03
Sep

Managing change effectively

By shartley 0 Comments
Categories: Business Studies and Education
Tags: , , , ,

In Business Studies students learn about Managing change effectively.  They look at how a business must:

  1. Identify the need for change
  2. Set achievable goals
  3. Deal with resistance to change

The business may also engage management consultants to help it through this process.

To meet these outcomes I asked students to write a business report about a change they would like to see in their school.  My favourite (reproduced without corrections) is advocating student involvement in the hiring of teachers:

Introduction

This report will discuss the processes that are required for a positive change at Northern Beaches Christian School. The positive change that is considered is the idea of having student input in the process of hiring staff. This report will identify the need for the change, set achievable goals, and discuss dealing with resistance to change. It will also list all the consultants that would be needed to implement the change and address how stakeholders of the school would be affected by the change. The report will conclude with a recommendation on how the change could be implemented and the benefit to the school.

This report is being written because a recent study has concluded with the results that students work harder, more efficiently and have the will and  right attitude to work because of the teacher that is teaching them and the way they teach. Therefore, from large amount of student support it is necessary that this change is implemented one way or another, because ultimately it is the students being taught and therefore why not hire a teacher that they approve of?

Identifying the need for change

An effective principal would always be scanning the environment, attempting to understand factors that will have an impact on their school. In this way, they may better identify current trends and predict future changes. Achieving such a vision requires a holistic view of the school community and awareness of the potential impact on the business from a variety of factors. Correctly anticipating these factors greatly assists the principal in identifying the need for change. To better understand the changes that need to occur, the principal needs access to accurate and up-to-date information. This would include the recent study completed, which investigated the impact a teacher had on the work completed by their students, and included how the students worked as well. From this it seen that that the way students work is largely impacted by their teachers, which includes their drive, ambition, will and efficiency. For example, an enthusiastic, innovative teacher that explain concepts in a way that everyone understand would definitely have a positive impact on students work ethic than a teacher that reads out from the text book and orders students to answer questions from the textbook. Therefore, for the benefit of the school, it would be better for students to have an input because it is them that are learning and they should have an input on who teaches them.

Set achievable goals

Usually goals are directed towards the employees of a business, however in this case, as the change is directed towards future employees and the senior executives and the principal of the school, it is they that the goals will be directed towards. A vision statement for the proposed change must also be created as it states the purpose of the change, indicates how the future employees should act and states the key goals.

Vision Statement:

To have student input in the hiring of staff, as they are the people who are being taught and therefore must be able to choose preferences for the best learning experience possible. All future employees must be focused, enthusiastic, innovative and have exceptional communication skills.

Key goals include:

  • Having students participate in the interview with the future employee and principal.
  • Having future employee being assessed by students and senior executive in a practice lesson.
  • Having a questionnaire created by students that is to be completed by the future employee and having questions such as what drives and motivates them, why are they enthusiastic about teaching, why approach this particular school, what teaching style do they think they possess.
  • After all of the above has occurred, students should sit with the principal and senior executives, for the final discussion of their position.

Measureable goals include:

  • Having different but same number of students at each interview, practise lesson, final discussion, etc.
  • Creating a system on how and which students would be chosen to participate in this important selection.
  • Having an assessment created for the practise lesson, to which the LAM would be marking them off.

Deal with resistance to change

With any amount of change, there would always be some resistance from teachers, senior executives and even the principal themself. The common reasons to why they would resist change include:

  • Disruption of routine. They may resist change because they are worried that they cannot adapt to the new procedures that threaten established work routines.
  • Time. In some circumstances, not enough time is allowed for people to think about the change, accept it and then implement it. In other situations, the timing is poor.
  • Inertia. Some managers and employees resist change because it requires moving outside and away from their ‘comfort zones’. In this case, it would include having student input in a normally senior executives and principal area, and the future employee would think that students would take advantage of their position and negatively use it.

Resistance to change can be dealt with having strategies put in place. The first step in reducing resistance to change is to ensure that the senior executives and principal understand to main reasons why change is resisted. Once these factors have been identified, each senior executive can put in place strategies to reduce the resistance. Two of the most effective are creating a culture of change and positive leadership.

Culture of change: A strategy includes having the school identify individuals who could act as supportive change agents, which are people who act as catalysts, assuming responsibility for managing the change process. This could also not be possible without the strong communications of the leaders and the encouragement of teamwork.

Positive leadership: A principal who acts as a leader and has high expectations of employee’s abilities to initiate and implement a change process would generally be rewarded with people who are willing to embrace change. There may still be some points of resistance, but this resistance can be productively dealt with because the employees believe that they have the support and trust of their principal.

The consultants that would be needed to implement the change

To implement the change, the consultants that would be needed are:

  • Education consultants-who help people that want to find a career in teaching. They would be used to inform those who want to teach at Northern Beaches Christian School about how they would apply at the school and the processes they would need to undertake before being hired.
  • Management consultants, which are people who have specialised skills within an area of business. They can provide further strategies to smoothly manage the introduction of business changes by:
    • Undertaking change readiness reviews
    • Creating a supportive business culture
    • Actively involving all stakeholders in the changing process
    • Gaining and recognising early achievements.

How stakeholders of the school would be affected by the change

Students: They would be positively affected, as their valuable input in teacher hiring would be recognised, and they would feel as if they making the school better for everyone.

Teachers: Depending on the person, they would be either negatively or positively affected because those that were teaching before the change was implemented, would believe that the students do not like them and positively because of the benefit to the school.

Principal: They would be positively affected because it is new innovation that the school could embrace, especially giving the students an active role in the development of the school.

Senior executives: With the support from the principal they would be positively affected by the change because they have student opinion on a very important decision.

Parents: They would be positively affected because they would know that their children would be more engaged, focused and enthusiastic about learning because they have a teacher that they like and work better with.

Community: The school community would be positively affected because of the development of the school and would be supportive about students having more responsibility by having an input about teacher hiring.

People considering to be hired: The change would bring more pressure upon themselves, however a great teacher would learn how to use the pressure and turn it into an advantage for themselves.

Conclusion

It can be concluded that implementing the change of having student input in the hiring process of teacher is beneficial to the school. It is recommended that this change occur gradually with a systematic approach, to be created by the principal and management consultants, with education consultants being informed about the change, so they could inform those wanting to be hired about the processes to being hired. This change will be beneficial to the school because it gives students a place where their input is valued and used for very important decisions. As the principal wants to be innovative, this change is one more step towards it and the future development of the school.

24
Aug

Burqas in Society & Culture

By shartley 0 Comments
Categories: Society and Culture
students' lesson on judging the burqa

Students dressed in burqas as part of conducting their lesson

Instead of the usual speech with PowerPoint assessment task that had been done the previous 5 years or so, the class and I changed the task to be conducting a lesson to the rest of the class individually or in pairs.  The topic is Intercultural Communication and the task was to focus on learning a culture in another country.  There have been four lessons so far.  All have been very interesting and engaging.  Students have embraced the concept wholeheartedly.

We’ve had a student teach about how to overcome having stereotypical perceptions of other cultures, using Chinese and Australian stereo types as a demonstration.  She had Chinese rice biscuits as rewards for students who contributed to discussion.

Student ran lesson comparing Indian and Australian culture

Eating butter chicken in class

We’ve removed shoes to eat butter chicken and rice with our fingers off banana leaves while a general comparison of India and Australia was presented.  We’ve had a student check for preconceived notions of people in Iran, focusing on the Arts, language, cinema and in particular women and then proceeded to dispel those myths.  The last one, to date, was by two girls who came to class dressed in homemade burqas.  I teach in a Christian school on the north shore/northern beaches of Sydney.  It is a very anglo-saxon community.  The girls idea was that we shouldn’t judge about the wearing of burqas in Australia when we hadn’t even met someone who wore one.  Even though the class knew who were under the burqas they were awkward and some laughed to cover the embarrassment.  They conducted an excellent lesson without getting the giggles (which I was afraid they would do) and then walked around in the playground at recess for 5 minutes.  They were so buzzed by the experience they raced to tell me about it and I asked them to write a reflection.  They did:

Reflection on wearing the burqa

Wearing the burqa around the school completely changed both of our perspectives and opinions on wearing the burqa. Not including the lesson, we wore the burqa for roughly 4-5 minutes in the playground. During this small amount of time a few different things happened. As we first stepped out of the classroom and into the year nine quad we got shouted at with comments such as ‘terrorists’ as well as being on the receiving end of judgemental and disapproving stares. The year nine quad was by far the worst in terms of racist comments, as well as harsh and hurtful ones as well.

 We then progressed to go where our group sits and then directly to the office. Although no comments were yelled directly to us, we received judgemental and harsh looks from both students and teachers alike.
As we walked into the office to get changed the office staff as well as other faculty members that were in the office gave us both quizzical and disapproving looks before they found out that it was us. As we were getting changed back into our school uniform, one staff member even commented, ‘I didn’t know who you were or what you were hiding under there,’ which was yet another example of the stereotypical, disapproving attitudes that were shown in regard to the burqa. Once we were fully changed back into our school uniforms the office staff merely laughed and shrugged off their previous attitudes towards us.

The only people who were not judgemental of us wearing the burqa were the teachers and students who knew that we were underneath them and what our purpose for wearing them was. The teachers who knew that we were underneath gave us encouraging comments like how good our costumes were and ‘good on us’ for walking around wearing the burqas. Our friends who saw us underneath the burqas simply laughed and were egging us on. However, through all the laughs, a sense of disproval was still being sensed even though people knew it was us underneath the burqas.
Some other teachers made discreet comments about the burqa and their discontentment was obvious. The same can be said about the students.

Wearing the burqa for that five minutes or less was a really big eye opener for us. It gave us a great sense of respect for the women who openly choose to wear the burqa and a great deal of sadness towards the women who are forced to wear the burqa. If all of those nasty comments and looks was what we received in five minutes in a school playground, we could barely imagine what it would be like walking around all day, seven days a week in the general public.

This really gave us a whole new perspective on the burqa and opened our eyes up to really how harsh people’s attitudes can be towards the burqa. It definitely is going to make us think twice before we judge a woman wearing a burqa.

 

I had tears in my eyes when I first read this.  This is why I teach.  These girls were considered trouble when they were in Year 10 last year.  Look at them now!

Homemade burqas

They even made the burqas themselves

28
May

The PPP Policy Proposal

By shartley 0 Comments
Categories: Education
Tags: , , , , , , , , , , , ,

final exam The PPP Policy Proposal: A proposal to improve HSC assessment by introducing externally marked Projects, Portfolios or Performances for all subjects

For my very last subject in my Masters of Arts (writing and literature) I chose to break away from the creative writing courses (fiction and non-fiction) and study Public Policy Analysis.  I teach Economics and thought it would be relevant in that regard.  There is much about the course I haven’t liked but the assessments themselves have been thought provoking.  My last assignment (ever?) is to write a 3000 word policy proposal in a prescribed format.  After some discussion on Twitter I settled on reducing the reliance on exams for HSC assessment, partly due to inspiration provided by @cpaterso.  I have now completed The PPP Policy Proposal (pdf file – don’t want to fuss with style conversion from Word to Blog).  Enjoy!

Disclaimers:

(1) There is a little political hyperbole within this policy proposal

(2) It is within the constraints of a university assignment.  Eg Convenor wanted only one paragraph in the Evaluation section and limited to 3000 words in total (I took this to mean not including the Reference List and Appendices)

15
Apr

Wedging the Window Open (an essay for uni)

By shartley 0 Comments
Categories: Education
Tags: , , , , , , , , , , , , ,

‘Policy windows open infrequently, and do not stay open long. Despite their rarity, the major changes in public policy result from the appearances of these opportunities‘ John Kingdon

Policy windows are not dichotomous. There are degrees to which opportunities become available. The emphasis placed on windows of opportunities in agenda setting belies all the other factors at play. Some of these factors are reflected in the punctuated equilibrium model (Jones and Baumgartner 2005) and the advocacy coalition framework advocated by Sabatier (Parsons 1995, pp.194-203). Further in the background are the social and economic contexts in which agenda setting is made (Considine 2005). The development of a national curriculum for all Australian schools is just one more step in an incremental process (Lindblom 1959) of the federalism of education and illustrates how policy setting is subjected to all of these theories. Often the window of opportunity is not open for long but at times it can be gradually wedged further open until it is permanently stuck in place. Changes in federal education policy kept disrupting the status quo in the various states little by little, so that now a major reform like national curriculum is achievable.

Kingdon uses the analogy of space as providing launch opportunities to demonstrate how windows provide opportunities in political systems (1995, p.166). He sees the window only opening when three strands come together. For a policy to be chosen from the “policy primeval soup” (p.123), it depends what is floating on top when the other two strands align, the problem strand and the political strand. A problem has to be noticed, become prevalent and at the same time be a change in the political landscape, such as a transfer of personnel in power (p.174). Some would see the writing of a national curriculum as meeting these three criteria, particularly with a change from the Howard Government to the Rudd Government in December 2007.

National curriculum has repeatedly been floated as policy but Kingdon’s supporters would see it failing due to the window being closed. Instead it just needed further opening. The perceived problem with separate state curriculums are mainly geographic and economic. A national curriculum will allow greater mobility for students and teachers across Australia and economically the education process will be streamlined and opportunities with greater economies of scale (Reid 2005). There really hasn’t been an event to bring the problem to light other than politicians making grand announcements about how necessary it is to have a national curriculum. There’s a bigger picture to the story that other theorists can explain better than via an over simplified three stream window of opportunity.

It is easy to apply Kingdon’s window of opportunity theory to the Building Education Reform when Prime Minister Rudd pledged $16.2 billion to fund buildings in school in the 2009 Budget (Australian Government Department of Education, Employment and Workplace Relations 2011). There had been much said over the years about inadequate buildings for schools (Milburn and Green 2005) so Kingdon’s first stream, the problem, had existed for some time. However, due to the expensive nature of such infrastructure it was overlooked as a prime concern for the federal policy agenda. Then Kingdon’s third stream came into play, the Global Financial Crisis under Keynesian theory required a large spending program by the federal government, an answer looking for a problem and thus a policy was born.

However, when it comes to developing a national curriculum a window of opportunity is less obvious. This is partly because the changes have been incremental, as so often it is when it comes to budgetary decisions (Jones & Baumgartner, 2005, p325). Federal government provides nine per cent of public school government funding (with the states providing the other 91 per cent) but a higher percentage to private schools (Hinz 2010). At first school funding was organised on an ‘ad hoc’ basis with projects such as Commonwealth Science Laboratories (1964) and Commonwealth Libraries (1968) (Lingard 2000, p.25). Under Whitlam the funding arrangement became more formalised with general funding instead of distinct projects (Lingard 2000, pp.25-26).

The 1980s saw an increasing move towards federalism of education due to Labor seeking a platform for its social justice agenda in conjunction with the pressure of globalisation (Lingard & Porter 1997,pp.15-18). These social and economic changes are the key to “policy interventions” (Considine 2005). In a summation of the academic writers of the time, McCollow and Graham said “since the mid-1980s, education policy has been increasingly seen as a part of the agenda for micro-economic reform, designed to make Australia’s economy more internationally competitive” (1997, p.61). This capitalist approach signifies a shift of power from a pluralist approach on a consultative committee basis within each state, where government was assumed to be making neutral decisions, to a situation of Lukes’ third dimension of power where the ideas of globalisation and capitalism were dictating the policy agenda for education at the federal level (Dudley & Vidovich 1995, p.25). This was in effect reducing the power of the states over their own education policies, particularly when federal policies were tied to funding.

According to Fenna (2005, pp.130-131), one of the more famous pluralists, Lindblom, conceded that the pluralist process favoured the power of business in a capitalist society and thus narrowed the gap between pluralism and Marxism. Perhaps it was also a case that as the world became more globalised the federal government was seeking ways to reassert its authority which fits the structuralist approach Hancock (2008, p.4) describes as the statist view.

Dror (1964, p.154) argued forLindblom’s incrumentalism theory to work that present policy must be mainly satisfactory, the existing problems must be ongoing and the means for solving the problem readily available. This is beautifully applied to development in federal education policy. Education is fundamentally on firm ground as a desired public good. A continuous issue with education, however, is the insatiable desire to achieve better outcomes by all participants in the policy process. The states have individually developed different systems in their striving for better outcomes, within budgetary constraints, and there lies a secondary ongoing problem, the incongruous systems. Federalism has been consistently touted as a solution for both of these problems and more.

Dror (1964, p.154) went on to say that “Changes in knowledge-technological and behavioral-put at the disposal of policy makers new means of action, which, unless ignored, lead to radically new policies”. This is evident in the Digital Education Revolution policy where some of the states in conjunction with the federal government are introducing a 1:1 laptop program to public schools (NSW Government Education and Training 2011). The technology enabled government to make a radical change in the education process, not like the small shifts to which Lindblom refers in his incrementalism theory.

The incremental changes towards more federal involvement in education policy was aided by disruptions to what would otherwise be a fairly stable policy, particularly regarding national curriculum. This falls under the punctuated equilibrium model proposed by Baumgartner and Jones in 1993 where change can come about once policy is disrupted (Parsons 1995, pp.203-206). Jones and Baumgartner (2005, p.325) themselves declared incrementalism to be “the foundation of punctuated equilibrium”. Every time prominent politicians – Fraser, Dawkins, Nelson, Bishop, Rudd, Gillard (Lingard 2000, Reid 2005, Hinz 2010) – promoted national curriculum as being desirable it disrupted the status quo regarding the states’ hold on school curriculum. It was only when Kevin Rudd became Prime Minister with a Labor Government that national curriculum actually began to be written. This fits Kingdon’s window of opportunity due to change of federal government and friendly state governments: “A problem is recognized, a solution is developed and available in the policy community, a political change makes it the right time for policy change, and potential constraints are not severe” (Kingdon 1995, p.165).

Yet a better fit than Kingdon’s window are the two forces Baumgartner and Jones declare to be underpinning the punctuated equilibrium model, policy image and the institutions involved (Parsons 1995, pp.203-204). Media outlets generally reported support of Rudd’s to national curriculum comparing his pluralist approach to the policy as opposed to the Howard government’s plan to impose national curriculum (AAP 2007). Government language carefully promotes giving power to the people in its propaganda regarding policy change in education, thereby promoting a pluralist view. For instance, “MySchool has provided parents, teachers and the community with nationally consistent robust information about how schools are faring, where they are doing well and areas that need improvement” (Gillard, J & Crean, S, 2010). In doing so they ironically fit Colebatch’s (2006) authoritative choice (p.5) and social construction (p.7). By promoting national curriculum as being for the community it allows voters to feel safe in our education system.

The most important institution involved in the federalism of education had been hatched decades earlier through the development of a state and federal collaborative body, the Australian Education Council (AEC), which later became Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Lingard et al 1995). It was therefore no great shift from collaborating on research and national testing to national curriculum. Now in addition to MCEETYA the Australian Curriculum, Assessment and Reporting Authority (ACARA) has been established via legislation at the end of 2008 (Australian Government Com Law 2008) and the Board in May 2009 (ACARA 2009) to administer national curriculum and take over some of MCEETYA’s responsibilities such as national testing.

The advocacy coalition framework (ACF), promoted by Paul Sabatier, places policy in the context of values and beliefs, “the ACF explicitly identifies beliefs as the causal driver
for political behavior” (Weible et al 2009, p.122). It has already been said that the Labor Government of the 1980s were looking at education as a social justice agenda but also holding an increasing corporatism view and statist view of federal government dominating the states. John Howard as Prime Minister wielded his personal ideology on education policy as seen, for example, in his linking funding to flying the Australian flag at schools (Clark, A 2006). In fact, one of the factors that brought national curriculum back on the agenda during Howard’s reign was his objection to the way history was being taught in schools (Grattan, M & Green, S 2006).

The ACF framework can be applied to the education policy changes in the 1980s. The stable parameters involve the education system itself, the external system is the increasing globalisation of the world and the prevalence of economic rationalism and the constraints mainly being the states resisting federal government stepping on their turf. It is only in 2007 that the long-term opportunity arose due to bipartisan support in federal parliament for a national curriculum.

Considine’s article, Analysing the Policy Context (2005), neatly provides background for these incremental steps gradually opening the policy window to allow national curriculum to fly in. The social and economic conditions were favourable, there were historical alignments with Labor in power federally and in most states and the established relationship of the federal government funding of education linked to various actions providing the policy instrument. The collaborative group, MCEETYA had been developing policy for some time and were able to act as a source of integration until ACARA was founded.

Motivated by a desire for dominance over the states and economic rationalism aiming to reduce the costs of multiple education systems over the last 30-40 years, the federal government has sought to take power over education in Australia. The current development of national curriculum by ACARA is a major step in the federalism of education. This has been enabled by the alignment of political parties in power and a generally bipartisan approach and the wielding of big players in the political domain. The institutions (AEC, MEETYA, ACARA) established in the wake of a political upheaval by these politicians brought together the various stakeholders to work towards a common goal. Overall, it is the beliefs and values underpinning education policy that support a national approach. All parents want is what’s best for their children and national curriculum brings together nationalistic pride and individualistic aspirational goals. The states have provided many obstacles to date and quite probably will in the future. However, federal government policy will dominate in the end, enabled by all the incremental changes over the years as power was chipped away in return for funding.

Reference List

AAP 2007, ‘Rudd proposes national school curriculum’, The Age, 28 February 2007, retrieved 9 April 2011, <http://www.theage.com.au/news/National/Rudd-proposes-national-school-curriculum/2007/02/28/1172338682971.html>.

ACARA 2009, ‘About us’, retrieved 12 April 2011, <http://www.acara.edu.au/about_us/about_us.html> .

Australian Government ComLaw 2008, ‘Australian Curriculum, Assessment and Reporting Authority Act 2008’, retrieved 12 April 2011, <http://www.comlaw.gov.au/Details/C2008A00136>.

Australian Government Department of Education, Employment and Workplace Relations 2011, ‘Nation Building Economic stimulus Plan: Building the Education Revolution’, retrieved 12 April 2011, <http://www.deewr.gov.au/Schooling/BuildingTheEducationRevolution/Pages/default.aspx>.

Colebatch, HK 2006, ‘Thinking about policy: finding the best way’, paper presented to the GovNet International Conference, Australian National University, Canberra, 29 November – 1 December, pp.1-17, retrieved 12 April 2011, <http://govnetconference2006.anu.edu.au/papers_etc/colebatch.pdf> .

Considine, M 2005, ‘Analysing the policy context’, Making public policy: institutions, actors, strategies, Polity, Cambridge, UK, pp.26-50.

Clark, A 2006, ‘Flying the flag for mainstream Australia’, Griffith Review, No.11, pp.107-112.

Dror, Y 1964, ‘Muddling Through, “Science” or “Inertia”?’ Public Administration Review, Vol.24, No.3, pp.153-157, retrieved 2 April 2011, JSTOR database.

Dudley J & Vidovich L 1995, The Politics of Education: Commonwealth Schools Policy 1973-1995, The Australian Council for Research, Melbourne.

Fenna, A 2004, Australian Public Policy, 2nd edition, Pearson Education Australia, Frenchs Forest.

Gillard, J & Crean, S 2010, Gillard Government gives power to parents and principals, Australian Labor, retrieved 14 April 2011, <http://www.alp.org.au/federal-government/news/gillard-government-gives-power-to-parents-and-prin/> .

Grattan, M & Green, s 2006, ‘PM claims victory in culture wars – AUSTRALIA DAY 2006 • Call for new approach on teaching history’, The Age, 26 January 2006, retrieved 12 April 2011, Newsbank database.

Hancock, L 2008, ‘Power, interests and agenda-setting’, unpublished, in possession of author, Melbourne.

Hinz, B 2010, Australian federalism and school funding: Exploring the nexus in Victoria’s devolution reforms, Australian Political Science Association Annual Conference, Melbourne 26 – 29 September 2010, retrieved 10 April 2011, .

Jones, BD & Baumgartner, FR 2005, ‘A model of choice for public policy‘, Journal of Public Administration Research and Theory, vol.15, no.3, pp.325-352, retrieved 10 April 2011, Expanded Academic ASAP database.

Lindblom, CE 1959, ‘The Science of “Muddling Through”’, Public Administration Review, Vol.19, No.2, pp.79-88, retrieved 2 April 2011, JSTOR database.

Lindblom, CE 1979, ‘Still muddling, not yet through’, Public Administration Review, Vol.39, No.6, pp.517-526, retrieved 10 April, 2011, EBSCO database.

Lingard, B 2000, ‘Federalism in Schooling Since the Karmel Report (1973), Schools in
Australia: From Modernist Hope to Postmodernist Performativity’, Australian Educational Researcher, Vol.27, No.2, pp.25-61, retrieved 9 April 2011, APA-FT database.

Lingard, B & Porter, P 1997, ‘Australian schooling: The state of national developments’, in B Lingard & P Porter (eds), A National Approach to Schooling in Australia?: Essays on the development of national policies in schools education, The Australian College of Education, Canberra, pp.1-25.

Lingard, B, Porter, P, Bartlett, L & Knight, J 1995, ‘Federal/State Mediations in the Australian National Education Agenda: From the AEC to MCEETYA 1987-1993’, Australian Journal of Education, Vol.39, No.1, pp.41-66, retrieved 9 April 2011, APA-FT database.

McCollow, J & Graham, J 1997, ‘Not quite the national curriculum: Accommodation and resistance to curriculum change’, in B Lingard & P Porter (eds), A National Approach to Schooling in Australia?: Essays on the development of national policies in schools education, The Australian College of Education, Canberra, pp.1-25.

Milburn, C & Green, S 2005, ‘A state of decay’, The Age, 10 October 2005, retrieved 12 April 2011, <http://www.theage.com.au/news/education-news/a-state-of-decay/2005/10/07/1128562998818.html>.

NSW Government Education and Training 2011, ‘Digital Education Revolution – NSW’, retrieved 12 April 2011, <https://www.det.nsw.edu.au/about-us/how-we-operate/national-partnerships/digital-education-revolution> .

Parsons, W 2995, ‘Networks, streams, advocacy coalitions and punctuated equilibrium’, Public policy: an introduction to the theory and practice of policy analysis, Edward Elgar, Aldershot, UK, pp.184-207.

Reid, A 2005, ‘Rethinking National Curriculum Collaboration: Towards an Australian Curriculum’, Commonwealth of Australia, Canberra, retrieved 2 April 2011, < http://www.dest.gov.au/NR/rdonlyres/662870A8-BA7B-4F23-BD08-DE99A7BFF41A/2650/report1.pdf>.

Weible CM, Sebatier, PA & McQueen, K 2009, ‘Themes and Variations: Taking Stock of the Advocacy Coalition Framework’, The Policy Studies Journal, Vol.37, No.1, pp.121-140, retrieved 9 April 2011, Expanded Academic ASAP database.

Special thanks to Bronwyn Hinz (@BronwynHinz) and Maralyn Parker (@MaralynParker) for conversing with me on this topic on Twitter.

This essay received a Distinction (73/100).

17
Mar

The Exchange

By shartley 0 Comments
Categories: Business Studies, Economics and Education
Tags: ,

This year I am privileged to have the same classroom for all my lessons.  This goes in conjunction with going mobile, meaning I have no fixed location for a desk.  I mainly work when I’m off class in The Hub, a large teachers’ lounge but can escape to a ‘cave’ space when I need to work in a particularly quiet location.  My filing cabinet, full of resources, are in my classroom and I have a mobile unit in The Hub.

My working space in The Hub

My working space in The Hub

My mobile unit (pic by Stephen Harris http://imaginelearning.tumblr.com/)

My mobile unit (pic by Stephen Harris http://imaginelearning.tumblr.com/)

We are gradually changing the names of the classrooms around the school.  Some have the names of the local beaches, Science rooms are named after the tallest mountains in the world and Art rooms are named after famous art galleries.  We’re going to call my room The Exchange, partly due to the amount of Economics, Business Studies and Commerce that is taught there, but also because it is a place to exchange ideas.

“If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.” George Bernard Shaw

“Decide what you want, decide what you are willing to exchange for it. Establish your priorities and go to work.” H L Hunt

“Our heritage and ideals, our code and standards – the things we live by and teach our children – are preserved or diminished by how freely we exchange ideas and feelings.” Walt Disney

“The public interest is best served by the free exchange of ideas.” John Kane

Next door is a room used for Textiles and Design and Food Technology.  It will be called The Mint, to match The Exchange but also because it is a colour, a food and a condition.

A few years ago The Exchange was a crowded computer room, frequently used as a thoroughfare by the teachers from the staffroom connected to it.  Now the computers have been moved to the edge of the room and lovely new couches and tables put in the middle, ideal for my boardroom sessions in Business Studies classes.  There is also a large bookshelf of HSIE resources, very handy for students who ‘forget’ their textbooks and for consulting a wide variety of texts easily and spontaneously.  It has been interesting to see the arguments over which textbooks the students consider to be the best.  Some think the more words the better, others think clear succinct writing is more suitable.  It goes to show when we choose textbooks for our classes that it is always a compromise.  With the new Business Studies syllabus this year I am attempting to not use any single textbook more than 10% to comply with CAL and not have to require students to purchase a particular text.  Business Studies lends itself to this because there a numerous textbooks, due to its popularity, and some fantastic Internet resources.  It is also a subject containing a lot of common sense that just needs to be tailored to the syllabus, thus the board room sessions to sort out what is already known.  Economics students use the couches and tables as if they were the Department of the Prime Minister and Cabinet to solve the economic issues in the world.

The Exchange - as you enter

The Exchange - as you enter

The Exchange - new lounges and tables

The Exchange - new lounges and tables

The Exchange - the books

The Exchange - the books

The Exchange isn’t perfect.  It is blessed with air-conditioning but it drips atrociously so a towel is kept in the room to soak it up.  It is also currently used as a storage area for a class set of new computers to go to another room.  It will be nice when they find their home.  The vertical blinds for the windows had deteriorated to the extent they have been removed and I am anxious for their replacement.  Sunlight also streams through the skylights making it difficult to view anything shown through the data projector.

The Exchange - the air-conditioner

The Exchange - the air-conditioner

The Exchange - the boxes

The Exchange - the boxes

I love my classroom and the opportunities it provides but I would love to know how YOU would use it.  Please post your ideas here.

20
Jan

The Education Revolution (a quick post)

By shartley 3 Comments
Categories: Business Studies and Education
Tags: , , , , , , , , ,

Pročitano u prvoj polovini 2008. godine

So I was doing the laundry and thinking about the prep work I’ve been doing this week and about a conference I’m helping to run later in the year and wondering how many teachers actually want to move away from an industrial style of teaching and learning. I think those of us on Twitter feed off each other and become enthused and energised by the concept of change to improve students’ learning. Further, I teach at an extremely innovative school led by a Principal whose current passion is architecture and furniture for education. Not everyone is like us.

I want my students to love learning, to enthusiastically participate in discussions, to want to learn more, to think, investigate, discover, problem solve, create, participate in world matters, and so on. I don’t want them to merely regurgitate facts and figures, to memorise standard essays, to simply read and feed it back. Yet I am constrained by our system. For the last 6 years I have only taught students in Year 9 and up so am duty bound to prepare them for the School Certificate at the end of Year 10 and the HSC at the end of Year 12. The majority of my students are not pushed at home to perform at the highest level, they have cruised through most of their school life coasting on whatever ability they are at rather than adding value to their education by being enthusiastic about the learning process and/or their subjects.

It seems the majority of the top performers are the ones who have a culture at home of valuing academic education but what about those who don’t? Even then, many of them are seeking marks as a means to university entry and power and wealth rather than valuing education for its own sake. How do we encourage students to embrace learning?

The work I’ve been doing this week is preparing a Business Studies course for a new syllabus. One of my main aims is to use the textbook as little as possible to the extent that next year we can ditch it altogether. This means using less than 10% of the pages and so far I’m on track. Business Studies is a subject that lends itself to being real and relevant. The Australian government at all levels and various business associations provide material online to help business owners establish and operate their businesses. Students can dream and plan their very own businesses. I love showing students how they can turn their interests into a real live business. My current HSC students that I have often referred to in this blog include a lot of sports enthusiasts. It is an absolute joy when they can envisage running a coaching clinic, owning a sports store or running a sports travel agency.

When I taught Business Studies early in my career I was bored silly by the textbook and the internet worksheets I created so much that I never wanted to teach it again after just two years. When I saw the students enrolled in my class last year I knew they and I would never survive if I continued in the same vein. Now I use tools like LinoIt, games like the lemonade stand game, online quizes like this entrepreneur one and creating their own online glossary of key terms in Moodle. The best aspect of Business Studies is how they can apply the theory to their own future business. It takes a lot of energy to run classes like this but the reward is great. Most of these students will not perform well in the HSC but they will perform better than they would have by merely studying the textbook. They have learnt heaps about business, they are quite enthusiastic about business and they have a foundation on which they can build their own business. The HSC does not measure that.

Now thinking about the conference on best teaching practices in Business and Economics classrooms, I wonder about the participants. What do they want from their teaching? What do they want for their students? Have they heard from a change enthusiast like myself before?

Some of the teachers participating in this conference come from schools where the standard is extremely high and the pressure for results in tests are immense. Are innovative teaching methods appropriate for their students? Is there a trade-off of marks for passion? Is it possible to achieve both?

I think it is possible. Actually, I believe innovative teaching is important even if marks are sacrificed. Passion can lead to better marks for the lower to average student. However, I think there needs to be a change in culture for the top-end to understand memorisation is just a means to an end and in the long-run they benefit more from enthusiasm and curiosity.

Our testing system also needs to change. There needs to be greater scope for the way students present what they have learnt and how they can create, problem solve and be active citizens in our economy and society as a result of a quality education.

15
Nov

Globalisation – problems and solutions (Economics)

By shartley 0 Comments
Categories: Economics and Education
Tags:
Executive Board Room Facility at Crowne Plaza San Francisco International Airport

Executive Board Room Facility at Crowne Plaza San Francisco International Airport

This morning I tweeted my lesson plan:
@shhartley Econ lesson plan: Write ‘Globalisation’ at top of board. Then write on one side ‘Problems’ and on the other ‘Solutions’. See what happens.


It almost went to plan.  There was a glitch in rooming at the last minute so I moved my class of 11 students to our school’s Boardroom where there were no computers and the white board was resting against the wall on the floor.

I told them to imagine I had written ‘Globalisation’ at the top of the board and ‘Problems’ on one side and ‘Solutions’ on the other and that the rest was up to them.  The blank faces encouraged me to talk a little more so I said they could imagine they were a committee for an organisation like the WTO.  They had the work we’d been doing for the last 5 weeks, use it and their brains.  I asked them to pretend I wasn’t there.

Straight away one student naturally assumed leadership responsibility (he is a school captain) but with some input from others.  He appointed a scribe and suggested they list the problems and then divide into groups of 2-3 to arrive at solutions.  The problems listed were:
•    Division between the rich and the poor
•    Loss of culture
•    Protectionism
•    Environmental consequences
•    Human rights abuse

They divided the topics up and spent 20-25 minutes in their groups discussing solutions.  Then they regrouped and went through their solutions together with the scribe taking notes.  After 45 minutes (out of a 75 minute lesson) they felt it was all over and looked at me expectantly.

I complimented them on the way they had worked but they needed to provide more specific solutions.  They then spent another 15 minutes nutting out some of these as a whole group.

It was a comprehensive list (scan of my rough Notes).  They like governments providing incentives to modify behaviour of TNCs such as to reduce pollution, resist exploiting labour and maintain local cultures.  Overall the solutions were still over-simplified and superficial but at a reasonably appropriate level for the HSC.

However, the most useful part of the lesson was the way they worked together without my input, without computers and little use of textbooks.  They used their heads.  I conducted a time of debriefing to show how useful the exercise was and how the content they arrived at would help to respond to an array of HSC questions.  We discussed how it would have been different if we had been in our normal classroom of computers and smaller tables and chairs.  The consensus was that being around a board room table in big and important chairs helped the atmosphere and Google would have just provided a distraction through too much information and temptation to go to other websites.

It was a great way to conclude our topic on The Global Economy.

15
Nov

Hot desking

By shartley 0 Comments
Categories: Education
Tags: , , , , , , , , , ,
Newsroom panorama

Newsroom Panorama by Victoria Peckham

  • What if some staff became semi-itinerant in terms of the staff room location?
  • What if each staff room had a table space for collaboration – as well as a couple of comfortable chairs and perhaps less desks and/or privately managed work materials (aka clutter)?
  • What if ‘mobile’ staff could choose which staff room they wanted to work in from day to day?
  • What if some staff would like to trial using the Hub (even with its open access and senior students) as their home base for work and meeting with students or staff (if a GLM or LAM)?
  • How might we provide secure space for them in the Hub? – possibly a locker or a mobile mini-caboose?
  • Are you a ‘change’ junkie? Does any of this strike a chord with you? Are you interested in putting your hand up to try something different?

My Principal emailed around the above questions and I knew I had to respond.   If I don’t respond how can I ever argue about any changes that are inflicted upon me.  This was my chance to influence the working situation I would like to be in.

Currently I am not completely happy with my staffroom.  There is one phone shared amongst 7-8 staff.  As an online teacher I am often at my desk answering on everyone else’s behalf.  That said, I am also often responding to knocks on the door from students, looking for items teachers have forgotten to take to class or to see one of the other teachers in the room.  Music students are particularly frequent visitors sincethey need to book rehearsal times, fetch instruments out of storage and just generally more needing of support.

One of my really good friends is approaching retirement and at times she can be a little negative.  She is a great teacher but is not very flexible with changing attitudes towards education, particularly regarding technology and student-centred learning.  As much as I love her it is becoming harder sharing such close space with her.

So, to escape this situation the Principal’s offer looks appealing.

I actually like the idea of the Hub in many ways.  There would be more interruptions but they will be more for me instead of someone else.  I worry about the security of students’ work, since it is a place senior students use.  As I mark papers I would need to secure them every time I left my desk for even short periods of time.  I like communicating and collaborating with teachers across the whole school, being in the centre of activity. But not all the time.  I can see working in the Hub being appropriate some of the time.

There will be occasions where I will need to work with staff in my faculty on activities such as programming and assessment writing.  A meeting room where we can spread out and not be interrupted would be ideal in these situations.  As a head of faculty I would also need somewhere private to talk one-on-one with a member of staff or students.

However, to be very productive in my individual work, I like quiet.  Recently I shared a quiet office for a couple of weeks with just two other occupants.  One, a non-teaching member of staff, is quite a reserved person, although he received many phone calls (each desk had its own phone) and the other was away teaching most of the time.  I achieved a great deal of work during this time due to the lack of interruptions and the room being what we dubbed ‘a cone of silence’.

I’m not one for personal photographs or artefacts at my desk but I like my own stash of stationery and resources to call upon.  If I had a large locker for these items plus my files and folders it would be an adequate solution.  I would love to have a business/economics/culture area within the school where all the associated resources were stored with some comfy chairs and a round table to spread out alone on or to hold meetings around.  Every time I went to teach a class I wouldn’t want to lug around my lap-top with me.  It would need somewhere safe and secure, away from where students could read my email or tamper with files, although a locking mechanism could work.  Many students could hack through it though.  I am not yet willing to trade a lap-top in to totally rely on an iPad or some other Personal Digital Device.

I like to change where I work.  At home I have a desk but more often I am in front of the TV on the couch or in bed.  Once a week I stay at my in-laws and adapt to being in a different location, packing for me and my children each week.  I am a very busy person and take my iPad to conferences and my lap-top when I stay at houses of family and friends (just about everyone has wireless access).  When I have a looming due date for a writing gig I stay at a hotel for a weekend to have peace and quiet and room service, alone, away from all the domestic demands of my own house.

Overall I like the concept of not having a permanent desk but it would have to be managed carefully and securely.  I would need a large locker space or an area of storage that was easy and attractive to access.  I started a pro and con list but the list was coming out with many more cons than pros, the most prominent ones being noise, lack of storage and lack of privacy.  The pros being a more collaborative atmosphere, more flexibility and you know what, sometimes change is good.  I did a bit of Google, Twitter (thanks @SimonBorgert and @BAFDiploma) and academic database research and found we should also be concerned with hygiene, RSI and other ergonomic factors and practicalities such as how one is to be located when there is a phone call or how to print.

Yet my deepest concern is the divide it could cause amongst staff. Already there is a bit of divide between those teachers who embrace technology and are flexible within their classrooms and those who are more traditional in their approach.  I am concerned that it is perceived as an ‘either you are with us or against us’ attitude from the top.  I am willing to try it but am scared that once a few of us say we are willing to try it leads to a headlong rush into doing it for real, for everyone whether they like it or not, no turning back.  Sometimes at our school trials are really an easing-in of a new idea, not trials at all.

I wouldn’t have described myself as someone who embraces change.  But yes, I will respond to the Principal’s email, putting up my hand to say I am willing to try something different.  But I will also send him the link to this blog.

Crabtree Hall Business Centre http://www.crabtreehall.com/

Crabtree Hall Business Centre http://www.crabtreehall.com/

http://www.smh.com.au/national/office-warfare-20090429-anfm.html
http://www.computerchairs.com.au/computer-chairs-articles/2000/8/30/musical-chairs-for-adults/
http://www.squidoo.com/hotdesking
http://www.darktea.co.uk/blog/13-tips-to-successful-hot-desking
http://www.bnet.com/blog/teamwork/is-hot-desking-a-cool-idea-or-a-catastrophe/224
http://www.telegraph.co.uk/finance/4493463/Mind-how-you-move-that-chair-its-hot-Hot-desking-is-a-growing-trend-bringing-a-new-culture-writes-Violet-Johnstone.html

02
Nov

Xtranormal Global Business

By shartley 2 Comments
Categories: Business Studies
Tags: , , , , , , , , ,

Today students in pairs chose topics out of a lucky dip.  I demonstrated an example of how to use xtranormal to illustrate how to show a concept through animation.  There was a little bit of trouble with how slow xtranormal can be on our server but the students coped well with it and had other work they could do while they waited for rendering to occur.  Some students made the mistake of using characters that would cost so had to change their characters before publishing their final video.  It was a bit rushed at the end of the lesson so some of the students were not able to publish properly (yet).  One has no sound and another just hasn’t published properly.  One student forgot to link his concept, legal considerations, to global business so created a video about prenuptial agreements.  My mistake was not paying enough attention to the work he was doing.  There were some good results though.  Here are six (out of eight) that are ready to be viewed.  It would be great if you could comment.

Tension between protectionism and free trade

Ethics in global business

Tastes and religion in global business

Dispute resolutions in business

Intellectual property rights

War and civil unrest

And the prenuptial agreement (not exactly related to Global Business)

19
Sep

Look at me: the competition for the student dollar

By shartley 1 Comment
Categories: Business Studies and Education
Tags: , , , , , , , , , , , ,

Shani Hartley reviews two of the textbooks on offer for Business Studies students in 2011.

Business Studies in Action
by Stephen Chapman
ISBN 13 9781742161334
Publisher: Jacaranda
Expected release date: Nov 2010
$69.95

Business Focus Preliminary
By Mike Horsley, Ian Biddle, Graham Harper, Robert Mulas, Natasha Terry-Armstrong
ISBN 978 1 44252 909 0
Publisher: Pearson Secondary
Expected release date: Dec 2010
$69.95

Last year, according to the NSW Board of Studies, approximately 16,000 students sat the HSC Business Studies Examination, making it a very lucrative market for textbook publishers to snare.  Due to a new syllabus being issued for Business Studies in 2011, there is a new batch of textbooks vying for a place on school booklists.  It is my job to make that selection for our students.  However, I am tempted to not use a textbook at all.  I teach in a technology rich environment where students are able to use a range of resources so I’m finding it increasingly hard to justify the purchase of one expensive textbook.

In the last decade our Business studies students have used three different versions of a Preliminary Business Studies textbook.  The first one we used was published by Longman (since absorbed into Pearson Publishing) and written by Sykes, Hansen and Codsi.  It contained good case studies and diagrams but it was too wordy.  Then we switched to the Leading Edge version by Robert Barlow and Kate Dally because it was easy reading and had a fantastic workbook to accompany it.  However, the text lacked substance so for the last few years we have used Business Studies in Action by Stephen Chapman and Natalie Devenish, originally under the Wiley label, but now under its Australian school division, Jacaranda. There are sections in this textbook which are too complicated and other areas which could have a little more detail, but overall it has just the right level of depth for our students.  During this time our worksheets and teaching programs have settled into a nice partnership with this textbook but that is about to change.

The first publisher to woo me was Jacaranda with an emailed invitation to a workshop.  The main author of Business Studies in Action, Stephen Chapman, is an excellent presenter through his knowledge and engaging real life stories from the classroom so I accepted the invitation.

The workshop was useful for providing an overview of the new syllabus and discussing some ideas with other teachers regarding implementation in the classroom.  The textbook appears professional with engaging photographs and a clear and colourful layout.  Chapman attempts to make students think like business people, particularly with the What would you do section at the start of each chapter.  This supports my Business Studies class motto of ‘keeping it real’.  I encourage students to treat their studies not as school work but as preparation for actually running a business one day.

Jacaranda offers an online supplement to the textbook including case studies, worksheets and crosswords.  Although this website is still being developed I am surprised it doesn’t have what could be called truly interactive and engaging resources, other than the major business plan project.  The project involves video and a range of images to grab students’ attention but really requires the finesse and sophistication that students now encounter on a regular basis online.  For instance there is no provision for networking within the group version of the project.  The ‘jacaranda plus’ website is the feature Jacaranda is pushing the most but from my school’s highly technological perspective it isn’t a very appealing aspect.

Soon after I attended the Jacaranda workshop a friendly saleswoman from Pearson visited my school.  The Business Studies textbook she showed me looked like it was merely a hatchet job of the existing version with the same old style of activities, few pictures and a dated colour palette of dark cyan and purple.  It also has online support but similarly to the Jacaranda website it fails to live up to its hype.  Pearson have now also organised a workshop but there is little point in me attending another one.

In a school immersed in technology such as mine, we are moving away from traditional textbooks and using increasingly more online resources.  Online content is generally included in the exorbitant price charged for textbooks but if teachers only want the online component it is still very expensive.  To go without textbooks and only use the online component, Pearson have said it would be 70% of the cost of the textbook per student.  It would be better if publishers broke their online content into components with small fees for each part.  Teachers could then use only the most suitable aspects for their classes.  Parents are understandably not amused at paying over $60 for a textbook to only have it used a small amount in class.

That said, due to time constraints, I have chosen Business Studies in Action by Stephen Chapman to be on our booklist for Year 11 students next year.  There is a distinct cultural change occurring in the teaching and learning environment.  The students are ready, my school is ready but the publishers and some teachers are not.  I am hoping that this time next year I will have constructed a program and negotiated an arrangement with publishers so that we don’t need to commit to just one textbook for the course.  There is no one definitive source of knowledge and it is time classrooms and publishers adapted.

REFERENCES
 

Board of Studies NSW Information

Board of Studies NSW (2010, June)  Business Studies Stage 6 Syllabus retrieved 26 July 2010 <http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl-from2012.pdf>

Board of Studies NSW (2009, May 1)  Business Studies to start 2009 HSC,  retrieved 18 September 2010  <http://www.boardofstudies.nsw.edu.au/media-release/pdf_doc/090501-hsc-exam-timetable.pdf>

Board of Studies NSW (2010, July 19)  Official Notice – Revised Stage 6 Business Studies syllabus ready for 2011, retrieved 18 September 2010
<http://news.boardofstudies.nsw.edu.au/index.cfm/2010/7/19/Official-Notice–New-Business-Studies-Stage-6-Syllabus>

Information on Jacaranda’s new Business Studies textbook

Jacaranda (2010)  Business Studies in Action Preliminary Course 3E & eBookPLUS,  retrieved 18 September 2010  <http://www.jaconline.com.au/engine.jsp?page=product&portal=teachers&product$isbn13=9781742161334&product$learningarea=%20COM1%20&product$states=%20NSW%20&product$yearlevel=%2011-12%20&product$subject=%20Business%20Studies%20&product$publicationdate=%20%20&product$series=%20%20&product$resourcetype>

Jacaranda (2010)  Business Studies in Action Preliminary Course, 3E Page Proofs, retrieved 18 September 2010 <http://catalogimages.johnwiley.com.au/Attachment/17421/1742161332/Business%20Studies%20Page%20Proofs.html>

Information on Pearson’s new Business Studies textbook

Pearson Australia (2010)  Store – Business Focus, retrieved 18 September 2010  <http://www.hi.com.au/bookstore/bmoredetail.asp?idVal=2685/6457/45257>

Pearson Australia (2010)  Business Focus Page Proofs, retrieved 18 September 2010  <http://www.pearsonplaces.com.au/places/pearson_page_proofs/business_focus_page_proofs.aspx> (only available with account access)

Textbooks based on the previous syllabus

Chapman, Stephen, Devenish, Natalie and Dhall Mohan  (2006)  Business Studies in Action: Preliminary Course, 2nd edition, John Wiley & Sons, Milton, Qld.

Dixon, Tim and Smith, James  (2000)  Business Studies: Year 11 Preliminary Course, Leading Edge, Sydney.

Sykes, D, Hansen, V and Codsi E  (2000)  Business Studies: Preliminary, Longman, South Melbourne.

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