We have recently published evaluation reports for two major NSW Department of Education reforms:
LSLD aims to give NSW government schools more authority to make local decisions about how best to meet the needs of their students. LSLD focuses on five interrelated areas:
The evaluation of LSLD began in mid-2016 and will conclude in mid-2019.
We also released a series of thematic evaluation reports as part of the ongoing evaluation of GTIL. GTIL is the NSW government's plan to improve the quality of teaching in NSW schools. We evaluated key reforms under GTIL relating to:
CESE recently developed a series of registered professional learning courses for all public school teachers, school leaders and Directors, Educational Leadership. The purpose of this professional learning is to connect education theory and research with school context. The current courses include:
There are three activities involved in each course:
When the reflection responses are signed off by a supervisor, or a MyPL line manager, participants will receive 2 hours of accreditation.
If you would like to learn more about these courses, and the other face-to-face workshops that CESE offers, visit CESE’s new professional learning library. Here you will also find a flyer that includes role-based suggestions for undertaking the courses.
To register directly, visit MyPL and search ‘CESE’.
CESE recently published a series of five case studies on schools that are creating a culture of excellence. These schools include:
• Lansvale Public School
• Rooty Hill High School
• Taree West Public School
• Woonona High School
• Sefton High School
Each of these schools has embedded quality teaching and learning practices, including:
• ongoing and targeted professional development
• a focus on student wellbeing and community engagement
• high expectations for all
• collaborative approaches to school planning.
CESE's latest attendance bulletin analyses attendance rates at NSW government schools from 2006 to 2017. Here's a summary of the key findings:
CESE's latest literature review presents Australian and international evidence on early childhood education and its impacts on children's learning and development.
It highlights that:
• high quality early childhood education can improve children's cognitive and non-cognitive outcomes
• disadvantaged children stand to gain the most from early childhood education
• the positive effects of early childhood education programs are contingent upon, and proportionate to, their quality.
CESE's latest statistical bulletin identifies the diversity of students with a language background other than English who were enrolled in NSW government schools in 2017.
Here's a summary of the key findings:
• About one third (34%) of students in NSW government schools come from homes where languages other than English are spoken.
• The concentration of students with a Language Background Other Than English (LBOTE) is greater in the Sydney metropolitan area.
• Across all Sydney schools, the proportion of LBOTE students is 53%. The highest proportion of LBOTE students is in Sydney-West.
• The Indian languages category is now the largest language group, representing 17% of total LBOTE students. This is before Chinese languages (16%) and Arabic (14%).
Language participation in NSW secondary schools has been in decline since the 1960s. Only around 10% of students in NSW now take a language for the Higher School Certificate (HSC). The decline in student numbers is particularly noticeable from the beginning of the middle years of secondary high school onwards.
CESE's Language participation in NSW secondary schools literature review provides a brief overview of languages education in Australia and NSW, including participation rates and national and state policy.
It also reviews the research around school and classroom factors which can increase language participation, these include:
• high-quality teaching
• student motivation
• use of technology
• effective leadership
Accompanying the literature review are 4 secondary school case studies. Each case study explores the practices that contribute to success in language participation at each school.
Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.
CESE's Cognitive load theory audio paper describes:
• what cognitive load theory is
• types of cognitive load
• recommendations for the classroom based on the cognitive load evidence base.