Education Research Solutions
Curriculum Learning
Education Research Solutions
Curriculum Learning
Education Research Solutions (ERS) was established in 2002, and has operated successfully for the past eight years. There are now 600 schools and over 7000 teachers accessing ERS programs across Australia.
The company was established because the move to outcomes based education was not accompanied by sufficient support for teachers, particularly as teachers were required to become curriculum writers.
Curriculum writing is a highly specialised process that normally takes years to accomplish. The transference of this responsibility resulted in a huge increase in teacher workload.
Also there was uncertainty about whether or not teachers were meeting the requirements as the outcomes were broad. This undermined teacher confidence and reduced professional satisfaction.
The rationale behind the establishment of the company was to support teachers in a new and difficult operating environment made apparent in the move to outcomes based education. This was done by providing teachers with content and processes that made sense of the demands put upon them and saved teachers time. This included:
The underlying goal of the program is to improve the quality of professional life for teachers and consequently improve the quality of teaching – with a consequent improvement in learning outcomes.
The curriculum design included the connection of ‘curriculum and pedagogy’. Not only did the program bring the outcomes to life through explicit statements about what to teach, but also facilitated the use of sound teaching / learning processes to improve the quality of the learning experiences in the classroom.
A key feature of the program has been the use of ICT for planning, and the software has developed further to promote the use of ICT for teaching and learning. Comprehensive interactive whiteboard support materials are provided.
Teacher Orientated
ERS is a teacher orientated organisation. All development is undertaken through the ‘lens’ of a teacher.
It is a ‘bottom-up and not top-down’ organisation. We are on the teacher’s side. We have been a fighter for teachers for the past 8 years. ERS is accountable to teachers and not to a bureaucracy. There is no bureaucracy above the organisation. We are committed to making the professional life of teachers easier, more effective and more satisfying.
The TOPS program has been written ‘by teachers for teachers’.
Simplicity
ERS has attempted to make what is a very complex process – simple.
The job of a teacher is very complex, and thoughtful design is required to simplify the process. Over the years ERS has improved curriculum design and software to provide an integrated and seamless approach to: planning, teaching, learning, assessment, recording, reporting, data-analysis, and accountability.
User friendly
A key feature of the design of curriculum and ICT is that it is easy to use. The competencies required to learn to use the program are minimal because it is designed to be used with Microsoft Word - the commonly used software program.
Convenience
The program is designed for maximum convenience. It is accessible from any computer in the world connected to the internet.
Currency
Teachers have access to their personal current documents, from any computer.
Updated: Documents are continually being updated. Major updates are undertaken each year. e.g.
Service Orientation Customer service
ERS has a strong commitment to help. This is developed by:
o responding quickly and positively to email and telephone requests for assistance.
o ERS business card is given to all participants of workshops.
o Campaigns are run to contact all clients and ask ‘How are you going?”
ERS is a people focussed company - we care about people and their professional welfare.
Continuous improvement
ERS has a policy of continuous improvement. We work hard to find solutions to problems as they arise.
We constantly seek feedback. We use the feedback to improve our products, programs and services.
ERS recently tackled the problem of MAC users and derived a solution.
Responsive
ERS responds to teacher requests and suggestions. We welcome suggestions and requests for further development of curriculum content and software applications.
We think like a teacher, so that we can respond as a teacher would like.
Research Orientation
Education Research Solutions has a research foundation. The T.O.P.S. program emerged from the Doctorate in Education research undertaken by Robin Clarke into teacher planning.
The company has a sophisticated process of data collection and analysis. Every workshop is evaluated by the participants. The online information on users is constantly analysed. We seek advice from the SSTUWA Education and Training Committee and its advisory committees.
Progressive
ERS is at the cutting edge of ICT, with a unique product that has the following features:
o Online access and updates
o Viewing is in PDF, or any chosen format e.g. HTML or Excel
o Editing is in MS Word
ICT in the Classroom
Our goal is to enable teachers to use ICT for planning - and then progressively develop the competencies to use ICT for teaching and learning.
Future Proofing - Coping with Change
ERS ensures that the curriculum materials are aligned with current system requirements – whatever they may be. Consequently teachers are ‘future proofed’. If the system changes the requirements e.g. if National Curriculum is introduced, then ERS aligns the materials with the National Curriculum. ERS works with the Curriculum Council to support teachers to meet the system requirements.
The underlying principle is to enable teachers to cope with impending changes.
ERS has a values set that underpins the operation of the company.
Cooperation
ERS is a cooperative organisation. We are willing to work with the wider educational community e.g.
ERS has consistently informed the Department of Education and provided a significant amount of information, materials, manuals, workshops – without charge. ERS is prepared to support DET initiatives e.g. integration with OTLS.
Partnerships
ERS is constantly alert to partnership opportunities to provide an integrated service delivery that is valued by teachers. Recent partnerships include an alliance with ‘Easy School Resources’ a reporting company.
ERS is currently negotiating with the Water Corporation to support the ‘Water Wise’ program.
Trust
ERS strives to build trust in our relationships, and with the products and the services. ERS is not a threatening company. We do not have vested interests, and we do not try to impose upon teachers. Consequently we can build trust with our clients. The strong service orientation and regular contact is the foundation for the trust.
Reliability and security
ERS seeks to provide a reliable and secure service. ERS has engaged a major national hosting service provider to ensure that teachers have a reliable hosting service.
Document security has been enhanced through a ‘back-up’ button that enables the teacher to automatically zip and save all documents produced by the teacher. They can then be archived for use in later years.
Commitment
The program has been an ongoing commitment since 2002. It has been a ‘labour of love’ for the past 8 years. The commitment is enduring. ERS has established plans for the continued development of the company for the next decade.
Self-less service orientation - not profit or greed
The company was established using personal funds. The primary motivation was to support teachers. The goal was to find solutions to pressing problems for teachers.
Generosity
ERS is providing generous arrangements for the Union and its members. We are focused on ideas and not finances. We also have a long personal association with the SSTUWA, as a member for many years and have a desire to support this valued organisation.
Teachers have made the following statements, which exemplify the values of the company:
Caring
“I have been a teacher for 33 years and this is the first time that anyone has asked me how I am going”
Teacher orientated curriculum development
“It is obvious that this support material has been prepared by teachers.”
Accountability
“I no longer fear performance management.”
Union Appreciation
“This is the type of thing that the union should be spending its money on.”
Professional Support
No longer is the union seen as the organisation that you approach only in times of strife.
One member reflected that in the past it was seen as … ‘In case of emergency break glass’.