How hard is it to be a parent today? Whatever our parenting style it’s likely to have a label such as “helicopter” or “bubble”, or “free-range”. Too much, too little? Hovering, benignly neglectful? What’s just right? From the food we prepare, to the technology we do or don’t provide, discipline, approaches to homework, and even after-school activities we’re likely to be judged, and found wanting. “B+ Could do better!”
Like parents, teachers are also subject to judgement – and not all of it well-informed. We know that the quality of teachers makes the single biggest difference to student achievement, and that students value good teachers. It is my sincere hope therefore that teachers and parents work together to support each other’s best efforts through dialogue: informal and formal conversations such as parent-teacher meetings; forums; representative committees; coffee and conversations; events and workshops. The opportunities to share ideas about how best we can support your sons and daughters are crucial. The theme of Lent, “meet your neighbour”, could well apply here at the College. I encourage you to meet your Santa neighbours – other parents, teachers, non-teaching staff, and some Dominican Sisters too.
I think the College can do better in sharing our professional practice with you. Our College strategy demands that we aspire to being “exceptional”. I have no doubt from the work that I see “behind the scenes” that our staff are exceptional – in their holistic care of students, their own academic credentials, and their commitment to their own professional growth. Scholars of Santa Sabina College comprise both teachers and students.
In this update, I’m sharing snippets of professional practice that I’ve gleaned in the last couple of days, but that I know happen every day. I’ve just received a comprehensive report from our Heads of Department in the secondary years on our most recent HSC results. While the results on several measures were excellent, our curriculum leaders use all the data we receive, analyse it with their teams, and make very specific recommendations for the current year ahead. Every department contributed to this report, and is committed to continual improvement.
The English Department, for example, made this observation in their plan of action for 2017:
In 2016, we introduced the concept of ‘Teacherless Tutorials’ to our students, encouraging them to make better use of their study periods by providing them with readings and questions and encouraging them to “buddy up” with a student from a different class to share ideas and approaches to HSC-style questions. This approach is relevant to all Modules, but we could aim to prepare more resource materials for the Reading and Composing tasks in particular. These resources are available to the students on Haiku.
The effective use of study (not “free”) periods is something that parents can reinforce. Head of School 6-12, Mrs Carmelina Eussen, is constantly reminding our Year 12s that “every moment matters”, and while it is certainly legitimate to relax after a challenging assessment task, our classes are 85 minutes long, and that is a significant amount of time that can be used for students to study, rehearse, collaborate with friends in a “teacherless tutorial”. The English Department had several other initiatives but I point to the following one to show that it is not just about the HSC. Their thinking is about students 6-12.
A long term strategic approach to the development of the inferential reading skills required by explicit teaching, modelling and opportunities to approach texts without prior context in the junior years so that some of the areas of concern are addressed prior to the senior years. Some of our current strategic work on NAPLAN reading skills will be relevant here in the longer term. Integration of self-reflection to help students hone their skills over time.
A general observation from Mrs Angela Thomas, Head of Teaching and Learning 6-12, in her HSC analysis is about the great benefit to our students in completing extension units. The positive impact of extension courses was evident with higher ability tracked students who achieved an average ATAR of 93.02 compared with 91.02 for similar ability students with no extension course. More substantially, the impact on middle ability students was an average difference of eight ATAR points with those undertaking an extension course achieving an average ATAR of 85.30 as compared to similar ability students with no extension course achieving an average ATAR of 77.42. The College aims to have 45-50% of students studying extension courses.
There is a role for parents in this conversation as well as too often girls underestimate their ability. I suggest that you encourage your daughters to challenge themselves to undertake an extension course in either Year 11 if it were in Maths or English, or in Year 12 for other subjects such as Extension History, Extension Languages or Extension Music. It is obviously a conversation to be had with their teachers too. You might also challenge them to consider the International Baccalaureate Diploma Programme as an option for 2018.
On the Primary campus, the staff use data very intentionally to identify academic performance of every student, and whether or not the student is achieving to her or his capacity. Using both external data (e.g. NAPLAN) and internal data from class assessments and performances, teachers track how students are “travelling” – on course? Needing additional support? Cruising and needing more challenge? From the earliest days of “Bright Start” in Kindergarten, students are being carefully observed, encouraged and challenged. Being present at the Primary Assembly last Friday, it was a delight to see students recognised for a range of achievements – whether it was problem-solving, or being a really good buddy to another student.
Next week, Sharon Portlock and I are attending the IB Global Conference in Yokohama Japan. It’s an important opportunity for educational leaders from schools, universities and governments to share best practices. Apart from the very high profile keynote speakers including Dr Alma Harris (Professor of Educational Leadership and Policy at the Department of Education, University of Bath), there will be specific workshops for both the IB Diploma Programme (IBDP) as well as the Primary Years Programme (PYP). As an IB World School for the PYP, we are well prepared and positioned now for the implementation of the Diploma Programme next year. Our documentation has been sent to the International Baccalaureate Organisation and the authorisation visit will take place from 8 to10 May. I extend appreciation to Ms Helen Bitossi, IBDP Coordinator, for her exceptional leadership in this process.
And just when you think you’re mastering the technology that your children are using, get prepared for seamless technology – literally. While “smart” wearables like watches and fitbits are almost old hat, we’re entering the stage whereby clothes will be the future of wearables. I read in the weekend’s papers about the joint project between Google and Levi’s (I remember my old Levi’s fondly):
a $350 smart jean jacket. While this jacket (aimed at bike riders) literally puts tech on your sleeve, it does it in a subtle way that doesn’t require putting another screen on your body. In doing so, it offers a glimpse of what smart fabrics can do and of the evolution of the wearables market – one in which consumers won’t have to wear a clunky accessory that screams high tech …The smart jacket has technology woven into its fibres, and allows users to take phone calls, get directions and check the time, by tapping and swiping their sleeves. Information is delivered through their headphones so that they can keep their eyes on the road without having to fiddle with a screen. (SMH March 16, 2017)
I conclude this update by returning to the Lenten theme of “neighbour”. As we celebrate Harmony Day at SSC on Thursday, please help us build the global optimistic vision that our College Mission proclaims by being neighbour, meeting neighbour and welcoming neighbour. We live in one of the most multicultural countries in the world, and in one of the most multicultural neighbourhoods of Sydney. The Caritas story for Wednesday 22 March states: “As we take time to listen to each other’s stories, we become more deeply aware of our deep human connection – that we really are all neighbours”.
In Matthew’s Gospel (5:17), Jesus said to the crowds, “Do not think that I have come to abolish the law or the prophets; I have come not to abolish but to fulfil”. This reference by Jesus is to the Old Testament, and therefore reminds us that Christianity grew from the Jewish tradition, the tradition of Jesus whose intention was not to turn away from the past but to deepen the sense of where we stand before God. If we cannot love our neighbour, how then can we stand before God?
Dr Maree Herrett
