Masterclass Series:Impact Snapshot

28 November2019

» 100% of teachers would recommend this course to teachers

looking to improve outcomes for their students.

» Over the course of 1.5 terms, all teachers changed their teaching

practice in a significant and visible way (self-reported and as

reported by students).

» Teachers report feeling more confident to achieve success with their students on the hardest grade-level content. This is

confirmed by the material improvements in academic learning

visible in their student data.

» Many teachers saw increases in average student marks of 10-

15%; several teachers saw a 50%+ increase in student progress;

some teachers noted a doubling of students achieving A grades

in their class or similar. All participants but one saw an improvement in average student outcomes, even during this short 1.5 term timeframe.

» 60% of teachers noted significant improvements in student behaviour in their classes; 30% felt behaviour was steady; 10%

of teachers felt student behaviour had gotten worse.

» Students overwhelmingly want their teachers to continue with the practices they adopted during the course.

Overall Impact Summary for Cohort 2: Key Messages

1

Cohort 2: School distribution

Our Vision Our vision is an Australia where every child can reach their full potential. We see a world-leading education system, where our young people thrive through excellent teaching, in every classroom, every year of their schooling. We see a society where allAustralians value teaching and learning, and recognise the importance and complexity of the craft of teaching.

Our Approach» To provide teachers and school leaders with life-long learning opportunities that are rich, real-world experiences with

follow-on support, enabling high impact practices in every classroom and school.» To support teachers and leaders to be more confident and able to improve student learning as a result of these

opportunities.» To empower deep and broad connections between teachers and school leaders across the system.» To provide opportunities for all teachers and leaders to respond to new insights into effective teaching» To bridge the gap from theory and evidence to practice at the classroom and school level.

Our Values» Students come first. Our work with teachers and leaders must support all students to learn better.» How teachers teach matters. We believe this is true both for the way we should work with teachers and leaders and for the

students in their classrooms and schools.» What teachers teach matters. We believe the content and curriculum of what we teach are just as important as how we

teach, both for the learning of the teachers and leaders we work with, and for how they approach the learning of their students.

» How school leaders lead matters. School leaders have the unique ability to align the work of teachers and staff to the needs of their students. When school leaders lead differently, teachers can work differently too.

» Life-long learning is for all. We seek to always learn from the teachers and leaders we work with and we believe in empowering all teachers and leaders to continue to adapt, learn and grow throughout their entire career.

About Teach Well

2

Cohort 2 Impact Summary» Student outcomes tracking (primary)

» Student outcomes tracking (secondary)

» Student feedback

Contents of Impact Summary

Demographics for Masterclass Participants in 2019 (Cohorts 1-4)» Cohort 1 completed the course in Term 2 (condensed version)

» Cohort 2 completed the course on 19 September 2019 (this summary reflects data as at 20 September)

» Cohort 3 and Cohort 4 will complete the course in Term 4

Please note that in the following slides, MC refers to Masterclass with Pre MC referring to baseline data collected prior to teachers/leaders completing the course and During MC referring to progress and achievement data collected during the final 2 weeks of thecourse. Comparison class refers to the results of a teacher with a class of similar ability mix that did not complete the Masterclass.

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Cohort 1 Impact Summary» Student outcomes tracking update

Context

Cohort 2 with teachers (years 1-10) and leaders from four learning areas (English, Maths, HASS, HPE) completed the Masterclass Series over 12 teaching weeks. Participants tracked the impact of the course on student outcomes, for their focus class(es), where they implemented the high-impact strategies during the course.

This cohort finished on Thursday 19 September (week 9, Term 3). We include here a condensed snapshot from the participants as at 19 September – we will update this as we process the remaining impact summaries (7 participants outstanding).

All participants in the course have reported an increase in academic engagement and / or achievement from their students. As such, this data is representative of the overall cohort.

Cohort 2 results with a brief update on Cohort 1 and feedback from school leaders

Understanding impact in three ways

We use three sources of data to triangulate impact during the course and the likelihood of sustained improvements in student learning and outcomes:

1. Student outcomes data: teachers select one or more focus classes to implement the high-impact instruction strategies with, collect baseline data before commencing the course and track progress and achievement against their baseline, and often a comparison class (another teacher not completing the course).

2. Student feedback: students complete a pre and post-survey related to their teacher’s practices, their learning overall and their mindsets (growth, sense of belonging, subject-specific and aspirations).

3. Teacher feedback: teachers complete a pre and post-survey related their experiences implementing the instructional strategies and the effect on behaviour, engagement and learning in their focus classes.

We also ask school leaders about the changes they note for their staff and students.

Student outcomes data, student feedback data, self-reported teacher experience data

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Coh

ort

2: Im

pact

(Pr

imar

y)

Year 6, Maths

Pre MC During MC Pre MC During MC

Focus class:Measurement & Geometry

Comparison class:Measurement & Geometry

Year 6 class sat the Pre MC test after being taught the Measurement and Geometry unit (before MC) and then re-took the same test 10 weeks later during the MC. The Focus class increased their performance by 16% due to review activities, the comparison class did not.

Median +16%

Median -3%

Year 3, Maths

0.792 0.975 1.271Effect size

Pre MCTerm 1

During MCTerm 2

During MCTerm 3

Summative testDiagnostic test

New practices were introduced for half of Term 2 and for all of Term 3. Significantly more growth was achieved for students during Term 2, and even greater growth in Term 3, with a significant reduction between the highest and lowest marks (as reflected in the effect size increase).

5

6

Coh

ort

2: Im

pact

(Pr

imar

y)

Year 6, Maths

Students tested on One Minute Basic Maths Facts assessment, each term in 2019.

Percentage students making more than 1 point

progress in a term

95%During MC

66%Pre MC

Percentage Students performing at ‘critical’

norm or below

5%During MC

10Pre MC

Year 3, Writing

During term 3, 2019, students not only received higher grades than students in 2018, but more students moved up a grade between Semester 1 and 2.

Percentage of A grades doubled.

A/B grades up 20%(35% 55%)

Distribution of Writing Grades(against SCSA Judging Standards)

A B C D / E

10

25

60

5

20

3540

5

Pre MC Post MC

Year 1, Reading

I decided to trial “no hands up” in my whole class reading. I was shocked when I realised many of my able students weren’t actively engaging in their learning during WCR. Since then I have continued to pair-share but now pop stick the answers to share with the class. I have noticed that all students now have an answer ready to go and are engaged in their learning. I think this is why my average growth for PM’s has gone up this term. I have managed to test another two students who actually went up 5 reading levels so the average growth will be even higher. Super exciting!

Student progress in PM reading levels per Term

+1.9Pre MC

+2.8During

MC

+7.6Pre MC

+11.2During MC

Equivalent annual progress in PM reading

levels

Year 8, English, Writing

Low Achieving/Challenging BehaviourStudents

Pre MC

mark

During MC

mark

Student 1 0 40%

Student 2 0 52%

Student 3 25% 47%

Higher AchievingStudents

Pre MC

mark

During MC

mark

Student 1 51% 90%

Student 2 65% 95%

Student 3 53% 75%

Student 4 59% 79%

Year 8, HASS

This is the first time this year I have achieved above 50% average in both year 8 classes in any assessment and with [the second test being] a challenging test. This is brilliant.

Focus Class 1:Unit assessment - % score

Focus Class 2:Unit assessment - % score

Pre MC During MC Pre MC During MC

Many of the [lower-ability] students who did not attempt the pre MC task attempted the second task, with varying degrees of success. The highest result from students who did not attempt the last task was 52% which speaks to the confidence and engagement that were developed as a result of integrating the high-impact instruction strategies. Many students actually achieved close to a pass, which was a vast improvement from the lack of participation of the first assessment.

The higher ability students [in this mixed ability class] seemed to benefit most from this, with scores improving up to 39%. Many of the students who had previously had trouble with spelling, punctuation and grammar experienced more success as they understood verbs, adverbs and simple sentences which were a focus of our explicit lesson structures. This enabled them to achieve higher marks overall, as their work was more complex in construction and had more focus on subject matter. Due to the explicit instruction on figurative language and context, the monologues they created were more detailed and there was more focus on the construction of voice, setting and detailed descriptions.

77%

56%

51%

51%Average mark

Highest score

Coh

ort

2: Im

pact

(Se

cond

ary)

Average score increased 5% across two writing tasks, despite higher participation rate in the second assessment (where many lower ability students attempted the task).

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Year 8, HASS

A Year 8 HASS teacher saw an improvement of the average mark by 10 & 20% for their focus classes, whereas the comparison class was stable.

45

50

55

60

65

70

75

80

Pre MC During MC

Unit Assessment - % mark

Focus Class 1

Focus Class 2

Comparison Class

Participation rate

90%During MC

66%Pre MC

During MCPre MC

Year 7 & 8, HASS

8

Year 7 HASS (teacher takes 3 from 4 lessons each week). Mean score increased 3% despite 7 low-ability students joining the class during Term 3 (25% of class) and the 3 highest-achieving students moving to top-stream class.

Year 7, HPE

High Impact Instruction greatly improved student participation in classes, with more students having to be involved and less of the dominant students taking control of the lesson.

Behaviour improved - even the more distracting students were involved in the lessons. Students responded well to lesson structure and particularly the daily reviews.

Changes in ABE data for

Focus Class of 24 students,

from Semester 1 to Term 3

(MC).

6

16

2Students withno change inABE data

Studentsshowingimproved ABEdata

Students already showing “consistently” in ABE data

Pre MC During MC

Students with passing grade or above 30% 73%

Students with A & B grades 0% 25%

Average mark 44% 54%

Year 8 HASS (teacher takes 2 from 2 lessons each week). Current unit on track to exceed scores for previous 2 units.

Coh

ort

2: Im

pact

(Se

cond

ary)

Year 7, Maths

I am now converted… I can see high impact instruction as the norm for myteaching career as I can see the marked difference in student behaviour,learning and with continued practice I see the students’ academic resultsimproving once I become a full-time teacher, not sharing classes. Thestudents are actively engaged in my lessons and there is 100% participation- no one can switch off now. The students are on task and always ready formy questions. I know they are understanding as the constant checking forunderstanding returns with correct answers. This class is definitely busylearning and when I teach, I’m already pointing out the misconceptions tothem even before they start the task. Thank you Teach Well team. It was agrowing journey both for me and my beautiful students.

40%32%Mean class mark: 100%60%Maximum score:

This teacher is part-time and has this Focus Class 2 x per week.

Year 7, English, Writing

ACER eWrite –Narrative task (scaled scores)

+121

71 47 47 45 41 5837 34

1049066 72 66 48

9043 34

96

+19 +19 +25 +21 +7 +32 +6 -8

Overall, this cohort increased their scaled score by 121 points. Improvements can be seen in all narrative elements of the data with no difference noted in PINS (Punctuation within a sentence) and a slight decline in SP (spelling). The decline in SP data could possibly be due to students being focused on using descriptive language, and therefore potentially attempting to use less-familiar words in their narratives. Furthermore, the lack of results in this area could be due to no explicit teaching being completed around these two elements during the course.

Coh

ort

2: Im

pact

(Se

cond

ary)

Focus class Comparison class

Year 7, Maths

48

37

55

36

Average mark increased 7% (From 48% 55%) for Focus Class between Fractions and Geometry assessments. Comparison class average mark did not increase.

These increases reflect my sense that the students were learning the material with greater confidence and mastery during the Masterclass.

Year 8, HASS

65

52

75

56

Pre MC During MC

+10% +4%

Focus class Comparison class

This teacher has the top-set HASS class and compared their results to the nearest ability class for two topic unit assessments.

This data demonstrates that even with top-set students, average marks increased 10%. Some increase in mark may be related to the assessment itself (two different topics), however growth for the Focus Class was significantly higher than the Comparison Class.

Unit assessment –average mark (%)

Year 7, English, Writing

* The pre MC assessment was a narrative task. The during MC assessment was a poem task which students in previous years have found more challenging and performed worse on generally.

This has changed the way I approach the English curriculum, breaking tasks into steps and I believe it will continue to improve the outcomes of my students. Overall, the average marks improved by 4% and I think that improvement will continue to rise over time.

Average mark increased 4% (from 59% 63%), with average mark for top 50% of class improving 9% (from 63%72%) for two writing assessments.*

Writing Task* - % score

Pre MC During MC

63

72

9

Coh

ort

2: Im

pact

(Ex

cept

ions

)

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Were there any participants who did not see increases in student outcomes?Yes, two teachers.» One teacher did not see a material increase in student outcomes on average yet, rather only on the inquiry unit assessment

(Year 10 HASS).» One teacher did not see a material increase in student outcomes in their primary school class yet, however reported strong

anecdotal improvements in learning.

In addition, two teachers were unable to generate valid pre and post data to measure impact for their classes.» Reasons: assessment tasks of very different standards of difficulty, with no potential comparison classes and unstable very

small class configuration» Both teachers reported strong anecdotal improvements in learning.

I feel like ever since [my teacher] started these training courses that I have been more interactive with my learning and understanding more.

Year 6 student

I like the new way our teacher teaches the class by not using hands and choosing on us instead. The daily review is helpful, and the whiteboards help us interact more. She knows when we are not participating and she knows when we have a problem in a subject.

Year 6 student

I have gotten better at my times tables since daily review.

Year 6 student

I love the idea of Daily Review and the white board process.

Year 6 student

[My teacher] is a really good teacher and is always there to help us when we need it. I love the new way she has been teaching!!

Year 7 student

My teacher sounds more confident the past couple weeks after starting this course. I believe he's an amazing teacher and I've learned a lot from him and I can’t wait to learn more with the new techniques he's learned over the next few weeks because of the course.

Year 9 student

[My teacher] is a great teacher and the way he teaches makes me understand things better sometimes. His way of teaching makes students comfortable with learning. Keep up this way of teaching.

Year 8 student

I think all teachers should do this course because it’s helpful.

Year 5 student

89%of students said their teachers have made changes to their practice

Stud

ent

Pers

pect

ives

75%of students said that behavior has improvedin their class

60%of students want their teacher to continue with the changes they’ve made; 30% are not sure yet; 10% don’t wanttheir teacher to continue

Feedback from 470 students with teachers in Cohort 2…

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Coh

ort

2: P

arti

cipa

nt F

eedb

ack 100%

would recommend the high-impact instruction techniques to other teachers

100%agree they’ve changed

their daily teaching practices; 75% say they’ve

changed them a lot

100%agree these practices are relevant for teachers in high SES communities

100%would recommend this course to other teachers looking to improve student outcomes

86%feel more confident

students will achieve grade-level content

65%feel student behaviour has

improved in their focus class(es); 25% say it has not changed; 10%

say it has gotten worse

Cohort 2 ratedthe course

9.38/10

Of the Masterclassparticipants…

12

Part

icip

ant

Pers

pect

ives

This course has re-invigorated my passion for teaching, and I’m keen to be in the classroom (or oval) more. I look forward to more HPE staff completing this course.

Secondary Teacher, HPE

It is making teaching easier and behaviour management better. Thank you.This course has given me practical, hands on tasks to implement daily, practice daily and be accountable for. I have been keen to do more and continue to grow as I have seen such an improvement and increase in participation and skill development.

Year 3 Teacher

Through my engagement with the Teach Well Masterclass, I have experienced significant professional growth.The solid foundation of evidence-based practices and reliable research has enhanced my understanding of cognitive processes and facilitated my participation in professional dialogue. Through the structured support and personalised feedback provided by the Masterclass, I have developed increased confidence and efficacy in designing and delivering high impact teaching strategies and as a result, my students are demonstrating heightened engagement with each lesson, increased accountability to their own progress, and measurably improved educational outcomes.

Secondary Teacher, HASS

The Teach Well Masterclass has exceeded my expectations in every way.I have learnt so much about explicit teaching which I am using to increase engagement and learning outcomes in my class. Everything that we complete at the practical sessions is taken back and used in our classrooms. Lessons and videos of us teaching are submitted to the Teach Well team and valuable feedback and ideas are returned to us very quickly. It is such an incredible and encouraging group of teachers and professionals. Meeting teachers from other schools in the same year group has been amazing to share ideas and resources for lessons. I feel very lucky that I was able to take part in the Teach Well Masterclass and I can see an improvement in my teaching and the students' outcomes already.

Year 3 TeacherTeach Well is extremely effective in changing and improve teacher practice.

Year 5 Teacher

A fantastic professional learning experience – took me out of my comfort zone but worth it. Very practical and impacted on students almost immediately.

Year 6 Teacher

My experience and reading has reinforced that these high-impact strategies make a real difference to student outcomes.

Secondary Teacher, English

13

The Teach Well Masterclass Series has been an informative and educative process for me as an experienced teacher. It showed me by demonstrating and practicing effective evidence-based teaching practices.

Secondary Teacher, HPE

Part

icip

ant

Pers

pect

ives

Thanks for making this happen. My students are definitely benefiting from the things I've learned in this course and future students will continue to do so.

Secondary Teacher, English

This high impact masterclass has reenergized me

to ensure I am having the impact required to help

my students to learn and become successful.

Thank you.

Year 5 Teacher

This has certainly been a challenging and confronting PL experience. I have significantly changed my practice but also suffered all the vulnerability that comes with that - self-doubt and failure and do forth. But how rewarding!!! If we expect student to move beyond their comfort zones we should too. So thank you!Secondary Teacher, English

I have always been passionate about

teaching and making a difference

(academically and socially) in all children’s

lives, especially those that come from

impoverished backgrounds. This professional learning opportunity has opened up doors to include even my lower socio-economic students to rigorous classroom learning and empowering them to celebrate (not cope) with learning and have

positive experiences which they often not

accustomed to.

Secondary Teacher, Maths

The Teach Well Masterclass is a valuable program which has enhanced my ability and confidence in teaching with high impact instruction and full participation strategies.

Secondary Teacher, HASS

This course has helped me identify and change issues I have had with students remembering content and skills from previous lessons and this has made it easier for them to apply this knowledge to new situations in the classroom and during assessments.

Secondary Teacher, HASS

I highly recommend this course for all teachers.The focus on the cognitive science and the

high impact instruction is highly beneficial

for both students and teachers. You understand fully why you are implementing the strategies and understand the effect they are having. This is a very practical

course, that also makes you accountable for

every child's learning.

Year 6 Teacher

14

This has changed my teaching for the better. I am getting through a lot more content with my students and they are achieving higher grade in all learning areas. Massive increase in engagement levels and improved behaviour in my Year 3 classroom. Everything we have learnt has been super relevant to me situation.” Masterclass participant

Year 3 Teacher

Have participants from Cohort 1 sustained the improvements in student outcomes they saw during the course?

We will invite all participants from Cohort 1 to share

their full year results in Term 4,

after 2 terms have elapsed since their completion of the

course.

Coh

ort

1: Im

pact

Cohort 1, with 15 teachers (years 3-12) and leaders from four learning areas, completed a condensed version of the Masterclass Series over seven school weeks from mid Term 1 to mid Term 2. Participants tracked the impact of their practices on student outcomes, relevant to their focus class and learning area.

Year 9, Science

75% of students in most recent assessment were at or above the top 25% cut-off in pre-MC assessment. Average mark has increased 15-20% Median mark has increased 20%+

PreMC

PostMC

DuringMC

Focus Classes against Comparison Classes -

median score (%)

35

40

45

50

55

60

65

Focus Class 1

Focus Class 2

Comparison Class

Cohort 1 finished the Masterclass Series in week 5 of Term 2. The data from this participant (science teacher with two focus classes during the Masterclass), shows that the increases in student performance have been maintained beyond the course, and median class marks for both focusclasses remains 10-15% above that of the ‘comparison class’(whose teacher did not participate in the Masterclass).

10-15%increase in median student mark maintained (similar trend for average class mark)

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Teach Well Masterclass Demographics:All 106 participants in 2019, across Cohorts 1-4

Primary Teachers/Leaders: 49%

Secondary Teachers/Leaders: 51%

North/South Metro: 78%

Regional: 22%

Regional areas include schools from: Southwest, Pilbara, Geraldton, Kalgoorlie.

Teachers & HOLAs with teaching load: 90%

Leaders with no teaching load: 10%

Excludes attendance of at least one senior admin member to Day 1 for every school.

Average school ICSEA for participants: 960

» Participants in schools with ICSEA below 1000: 90%

» Participants in schools with ICSEA 1000-1020: 10%

Participants from government schools: 102

Participants from non-government schools: 4

(St Joseph’s School, Waroona, ICSEA = 1002; Port School, Perth, ICSEA = 983)

Key statistics

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