seminar 3 slides with notes - victorian curriculum and ... · web viewasking questions, such...

Background notes: The Seminar audience is welcomed by the Acting Director of Bastow: Neil Barker

Carmel Phillips: Manager of the Early Years Unit in the Victorian Curriculum and Assessment Authority (VCAA) welcomes participants to the seminar and introduces Professor Marilyn Fleer and Dr Iris Duhn from Monash University.

Background notes:

In this seminar we have the opportunity to hear from Monash University Professor Marilyn Fleer and Dr Iris Duhn about their review and evaluation of the Inquiry to Implementation Project in nine networks across the State Clockwise from the Top across 4 DET regions:

Mildura Rural City Council Network (North West Region ) Hume City Early Years Partnership (North Eastern Region Rural City of Wangaratta ( North Eastern Region Yarra ranges Child, Youth and Family Network (North Eastern Region) Sale and District Best Start Early Years Network ( South Eastern Region) Baw Baw Best Start Network (South Eastern Region) Wyndham Child and family network (South Western Region ) City of Ballarat (South Western Region) Great south Coast Early Years network (South Western Region)

Background notesCarmel Phillips

The Monash Report delivers research findings on key trends in assessment practice and network relationships and engagement

Monash have noted four key themes ( identified on the screen)

The Report is available on the VCAA website –

I would like to draw your attention to the case studies within the report that profile the contribution of each network.

Monash has identified a Relational Agency Framework – a model that can be used to describe practitioner experiences and professional relationships in networks

It is very exciting now to hear from Professor Marilyn Fleer and Dr Iris Duhn – about the possibilities of this relational agency and the impact on outcomes for children.

Background notes Carmel Phillips

The work of evaluation and review is further informing a shared vision for assessment

Please join me in welcoming Professor Marilyn Fleer and Dr Iris Duhn

Professor Marilyn Fleer holds the Foundation Chair of Early Childhood Education at Monash University, Australia, and was the immediate past President of the International Society for Cultural Activity Research (ISCAR). She is co-research leader of the group Child and Community Development and has published widely on pedagogy, science and technology, culture and play. She recently received a commendation for outstanding postgraduate supervision from the Vice Chancellor of Monash University. Dr Iris Duhn is a Senior Lecturer in early childhood education, and the course leader for the Early Years and Early Years/Primary BEd;(Hons) degrees at Monash. She has extensive experience in research and teaching, both in Australia and New Zealand. She has published many articles and book chapters, with a focus on critical analysis of issues such as professionalism, globalisation and sustainability in early childhood.

Background notesMarilyn Fleer and Iris Duhn

To bring the RAF to life by:

1. Unpacking the RAF generally – what might it mean for you? For your service? Your team? Your group? What is it?

2. Illustrating the RAF through two case study – one that focuses on outcome 1 and one on outcome 2 (dot points on slide)

3. Reflective questions – opportunity for you to consider the RAF in your context

Background notesMarilyn Fleer

Overview of the RAF, mentioning RA as a useful concept: As listen to what it is, think about:

How do teams of professionals work together when bringing different ideas, assessment practices and professional language to their work with children and families?

Links are made between where people are coming from (primary school, long day care, maternal Health etc) and the RAF. Begin with this idea and conclude presentation with this idea.

Background notesMarilyn Fleer

A sense of belonging is key. No team, group or network can work without this.

Example is read out.

Background notes:Marilyn Fleer

Description is read out. No example.


Description is read out.

No example.


Details of this phase are read. The example is shared. Links made to practices for participants, as well as data from the research.

Background notes:MF

Details of this phase are read. The example is shared. Links made to practices for participants, as well as data from the research.

Background notes:Iris Duhn

The case studies were an important aspect of the IIP evaluation. VCAA built case studies into the evaluation design to provide an opportunity for network participants to contribute directly to the evaluation. Monash research team visited 9 sites (see map on slide 2) for group interviews.

Background notes:6 bullet points – see brackets for details of RAF phase)

1. Getting to know each others’ ‘language’ and terminology. Asking questions, such as “For us, this means…what does it mean for you?”. Beginning to build partnerships through shared meaning making.

2. Finding out about each others’ expertise and interests. Asking questions, such as “What is your specific expertise or interest? How can we work in our room together, based on our specific expertise/interests?” Rethinking leadership – maybe someone else is particularly suited to a task, including taking leadership of this area/aspect.

3. Ongoing – developing a sense of belonging is the ‘red thread’ of the RAF. Needs attention over time, especially for established networks but also for new networks. Possible question: “How can we build practices together, who should be here to contribute?”

4. Example of Maternal Child Health, Long Day Care and Primary School: “For us, this [for example transitions] means….what does it mean for you?” Together we develop a shared understanding of transitions in the context of each service but also in relation to each service.

5. Example of focus on families and children. Asking questions, such as “What do families want their children to learn? What do children want to learn? What do we [service] want? What do we want together?” Identify similarities and differences across as a basis for new assessment tool design.

6. Working with others to develop multiple perspectives of assessment. Asking questions, such as “This is what I see/think, what do you see/think?”

Background notes:

Take a moment to talk about the relevance of the RAF to your service by thinking about the examples.


Respond to participants’ questions/comments by referencing the maturity of the network.

Focus on the spiralling nature (not hierarchy) of network development.

Professional will always have their own affiliations with their profession. So how to move the thinking about ‘my profession’ through to ‘how all the professionals’ can work together to even more/better outcomes. It is the collective rather than the individual that is key here.


Mature networks save time, rather than have to find ‘extra time’ because they draw upon the collective experience and expertise of the group.

Mature networks have professionals who have access to more resources.

Mature networks have build relationships with a range of professionals that they can call upon, can trust, and demonstrate a high level of willingness to help.

Background notes:

More examples from the case studies to illustrate RAF

Background notes:6 bullet points

1. The concept of evidence was challenging – what counts as evidence? Relates to RAF Phase 5 by encouraging practitioners to talk about, and give meaning to, what they wanted to collect as evidence.

2. 2. Phase 4 (common language) – practitioners as researchers: what is my question? What do I need to collect/do to find answers?

3. Thinking about how is not present by firstly getting to know about each others’ service. Asking questions, such as “This is the collective expertise we have – what else do we need as a group? Who has this expertise/knowledge? Who should be here?”

4. Professionalism is an important concept in early years and assists with establishing a professional identity, including authority. Examples from case study illustrate that practitioners were able to let go of the ‘voice of authority’ to enable families to ‘have a voice’ – this was about building relationships by creating space for diverse knowledge.

5. Challenging oneself to take risks and find new ways of engaging with vulnerable families. Example of MCH reading a story book with a new mother and her child. Asking questions such as “what do you think your baby is learning right now” to help assess well-being.

6. Shared, collective assessment that is specific to context. Example of rural community where educators often work in isolation. How can we support each other? Communities in need – can the RAF be helpful to assess community well-being?

7.


Questions are asked in the context of ‘quality’ or ‘outcomes’ or ‘evidence based practices’ – as is relevant for the audience.

Carmel to invite comments from the audience.

Marilyn and Iris to respond.


This is an example of how you might work with families using the RAF.

Participants have probably come up with their own ideas for this that are more directly relevant for their context.

Read out 3 examples to illustrate RAF.

Background notes:Marilyn Fller and Iris Duhn

A privilege to have been a part of the project.

We invite participants to ….next slide


Take home this RAF and to use it in their context with their colleagues – as a leader or as a member of:

1. Team

2. Group

3. Network

4. Other?

Background notes:Carmel Phillips

Thank you for the attendance at this seminar.

Reminder that the 4th Seminar is on Wednesday 13 May with Professor Susan Wright and Dr Jan Deans from the University of Melbourne, “The role of the teacher in scaffolding children’s learning through the Arts”.

You can download a copy of the Monash Review and Evaluation Report on the VCAA website. Please email on [email protected] if you would like a copy mailed out.

Subscribe to the VCAA Early Years Alert Updates – (see like on the slide)

mailto:[email protected]

seminar 3 slides with notes - victorian curriculum and ... · web viewasking questions, such...

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