Don Carter: HSC tests the skills of our teachers too

AS another school year draws to a close, there’s been some good news in education in the past few days. First, today’s release of HSC ­results announces the achievements of around 70,000 Year 12 students.

AS another school year draws to a close, there’s been some good news in education in the past few days. First, today’s release of HSC ­results announces the achievements of around 70,000 Year 12 students.
Congratulations to all who have ­received this credential and to their teachers who have worked with these students, often over the span of a student’s years of secondary schooling.

And the other good piece of news delivered last week was the PIRLS (Progress in International

Dr Don Carter.

Reading Literacy Study) results in reading which indicate that Australia’s national average performance had improved significantly between 2011 and 2016.

And with the exception of the Australian Capital Territory, all Australian states and territories showed an ­improvement in students’ reading.

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And quite rightly, Dr Robyn Cox, the president of the Primary English Teachers Association, pointed out that the study of quality literature within a strong curriculum increases student confidence in and enjoyment of reading, helping to bolster reading performance.

But of course, another key component in this equation is the employment of highly competent and committed classroom teachers in both primary and secondary schools.

I’ve been travelling around NSW talking with primary teachers about a number of issues, listening to their views on educational priorities and what might be impeding their work.

Teachers are putting a lot of hard work into learning too.

What strikes me about these teachers is that even in the face of an ­increasing number of administrative tasks, the demands of the NAPLAN tests and the undertaking of roles traditionally performed by parents in the home, these teachers know that the ­development of high order literacy and numeracy skills is essential — not as an end in itself — but to ensure our children develop into thoughtful, resilient, well-educated citizens capable of ­establishing and sustaining positive and meaningful relationships within and beyond the home.

These teachers know that education is a relational enterprise — that is, the quality of the relationships in the classroom and across a school are major factors that impact on a child’s learning. They know that unless a child feels safe and secure at school, learning won’t take place.

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This is why these teachers place value on developing not only the academic performance of children but also on developing the ­social, emotional capacities of all their students.

As a society, the shaping of young minds by these professionals is critical to our future social cohesion, the health of our democratic institutions and our economic prosperity.

And when asked what advice they would give the NSW minister of education to improve the quality of primary education, the majority of these teachers suggested that he spend more sustained time in schools — not for photo opportunities — but to watch teachers at work, observing them adopt numerous roles as teacher, motivator, counsellor, parent and mediator that are essential in the day-to-day running of a school.

And a number of these teachers also commented that we need to be more careful about following the advice and educational fads from overseas that promote simple fixes and bolster what is known as the “edu-business”.

But back to the HSC. While there will be celebrations of student achievements in many households, as parents pat their children on the back, let’s ­acknowledge the ongoing, hard work of secondary and primary teachers and give them a pat on the back, too.

Dr Don Carter is a senior lecturer in the Teacher Education Program at UTS.