Abstract
The HSC Strategy, initiated by the NSW Department of Education in 2020, aims to enhance teaching quality and student outcomes in the Higher School Certificate (HSC) through three key programs: HSC Professional Learning, HSC Action Learning Collectives, and HSC Strategy School Implementation. In partnership with Western Sydney University, the initiative was evaluated using qualitative case studies, interviews, and surveys across 14 schools, involving 26 teachers, expert educators, and students.
Findings reveal that the HSC Strategy significantly improved teaching practices by fostering reflective, evidence-based pedagogies and the implementation of "high leverage strategies" that target senior school pedagogy. Teachers reported enhanced professional satisfaction, stronger networks, and increased collaborative learning, which were pivotal to improving their practice and fostering collective efficacy. These changes also positively influenced student outcomes, with classrooms showing more personalized and effective learning experiences.
The research highlights the Strategy's success in embedding a culture of action learning, emphasizing the use of student work samples to inform teaching, and promoting statewide collaboration. Despite these successes, challenges were identified, including the need for sustained resources, participant differentiation in professional learning, and systemic support for long-term scalability.
The findings underscore the importance of systemic initiatives like the HSC Strategy in addressing educational equity and excellence. Key enablers included strong leadership, collaboration, and leveraging expert teacher knowledge. Recommendations emphasize continued investment in evidence-based professional learning, evaluation mechanisms, and policies supporting teacher collaboration and whole-school implementation. The report concludes that initiatives like the HSC Strategy can sustainably transform teaching and learning, advancing both teacher development and student achievement at scale.
Findings reveal that the HSC Strategy significantly improved teaching practices by fostering reflective, evidence-based pedagogies and the implementation of "high leverage strategies" that target senior school pedagogy. Teachers reported enhanced professional satisfaction, stronger networks, and increased collaborative learning, which were pivotal to improving their practice and fostering collective efficacy. These changes also positively influenced student outcomes, with classrooms showing more personalized and effective learning experiences.
The research highlights the Strategy's success in embedding a culture of action learning, emphasizing the use of student work samples to inform teaching, and promoting statewide collaboration. Despite these successes, challenges were identified, including the need for sustained resources, participant differentiation in professional learning, and systemic support for long-term scalability.
The findings underscore the importance of systemic initiatives like the HSC Strategy in addressing educational equity and excellence. Key enablers included strong leadership, collaboration, and leveraging expert teacher knowledge. Recommendations emphasize continued investment in evidence-based professional learning, evaluation mechanisms, and policies supporting teacher collaboration and whole-school implementation. The report concludes that initiatives like the HSC Strategy can sustainably transform teaching and learning, advancing both teacher development and student achievement at scale.
| Original language | English |
|---|---|
| Place of Publication | Penrith, N.S.W. |
| Publisher | Western Sydney University |
| Number of pages | 337 |
| DOIs | |
| Publication status | Published - 2024 |