School context: understanding, acknowledging and responding to context - Module 2 151EPD009
The Department of Education and Training (DET) is a NSW Institute of Teachers endorsed provider of professional development for the maintenance of accreditation at Professional Competence.
This DET course or program is registered professional development under the terms of the NSW Institute of Teachers Continuing Professional Development policy.
For teachers accredited at Professional Competence, completion of this course or program will contribute six hours (1.5 hours for each module) towards Institute registered professional development.
This course or program will address the following Professional teaching Standards:
6.2.1, 6.2.4, 6.2.6, 6.2.7
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Module outcomes
Facilitator’s notes
2A. Understanding your school context
2B. Acknowledging context
2C. Responding to context
Related readings / resources
Module outcomes
This module will enable participants to:
understand what is meant by ‘context’ in Priority School communities and within the NSW public education system
reflect on the implications of acknowledging the diverse contexts represented in Priority Schools
respond to the contextual challenges of Priority Schools through the opportunities represented by a focus on high quality pedagogy to support and move all students forward in their learning.
Facilitator’s notes
The resource can be used by facilitators leading a professional learning session or by individuals completing self-paced module learning online.
The module consists of core activities which are considered essential to understanding equity. Optional activities provide additional opportunities to explore the issues. All activities are highlighted throughout the module.
All core activities and in particular those marked with an asterisk (*) must be completed by teachers towards maintenance of their accreditation at the Professional Competence level with the NSW Institute of Teachers.
In delivering this module the facilitator will need Internet access and the following resources:
Reference material for Activity 2C
There is one core activity and 2 optional activities. They are listed below.
Core: 2A*
Optional: 2B and 2C.
2A. Understanding your school context
PowerPoint presentation : slide 2-8
Background information
Ask participants to consider the video montage, quotes and statistical information presented. What are some of the key ideas about ‘context’? Discuss the context that the information provides about Priority School communities.
Activities
Activity 2A: Understanding your school context*
In a school group investigate and discuss the context of your own local school community.
What qualitative and quantitative sources of data are available? Consider systems data about student learning and participation, school and classroom data, personnel, local histories and community perceptions.
Include the voices of teachers, students and parents.
Refer to the Activity B1 (i) Module 1 and 4D (i) in Module 4 for suggestions on gathering relevant systems data.
Use the Mapping your school context diagram to assist you to build a picture about your own school context.
Write a description of your school context using the My school context handout. In your written description ensure you:
include factual information and currently available system, school and classroom data
refer to the intersecting nature of socio-economic disadvantage within your school community
avoid language that is deficit or that stereotypes particular groups with the school community
use language accurately and appropriately to reflect the rich diversity of your school community
consider the possible audience and medium (online or in print) for your context description – school website, report, submission, Side by Side article or PSP school story on the PSP website
2B. Acknowledging context
PowerPoint presentation : slide 10-17
Background information
The context of a school community needs to be viewed as an opportunity for making equity in education and innovation in whole school and classroom practices a reality. Lamb and Teese (2005) state that Priority Schools have high densities of socio-economic disadvantage compounded by ‘multiple layers of disadvantage’ which present considerable challenges for schools in closing the achievement gap.
The 2009-2012 funding cycle offers every school supported by Priority Schools Programs the opportunity to value their school context and plan in ways that are innovative and that make a difference to both student and teacher learning.
Activities
Activity 2B: Acknowledging context
Consider the quotes, statistics, research and First Day video excerpt located in the PowerPoint Presentation. In a school group discuss the following questions:
1. What are the cultural and social resources that these students bring to school?
2. What might schools and teachers need to consider in acknowledging the diverse contexts of these students and their families?
Consider the video excerpt and your own context.
3. What may schools need to do differently or additionally to support students to engage in learning that builds their success in literacy and numeracy?
4. If context is valued, what are the implications for teaching, learning and assessing?
2C. Responding to context
PowerPoint presentation : slide 18-20
Background information
It is not enough to know about the school context, the diverse contexts of students’ background and the importance of valuing such ‘multiplicity on context’ (Dockett & Perry, 2001). Schools need to respond to their unique contexts if they are to support every student to move forward with their learning. Prior achievement should never be a final destination rather it should only be a starting point.
Priority Schools Programs recognises that teachers can and do make a difference to student learning.
Effective schools and school improvement research has consistently highlighted the need for schools to recognise the differences that students bring with them to school and to work strategically across multiple platforms to support students in their learning. Priority Schools Programs draws attention to three inter-related action areas:
The three inter-related PSP action areas:
draw on school improvement and effective schools research
provide a systems approach to whole school change and improving practice
encourage a hybrid of strategic actions that operate across each of the three action areas to improve student literacy, numeracy and engagement.
These are not to be confused with the core business of schools which is student learning, rather they represent enabling factors that can support the kinds of changes at the classroom, school and community level that will be of most benefit to students and their learning needs in the 21st century.
Quality teacher matters in responding to context
The NSW Quality Teaching model ‘…provides the explicit criteria and direction for delivering pedagogy that may improve the engagement, connection and substantive learning of disadvantaged groups….[It] has the potential to reconnect students over time, this in turn challenging teachers’ beliefs and expectations in ways that might reinforce a more positive cycle of increasingly high quality pedagogy for low-SES and ATSI student groups.’
Griffiths, T. et al (2007) Equity and pedagogy: familiar patterns and QT based possibilities. Paper delivered at AARE conference, November 2007. The NSW Quality Teaching model and resources may be a focus for ongoing professional learning, reflection and dialogue about the teaching and learning practices that work best for the students in your particular school.
Activities
Activity 2C: Responding to context
PowerPoint presentation : slide 18-20
Download one of the school stories from the PSP website:
Middle years media literacy focus
Secondary school numeracy focus
Teacher practice in a metropolitan single sex secondary school
OR
- Read Chapter 4 Visual Literacy in School is for me: pathways to student engagement.
- Discuss how the school has responded to its local context to enrich student learning and engagement.
Related readings / resources
Readings
Bowes & Hayes, 1999 quoted in Dockett & Perry (Eds) Beginning school together: sharing strengths. Australian Early Childhood Association Inc. ACT
Brown University (2002) The Diversity Kit, An Introductory Resource for Social Change in Education: Part 11 Culture Ang, Brand, Noble & Sternberg, 2006, Connecting Diversity: Paradoxes of Multicultural Australia
Dockett & Perry (Eds) 2001 Beginning school together: sharing strengths. Australian Early Childhood Association Inc. Watson, ACT
Griffiths, T. et al (2007) Equity and Pedagogy: familiar patterns and QT based possibilities. Paper presented at AARE conference, Fremantle, 2007
Lamb, S. and Teese, R. (2005) Equity programs for government schools in New South Wales: a review. Report commissioned by the New South Wales Minister for Education and Training.
Thomson, P. (2002) Schooling the rustbelt kids: making the difference in changing times. Allen and Unwin, Australia.
Websites and resources
Australian Children’s Television Foundation (1995) First Day DVD – a relevant resource for exploring the context of different communities. It focuses on telling the stories of children from diverse backgrounds as they prepare to start school.
School is for me: pathways to student engagement– a resource that explore s student engagement and pedagogy in culturally and linguistically diverse classrooms.
http://www.curriculumsupport.education.nsw.gov.au/qualityteach/index.htm
Priority Schools Programs support sheets:
Boys' and Girls' education strategy – this document was distributed to all schools in 2008 and contains a range of strategies for effecting school change in responding to the educational needs of boys and girls.
https://detwww.det.nsw.edu.au/lists/directoratesaz/aet/index.htm
https://detwww.det.nsw.edu.au/lists/directoratesaz/equity/multicultural/index.htm
