum proposed by the Government on recognition of First Peoples and an Aboriginal and Torres Strait Islander Voice.

Terrific!!! Credit where credit is certainly due – that’s a lot of opportunity to have a say in shaping our nation and the education we provide within it.

Three questions are worth pondering: time, insight, and respectful generosity (often a missing ingredient in some people’s hearts when they get involved).

1.?????To which consultation(s) do I have time to contribute a submission?

We’re all busy, that’s for sure. I can’t imagine many (any?) of #the40project community members who are sipping lattes or an Oolong tea waiting on a new consultation opportunity. We’ve got teaching, preparation, marking, family and other relationships, health and wellbeing to attend to. Carving out time to make a contribution isn’t easy, but the opportunity given is a privilege to be seized, if you can. The complaint is regularly voiced that policy makers don’t seem to understand or appreciate our work, otherwise how would they design this policy? As the saying goes, “a camel is a horse designed by a committee”, especially one whose members don’t even know how to ride. Where a review sparks your interest, see if you can recalibrate your calendar to find time to speak your voice.

2.?????What knowledge, skills, experience, and insight can I contribute?

As you consider a consultative submission, think about what constructive insights you can give. We all have strengths and experiences, but not on every topic under consideration. Review processes typically have a range of topics covered in their terms of reference, and the committee will value any insight you can on any topic of relevance, without there being a need to respond to everything. For example, the Review to Inform a Better and Fairer Education System seeks insights into such diverse topics as student mental health, attracting and retaining teachers, and funding transparency and accountability. Expert knowledge in one of these areas likely limits our knowledge in the others, but that should not hold us back from contributing what we do know. It’s a model of benefit – focus on the insights I do have, rather than not contribute because there are plenty of topics about which I don’t know much.

3.?????What is my attitude to how my ideas are considered?

So, you’ve taken the time to make a submission on a topic or issue where you have knowledge, skills, experience, and insight. Then, weeks or months later, the report comes out and your ideas are nowhere! “What’s the point? The decision was already made”. Sadly, that’s a fair criticism of some faux consultations, but these are high level, national policy issues with a lot of scrutiny on their process and outcomes. That’s quite different. The disappointment is fair, yet that comes with the privilege of contributing to the discussion. Consultation is a process of seeking ideas that inform decisions. It is not the decision itself. Our responsibility, then, is to give as useful insight and supporting evidence to enable decision makers to reach informed and considered conclusions. I am mistaken if I have the view that because I contributed, my ideas should necessarily be included. The reasons they may not be included are myriad, or even opaque. My responsibility is to contribute; theirs is to decide.

Flipping this around to schools, do these ideas reflect the experience of teachers, students, and families in our schools? Do we consciously provide opportunities for real voice, or faux process? Is it clear exactly what input is being sought, and from whom, and by whom? Importantly, is there an understanding that participation in consultation is different from taking, and being responsible for, the decision? And what is our response if our views are not integrated into the decision?

You might find this post insightful, courtesy of Mark Tannock, Headmaster of St Aloysius’ College, Milsons Point. Referring to a conversation the College hosted last week between advocates for and against the Indigenous Voice to Parliament, he notes that “people of goodwill exist on all sides” of challenging topics. Courtesy in debate seems missing for many, sadly. Polemic, vitriol, and “winning” seem paramount for some. By contrast, Mark Tannock thanked Fr Frank Brennan SJ and Nyunggai Warren Mundine AO “for their generosity and for their civility”. Respectful disagreement is a gift to us all.

Finally, a wise educator once shared with me this gem: “I don’t like what that person is saying; I should get to know them better”.

So, “make a noise and make it clear, whoooooooooaaaaa”!