The Unchanging Truth: Good Teaching Transcends Policy
As we reflect on the ever-changing landscape of education in New South Wales, it’s crucial to remember that whilst policies may ebb and flow, the heart of our profession remains steadfast: good teaching positively impacts students.
In recent years, we've witnessed a flurry of educational reforms and initiatives sweep across our state. From curriculum overhauls, assessment modifications to directives to teach explicitly, we could succumb to overwhelm by the constant flux. However, amidst this sea of change, we must not lose sight of what matters—the privilege we have of shaping young minds that are entrusted to our care.
Good teaching transcends the boundaries of policy. It's never been about adhering to the latest directives or ticking boxes on a checklist. Rather, it's about fostering an environment where students feel valued, challenged, and inspired to reach their full potential. As John Hattie's seminal research has shown, teacher effectiveness is the single most important in-school factor influencing student achievement (2009).
As educational leaders, we have the privilege and responsibility to champion this ethos of impactful teaching. We must empower our colleagues to use the paperwork and bureaucracy sustainably and focus on both effective pedagogical choices through genuine connections they forge with their student. After all, the teachers’ plentiful pedagogical choices and positive relationships leave the most lasting impressions, as evidenced by the work of Roorda et al. (2017) on teacher-student relationships and their impact on academic and social outcomes.
Policy does have its place. Indeed, well-crafted policies can provide valuable frameworks, streamline efficiencies, reduce cognitive load, and provide helpful guidelines. However, we must view them as tools to enhance our practice, not as rigid constraints that stifle creativity and passion. As Michael Fullan argues, successful educational change requires a delicate balance between top-down policy and bottom-up innovation (2016). Therefore, while policies may shape the landscape of education, it is the unwavering commitment of educators that cultivates the fertile ground where young minds flourish.
Let us continue to celebrate the educators who see and inspire the individual learner, who adapt their methods to meet the diverse needs of their students, and who inspire a love of learning that extends far beyond the classroom walls. These are the teachers who truly embody the spirit of our profession, regardless of the policy climate in which they operate.
As we navigate the challenges and opportunities that lie ahead, let's reaffirm our commitment to teaching that makes a difference. For it is through this unwavering dedication to our students' growth and success that we can ensure a bright future for education in New South Wales, no matter what policy changes may come our way.
Reference List.
Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539-544.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261. https://doi.org/10.17105/SPR-2017-0035.V46-3
Kirsten Macaulay
ACEL NSW Branch Executive Member