Dr Michele Bruniges AM Secretary, NSW Department of Education

Transcription

1 Dr Michele Bruniges AM Secretary, NSW Department of Education Australian Education Union World Teachers Day lunch Star Room, IMAX Theatre complex, Darling Harbour Friday, 30 October 2015 Let me begin by acknowledging the traditional owners of the land on which we meet today. I pay my respect to Elders, past and present, and extend that respect to all Aboriginal people here today. I would like to acknowledge all Members of Parliament here with us today, Maurie Mulheron from the NSW Teachers Federation, and all special guests. I am delighted to be here today to celebrate World Teachers Day with you... and very proud to be a member of this inspirational profession. World Teachers Day is an opportunity to recognise the valuable contribution teachers make to societies around the globe... to acknowledge their expertise in the teaching and learning process... and the role that teachers play in engaging and sustaining communities. Teaching is one of the oldest professions in the world and it has stood the test of time, constantly evolving to meet the needs of students today. The vast sweep of the work of teachers is often untold... the hours of lesson preparation, research and marking; the extra-curricular activities; the collaboration with colleagues; professional development and study throughout their careers... all for the benefit of their students. 1

2 The innovation, creativity, care and compassion and the extraordinary lateral reach to find solutions to complex issues resides deep in teachers educational psyche. Great teachers maximise life choices, opportunities and outcomes for all students. They do change lives. We know this from our own experience as students, teachers, parents and colleagues. Education is the best investment we can make in our children and young people. As teachers and educational leaders we influence the lives of our students... it s our job to make a positive difference and to constantly pursue educational excellence... because we know that people with higher levels of education have more opportunities, earn more, are healthier and, on some measures, are happier. To those who say Australia has poured money into education with little to show for it, let me say the evidence is clear that levels of investment in this country have lagged behind other countries... despite data showing that education produces tangible benefits for students and the economy. Since 2001, according to the World Bank, the estimated economic return to an additional year of education in Australia has been consistently higher than the OECD average, and shows a strong increasing trend. Using the most recent estimates, Australia has the highest return in the OECD for an additional year of secondary education (30.8 per cent). (1) But actual Australian expenditure on education as a proportion of GDP has been substantially lower than the OECD average. 2

3 More was spent on schooling in 2013 than 2000 because the inputs involved in education cost more and there were more students to educate. In real terms over this period, the tangible resources available to students grew by less than the overall economy. (2) The Federal Budget confirmed that the Commonwealth will discontinue its additional funding commitments under Gonski two years ahead of schedule. Any future funding increases will be linked to the Consumer Price Index (approximately 2.5 per cent) rather than the agreed 4.7 per cent. (3) When combined with decreases in Commonwealth investment in tertiary education, this reversal of policy means that the ratio of education spending to tax receipts will drop dramatically, from 4.2 per cent in to 3.7 per cent in (4) Over time, this will reduce the Commonwealth s spend on education from 1.7% of GDP to 1% of GDP. This is confirmed in the Commonwealth s Intergenerational Report. (5) We recognise the need for increased investment in education but we also understand that money by itself doesn t guarantee success it depends on how you spend it. In the NSW public education system we are accompanying increases in our funding with a wide range of reforms to make sure we get the most value from our investment. Reform in education requires a broad range of effective partnerships. As a public servant who has worked at the state, territory and national levels, under Ministers and leaders of all political persuasions, I can tell you that educational reform gamechanging intergenerational reform is only possible when you are working with a 3

4 Minister and with school leaders and professional organisations who are engaged, passionate and courageous. The collective education voice resonates strongly in community and maximises the ownership and delivery of successful reform. It is a privilege to be part of the NSW education setting and to work with colleagues in creating a strong educational voice, based on evidence and action. It is a setting that is fortunate to be led by a Minister who cares deeply about good educational research, policy and practice. A major focus is on raising the quality of teaching... and by doing so I believe we will also raise the status of teaching... because quality and status go hand in hand. Our blueprint, Great Teaching, Inspired Learning, was co-designed by the profession. I acknowledge the support and input of the NSW Teachers Federation along with other key stakeholders. Together we have identified reform actions that are in the best interests of our students and respect our teachers and the profession. I am extremely proud that we have finalised agreements with a number of NSWbased universities that will see NSW public schools, from next year, work more closely with universities on ensuring quality professional experience placements for teacher education students. We are placing a strong emphasis on renewed support for beginning teachers once they get their first appointment with the Department with additional classroom release time so they can work with experienced mentors... and funding release time for those mentors. 4

5 We have increased our investment in teachers professional learning. and we constantly promote the benefits of teacher collaboration, feedback, mentoring and supervision. One of the most important ways we are supporting teachers and schools is through needs-based funding. The Resource Allocation Model is based on the Gonski principles and is focused on education equity. Its introduction is a highly significant educational decision. It has changed the education landscape for the better and in the best interests of our students and young people. With great leadership from the NSW Government, and in particular the Minister, we have made a fundamental shift from funding based on the number of students to funding based on student need ensuring we allocate money to those students and schools who need it most. We developed the Family Occupation and Education Index measure because we know some students and some schools need additional assistance. We want every student to have an equal opportunity to achieve and succeed. We have progressively introduced the RAM components targeted funding, then the equity loadings, then the location loading... and just last week the Premier and Minister announced the implementation of the base loading, the largest and most complex part of the RAM formula. The Resource Allocation Model represents a cultural change in the way schools operate in an environment of transparency, trust and accountability. Since 2014, $310 million in additional funding has been provided to NSW public schools through the RAM. This funding has been used to support the specific needs 5

6 of students in our schools. This includes an additional $113 million of needs-based funding allocated to schools through the 2016 RAM. (6) We already know that this money is making a difference to the lives of children and their families. I have seen schools using the funding to really hone in on specific teaching and learning strategies... consulting with their school communities about what their students need. I have seen funding used to hire extra teachers, instructional leaders, teachers aides, Aboriginal mentors, occupational therapists, speech therapists... Instead of matching a particular student s need to a particular program or tied grant, principals are able to look across the school more holistically and drill down into what is needed for individual students or for groups of students. I see schools using data to inform their decision-making; to enhance their engagement with parents; principals and teachers working with a range of experts to support students... making it easier for teachers to focus on curriculum, pedagogy and student learning. It s early days but schools are reporting that they are seeing improvements in student outcomes not just in learning but in better social and emotional outcomes. We have been able to do this because of the additional funding delivered through the Gonski agreement. On a personal reflection... from a teacher s perspective... you intrinsically know that some students require more support than other students... it s always on your 6

7 radar. You gear your lessons based on student need... whether a student needs individual attention for reading or acceleration for maths. We have made this intrinsic shift and aligned our funding model to the philosophy our teachers have always understood. Student need is at the heart of our public education system. I am proud to lead the NSW public education system at a time of transformative change... and I am proud to be among such passionate professionals here today on World Teachers Day. We should celebrate our successes and share our stories... because what we do individually and collectively... is so important to building vibrant, resilient communities, now and into the future. Every child, everywhere, should have the chance to become the best they can be. REFERENCES 1. Montenegro, C & Patrinos, H; Comparable estimates of returns to schooling around the world; World Bank; NSW DoE analysis based on Report on Government Services, Productivity Commission, Australian Government, NSW DoE analysis based on Federal Budget Paper , Treasury, Australian Government. 4. NSW DoE analysis based on Federal Budget Paper , Treasury, Australian Government Intergenerational Report, Treasury, Australian Government. 7

8 6. NSW invests an additional $113m in students who need it most, Minister Piccoli media release, 21 October