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Maximising the Maximising the Potential: Raising the Potential: Raising the Bar Bar August 2008 August 2008 Keynote Speech Keynote Speech Ian Mackie Ian Mackie

Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

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Page 1: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Maximising the Potential: Raising Maximising the Potential: Raising the Bar the Bar

August 2008August 2008

Keynote SpeechKeynote Speech

Ian MackieIan Mackie

Page 2: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Black Doll/White DollBlack Doll/White Doll

• Which doll would your students choose?Which doll would your students choose?

Page 3: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Indigenous Education: Critical Indigenous Education: Critical IssuesIssues

• Four critical issues identified in Indigenous Four critical issues identified in Indigenous educationeducation• AttendanceAttendance• RetentionRetention• CompletionCompletion• Outcomes: Learning & LifeOutcomes: Learning & Life

Page 4: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Contributing Factors: Require Contributing Factors: Require AddressingAddressing

• There are a number of cumulative factors that There are a number of cumulative factors that contribute to these identified issues, these require contribute to these identified issues, these require addressing for real progress to be achieved in addressing for real progress to be achieved in ‘closing the gap’.‘closing the gap’.• Health: General wellbeing & mental healthHealth: General wellbeing & mental health• Passive welfare dependencePassive welfare dependence• High use of drugs & alcoholHigh use of drugs & alcohol• Sexual health & sexual assault issuesSexual health & sexual assault issues• BullyingBullying• Attitudes: Indigenous & non-IndigenousAttitudes: Indigenous & non-Indigenous

Page 5: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Values for Australian SchoolingValues for Australian Schooling

• National framework for values education in Australian National framework for values education in Australian Schools outlines 9 values for Australian schooling. Schools outlines 9 values for Australian schooling. 1.1. Care & compassionCare & compassion2.2. Doing your bestDoing your best3.3. Fair goFair go4.4. FreedomFreedom5.5. Honesty & trustworthinessHonesty & trustworthiness6.6. IntegrityIntegrity7.7. RespectRespect8.8. ResponsibilityResponsibility9.9. Understanding, tolerance & inclusionUnderstanding, tolerance & inclusion

Page 6: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Values Education & Leadership Values Education & Leadership

• The incorporation of these values at a The incorporation of these values at a systemic, school and individual level systemic, school and individual level through strong leadership combat through strong leadership combat contributing factors to critical issues in contributing factors to critical issues in Indigenous education and ensure Indigenous education and ensure guaranteed positive learning and more guaranteed positive learning and more importantly LIFE outcomes. importantly LIFE outcomes.

Page 7: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Values & Leadership Initiatives and Values & Leadership Initiatives and Positions Positions

• Recent initiatives and positions implemented & Recent initiatives and positions implemented & championed at Western Cape College to achieve championed at Western Cape College to achieve positive life outcomes for our Indigenous students:positive life outcomes for our Indigenous students:• The McKinsey Report The McKinsey Report

• Dr Chris Sarra’s 5 fundamental strategiesDr Chris Sarra’s 5 fundamental strategies

• Dr Gary McLennan's Theory of Self-otheringDr Gary McLennan's Theory of Self-othering

• Professor Stephen Dinham’s teaching and leadership Professor Stephen Dinham’s teaching and leadership researchresearch

• FNQ Leadership StrategiesFNQ Leadership Strategies

Page 8: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

How The World’s Best-Performing School Systems Come Out On Top

• McKinsey & Company Report, 25 world school systems examined

• Expenditure does not lead to improvement in outcomes• High performing school systems:

• Get the right people to become teachers • Develop them into effective instructors• Ensure the system is able to deliver the best

instruction for every child.

Page 9: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

How The World’s Best-Performing School Systems Come Out On Top

• The quality of an education system cannot The quality of an education system cannot exceed the quality of its teachersexceed the quality of its teachers• Making entry to teacher training highly Making entry to teacher training highly

selectiveselective• Develop effective processes for selecting the Develop effective processes for selecting the

right applicantsright applicants• Paying good starting compensationPaying good starting compensation. .

Page 10: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

How The World’s Best-Performing School Systems Come Out On Top

• The only way to improve outcomes is to improve instruction. • Top performing systems are relentless in their focus on improving

the quality of instruction in their classrooms. The most effective way to deliver sustained and substantial improvements in outcomes is through sustained and substantial improvements in instruction.

• All effective approaches begin with an understanding of what it takes to improve the quality of instruction of a single teacher.• Develop the systems to create these conditions for all teachers.

• Further reading: www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_School_Systems_Final.pdf

Page 11: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Indigenous Children’s ‘Piece of the Indigenous Children’s ‘Piece of the Education Revolution’Education Revolution’

• Dr Chris Sarra’s National Press Club Address on the 26Dr Chris Sarra’s National Press Club Address on the 26 thth May 2008 outlined 5 fundamental strategies to ensure May 2008 outlined 5 fundamental strategies to ensure Indigenous children are not left behind in the Federal Indigenous children are not left behind in the Federal Governments Education Revolution and ‘bridging those Governments Education Revolution and ‘bridging those shameful gaps’shameful gaps’• Acknowledging & building a positive sense of Aboriginal identity Acknowledging & building a positive sense of Aboriginal identity

in schoolsin schools• Acknowledging & accepting Aboriginal leadership in schools and Acknowledging & accepting Aboriginal leadership in schools and

their communitiestheir communities• High expectations of leaders, classrooms & teacher/student High expectations of leaders, classrooms & teacher/student

relationshipsrelationships• Innovative and dynamic school models in complex social and Innovative and dynamic school models in complex social and

cultural contextscultural contexts• Innovative and dynamic school staffing models.Innovative and dynamic school staffing models.

Page 12: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Acknowledging & building a positive sense Acknowledging & building a positive sense of Aboriginal identity in schoolsof Aboriginal identity in schools

• Quality consistent education provision across all Quality consistent education provision across all schools and communitiesschools and communities

• Watered down ‘Junior Burger’ provision macro Watered down ‘Junior Burger’ provision macro system responsesystem response

• Transferability whilst maintaining strong identity, Transferability whilst maintaining strong identity, live and function successfully in two worldslive and function successfully in two worlds

• We do not accept truancy, low levels of literacy We do not accept truancy, low levels of literacy and numeracy is part of ‘being Aboriginal’.and numeracy is part of ‘being Aboriginal’.

Page 13: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Acknowledging & accepting Aboriginal Acknowledging & accepting Aboriginal leadership in schools and their communitiesleadership in schools and their communities

• Seeing and investing in Aboriginal Seeing and investing in Aboriginal leadership in schools- it existsleadership in schools- it exists

• School leaders embracing Indigenous School leaders embracing Indigenous leadership & working together for childrenleadership & working together for children

• Seeing the leadership potential and depth of Seeing the leadership potential and depth of knowledge available in schoolsknowledge available in schools

• Example: Parents as First Teachers.Example: Parents as First Teachers.

Page 14: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

High expectations of leaders, classrooms & High expectations of leaders, classrooms & teacher/student relationshipsteacher/student relationships

• Strong leadership propels and embeds Strong leadership propels and embeds values educationvalues education

• School leaders directly impact student School leaders directly impact student outcomesoutcomes

• School leaders must be held directly School leaders must be held directly accountable for student outcomesaccountable for student outcomes

• Challenge low expectations and culture of Challenge low expectations and culture of blame.blame.

Page 15: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Innovative and dynamic school models in Innovative and dynamic school models in complex social and cultural contextscomplex social and cultural contexts

• Flexibility of pathways for retentionFlexibility of pathways for retention• Access to quality secondary schooling Access to quality secondary schooling

optionsoptions• College StructureCollege Structure• Service GuaranteeService Guarantee• Infrastructure developmentInfrastructure development• Transition Support to maintain community Transition Support to maintain community

connection.connection.

Page 16: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Innovative and dynamic school Innovative and dynamic school staffing modelsstaffing models

• Staff turnoverStaff turnover• Flexibility in staffing arrangementsFlexibility in staffing arrangements• Challenge the ‘serving time’ mentalityChallenge the ‘serving time’ mentality• Generation YGeneration Y• Importance of inductionImportance of induction• Alternative service delivery models for full-Alternative service delivery models for full-

year service provision.year service provision.

Page 17: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Self-OtheringSelf-Othering

• Dr Gary McLennan's Theory of Self-Dr Gary McLennan's Theory of Self-otheringothering

• Hierarchy of the otherHierarchy of the other• Psychological responses of the otherPsychological responses of the other• Helping the otherHelping the other• Teaching the otherTeaching the other• Power of small talkPower of small talk

Page 18: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Hierarchy of the OtherHierarchy of the Other

• Fear despisedFear despised• ComicalComical• PitiablePitiable• Exotic – Fascinating – EroticExotic – Fascinating – Erotic• ResourceResource• TraceTrace

• How can we use our understanding of the other as How can we use our understanding of the other as educational leaders?educational leaders?

• Would systems and relationships be different in our Would systems and relationships be different in our schools if we employed self-othering? schools if we employed self-othering?

Page 19: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Teaching & Leadership: Improving Teaching & Leadership: Improving Indigenous Education Outcomes Indigenous Education Outcomes

• Professor Stephen Dinham’s teaching and Professor Stephen Dinham’s teaching and leadership researchleadership research

• Classroom teacher most influential in-Classroom teacher most influential in-school factor on student achievementschool factor on student achievement

• Two things drive effectiveness of teachersTwo things drive effectiveness of teachers• Educational Educational leadershipleadership• Professional Professional learninglearning

Page 20: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Dinham’s Student Success TriangleDinham’s Student Success Triangle

Quality TeachingQuality Teaching

Focus on Student

Leadership Professional Learning

Page 21: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Leadership & Learning MixLeadership & Learning Mix

• The question is how to get the mix of leadership The question is how to get the mix of leadership and learning right to empower quality teaching.and learning right to empower quality teaching.

• The KEY leadership challenge in Indigenous The KEY leadership challenge in Indigenous community schools is building environments community schools is building environments conducive to professional learning.conducive to professional learning.

• Traditional PL – in-service/on the job to Traditional PL – in-service/on the job to Alternative PL- learning communities.Alternative PL- learning communities.

Page 22: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

The Learning Community 6The Learning Community 6

1.1. Focused on teaching and learningFocused on teaching and learning

2.2. Individual and collective belief and supportIndividual and collective belief and support

3.3. Problem solvingProblem solving

4.4. Internal focus of expectation and accountabilityInternal focus of expectation and accountability

5.5. Leadership and outside influenceLeadership and outside influence

6.6. Overall dynamics.Overall dynamics.Further reading: Professor Stephen Dinham: Further reading: Professor Stephen Dinham:

http://www.curriculum.edu.au/verve/_resources/DINHAM_AGQTPhttp://www.curriculum.edu.au/verve/_resources/DINHAM_AGQTP_2007.pdf_2007.pdf

Page 23: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

FNQ REGION LEADERSHIP IDENTIFICATION, FNQ REGION LEADERSHIP IDENTIFICATION, DEVELOPMENT AND RECRUITMENTDEVELOPMENT AND RECRUITMENT

• B4S Ambassadors ProgramB4S Ambassadors Program• Support for ‘home-grown’ leadership development initiativesSupport for ‘home-grown’ leadership development initiatives

• ““Grow Your Own”, “Catch and Release”Grow Your Own”, “Catch and Release”

• Present and past leaders of schools and colleges from Cape and Torres Present and past leaders of schools and colleges from Cape and Torres Strait Strait

• Share stories/ insights and information promoting the professional Share stories/ insights and information promoting the professional experiences, challenges and rewards experiences, challenges and rewards

• Identify teachers as potential leaders Identify teachers as potential leaders • Provide a pool of past Principals and support current Principals Provide a pool of past Principals and support current Principals • Source interest from potential applicants for B4S schoolsSource interest from potential applicants for B4S schools• Reference group develops strategies and initiatives for recruiting B4S Reference group develops strategies and initiatives for recruiting B4S

school leaders.school leaders.Further reading: ISSU Website: www.issu.com.au and click on the B4S Further reading: ISSU Website: www.issu.com.au and click on the B4S

Leadership tab down the left-hand sideLeadership tab down the left-hand side

Page 24: Maximising the Potential: Raising the Bar August 2008 Keynote Speech Ian Mackie

Western Cape College Values Education, Western Cape College Values Education, Leadership & Improving Student OutcomesLeadership & Improving Student Outcomes

• Policy of Inclusivity, “all of us for each of us- my place in the year book”

• Values Education Program• Participation in Bound for Success Ambassadors Program, induction

and leadership strategies• Quality teachers delivering quality programs demanding high

expectations• Cradle to Employment Philosophy:

• Transition Support• Service Guarantee• PAFT• Work Readiness Program• CLTE