- In summary: A disadvantaged primary school in Australia has significantly improved its NAPLAN results by implementing new teaching methods, attracting attention and praise from education officials.
- The principal, Manisha Gazula, initiated changes that led to remarkable progress in students’ writing and reading skills, surpassing state averages.
- The school’s success with the “Marsden Way” approach has prompted the New South Wales Education Department to introduce training in “explicit instruction” for all teachers.
When Manisha Gazula assumed the role of principal at a disadvantaged primary school in Australia, a large portion of students lacked adequate reading skills upon transitioning to high school. She expressed concern over the high number of students failing to meet age-appropriate literacy standards.
Today, Marsden Road Public School has undergone a remarkable transformation under Ms. Gazula’s leadership, with students excelling in writing and showing above-average growth in reading and numeracy.
Ms. Gazula attributes this success to the implementation of the “Marsden Way,” a unique approach to education tailored to the school’s diverse student population.
At the outset of Ms. Gazula’s tenure in 2016, the majority of students faced challenges in reading proficiency, particularly significant given that about 90% of the student body speaks a language other than English. Additionally, 40% of these students have limited English proficiency, having spoken English for less than three years. Furthermore, a significant portion of the student body comprises refugees or individuals with similar backgrounds, some of whom have had minimal exposure to formal education.
The school’s focus on structured learning is evident in the meticulous planning of students’ daily schedules to maximize educational opportunities. Notably, the emphasis on discipline has resulted in Marsden Road Public School boasting one of the lowest suspension rates nationwide.
Ms. Gazula’s decision to depart from conventional teaching methods such as whole language instruction, which assumes that reading is an innate skill acquired through exposure to literature, has yielded significant improvements. Instead, she embraced explicit instruction, a scientifically-backed teaching model that acknowledges the complexity of reading and advocates for direct instruction over an extended period.
This shift in teaching methodology has yielded tangible results, with the school consistently outperforming state averages in NAPLAN assessments. Year 3 and 5 students have excelled in writing, with over 60% demonstrating proficiency, a remarkable achievement considering the diverse linguistic backgrounds of the student body.
The positive impact of the school’s approach extends beyond academic success, as evidenced by the testimonials of parents impressed with the school’s structure and outcomes for their children. Notably, parents like Victor Boateng and Ashty Fathi have expressed gratitude for the school’s role in shaping their children’s educational foundation.
The school’s success has garnered recognition from prominent figures in the education sector, with NSW Education Department Secretary Murat Dizdar commending Marsden Road Public School’s achievements. Mr. Dizdar’s endorsement has led to the adoption of explicit instruction training for all teachers in New South Wales, reflecting a broader commitment to replicating Marsden Road’s success in other educational settings.
In conclusion, Marsden Road Public School’s journey from a struggling institution to an exemplar of academic achievement underscores the transformative power of innovative teaching methods and dedicated leadership in overcoming educational challenges and fostering student success.