The National Goal for Public Education ‘Success for all students in all settings irrespective of circumstance.’ All across the line jspinks@southcom.com.au

Can it be done? Persuasive evidence Resource availability (including both monetary and staffing) Strategic deployment All across the line jspinks@southcom.com.au

RAISING THE STAKES RAISING THE STAKES ‘Excellent outcomes for all students irrespective of background and circumstance must become the default position for education in the 21st century.’ (Caldwell and Spinks, 2007) All across the line jspinks@southcom.com.au

Raising the Stakes [Caldwell and Spinks, 2008)

‘Raising the Stakes’ : What resources are needed? Level of knowledge and skill of those who work in or for the school Monetary resources available to support achieving success for all students INTELLECTUAL CAPITAL SOCIAL CAPITAL STUDENT FINANCIAL CAPITAL Strength of moral purpose and degree of coherence about values, beliefs and attitudes Strength of partnerships and networks involving the school, parents, community and industry SPIRITUAL CAPITAL A model for resource alignment (Caldwell, 2007) All across the line jspinks@southcom.com.au

‘How the world’s best-performing school systems come out on top’, McKinsey & Co, (2007) ‘The experiences of these top school systems suggest that three things matter most: 1. getting the right people to become teachers 2. developing them into effective instructors 3. ensuring that the system is able to deliver the best possible instruction for every child.’

Financial Capital Recurrent costs (annual per student) Deployment is equally critical to quantity Core + Equity Equity to compensate for any impediments to learning Economies of scale Calculate on the basis of what effective schools ‘spend’ Usually student focused (number, nature & need) Is the nature of the staff also a factor??????

Funding Core and Equity is sufficient for students with no factors impeding their learning to achieve HIGH QUALITY outcomes. EQUITY…… ensures that all students, irrespective of circumstances or background, achieve HIGH QUALITY outcomes. Replace …..impediments to learning…. With ….special needs requirements… Ted ‘Special needs’ in many people’s minds relates to personal characteristics. Impediments is a broader concept and includes special needs plus circumstance generated factors like poverty or moving to another country and not being able to speak, read or write in the local language. All across the line jspinks@southcom.com.au

Project Strategies to Calculate ‘CORE’ and ‘EQUITY’ for Irish Primary Schools Student-focused – relate to the nature, needs and aspirations of students. Gain evidence from schools in Ireland. Gain evidence by analysis of expenditure, not allocations. Gain evidence from analysis of all financial contributions to learning. Gain evidence by analysis of learning and teaching in the school, not analysis of money. Develop funding models based on best practice in Irish schools. Third dot point might be confusing. What is meant by ‘…contributions to learning.’ Ted The accompanying talk will explain. The dot point is only a summary. Have added the word ‘all’. This may help. Want to emphasise that it is no good only including some items. Need to look at the whole picture. In the Vic SRP not including LRF gave a distortion. All across the line jspinks@southcom.com.au

Project Strategy Investigation of the relationships between: The number and nature of children Their learning needs Costs to provide required learning leading to success for all The quality of teaching Major strategies for learning and teaching The learning outcomes of children

School sample Factors: Range of sizes Range of locations Range of educational disadvantage Schools known to add value Willing participants Representation of all school types

Intellectual Capital Staff knowledge, expertise and experience to deliver high quality learning Vast differences between schools Developed and maintained through strategic recruitment, professional learning and retention Related to school location, socio-economic circumstance and reputation When in deficit (below a set standard), may require additional resources to build to a sustainable level Indicators of Intellectual Capital are being developed

RAISING THE STAKES RAISING THE STAKES ‘Excellent outcomes for all students irrespective of background and circumstance must become the default position for education in the 21st century.’ (Caldwell and Spinks, 2007) All across the line jspinks@southcom.com.au

RAISING THE STAKES RAISING THE STAKES Possible Strategies Focus on learning and teaching. Increase school autonomy. Continue to address inequities in student outcomes. Increase capacity to do things differently. All across the line jspinks@southcom.com.au