Treehorn: Does NAPLAN work?

Treehorn Message.

When NAPLAN was introduced in 2008, Julia Gillard seemed ecstatic with anticipated higher results on PISA international tests by Australian school children. Her enthusiasm knew no bounds. State governments were ‘persuaded’ to join in the surge to exceptional improvement, Principal Associations were captured, media comment controlled and ACARA established at a cost of millions and millions. After all, Joel Klein knew what he was doing. She did so well in persuasion tactics, that, to the present day, nobody dares question its operations. It keeps on and on and on, ruining the academic and creative dreams of millions of kids. Some of don’t like it and question the motives of those who allow it to continue.

Officialese says:-

“NAPLAN was introduced in 2008. ACARA has managed the tests from 2010 onwards.[2] The tests are designed to determine if Australian students are achieving outcomes.[2] There has been a great deal of contention in the educational community as to whether the tests are appropriate, whether teachers are teaching as they normally would or teaching to the test, and what the results of the test are being used for. The data obtained from the NAPLAN tests are collated and used to show all schools’ average performance against other schools in the country on the Government My School website.[3]

The tests are also designed to be carried out on the same days all across Australia in any given year. Parents are able to decide whether their children take the test or not.[4] The vast majority of Year 3, 5, 7 and 9 students participate.[5]”  [Source: Google ;NAPLAN]

ACARA tells us….

‘NAPLAN, which is a part of the National Assessment Program (NAP), is how governments, education authorities and schools can determine whether young Australians are reaching important educational goals.’  {See ‘ACARA’

This question was posed by Treehorn recently and Bill Brown respected teacher, counsellor, commentator answered……
It’s been ten years now, so the question has to be asked……Is NAPLAN doing what it is supposed to do?

Bill Brown, noted teacher, consultant, commentator responds……

MY ANSWER   A resounding YES!!!  If you believe in standards based reform ‘-I  don’t and nor does Andy Hargreaves

Standardized educational reform is as valuable for a vigorous knowledge economy and a strong civil society as locusts are for a cornfield

  December 2002  Teaching in the Knowledge Society Professor Andy Hargreaves

BUT

further strategic questions may be Who contributes to this ” success”?

Specifically, self-expression values promote liberal political institutions through two mechanisms.

First, to the extent that there is incongruence between cultural ‘demand’ for liberal institutions and political ‘supply’ of liberal institutions, individuals are more or less prone to elite-challenging activity.

The consequences and form of elite challenging activity (i.e., both violent and non-violent) has been discussed at length in the literature (c.f., Gurr 1970; Eckstein & Gurr 1975

  • The silent majority “The darkest places in hell are reserved for those who maintain their neutrality in times of moral crisis.” – Dante Alighieri.

AND

Who benefits ? NOT KIDS

I’m about halfway through mapping all of the so called “representatives” that sit on The education council  etc below So far 91 members with some with multiple connections representing 53 institutions  ( not many qld but a lot of VICks ( a cure for the virus  ???”?

Messy as all get out without any measures of connectivity that I will apply to get to the ” core connectors ” in this “coalition of the willing ”

” src=”cid:part10.DC3DC54C.F2BBDBF3@bigpond.com” alt=”Inline image 1″ class=”Apple-web-attachment Singleton”>” src=”cid:part11.DE184B6E.188127FF@bigpond.com” alt=”Inline image 2″ class=”Apple-web-attachment Singleton Apple-edge-to-edge-visual-media”>

Will you answer? Trying

Should we do something about it? Hell yes

I am putting forward a proposal to the newly formed  Council of Parents Families Carers and will see what happens 

Kind regards 

Bill Brown 

Datafication

THIS IS AN EXTREMELY SERIOUS TOPIC.  IGNORE ITS INTENTIONS AT OUR NATION’S PERIL; AND THEN PRAY FOR ITS KIDS.

The future of our nation depends on our attitude towards children and their schooling

DATAFICATION

It’s here. It’s the end of schooling as an interpersonal teacher-pupil interactive learning enterprise.
During this century there has been a distinct movement in schooling from Education to Testucation to Datafication.

To the everlasting credit of a remarkable work force, Australiam teachers have maintained an amazing standard of pupilling excellence, of which, despite the debilitating interruptions by blanket testing, Australians can be proud. The future of schooling will be much tougher for pupils, teachers and parents, however, if we continue on our present course.

DATAFICATION

IT’S SERIOUS. “What it simply means is this: from our actions to our thoughts, everything is getting transformed into a numerically transformed format or ‘Data’….from sports to finance and from entertainment to healthcare, everything around us is converting into data.” [Sawinder Kaur]. Get used to it.

“Datafication refers to the collective tools, technologies and processes used to transfer an organisation to a data-driven enterprise. This buzzword describes an organisational trend of defining the key to core business operations through a reliance on data and its related infrastructure.”[Technopedia]

“Datafication is the method behind the madness of Big Data.”  [Mark Sylvestor]

It’s a later day technological trend that involves the collection of data and transforming the information into new forms of value. It’s the sort of thing that Rupert has dreamed of for years.  Seen to be of benefit for core business operations, it has invaded schooling systems to destroy the vigorous spirit of established institutionalised learning and to turn its citadels into business operations and testing factories in which a gullible public will spend big money to enrol their children. The recent rise in the standard of marketing and lobbying  skills will ensure this.   Datification has been able to take over from the testucation processes attached to NAPLAN because our testing industry had difficulty in understanding the consequences of certain unwelcome schooling behaviours that were introduced rudely into Australia in 2008; and this makes things easier for schools to become digitised and datafied testing factories.  It’s more than just using laptops at school for learning purposes. It’s a debauched use of technology merely to supply data to measurers for judgmental causes and maladjusted, political control.

Data collection is driving our schools….now….and the intensity is about to increase.  The shape and infrastructure of schooling and our attitude to it have changed. We need to stop the nonsense and talk. Testucation and datafication are draining the humanity of learning from our schools.

If we want this trend to continue, we should do nothing.  We are used to doing nothing. Ignoring the plight of school children is a major Australian cultural meme.  “She’ll be right, Jack.”  We allowed managerialism to take over from experienced-based organisational designs in the 1980s, then ignored the change to testucation in 2008, now to datafication.  Are you happy with the trend? Within the school setting, it meant changing from challenging styles of maieutic pupilling to didactic chalk-talk test practice, practice, practice that pupils usually detest. It has produced mediocre results in national and international tests as expected and should continue to do so.  It’s the pupils who decide how well they will do on tests, for goodness sake. How do we treat them in a productive, learning sense?

This may not have been  the Gillard-Klein intention when they introduced fear and obsession with test scores to supplant pupilled love of learning in 2008, but it happened.  They certainly set out to be data-centric, nasty and tough, but I should think that they did not intend things to go so far. They thought that they were just testing what had been taught, as we all used to do in our schools. It all went pear-shaped and the kids are now doing worse than ever before  at basic operations, because of the tests themselves…. but the modus operandi of using NAPLAN to gather data has been maintained!  […and it’s the bogey that contains the seeds of lowering standards! It actually causes the slump!] This has suited the datafying hawks, however,  who are presently taking over  from both kleinish testucators and former educators, ‘…using rapid speed and amazing tools to store, manipulate and analyse  information”,  for other-than-schooling purposes. Almost the whole population will, in the future,  be data-nailed as soon as they enter school and be branded through  datafying routines now being used by industry.  Schooling is not what it used to be; and we should fear for the kids at the chalk-face of the 21st century.   With creativity, problem solving, thinking, decision making, zest, acceptance  of challenges and pupilling,  all removed from the school scene, the kids don’t have much chance to enjoy a happy, challenging, creative, healthy life full of satisfying achievements as they could have expected from basic pupilling conditions at a humanity-based learning school.

Eagerly supported by the big corporate boys, the testucrats have set no limits to the expenditure of tax-payers’ money on new organisational arrangements.  If someone had said to you, some years ago, that education departments in Australia would, one day, spend $A24.7million dollars for computerised tablets, just to do a few tests of basic standards over a one-hit three-day period, because it’s quicker than using paper and pencil…..what would the electorate have said?   OUT!

Just to score tests faster !!!!   You can also be sure that much more than that will be spent over the next few years on increasing ‘how’ and ‘what’ we collect in our next lot of data-drives.

If you approve of totalitarian tactics, creation of fear, sleepnessness, depression and arrogant child abuse to obtain better scores on unreliable tests, that those such as NAPLAN now provide, with the expectation of more datafication procedures,   you must belong to some kind of moronic religion or terror group that ignores humanity and children and fair-play and equality.  Get outa here. Go back home to dataland.

__________________________________________
Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486  07 5524 6443 407865999 cphilcullen@bigpond.com  REFER :”Who’s Who in Australia.”

Kleinism in Australia 2017. Will it go away?

The future of our nation depends on our attitude towards children and their schooling

KLEINISM IN AUSTRALIA. WILL IT GO AWAY?

A REVIEW

The summer holidays are over ‘down under’, and Australia will commence the new school year under the most peculiar circumstances. We’d like to start a new year of school learning with high levels of confidence in our pupils’ abilities to do as well as they can  and with our own usual high level of teacher zest for teaching  young people how to go about it.  In the long run, we’d like to see Australia at the top of the pole for schooling excellence and our country amongst the leaders of commercial enterprise because of our business expertise in fundamentals and our ability to solve problems, innovate productively and enjoy challenges.   Sadly, these fundamental characteristics of a successful schooling system have to be held on hold for some years; replaced by a testing regime invented by a New York curriculum incompetent, teacher-hater, ex-lawyer;  once in charge of a school district there.

We aren’t allowed to start the school year down under with high hopes and positive attitudes. We are obliged to maintain the ridiculous; to start as early as possible with heavy preparation and intense practice for our annual standardized blanket testing program called NAPLAN, held each May.  Its clone is called NCLB in the US. As educators at the chalk-face, we have no option, no choice, no say. Our system is controlled by testucators, disciples of Kleinism….a fear based system of schooling that was imported in 2008 by Julia Gillard, later our Prime Minister; then federal minister for education. It was one of the biggest mistakes a government representative  ever made.

Following the 2007 federal elections, she was charged by her senior colleague Kevin Rudd, new to the job as PM, to reform the Australian education system almost immediately, because his fellow neo-cons were telling him that teachers were making a mess of it and that most Australian children couldn’t spell or calculate. He used serious threatening language in his instructions to the teaching force and to her, to find something better than what we had. The  Business Council of Australia and the ‘Four Pillars of Australian Banking’, both organisations of neo-liberal persuasion, roundly approved, despite both politicians being known within their temples of wisdom,  as ‘lefties’. It was a peculiar liaison….and became a weird time in our history.  Dutifully, she booked her flight to find a place somewhere in the world that had a reputation.  Actually, Australia had a reputation itself for being amongst the world’s best at the time, but anti-school fanatics were the preferred mouthpieces of the local press – especially the Murdoch press. No. She didn’t select  Finland, South Korea or nearby New Zealand whose schooling achievements were beyond the ordinary. Her first stop was New York. As macabre as the scenario appears, on her first day, she visited Rupert Murdoch, a requirement of all Australian leaders when they travel overseas….. to get their riding instructions.  He arranged for her to attend a cocktail party being organized by the Rockefeller Foundation where she was introduced to Joel Klein, a fellow lawyer who, as strange as it seemed to Australians, was in executive charge of a large school district in New York. His system had a reputation. Indeed. It had a really bigreputation – not for learning or teaching or anything to do with the realities of schooling, but for threatening learners and teachers and principals and schools to do as they were told and, if they didn’t measure up to his requirements, they were out of a job or the school was closed. He sweet-talked our Julia into the effectiveness of this sort of approach to school leadership and,…..within minutes…..Australia had a new system.

She didn’t request a study of the effects of high stakes testing on schooling, nor check the credentials of the New York operators.  She was conned, big time. Rupert and Joel Klein rubbed their hands with glee, because they were in the publishing, programming business, worth billions.

Not long later, Klein  openly boasted to the world that his test-based scheme was well established in Australia. He was correct. Although it is based on fear and deceit and child abuse, Australia still has  it.  The big boys, of the kind that were at the cocktail party, will not allow our government to have any other kind. Their colleagues in the BCA and banking fraternity keep vigilant. That’s clear.  Julia felt that she had found the ultimate touchstone of school control, and was able to persuade the Australian banking community to pay the cost of a visit by her ‘pin-up boy’, as she called co-lawyer Klein,  to speak to them in their own fortresses in Sydney, Melbourne and Canberra. Despite some ethical uncertainties which she later modified by capturing the ‘approval’ of the principals of all Australian schools with a very  swift, cunning and deceitful maneuver. They had to carry the can for professional ethics, once they pronounced their approval of kleinist naplan.  Indeed, they dutifully suspended their professional ethics and still do….adopting an attitude that disappoints proud principals of the present and past wondering how this happened to organisations that were once stalwart and proud of their protection of children’s rights.  Federal and state education bodies, once citadels of wholesome schooling,  succumbed to the use of fear and the abuse of mental health of children for whom they are supposed to be responsible…..and….as Aussies say: “She was in with Flynn”. No blood on her hands.

She established a special unit called the Australian Curriculum Assessment and Reporting Authority a sort of third level of government power, a sort of bundestag that now completely controls schooling;  and  she made sure that it was staffed with expert measurers whose experience in schooling and teaching and learning was severely limited.  This incongruous mis-match between knowledge of testing and knowledge of learning between people running the show, has had profound consequences.  After all, whoever controls the schooling system, controls the country’s future. The outcomes of constructing testing devices that contain inbuilt pupil dislike and distaste for particular school subjects and for school itself …and doing so in a most rigid manner….has had  effects that run counter to the faith that she and ‘pin-up’ Klein had in improvement of PISA and NAPLAN raw scores. They flopped, failed, flunked all neo-con expectations as schools are doing in countries that are overdoing the fear base; and, it must be noted, run counter to the expectations of parents for schoolies to do the right thing.  Despites their attitude to childhood, they’d like their kids to do well. Australia, after eight years of kleinism is heading downhill fast.

The last few years in the US and in Australia have clearly demonstrated that no schooling system can progress while its most outstanding features at the chalk-face, each capable of gynormous damage, include

Fear of failing

Deceit

Abuse of mental health.

all deliberately imposed by forces beyond the classroom. Office-based testucators of known kleinish measurement calibre have no idea of what happens in the classroom. They just mass-produce tests, send them to schools, gather the data, pat themselves on the back, blame teachers when things don’t go so well.

But, hold! Now, a breath of fresh air. A hopeful start has been made in the US education circles, our major mentors, in December 2016, by reducing the ponderous effects of centralised control. Releasing states from their fearful obligations is a small step, but it is a step in the right direction. Maybe, one day, control of the learning act will seep down through the numerous know-it-all hierarchies to the real learning centres in all countries where the teaching/learning experts reside, now being wrecked by the corrupting influences of kleinism – fear,  deceit and abuse.

Down under, we’re notoriously slow to examine the effects of imports from up over.  The big boys there and here do not like it, when educators reveal the truth….that the problem lies within the testing itself. We can’t expect any improvement to learning in our schools in 2017. Both places have a devil-may-care attitude towards children and their schooling; and basic timidity prevents us from sticking up for kids.

_____________________________________________________________________________________________________________________________________________________

Phil Cullen 41 Cominan Avenue  Banora Point Australia 2486    PH:07 5524 6443  cphilcullen@bigpond.com   Refer: “Who”s Who in Australia”

The Moral Crisis

The hottest places in hell are reserved for those who, in times of moral crisis, maintain their neutrality. [Dante]

The Moral Crisis

How do we treat our children?

My twilight years are fading and my preciously held dreams of a schooling system where children will love learning for its own sake and be anxious to get to a school each day because of the wonderful, happy, play-ridden and challenging activities that the school provides, and that they would exit school with much more enthusiasm for learning than they did when they started, seem to have disappeared. Their teachers, I had foreseen, which we already have, will form a warm bond of cooperative learning, that is embedded in the true meaning of PUPIL, with each child anxious to learn because of the special bond with a person anxious to teach them. There would be no fear of learning, no restrictions on the limits, no stress that might effect anyone’s attitude to learning each and every day. Teachers would be trusted to teach in their own way and each school would be free to do the sorts of things it wanted. There would be ‘Freedom to Learn’

I had hoped to leave the place in better condition than when I entered it, but, bugger, the Australian system of schooling is declining rapidly….and it doesn’t give a fig about the way it treats its children. I’m truly saddened by what I see and hear. Its nasty, politically-driven way of ordering schools around is perilous. NAPLAN’s corruption of all the goodness in the curriculum is grossly immoral because it deliberately threatens the mental health of millions of young Australians. Recent extensions of testucation to the very young, to graduands and beginning teachers are ludicrous and downright stupid. They grow every year, madly uncontrolled.

The morality of the way our politicians tell schools how to treat children is gross. We must free our kids.
Our pollies can re-set the course tomorrow if we tell them to do so.
They need to cancel NAPLAN as a first step only.

We have the children and the teachers who want to share happy, effective learning experiences. They are there now in happy groups ready to GO; and they try hard despite the commands of those who still live in the dark ages, who prefer emetic methods of instruction and ‘tough love’ exchanges…all so that each ‘student’ [vis-a-vis ‘pupil’] can reach a mediocre standard in selected topics that are easily measureable. Data. Data. Data. That’s what teachers are expected to do these days…..generally, doing as they are told….. by the politico-corporate duopoly whose intentions have been suspect since the Testing Industry, as a separate entity from the Schooling Industry, assumed power over schooling processes in a number of western countries. Pollies have selected testucation over education.

The Testing Industry established itself in Australia in 2008 as a serious business enterprise, after Joel Klein, the New York lawyer who invented fear-based Kleinism, visited Australia as a guest of the banking industry. [Yes, the same big four!] Banks want to employ geniuses on their counters, not those from the lower base of the bell-shaped curve. Since they are stuck with selections from the honest school plodders, they applaud the use of crash-bang-wallop techniques in schools to force-feed higher measureable scores in numeracy…in the manner that Klein advocated. That kind of force, added to the Rudd-Gillard press for a new election trick, was exerted on the standard timidity of the teaching profession which succumbed very quckly. They produced NAPLAN…. a blunt weapon of the testucrats and their ‘godfathers’. To the ‘ho-hum’ of historians, they dug-up the old reliable tormentor: ‘Back to Basic Standards”, with a new face : More fear. Cunning parental deceit. Slick rhetoric. Cooperative media. Deafening media silence on important topics. Sham professional groups selling their souls for sponsorship. Unlimited public money for testing. Moral degeneracy was in the very air.

While ‘Back to Basics’ lobbies emerge every few years, this one is lasting much longer than usual….much longer than it should. I had thought that School principal groups and professional associations would have refused to have anything to do with it on ethical grounds from Day One – the maltreatment of children – and, having had a trial, the force of ethical opinion would cause NAPLAN to disappear at least by 2010. I was wrong….very, very, disappointingly wrong. The style of ‘client capture’ by managerialists had been refined; and some groups now remain hard-wired to willing corporate sponsors. Kids don’t matter any more.

[When I first heard of the NAPLAN requirements I suggested to the President of APPA that he should have said at the outset, “No way, Julia. We don’t do that sort of thing to children.” Great bloke. He had an answer, but …….]

The biggest effects of the GERM movement have been on child welfare. Never before, in modern times, have children been so maltreated by governments. Illness, depression, bullying, suicides, family disruption, diminishing family coffers…. all part of the 2016 school landscape, thanks to NAPLAN. The increase in the timidity of those who should be most concerned is mind-blowing; and the scandal that it is more than basic timidity, is mind-blowing.

The willy-nilly use of fear-based standardised testing – on 5-year olds in Year 1, 7 year-olds in Year 3, all pupils to Year 9, the linkage of Year 9 tests to Year 12 graduation; on neophyte teachers; on public money allocated to states……all in the interest of “getting more bang for the buck” [Bimingham] is a despicable, destructive way to conduct an education system.

WHEN WILL WE EVER THINK OF THE KIDS AND HOW THEY LEARN AND HOW THEY SHOULD BE TAUGHT…AND TALK ABOUT THESE THINGS WITHOUT FEAR … how happy they are at school, how much joy they find in learning, how ‘lasting’ their school experiences are, whether they leave school with much more interest and joy and zest for learning than they had when they started, whether the period leading up to and including NAPLAN week in May is as much learning-fun as the rest of the year. Schooling, after all, is about KIDS.

These are very serious issues.

Have you ever thought you would see the day when a mother would be so concerned about the effects that our test-crazy system of schooling was having on her child that she would do extensive research and probing and thinking and talking and pondering and then write a book about it? And that book would become a best seller? Even her article about the book received tens of thousands of ‘hits’ on Facebook. Yes, there have also been some stirring articles written in recent times by expert insider teachers that have drawn the attention of the public to the kind a schooling that has been introduced to Australia, but when have you ever read such a comprehensive description such as Lucy Clark’s on the experiences of her daughter? Its insight into schooling activities in this day and age is exceptional.

The public is awakening, Treehorn. Take heart.

Somebody cares.

The book, Beautiful Failures, is a classic. The author has remarkable insight into the subject of schooling. Some of her chapter headings are intriguing: Square Pegs, round holes. Darling, we just want to make you happy. Where’d I come from? The pressure pyramid. Adolescence, lost. Stealing childhood. A wedge between generations. What should education be? Welcome to Education Theory High. Because I say so. The mythical place down the road. Teachers, kindness and making time for compassion.

If you haven’t read it, do yourself a favour.

If, when you have finished it. and don’t think that we are on the edge of a deep national moral crisis, I despair totally.

_________________________________________________________________
Phil Cullen, 41 Cominan Avenue, Banora Point, Australia 2486
o7 5524 6443        0407865999
cphilcullen@bigpond.com
Refer: ‘Who’s Who in Australia’

When we return to common sense.

AUSSIE FRIENDS OF TREEHORN

Will Common Sense Ever Return to the Classroom?

 When your computer or TV set fails, switching the machine off for a while,  rejuvenates it. Maybe that’s what we need to do with the failed NAPLAN testing program. Switch the testing program off until a better alternative is found.

 It seems, though,  as if our politicians are too beholden to the big end of town and cannot prise themselves from its clutches. There’s nobody in Canberra with any grunt or spunk to try to stop the nonsense….to consider the plight of the millions of little Treehorns, totally ignored by adults.  They can’t turn off the greatest threat that Australia has to our economic growth; and they don’t seem to care about  the mental health of its young citizens.  For the sake of kids, maybe  the all powerful testucating fraternity appointed by our pollies, some of whom may have had a passing brush with schooling,   might have the power to turn the use of Naplan into a voluntary service.

 The well-heeled ACARA might like to make NAPLAN tests available free-of-charge to any teacher who requests them.  Just that. No collection of useless data. No competition. No harmful publication of results. Just let the teachers use them if they think that they are of any value and wish to use them. [As a test-fixated principal in my immature days, I wore out two copies of Diagnostic and Attainment Testing by Fred & Eleanor Schonell.  I loved testing.  I even asked a volunteer aide to spend her entire time over a few months  at the school, using Schonells’  Individual Reading Test, to test as many pupils as possible; and a contact at the Schonell Centre became a close friend. Except for the friendship made, the rest was a complete waste of time but it was on my terms. I wanted to know. After awakening to the extent of the damage that I was doing, I later found that the in-built classroom alternatives to blanket testing are much more effective and efficient at getting to know the child and assess class progress. Even routinized shared evaluation techniques work better than raw, bullying blanket types of mass testing.

( I hope testucators understand what I mean by that remark).]  Evaluation as part of the teaching/learning act is powerful stuff. Modes of shared evaluation focus on the child in a personal, confidential 3-way –teacher, pupil, parent – form of collaboration; and not on the extremely competitive, public, immoral Canberra-based one-hit way– – that Gabby Stroud described so well.] The gagging of principals and the mushrooming of parents were dreadful tactics to be employed when our frenemies introduced the scheme. The professional operators in the classroom have far more expertise than anyone located somewhere else, to be able to decide when and how any kind of test should be used.

 And….after all…..child welfare and love of learning MUST come first………. not working like mad to supply data to Canberra.

 Education in Australia needs to escape from its “Canberra state of mind’ and get back to the schools for learning purposes.

 Can anyone in the holy-of-holies explain why May is the chosen month for children to trade three days of learning for three days of stupid inactivity at a desk, filling in bubbles?  Simon?  Yes It suits Canberra.and its politicians aren’t brave enough to use basic common sense – or don’t know what blanket testing means in the schooling context.

 If economic growth hinges on harnessing knowledge, innovation and talent [SMH 18/09/16], Australia has big, big problems.  For years, we’re been heading in the wrong direction.  We’re on the edge of a plateau, heading downwards….that’s for sure. The existence of NAPLAN is very, very serious business. It’s effects can, no longer, be ignored!

 Please let COMMON SENSE prevail. Things have got out of hand. Talk to some real teachers.

 Have another look at ‘The Drum”  http://www.abc.net.au/news/2016-09-16/the-drum-friday-september-16/7854134

____________________________________________________
Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486  07 5524 6443   
cphilcullen@bigpond.com            
http://primaryschooling.net/                     http://qldprimaryprincipals.wordpress.com/

Ennuic Schools

Aussie Friends of Treehorn

encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts, emotions and plain common sense in gear, ready to help children.

‘Since 2008, the neoliberal corporate sector, using its own forms of unionism and exploiting the most powerful elements of New Public Management [Managerialism on steroids], has been very successful. As a first step it captured and corralled  the leaders of various professional groups in Australia and arranged for mass ethical  gelding. It then cloned and dominated these associations that once used to stand guard on professional ethics, when they had balls….. Such organisations could rescue Australian schooling from the present doldrums….now….tomorrow…., but their pride in professional ethics and in high level enthusiasm for effective schooling has been successfully neutered and muted.”

 ENNUIC SCHOOLS

The Revised Version [20 July 2015]

 After 70 years since first facing a class of Year 3s, I’ve always had this deep desire for Australia to stop fiddling with schooling enterprises for a while and just THINK.  I remain optimistic about the possibility that Australia will, one day, think seriously about  its schooling/education system. Yes. [I have happened to note that things are much worse than they were in May , 1947].There have been one or two attempts in our past history to come to terms with a superior form of schooling, prominent amongst which was the establishment of a Schools Commission in 1973, with scholar Malcolm Skilbeck in charge….as you do {Google him]. His work in the U.K. since then, in the development of school-based curriculum has been seminal. The likelihood of school-based development of anything to do with basic schooling  in Australia  seems quite remote while testing children dominates the scene.. Schools are now controlled by a higher authority which treats schools as simple-minded collection centres for useless data that testucating measurers like to play with.

Despite this, I want to remain optimistic.  NAPLAN will go. One day.  It’s too damaging to Australia’s future to last. Entrapped in the serious corporate desire to control schooling as the big-end-of-town sees fit, schools have been forced to tolerate far too much dismemberment of children’s desire to learn.

 THINK. It’s 2016. We are on the edge of a schooling plateau, looking down

  1.  Disinterested adults now ignore the wonder of childhood to such an extent that its very existence is not relevant. Children are now regarded as hardened, little adult robots.
  2. The exercise of humane attitudes towards children is no longer discussed in the schooling context. Data matters, not kids. 
  3. Respect for children’s modes of individual development is now being totally  ignored. Remember “Each One if Different” by Prof. G.W. Bassett? Ye Gods!! That was 1962!  54 Years ago! Slow leaners aren’t we?
  4. The heart of a healthy, social, professionally ethical  and economically  secure learning environment for all has disappeared from our down-under island nation.
  5. The rich knowledge base and expertise possessed by classroom primary teachers is unused and generally ignored.

 Just in passing, Paul Wildman has reminded me of Sotto, E. (1994). When Teaching becomes Learning: A Theory and Practice of Teaching. London: Cassell. 230pgs. Only 22 years ago!

 You might be able to see, from my politico-schooling paradigm [attached], why I maintain a little bit of hope, however.  The designs show why we are held back.  Australia can only stand so much of NAPLAN-based  ennuic schools…..just going through the motions…..the stage that is all too common at this time.  NAPLAN is being ridiculed –CRAPLAN – with adjectives that we normally avoid. People are looking forward to the movie! Comic drama?  However. While schools are encouraged to be just formal and functional, collecting heaps of data, there’s a bit of grit left at this ennui stage; and recovery is possible. Australia badly needs innovative schools with enthusiastic personnel, independent in curriculum interpretations, icons of professional ethics; and happy places for children to attend, because of all the wonderful learning enterprises that are offered there. But…

 The Treehorn call over the years for adults to be more conscious of the damage being done at present,  has fallen on deaf ears. Classroom primary teachers and authors like Lucy Clark and her  Beautiful Failures, tell the story of the damage….and it’s serous stuff.

 Since 2008, the neoliberal corporate sector , using its own forms of unionism [They run the most powerful Unions in the country] and exploiting the most powerful elements of New Public Management [Managerialism on steroids], has been quite successful.  As a first step it captured and corralled the leaders of  various professional groups and in the style of ‘lambs to the slaughter’, arranged for the mass gelding of professional ethics.  It then cloned and dominated the associations that used to stand guard on professionalism…when they had balls.The Australian Primary Principals Association http://www.appa.asn.au/about-us/ was concumed by the Australian Government Primary Principals Association, http://www.agppa.asn.au/index.php?option=com_content&view=article&id=2%3Ayour-new-agppa-website&Itemid=11 for instance…..according to plan.  Let’s not muck around with the semantics of the take-over. It now belongs to Simon.  Both deknackered Associations approved of NAPLAN and continue to support its crude exploitation. Captured! On hard labour.

Once strong on ethical behaviour, principals’ organisations and their networks acquiesced in obscene haste. There has been no serious public discussion regarding testing and system evaluation since…….none available to the public, that is.  Such organisations could rescue Australia from the present doldrums and positively alter the course of Australia’s future, but their pride has been neutered and muted.  Ethical muscle is being held in detention.

State governments themselves had no choice. They were captured first.  A piece of cake, really.  No testing; no money. The threat saw their knees turn to jelly. They sold their respectability without a question or a whimper. None seems to want the schooling business back. They just don’t have the balls to run their own schools properly. ….and any one of them could do a better job than they do at that funny-farm in Canberra.

 Since 2008 Australia has used an education system controlled by fear-based standardised testing techniques. Once state responsibilities Australian schools are, clearly, now run by ACARA…. a politico- kleinist  organisation established by Julia Gillard and a group of testucators. Children have been exploited in the interests of a greedy testing industry whose profits rely on the neoliberal way of doing fearful things to children.  Adults, in tune with the causal attitude  shown by school administrators,  don’t care much what happens to the kids. Treehorn will tell you more.

 I still wait for the teaching profession to grow in spunk terms and sternly exert its ethics based on the considerations of  effective teaching strategies, whose results would make Australia a proud nation.  It will happen. I’m optimistic.  Why am I so certain? I have never met a teacher who has joined the profession to be as nasty to our children as the present system demands…..and I’ve met a number who have left because of the lack of professional ethics. I reckon that most teachers are sick of NAPLAN schooling. We have some strong, great teachers in Australia. No classroom teacher that I know, favours NAPLAN.

 It should not be too difficult for the government to arrange to forgather large groups of classroom Years 1 to 10 to ask them to describe what compulsory schooling should look like.

 To help THINKING in ordered form, I have a couple of designs [Zone of Acceptance, and Belief and Control Systems ] that I find handy. How do you feel about such presentations? Do you have one to share?

 There will soon be a strong resurgence of professional ethics. One can feel it in the air.  Compliancy and heresy [the belief that fear works best in the teaching act] need to be discussed.   Principals and school administrators need to come out and stamp their authority at the same time….before  any more NAPLAN tests are allowed to persist with its damage to fair dinkum learning processes. Schooling needs to be returned to schools and its real teachers.

_______________________________________________________________________
Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486     
cphilcullen@bigpond.com           
  http://primaryschooling.net/                     http://qldprimaryprincipals.wordpress.com/

 Let’s think 

 

A Note from a friend to Treehorn

Can you believe it? Little Shane (4) is having his pre- school tests for K placement (Tweed South Public School). We are to attend an interview to discuss his “report”. Er I won’t be going. I asked the teacher how such ‘tests’ could be valid at such a young age. She said it was policy to do the tests!screen-shot-2016-09-23-at-3-59-34-pm

So, kindy students are to have an additional testing regime as well as the Best Start Assessment that is already carried out on school entry (“Kindergarten test to replace $55m reading program”, September 22.). Welcome to school, kids: 13 years of assessments to go.

Clare Moore Blacktown

How can the government get it so wrong? Children do not need to read in kindergarten; they need to PLAY.

The neural pathways needed to learn to read at a suitable age are developed through MOVEMENT! This is common knowledge. Get children moving and exploring their environment and they will achieve better in school.

Haven’t they read the the statistics from Finland?

Wake up and do the right thing for our children.

Lalage Craig Normanhurst

.