Contemporary Teacher Leadership – Project Proposal

TITLE: Positive Behaviour for Learning: Embedding multicultural acceptance and cultural competency
THE STRAND: Multicultural understandings
BACKGROUND:
The proposed project aims to enhance multicultural understandings, through embedding cultural
competency and acceptance, particularly in relevance to Stage 5. This proposal specifically advocates for an
evaluation and enrichment of the ‘Positive Behaviour for Learning’ policy permeated through the school
environment. The school in focus for this project proposal, Blacktown Girls High School, is a single-sex,
inclusive school, located within Western Sydney region, that draws students from diverse cultural
backgrounds (My School, 2017). As such, Blacktown Girls High School encompasses enrolments of both
academically selective students and locally comprehensive students, with 2% of students identifying as
Aboriginal or Torres Strait Islander and 83% of students with a Language Background other than English
(LBOTE), a significant number of whom are refugees (My School, 2017). Furthermore, the socioeconomic
status of the school has been recorded from parental information as moderate, with 52% of the school
distribution falling within middle two quarters of the Index of Community Socio-Educational Advantage
(ICSEA) scale (My School, 2017). Blacktown Girls High School provides facilities such as a Learning Centre for
independent and assisted learning, a cooperative program in Years 7 and 8 of Learning Teams to cater for
specific needs and a talented girls class [TGC], of which runs parallel to the selective stream. Furthermore,
the school implements SHARE (Safety, Hard-work, Appropriate Attitude, Respect and Responsibility,
equipped for the Day) and LEARN (In class, on time, on task, in correct uniform, doing the best you can)
frameworks, to espouse expected behaviours for positive learning, with presentations being delivered yearly
to Stage 5.

Support services with the school include: specialist EAL/D teachers, student learning support officers (SLSOs)
and Aboriginal or Torres Strait Islander educators monitoring personalised learning programs (PLPs).
Furthermore, the school offers a comprehensive learning support team, of which ensures the specific needs
of students, including disability, are being met. (BGHS, n.d.). Within this, the school’s learning support team
facilitates teachers in capacity and practice in responding to additional learning needs, coordinating a whole-
school approach in improving learning outcomes, assists planning and resourcing, and develops collaborative
partnerships with parents, carers and the wider community (BGHS, n.d.). Blacktown Girls High School
currently implement a ‘Positive Behaviour for Learning’ (PBL) policy, of which stands as a whole school
approach for creating a positive, safe and supportive school climate in which students can learn and develop
(NSW DET, n.d.). As such, further permeating of this policy on an individual, teacher and whole-school level
stands as a vital constituent to school improvement for multicultural understandings.
SCENARIO:
The ‘Positive Behaviour for Learning’ approach promotes a “positive, safe and supportive school climate in
which students can learn and develop” (NSW DET, n.d.). Through the implementation of a ‘Positive
Behaviour for Learning’ approach with SHARE and LEARN and initiatives that support students’ current
understanding of multicultural education policy and specially employed support officers, Blacktown Girls
High School is well placed to continue addressing multicultural understandings within the school
environment (BGHS, n.d.). However, this focus on multicultural understandings within PBL is less
pronounced in curriculum areas, with an integration of culturally competent pedagogies and frameworks
that are essential to enhance student’s multicultural understanding, engagement and resilience at school. In
implementing PBL within schools, socio-cultural teaching and learning is adapted to provide individual
behaviour that supports to achieve positive academic and social results for all students (NSW DET, n.d.).

Therefore, we propose an initiative integrating culturally responsive activities, pedagogies and material
within classes, in the disciplines of English, History, Japanese, Science and Geography. This enables a
development of multicultural understandings for a classroom level. Furthermore, our proposal targets Stage
5 due to previously embedded SHARE and LEARN presentations for this age group at Blacktown Girls High
School, as within this stage of adolescence “emotions associated with learning processes (motivational,
cognitive, and behavioural factors)” can drastically affect learning outcomes (Hagenauer & Hascher, 2010,
p. 495). As such, these culturally responsive pedagogies address necessary components to engage students,
and align them with the intercultural understanding and general capability required to assist students to live
and work successfully in the twenty-first century (ACARA, n.d.).

PROJECT GOAL:
The goal of the action research project is to develop a whole school approach of multicultural
understandings, in accordance with PBL principals. The integration of culturally responsive activities,
pedagogies and material within differing school disciplines, namely English, History, Japanese, Science and
Geography will help to develop the plan for success. The intent of this is to achieve multicultural
understandings, and teach students to value their own cultures, languages and beliefs, and those of others
(ACARA, n.d.). Within this, students will be “learning about and engaging with diverse cultures in ways that
recognise commonalities and differences, to create connections with others and cultivate mutual respect”.
Three key components will drive this understanding: Recognising culture and developing respect, interacting
and empathising with others, and reflecting on intercultural experiences and taking responsibility (ACARA,
n.d.). These principles through the ‘Positive Behaviour for Learning’ framework, underpin the goals for the
intervention across differing learning areas.

As such, this intervention “assists young people to become responsible local and global citizens, equipped
through their education for living and working together in an interconnected world” (ACARA, n.d.).
Specifically, the goals of this intervention aims to:

• Embrace all cultural viewpoints and assets relevant to providing an effective teaching and learning
experience, notably to address the high LBOTE population of Blacktown Girls High School.
• Integrate responsive pedagogies, such as Eight-Ways, as a framework to emulate culturally-
significant instruction styles.
• Utilise culturally responsive materials with the classroom, such as texts or videos, to convey differing
perspectives and cultural language.
• Include activities within the class that provide empower all students, and provide relevance and
engagement.
• Build skills within students of a diverse array of backgrounds that enable them to become active and
informed citizens.

INTENDED INTERVENTION:
The intended intervention of the project centralises around the enhancement of the ‘Positive Behaviour for
Learning’ strategies within Blacktown Girls High School, through the implementation of multicultural
understandings in the differing disciplines of English, History, Japanese, Science and Geography.

In the discipline of English, the selected literature for analysis should be both culturally sensitive and relevant
in order to engage students and allow them to respond and compose to texts that explore connections with
the world around them (NSW, 2018). Multicultural understandings should be embedded into curriculum in
order to allow for cultural inclusivity across all students. In retrospect to aboriginal or Torres Strait Islander
students, academic outcomes differ drastically amongst indigenous and non-indigenous students. Empirical
research concluded that in order for academic outcomes of indigenous students to improve we must provide
them with “respect as individuals and of their culture and its relevant implications” (McRae et al., 2000,
p178). An investigation of texts and literature relevant to student’s identities is a stepping stone into
exploring culture, religion and heritage of students thus effectively celebrating their cultural differences
while allowing them to make connections with the world around them as stipulated in syllabus outcomes.
Furthermore, students will be instructed to compose texts or descriptions using figurative language.
Religiously Significant Aboriginal or Torres Strait Islander Landscape will be the centre and inspiration model
for these descriptions. These activities inherently aim to celebrate and embed cultural understanding of
Indigenous culture.

In the discipline of History, we would advocate the integration of culturally responsive material to provide
students the opportunity to “learn about the perspectives, beliefs and values of people, past and present,
and the importance of understanding their own history and the histories of other groups in Australian
society, indigenous and non-indigenous (NESA, 2012a, p. 30). Within this, we would implement the Western
NSW Eight-Ways framework, to provide a framework for pedagogy and activity implementation, relevant to
building cultural understandings, such as through a holistic ‘deconstruct-reconstruct’ approach in delivering
histories, the transmission of ‘oral histories’ through yarn circle activities, and frequent ‘land-links’ to build
connections. Within this, we would further adapt content to have a multicultural focus in both content and
source analysis, through the opportunity to learn about histories involving migration from Europe, Africa,
the Middle East and the Asia-Pacific, as well as the historic challenges and advantages from engagement
with other countries in local, regional and international contexts.

In the discipline of Japanese, the syllabus explicitly states that students will “be encouraged to reflect on
their own cultural heritage and . . . learn to appreciate, and to interact appropriately with, people of diverse
cultural and linguistic backgrounds” (NESA, 2003, p. 23). To achieve this, while students learn about
traditional Japanese food and clothing, they will also have opportunities to introduce, present and share
knowledge about traditional food and clothing items from their own cultural backgrounds. This allows
students to concurrently gain familiarity with elements of Japanese culture, learn about their peers’ cultures
and share elements of their own cultural backgrounds. Students will then work collaboratively in groups to
research Japanese traditional clothing and traditional clothing from two other countries in detail, and
synthesise their findings into a group presentation in the target language (Japanese). Therefore, students’
multicultural understanding will be developed by exploring the world from perspectives other than their
own, which supports understanding, tolerance and acceptance in accordance with the PBL approach (Wang,
2016; MCEETYA, 2016).

In the discipline of Science, students will show willingness and undertake research on science related, social
or global issues surrounding conservation and sustainability. Not forgetting to incorporate early Aboriginal
practices and practices of various other cultures that aided in the survival of ecosystems. Students will then
compare them to Australia’s current practices in conservational and sustainability of the land and or heritage
sites. Students will be presenting the information to fellow classmates, enhancing the understanding of
multicultural competency. Learning about various cultural practices can aid students to develop acceptance
and ultimately promote a positive learning environment for all students.

In the discipline of Geography, students will investigate strategies that may be used to enhance liveable
places. Students refer to countries they are originally from or any country they may be familiar with. They
will then identify the characteristics which make a country/place to be considered highly liveable. Students
then compare their country with Australia as a liveable place. Doing this activity outlines the importance of
natural resources in making place more liveable and this is of utmost importance to the aboriginal culture.
It also enables students to appreciate the multiculturalism that exists in Australia and its impact upon making
Australia a highly liveable place.
MEASURE OUTCOMES:
The evaluation of the intervention will be assessed using a mixed method approach, as this enables valuable
insight through an analysis of what happened (quantitative evidence), as well as why it may have occurred
(qualitative evidence) (Baumfield, Hall & Wall, 2013, p. 63). The goals that require measurement include the
implementation of multicultural understanding underpinned by a Positive Behaviour for Learning
framework, notably through the disciplines of English, History, Japanese, Science and Geography. The table
below conveys the data collection and justification.

Strand Data Collection Method Justification

Multicultural Pre/Post Surveys: Surveys stand as a beneficial data

Understandings Students will be provided with a pre collection process in researching
and post surveys centralising on effects of whole-school
their perceptions and attitudes of approaches, due to their quick an
the intervention. The pre survey will inexpensive method of distribution
posit questions surrounding (Kervin, Vialle, Howard, Herrington
multicultural understandings and & Okely, 2016, p. 84).
their current knowledge and Furthermore, pre and post surveys
experience. Post surveys will posit provide a space for students to
questions regarding their experience share their thoughts about a
with the intervention, the “teaching technique or strategy, a
effectiveness of their experience and unit, or their knowledge about
what they have learnt as a result. particular subject matter (Dana &
These surveys will be analysed to Yendol-Hoppey, 2014, p. 114).
measure whether the outcomes
aiming to develop students
multicultural understandings
through a ‘Positive Behaviour for
Learning’ framework has been
achieved.
Observation: Observation enables insight into
Observations will take place interpersonal behaviour, as well as
throughout the term, as a record and direct experience of
accompanied by the data collection the phenomena being studied
method of field notes. Observation (Kervin, Vialle, Howard, Herrington
will be thematically guided by & Okely, 2016, p. 76).
multicultural understandings, and an
analysis of the implementation of
culturally responsive pedagogies,
activities and materials. This will
analyse the effectiveness of the
intervention, as well as whether
students and teacher perceptions
regarding multicultural
understandings have developed.
TIMELINE (GANTT CHART):

TERM 3, WEEK 9

TERM 3, WEEK 10

TERM 4, WEEK 1

TERM 4, WEEK 2

TERM 4, WEEK 3

TERM 4, WEEK 4

TERM 4, WEEK 5

TERM 4, WEEK 6

TERM 4, WEEK 7

TERM 4, WEEK 8

TERM 4, WEEK 9

TERM 4, WEEK 10
Consult existing literature regarding strand (multicultural
understanding) and links to curriculum areas.

Plan units of work focusing on the project-based

learning goals for each curriculum area.

Create pre- and post-project surveys and observation

sheet scaffolds.

Distribute pre-surveys for students to complete.

Teach units of work to Stage 5 students scaffolding

knowledge and skills for project-based learning.

Students complete project-based learning task for each

curriculum area.

Distribute post-surveys to students.

Analyse data from teacher classroom observations, and

student pre- and post-project surveys.

Compile recommendations based on data analysis

Present findings and recommendations from data

analysis to faculty members of each curriculum area and
the wider school community.

CYCLE OF CONTINUOUS IMPROVEMENT:

This intervention leads to a cycle of continuous improvement, as it enables continual development of
culturally responsive pedagogies and attitudes to improve multicultural and intercultural understandings.
This intervention stands particularly adaptable to continuous improvement, as society and culture are
continually advancing and changing entities. As such, the continual change in contexts of our society,
schooling system and students requires an improvement in our pedagogies, activities and materials in
response. The cycle of continuous improvement is evident through the establishment of a vision, being an
enhanced integration of multicultural understandings through the ‘Positive Behaviour for Learning’ policy
within Blacktown Girls High School. This leads to a discussion of where the school is currently at, being a
school with a high consideration of establishing positive behaviour and attitudes through SHARE and LEARN,
yet limited multicultural pedagogies. However, the goal is to enhance cultural responsiveness throughout
the entire school, with improvement plans centralising around the implementation of culturally responsive
pedagogies, activities and materials in each discipline/subject offered to students. The measurement of the
outcome of these interventions enables enhanced feedback processes, of which further create
breakthroughs to provide the best opportunities for students and continue the cycle of improvement for
greater oncoming diversity.

VIDEO PROPOSAL LINK: https://youtu.be/JEideSeye5E

REFERENCES:

Australian Curriculum, Assessment, and Reporting Authority [ACARA]. (n.d.). General Capabilities.
Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Baumfield, V., Hall, E., & Wall, K. (2013). “How to do a practitioner enquiry: Deciding on an approach and
complementary methods”, in Action research in education: learning through practitioner enquiry
(2nd ed.). (pp. 50-69). London, England: Sage Publications.

Blacktown Girls High School [BGHS]. (n.d.). Supporting our students. NSW Department of Education.
Retrieved from: https://blacktowng-h.schools.nsw.gov.au/supporting-our-students.html

Dana, N. F. & Yendol-Hoppey, D. (2014). “Developing a research plan: Making inquiry a part of your
teaching practice”, in The reflective educator’s guide to classroom research: Learning to teach and
teaching to learn through practitioner inquiry (3rd ed.). (pp. 85-145). California, US: Corwin.

Hagenauer, G., & Hascher, T. (2010) Learning enjoyment in early adolescence. Educational Research and
Evaluation, 16(6), 495-516. doi: 10.1080/13803611.2010.550499

Kervin, L., Vialle, W., Howard, S., Herrington, J., & Okely, T. (2016). “Collecting data”, in Research for
educators (2nd ed.). (pp. 71-102). South Melbourne, Victoria: Cengage Learning.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2005). The National Statement
and Plan for Languages Education in Australian Schools (2005-2008). Canberra, ACT: Australian
Government.
My School. (2017). School profile. Retrieved from: https://www.myschool.edu.au/school/41808

NSW Education and Standards Authority [NESA]. (2003). Japanese K-10 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/languages/japanese-k-
10-syllabus

NSW Department of Education [NSW DET]. (n.d.). Positive Behaviour for Learning. Retrieved from:
https://education.nsw.gov.au/student-wellbeing/whole-school-approach/positive-behaviour-for-
learning-pbl

NSW Education and Standards Authority [NESA]. (2012a). History K-10 Syllabus. Retrieved from:
https://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Wang, X. (2016). An exploration of embedding intercultural knowledge to engage students in

Chinese language learning: a bilingual beginning teacher’s Xingzhi/action research project (PhD
thesis). Retrieved from Http://Hdl.Handle.Net/1959.7/Uws:41062