State of the NSW teaching profession, 2014 (PDF, 1.2MB) considers the extent to which NSW teachers engage in practices known to improve student outcomes, and compares the results to those of Australia and other high-performing and culturally similar countries.
This paper brings together seven themes from the growing bank of evidence we have for what works best to improve student educational outcomes. This is not an exhaustive list of effective practices, but it is a useful framework for teachers and school leaders to consider when deciding how to challenge the status quo and tackle student improvement.
The seven themes identified as likely to make the biggest difference to our students are:
Teachers can set high expectations in a number of ways, such as encouraging students to work hard, challenging them to do their best work, and to do their homework on time. High expectations are linked with higher performance for all students. The reverse can also be true. Students may achieve less than their full potential if expectations of their ability are low.
Explicit teaching practices involve teachers clearly showing students what to do and how to do it, rather than having students discover or form information themselves. Students who experience explicit teaching practices make greater learning gains than students who do not experience these practices.
Feedback is when teachers give information to students about aspects of their performance or understanding. Effective feedback is one of the most powerful influences on student achievement, and it is most effective when it focuses on improving tasks, processes, student self-regulation and effort.
The best education systems in the world use effective assessment data to drive improvement. Effective analysis of student data helps teachers identify areas where students’ learning needs may require additional attention and development; and understand which students have responded positively to the teaching approaches in their classroom.
Classroom management is an umbrella term that encompasses a broad range of strategies, approaches and actions taken by teachers to encourage a safe, positive and stimulating learning environment for their students. Effective classroom management is important for creating conditions that are conducive for learning.
Creating a safe environment; ensuring connectedness; engaging students in learning; promoting social and emotional learning; and a whole-school approach have been identified as elements that affect student wellbeing. Higher levels of wellbeing are linked to better academic achievement; better mental health; and a more pro-social and responsible lifestyle.
Professional collaboration allows best practice to be identified and shared across classrooms. Effective collaboration explicitly aims to improve teacher practices and student outcomes.
This report provides a profile of the NSW teaching workforce. It includes data that detail teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers as well as teachers in training. It has been created in response to element 5.1 of Great Teaching, Inspired Learning (GTIL), the NSW Government's plan for improving the quality of teaching and learning in NSW schools.
The Workforce Profile of the NSW Teaching Profession - 2014 update (PDF, 1MB), released February 2016, builds on data included in the previous report.
The Workforce Profile of the NSW Teaching Profession 2014 (PDF, 1.4MB) released December 2014.
The School improvement frameworks literature review (PDF, 2.4MB) outlines best practice in school improvement frameworks internationally, and identifies some of the elements for which there is the best evidence.
Responding to recent discussion in Australia, this paper examines the evidence regarding qualifications for early childhood educators working with 0-to-2 year-olds. It looks at what defines quality early childhood education for very young children, best practice pedagogy, what the literature tells us about teacher qualifications for this age group, and the qualification levels for working with 0-to-2 year-olds that apply in other countries.
In 2013, CESE developed a new measure of school socio-economic status, the Family Occupation and Education Index (FOEI), to be used as the basis of the equity loading for socio-economic background in the department’s new Resource Allocation Model. This technical report details the methodology used for the construction of FOEI in 2013.
A report prepared by CESE for the Australian Government Department of Education examining the efficacy of the various proxy measures of limited English language proficiency of the EAL/D students.
Download the LBOTE report (PDF, 500kB).
This inaugural edition of the biennial 2014 State of Education report (PDF, 4MB) brings together a wealth of data, information and commentary about the full spectrum of education in NSW. It reports on activities and outcomes in early childhood education, school education, vocational education and training and higher education. It acknowledges and reports on the complex mix of government and non-government educational service providers in all four of these sectors.
This second edition of the biennial State of Education in NSW 2016 report (PDF, 2MB) brings together a wealth of data, information and commentary across the whole education spectrum in NSW.
The report provides a recap of policy context, and covers outcomes in early childhood education, school education, vocational education and training and higher education for both government and non-government service providers. For each of the four sectors, the report highlights what is going well and where there is room for improvement.
Visit the 2016 State of Education website for an interactive view of the report's main highlights.
Identifying high performing schools is an important step in developing the evidence base about “what works” to
improve educational outcomes for students.
In inclusive early childhood education and care services, children with and without disability learn and play alongside one another. The provision of inclusive services is widely supported on human rights grounds and on the basis that all children should have access to high-quality preschool programs.
Given the increasing importance of STEM in education, enrolments in calculus mathematics for the HSC have dropped over the last 15 years. Why aren't students studying higher level maths? (PDF, 1.2MB) looks at whether there is an ATAR scaling advantage for non-calculus mathematics over calculus mathematics and whether that provides a reason for the dropping enrolments.
During the development of the 2013 Family Occupation and Education Index (FOEI), CESE commissioned the National Institute for Applied Statistics Research Australia (NIASRA) at the University of Wollongong to review and validate the methodology underpinning FOEI.
This report from NIASRA discusses the technical issues associated with missing data and the regression modelling underpinning FOEI, and recommends the statistical methods to deal with these issues.
A forthcoming CESE technical report will further detail the methodology used for the construction of FOEI in 2013.
High-quality teaching is the greatest in-school influence on student engagement and outcomes. Given current concerns about Australia’s declining performance on international assessments, particularly when compared with high-performing Asian and other countries, there is significant interest in the contribution that high-quality teaching can make to improving educational results.
A presentation and paper by David Figlio, Director, Insitute for Policy Research at Northwestern University.
While the existing literature makes clear that there appears to be a permanent effect of poor neonatal health on socio-economic and health outcomes, it is important for a variety of policy reasons to know how poor neonatal health affects child development, and whether there are public policies that might act to remediate the negative relationship between early poor health and later-life outcomes.