Assessment 1 Designing Teaching and Learning Autumn 2017

The teaching profession is a rigorous, multifaceted occupation which requires

adherence to several layers of government, policy and institutions, which outline the

foundational concepts that inform teaching practice. For the purposes of this

analysis, the implications of professionalism, curriculum, pedagogy and assessment

on how teachers teach, will be explored. This will involve references to relevant

government and state policies that regulate the teaching profession. How these

concepts and associated policies intersect will be explored, along with the

implications of how these practices guide teachers approaches to delivering

equitable, culturally inclusive education for all students. Ultimately this will be related

to the specific learning needs of Indigenous students, with relevant commentary on

the consequences of failures to meet the needs of these students.

Notions of professionalism in teaching can refer to a practicing teachers professional

approach to students’ classroom learning. It includes the quality of the teacher as

evidenced in their positive influence on student learning in the classroom and their

commitment to satisfy the educational needs of their students (AITSL, 2011). In the

context of institutionalised education, professionalism is regulated at the national

level and relates to teachers’ embodiment of the Australian Government’s policy

commitments to deliver an equitable education for all students (AITSL, 2011).

The professional expectations of teachers within Australian schools are detailed

throughout the Australian Professional Standards for Teachers (APST)

(AITSL,2001), which outlines the knowledge requirements, quality of classroom

practice and levels of engagement, expected throughout the four stages of teacher

development. The APST also functions to scaffold teacher career progression

through to the lead roles in education (AITSL, 2001).

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Professionalism, understood as an adherence to ethical standards is essential to

teaching. In this way, the APST (AITSL, 2011) is the foundation for continued

professional development of teachers. It informs their approach to education and

assists in the translation of policy and curricula into practical pedagogies for

equitable education, and improved engagement and outcomes for all students.

Curriculum is a crucially broad term in the Australian educational landscape.

Essentially the curriculum outlines the subjects, content, behaviours and objectives,

that teachers actively translate into learnable knowledge, in the form of lessons,

experiences and patterns of behaviours (Marsh, Clarke & Pittaway, 2014a). The

curriculum dictates to teachers what needs to be taught to students and when, and

therefore informs lesson structures and content, with significant implications for

classroom pedagogy (Marsh et al., 2014a).

The development of the Australian National Curriculum by the Australian Curriculum,

Assessment and Reporting Authority (ACARA) provides a consistent approach to

curriculum across all Australian schools (ACARA, 2014). The National Curriculum is

a resource for teachers that provides detailed subject information, to be navigated in

accordance with key learning areas, year of focus and specific topic content

(ACARA, 2015). The national curriculum is intended to facilitate exemplary and

equitable education, that is tailored to individual student needs and is accordingly

structured to support teachers’ delivery of content through methods of differentiated

instruction (ACARA, 2014).

The conversion of curriculum content into classroom environments involves the

implementation of teaching pedagogies. An understanding of pedagogy

encompasses varied notions of knowledge transfer from teacher to student within a

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classroom (Marsh, Clarke & Pittaway, 2014b). Pedagogy is “the art and science of

teaching” (NSW DET, 2003, p.4), and encompasses a teacher’s professional

knowledge content, their relevant skills which facilitate the transmission of this

knowledge to students, with an awareness of how students, as individuals, learn and

engage with their learning. The implications of this simplification of what pedagogy

means, is underpinned by notions that pedagogy is the foundational basis for the

teaching profession (NSW DET, 2003). Therefore, the importance of pedagogy in

education has led to the development of the NSW Quality Teaching Model (NSW

DET, 2003). This Quality Teaching Model represents the government’s national

commitments to the delivery of equitable education that is accessible to all students

as translated by the NSW Department of Education, into a tangible framework for

teachers within NSW public schools (NSW DET, 2003).

Furthermore, pedagogy involves recognition of the inextricable nature of how

teachers experience curricula, professionalism and assessment, and how these

considerations are translated into daily classroom practice (NSW DET, 2003;

Ladwig, 2009). It is to address these considerations that the NSW Quality Teaching

Model “provides a consistent pedagogical framework” (NSW DET, 2003, p.5), which

facilitates the three integral components of effective pedagogy, identified as

“Intellectual quality… quality learning environment… and… significance” (NSW DET,

2003, p.5). This provides teachers with a practical, self-reflective approach to

assessing the effectiveness of their pedagogical practices, with specific focus on

student engagement, significance of content and the depths of knowledge and

understanding achieved within a lesson (NSW DET, 2003). Ultimately this represents

a mechanism for reflection and improvement upon classroom practice.

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While it is pedagogy that brings together teacher professionalism and curricular

content, it is the role of assessment, to tangibly measure the effectiveness of these

combined practices in the classroom. Assessment is a practicing teachers’ method

of data collection which quantifies levels of student engagement with, and

understanding of content and its significance (Polesel, Rice, & Dulfer, 2014).

The introduction of the National Assessment Program- Literacy and Numeracy

(NAPLAN) across all Australian schools represents standardised student

assessment on a national scale (ACARA, 2016). This form of assessment enables

the collection of Australia wide comparable data which can be used to direct the

distribution of educational resources based on need (ACARA, 2016; Polesel et al.,

2014). However, while it can be argued that to some extent teachers always teach

with the intention of student assessment, the connotations of published student

results as a reflection of teacher effectiveness, has a negative impact on the daily

practices of classroom teachers (Polesel et al., 2014). Therefore, while the intention

of ACARA’s implementation of national standardised assessment is transparency of

student achievement over time, there exists considerable argument, that this form of

testing is ultimately to the detriment of overall student engagement and differentiated

learning, as teachers place greater emphasis on assessable content (Polesel et al.,

2014).

Teachers within all Australian schools have a responsibility to provide an education

that meets the needs of all students individually. This broad commitment to equity in

education and ensuring no student is left behind, reflects the professionalism

expected of Australian teachers as reflected explicitly throughout the APST (AITSL,

2011). To “know students and how they learn” (AITSL, 2011, p.7) is standard 1 of 7

and emphasises the importance of teacher’s awareness of cultural, linguistic,

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religious and socio-economic diversity within any given educational setting, along

with the inherent need for culturally responsive teaching practices (AITSL, 2011).

The APST also explicitly states the need for acknowledgement of Indigenous

students and the impact of cultural considerations on their learning, with implications

for differentiated instruction to ensure their needs are met (AITSL, 2011).

Therefore, the responsibility for meeting the needs of Indigenous learners within a

diverse educational setting, is placed on classroom teachers, with specific

expectations based on level of experience (AITSL, 2011). The subsequent analysis

of equity in education will develop notions of how this is achieved with references to

the importance of curriculum, pedagogy and assessment, to tailor to the needs of

Indigenous students, with considerations of the consequences of failure to meet

these needs.

The overall underachievement of Indigenous Australian students in comparison to

their non-indigenous peers, is the focus of much attention within the education

system and is also the topic extensive scholarly research (Ford, 2013). According to

Vass (2013) the disadvantage experienced by Indigenous groups, remains prolific as

evidenced in the deficit discourses associated with attempts to increase the

academic achievement of these students.

It can be argued that recent revision to how educational policy impacts student

learning, represents a multi-step approach to improving the educational outcomes of

all students. With greater focus on cultural awareness, entrenched within the Quality

Teaching Model, National Curriculum and APST, which aids teachers in scaffolding

greater differentiation of instruction to cater to Indigenous students. In the landscape

of Australian education, national standardised testing as enacted by ACARA in the

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form of NAPLAN, is intended to identify what are referred to as ‘gaps’ in the

educational outcomes of identified student groups (Vass, 2013). Most associated

with educational gaps are Australia’s indigenous students and NAPLAN becomes a

particularly effective diagnostic tool to identify the exact extent to which Australian

education systems are continuing to neglect to address and consequently improve

the outcomes for indigenous students (Vass, 2013).

The consequences of not meeting the educational outcomes for minority groups,

specifically Indigenous students, are not merely unsatisfactory results on

standardised tests. Instead consistent inability to relate to and grasp content in a

meaningful and measurably successful way, sets an ominously negative tone for an

Indigenous student’s educational future (Yeung, Craven & Ali, 2013). The sense of a

lack of success in school, leads to decreased student engagement, low rates of

participation at school and subsequent increases in absenteeism which effectively

reinforces disengagement and under performativity (Gray, & Beresford, 2008). This

is directly reflected in the rates of completion of secondary schooling of Indigenous

students at only 42.9 percent, while their non-indigenous peers record a rate of 75.6

percent (Yeung et al., 2013). If these rates are used as an indication of educational

engagement, these statistics allude to the rate at which the education system is

failing these students.

Furthermore, it is argued by Ford (2013) that the longer these students remain in

educational environments which are not culturally inclusive and engaging, the more

significant the achievement gaps become in comparison to their peers, as evidenced

in NAPLAN results which measure a student’s achievements throughout their

schooling careers. There is also a consciousness that student’s future employability

depends heavily on outcomes of education and in the case of Indigenous students

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their underperformance is effectively perpetuating the socio-economic disadvantage

often associated with Indigenous Australians (Ford, 2013).

If these are the concerns for the lifelong consequences of failed educational

outcomes, the question is therefore raised as to how to address the educational

needs of these students. The commitments of the governing bodies at every level of

education, to meet the needs of Indigenous students are outlined in various

publications, policy documents and teacher resources. Ultimately however it

becomes the responsibility of individual teachers to translate these commitments into

a culturally diverse classroom environment. To facilitate this, teachers must

incorporate ideas of differentiated learning, which involve structuring pedagogy to

cater for individual student’s needs (Munns, O’Rourke & Bodkin-Andrews, 2013).

The factors that can inform a teacher’s approach to differentiated instruction for

Indigenous students include students attitudes to learning, existing knowledge,

motivation and cultural identity (Ford, 2013). Each of these considerations can inform

teachers approaches to delivering a culturally inclusive curriculum. The incorporation

of the QT model into regular classroom practices provides teachers with a useful

analytical approach to continually assess how effectively curriculum content is being

conveyed through their pedagogies (DET, QT model). According to Munns et al., this

self-reflective approach to teaching encourages “culturally relevant ‘teaching

strategies” (2013, p. 2), which recognise the needs of Indigenous students and thus

create unparalleled potential for improvement of academic outcomes.

The role that curriculum plays in differentiated learning is to provide subject content

that is relevant to indigenous learners (Vass, 2013). This encompasses cultural

relevance, the incorporation of indigenous perspectives, embedded throughout

content and discussion, and ultimately teacher knowledge of indigenous history and

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the associated cultural sensitivities and considerations (Munns et al., 2013). In this

way prevalence of Indigenous perspectives and content throughout the curriculum

reinforces Indigenous student’s awareness that they are significant and that their

education matters (Munns, 2013). Furthermore, this process of differentiated

pedagogical practice should incorporate a foundation of established respect that is

reciprocal in nature between the teacher and individual learners, along with explicit,

differentiated expectations for each student, and evident, unfailing support of their

learning (Munns, et al., 2013; Vass, 2013). In turn this enhances student

engagement, encourages attendance, builds confidence and can essentially provide

a more optimistic outlook for Indigenous education in Australian schools (Munns et

al., 2013).

The professional practices of Australian teachers are constantly improving as

research allows greater insight into how particular student groups learn and engage

with their education. This is particularly relevant with reference to Indigenous

students, whose current rates of school completion and underperformance on

national standardised tests, indicate a desperate need to address the learning needs

of these students. Therefore, utilising the various frameworks developed to inform

teachers classroom pedagogies, the Australian education system is better equipped

than ever to deliver an equitable education which enhances the learning outcomes of

all students.

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References

ACARA (Australian Curriculum, Assessment and Reporting Authority). 2016. Why

NAP. Accessed March 21, 2017. http://www.nap.edu.au/about/why-nap

ACARA (Australian Curriculum, Assessment and Reporting Authority). 2014. Student

Diversity. Accessed March 21, 2017.

http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-

advice

ACARA (Australian Curriculum, Assessment and Reporting Authority). 2015. History:

Sequence of content 7-10. Accessed March 21, 2017.

https://acaraweb.blob.core.windows.net/resources/History_7-10_-

_Sequence_of_content.pdf

Australian Institute for Teaching and School Leadership. (2011). Australian

professional standards for teachers. Retrieved from

http://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Ford, M. (2013). Achievement gaps in Australia: What NAPLAN reveals about

education inequality in Australia. Race, Ethnicity and Education, 16(1), 80-

102. doi: 10.1080/13613324.2011.645570

Gray, J. & Beresford, Q. (2008). A ‘formidable challenge’: Australia’s quest for equity

in Indigenous education. Australian Journal of Education, 52(2), 197-223.

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/61989156?accountid=36155

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Ladwig, J. G. (2009). Working backwards towards curriculum: On the curricular

implications of quality teaching. The Curriculum Journal, 20(3), 271-286. doi:

10.1080/09585170903195886

Marsh, C. J., Clarke, M., & Pittaway, S. (2014a). Marsh’s becoming a teacher (6th

ed.) (pp. 89-100). Frenchs Forest, Australia: Pearson Australia.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014b). Marsh’s becoming a teacher (6th

ed.) (pp. 181-210). Frenchs Forest, Australia: Pearson Australia.

Munns, G., O’Rourke, V., & Bodkin-Andrews, G. (2013). Seeding success: Schools

that work for Aboriginal students. The Australian Journal of Indigenous

Education, 42(1), 1-11. doi: 10.1017/jie.2013.6

NSW DET (Department of Education and Training). (2003). Quality teaching in NSW

public schools: Discussion paper. Sydney, Australia: NSW Department of

Education and Training, Professional Support and Curriculum Directorate.

Polesel, J., Rice, S., & Dulfer, N. (2014). The impact of high-stakes testing on

curriculum and pedagogy: A teacher perspective from Australia. Journal of

Education Policy, 29(5), 640-657. doi: 10.1080/02680939.2013.865082

Vass, G. (2013). ‘So what is wrong with Indigenous education?’ perspective, position

and power beyond a deficit discourse. The Australian Journal of Indigenous

Education, 41(2), 85-96. doi: 10.1017/jie.2012.25

Yeung, A. S., Craven, R. G., & Ali, J. (2013). Self-concepts and educational

outcomes of Indigenous Australian students in urban and rural school

settings. School Psychology International, 34(4), 405-427. doi:

10.1177/0143034312446890

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