As a teacher, it can be very easy to focus on what’s going wrong around you: a class that didn’t go as planned, students who are being disruptive, students who are being bullied, staff politics, stress, short time-frames, long hours, etc. Indeed, it seems that this attitude is one that is mirrored more generally in the media’s attitude towards public schools.
An underlying tone suggests they can’t support or provide for students in the same way as wealthier private or their more academically-endowed selective counterparts (e.g.). Public schools are not quite good enough.
Thinking about it, when are public schools ever the ones held in higher esteem with the other sectors striving to be like them? Rather, a discourse around ‘deficit’ magnifies the under-funding, under-resourcing and under-staffing of public schools.
Is a rapidly weakening ‘Gonski’ model going to fix this? Unlikely.
Is the Australian education system ever going to achieve the same results as is seen in the highly regarded education systems of Finland and Singapore? Not unless significant structural or philosophical changes are made to our education system as a whole.
However, let’s not forget we do currently have a system that is working for most of our students and is in fact relatively strongly rated in an international setting. Australia’s high levels of secondary and tertiary educational attainment and scores that are amongst the top in the OECD Programme for International Student Assessment (PISA) are a testament to this.
In recognition of these strengths, my next five posts will focus on different successes that are apparent either in my own school or public schools more generally. They will be a celebration of the innovation, collegiality and hard work from staff and students that often goes unacknowledged outside the school grounds.