The ÆSOP Series
An Exceptional Schooling Outcomes Project
Series Editor: Ross Thomas
ÆSOP, "An Exceptional Schooling Outcomes Project", was undertaken by a consortium of researchers from the University of New England, the University of Western Sydney and the NSW Department of Education and Training. It identified and explored the factors leading to exceptional outcomes in junior secondary public education in NSW. The results are significant and its conclusions are clearly also relevant to national and international educational contexts.
While student achievement across the wide range of educational objectives is related to all
sorts of teaching, learning, psychological, social and economic variables, ÆSOP has shown
that it is reasonable to hypothesise that exceptional subject departments in schools are
probably deploying exceptional educational processes... there were clear advantages in identifying and understanding the knowledge, skills, understandings and professional values or attitudes being exercised within
the school, with the aim of finding authentic ways in which they may be adapted to other Years 7-10 schooling contexts.
(From the Preface)
The seven-book series:
Proudly published by PostPressed
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Exceptional Outcomes in English Education
by Wayne Sawyer, Paul Brock and David Baxter
88pp ISBN 978-1921214-09-7
What is it that enables a Faculty of English to produce sustained excellence in its students' academic achievements?
To answer this question the authors conducted detailed case studies in exceptional Faculties in a number of large public high schools in New South Wales.
Taking a broad, comprehensive view of curriculum, embracing curriculum change, adhering to a specific pedagogy and applying appropriate assessment practices are characteristics of these exceptional English Faculties. Among the most important of several conclusions reached is the role of the Faculty’s Head Teacher in establishing a climate that focuses on student achievement and the continuing professional development of teachers; in other words, developing an academic community.
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Exceptional Outcomes in ESL/Literacy Education
by Wayne Sawyer, David Baxter and Paul Brock
74pp ISBN 9781921214127
English as a Second Language and Literacy are joint concerns of many Australian schools. This is particularly so for many neighbourhoods suffering socioeconomic disadvantage. Addressing the demands of ESL/Literacy is an enormous challenge. Herein, the authors describe how three public high schools have risen to the occasion with sustained, exceptional achievements by their students.
Intensive, detailed case studies of the schools – each located in a socioeconomically disadvantaged area of Sydney – reveal many similarities (and also some distinguishing differences). Common to each is systemic support, staff stability, whole-school involvement and visible, optimistic leadership by Principal and Head Teacher.
Each school satisfies the definition of Stanley Fish's interpretive community – that "remarkable unanimity of values, attitudes, practices and schema for interpreting any practice event or phenomenon and conventions of behaviour". These exceptional schools are "engines of change" in that the very professionalism that sustains them results in a continual quest for improvement and frequent questioning of established practices.
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Exceptional Outcomes in Mathematics Education
by John Pegg, Trevor Lynch and Debra Panizzon
124pp ISBN 978-1921214-13-4
Mathematics is a vital component of everyone’s education. It is incumbent on our schools to provide their students with the best of teaching in this key learning area. How this may be achieved is the theme of this book.
After their intensive observation and analysis of seven excellent Mathematics Faculties, the authors report on the characteristics of such which are associated with exceptional teaching and learning outcomes. The Faculties are located in government high schools in low, middle and high socio-economic communities throughout NSW.
A fundamental question guiding the study is what are the exceptional practices resulting in sustained higher-order student learning in Mathematics? Through their detailed descriptions of the seven schools, characteristics of Faculty staff, Faculty practices and teaching practices, the authors suggest ways of rising to this challenge.
A summary of the findings provides a valuable checklist for schools and Faculties determined to ensure students’ success in Mathematics.
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Exceptional Outcomes in Science Education
by Debra Panizzon, Geoffrey Barnes and John Pegg
84pp ISBN 978-1921214-14-1
'By providing a supportive and nurturing environment, schooling contributes to the development of students' sense of self-worth, enthusiasm for learning and optimism for the future' (The Adelaide Declaration on National Goals for Schooling in the 21st Century).
Encouraging cohorts of students of varying abilities to achieve in science requires sustained and collaborative eff ort from students, parents, teachers and the senior executive in a school. By harnessing their energies to form a 'united front' based around shared goals and values the collective creates a learning environment that assists all students achieve their best. While available research identifies the important contribution provided by each of these groups to the learning process, many of these studies overlook the subtle interconnections and complex interplay that exists in a 'working' school.
The findings from the study presented in this book address this latter point by exploring in a holistic manner the factors producing outstanding outcomes in science for low, middle and high achieving students. These emerged from thorough observations of classroom practice; intensive interviews with teachers, parents, principals, and students; and, detailed analyses of school and faculty documentation in six government high schools in metropolitan, rural and coastal regions of NSW.
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Exceptional Educational Equity Programs
by Lorraine Graham, David Paterson and Robert Stevens
92pp ISBN 978-1921214-10-3
Equity programs are developed especially for students who are experiencing some form of disadvantage that hinders their engagement with the school curriculum. These programs address the fundamental conditions necessary for school learning – students' physical conditions, emotional well-being, and basic academic skills.
Herein are described seven exceptional Equity programs observed in NSW high schools – programs catering for lower socio-economic and Indigenous communities, NESB students, and students with disabilities.
From the authors' detailed analysis of the seven sites four major themes emerged. Characteristic of these exceptional Equity programs were teachers' intense focus on students' learning needs; effective and productive collaboration among teachers; adequate and well-managed resources; and programs tailored specifically to secure physical well-being and safety, sense of belonging, trust, self-esteem, and basic skills and competencies.
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Exceptional Student Welfare Programs
by David Paterson, Lorraine Graham and Robert Stevens
82pp ISBN 978-1921214-15-8
Welfare or student support programs are directed at student well-being. As such they concentrate on establishing both the conditions for learning and students' readiness for academic development. Welfare programs are "everything the school community does to meet the personal, social and learning needs of students".
Programs may be witnessed in many forms – a breakfast program, camp, excursion, anti-racism policy, school discipline policy, leadership development, behaviour management activity – but common to all is the determination to ensure students feel safe, have a sense of belonging, have positive self-esteem, trust their teachers and accept responsibility.
The six exceptional Welfare programs described herein were observed by the authors in a diversity of communal and socioeconomic locations. Common to these flourishing programs were a framework of clear rights and responsibilities consistently exercised; integrity of teachers; links within and beyond the respective schools; a positive school culture wherein teachers demonstrated that they cared for their students; and a whole-school focus on students and their learning.
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Leadership for Exceptional Educational Outcomes
by Steve Dinham
90pp ISBN 978-1921214-11-0
The subject of countless definitions, leadership has increasingly been seen as a group function that occurs only when two or more people interact. Leaders thus "intentionally seek to influence the behaviour of other people" rather than command them. "Strong" and decisive, effective leadership is intensely interpersonal, involving working with individuals and teams to transform teaching and learning.
Leadership, therefore, is not the monopoly of a school's Principal; it may emerge at all levels and all parts of a school. This is most evident from the author's insightful analysis of 38 ÆSOP school reports. Leadership is displayed by Principals, Head Teachers, other executive members and, significantly, by teachers themselves.
There are remarkable similarities in the components of leadership displayed by these personnel. From his synthesis of these attributes and actions the author constructs a valuable model of leadership in schools. The "essence" of leadership is, first and foremost, an intense focus on students and their learning. Associated with this are several "contributing categories": personal qualities and relationships; vision, expectations and a culture of success; school planning and organisation; teacher learning, responsibility and trust; external awareness and engagement; student support, common purpose and collaboration; and professional capacity and strategy.
These findings call into question the unhelpful dichotomy of "welfare" and "academic" schools. In the ÆSOP school reports, student welfare is central and underpins academic achievement, with high expectations for staff and students alike. Leaders strongly support student welfare measures to "get students into learning".
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