The Educational Change Model: reforming Year 7 and junior secondary in Queensland

Dowden, Tony and Pendergast, Donna and Main, Katherine and Kanasa, Harold and Barton, Georgina and Hearfield, Susan and Geelan, David (2014) The Educational Change Model: reforming Year 7 and junior secondary in Queensland. In: Joint Australian Association for Research in Education and New Zealand Association for Research in Education International Conference 2014 (AARE-NZARE 2014), 30 Nov - 4 Dec 2014, Brisbane, Australia.

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Queensland state schools are engaged in significant change as they implement the major reform, A Flying Start for Queensland Children. One of the most significant of the reforms is the transition of Year 7 to high school in all Queensland schools from 2015 and the introduction of Junior Secondary for Years 7, 8 and 9. The research team have been working with all 258 state high school leadership teams across the state during 2014 with a multifaceted Program that aimed to build their capacity to lead effective change processes in schools, specifically in preparation for the transition of Year 7 and the formation of Junior Secondary. The Program involved three stages. First, in Stage 1school leaders engaged in a two-day intensive professional learning where resources and strategies were provided and leaders determined their phase of implementation and how the resources could assist them to move forward through the change process. Central to this stage was the Educational Change Model (Pendergast et al., 2005) which was used in conjunction with Kotter’s 8 step Leading Change Model (2002) and strongly guided by the principles garnered from the McKinsey & Company report, How the World’s Most Improved School Systems keep Getting Better (Mourshed, Chijioke, & Barber, 2010). During this process contextualised and individualised school Action Plans were developed. Stage 2 involved an on-line coaching program individualised around clusters of schools to provide ongoing support over a period of months for each school leadership team. Finally, Stage 3 provided an opportunity for the school leadership teams to reflect on their Action Plan achievements and their readiness for 2015. Underpinning the Program design was the “clear evidence that purposeful professional learning for teachers and school leaders is one of the most effective strategies for improving student outcomes in our schools” (AITSL, 2012: 6). In the case of this project, continuing and targeted professional development was at the core of the strategy. This approach had a clear focus on the school leaders with the objective of enabling them to ensure that all high schools were ready to transition year 7 to Junior Secondary. It also aimed to enhance and improve pre-existing Junior Secondary models with sound philosophical and educational practices in place. This readiness is inclusive of preparing their teachers for this significant shift, enabling them to be self-efficacious and thereby better positioned to improve student learning. This presentation will share the journey of the project.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: No
Item Status: Live Archive
Additional Information: Electronic version of paper not available. Abstract only published in conference proceedings.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 27 Jan 2016 02:55
Last Modified: 09 Jun 2017 06:45
Uncontrolled Keywords: Queensland; state schools; Year 7
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130106 Secondary Education
Socio-Economic Objective: C Society > 93 Education and Training > 9305 Education and Training Systems > 930503 Resourcing of Education and Training Systems

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