Head of Applied Science Adam Inder writes for Education Today magazine:
As educators, we place a lot of emphasis on ensuring that the practices we put into place at the school level are effective in improving outcomes for students. But do the policies and decisions beyond the scope of the school hinder or help our capacity to ensure a high-quality education for all students? Social segregation and its impact on educational outcomes for students from a socioeconomically disadvantaged background can be a common reality within Australia, with our country identified as one of the worst for an achievement gap between socioeconomically advantaged and disadvantaged students. This crisis and its impact on greater society are explored through the lens of a case study from my own workplace – Clarkson Community High School.
We as a country – and in particular, as those directly associated with the education system in this country – have a moral responsibility to ensure that all children, regardless of background, receive a high-quality education.
As featured in North Coast Times community newspaper
This week the Science department has been running lunchtime activities to celebrate National Science Week. There has been a great level of interest from the students with a variety of year groups attending each lunch. This week the students have taken part in making pop rockets, testing and exploring basic circuits, have built and raced cotton reel cars and mini kick start motors, taken part in the spaghetti and marshmallow challenge as well as other fun and exciting activities throughout the week. The students level of enthusiasm and interest has been great to see with many students coming back to attend multiple lunch sessions to take part in the various activities.
Education Today Staff
"With an aptitude for maths, even the hard bits, a strong ability in sciences and having been anointed head boy, school was as Adam Inder admits “a good fit” for him.
A high ATAR saw him enter uni and sail through science and engineering with a well-paid career as a chemical engineer all but locked in. Then life offered up one of its salient encounters.
Inder’s industry mentor was supposed to offer insight into what was coming for the young engineer and he did just that, but perhaps not quite in the way that was intended."
An Engine of Intentionality: How Consciously Informed Agency Defies the Odds
"Socioeconomic disadvantage is identified as a large determining factor in the academic outcomes of students. Consequently, many come to the conclusion that this disadvantage is a cause to abandon the hope of any high-level academic success in disadvantaged schools, and that our effects are ultimately halted by factors out of our control.
Contemporary research such as John Hattie’s Visible Learning and William Purkey’s Invitational Education Theory form the lifeblood of decision making at Clarkson Community High School – a north metropolitan school in Perth with a low rating of socioeconomic advantage. It is argued that at the core of these informed decision-making processes is intentionality, and that a school structure underpinned by intentionality results in mitigated effects of socioeconomic disadvantage, as indicated by Clarkson’s achievements in high-stakes testing such as NAPLAN."
Maths and Science Head of Learning Area Adam Inder writes for Australian Educational Leader magazine:
"At the end of April this year, I had the privilege to attend a Teach First New Zealand (Teach First NZ) Alumni retreat in
Auckland. Teach First NZ is a partner organisation with Teach For Australia, both of which are under the umbrella of Teach For All (http://teachforall.org/en) – a global movement dedicated to tackling socioeconomic disadvantage in education through teaching and leadership.
I was joined by other guests including another Teach For Australia Alumnus, and representatives from Teach For Thailand and Teach For America (Hawaii) too. At the retreat, a variety of guests associated with Teach First NZ, the University of Auckland, and local education organisations were invited to share their wisdom and insight into education.
Following the retreat, I was able to attend Onehunga High School – a socioeconomically disadvantaged school just outside Auckland – and shadow some Teach First NZ Alumni who teach at the school. The education systems of Australia and New Zealand are similar in a lot of ways, but I found that there were striking differences too. Here are my top three reflections."
By Adam Inder, Applied Science & Technologies HOLA
ABC’s Wednesday airing of the show, “7.30” with Leigh Sales featured an interesting interview with Professor John Hattie, where the two discuss NAPLAN and improving student outcomes.
Adam Inder is the Head of Applied Science (Mathematics & Science).
His primary role involves the support for all teachers to advance their progress along the continuum of the Australian Professional Standards for Teachers. This role also includes the collection and interpretation of Learning Area data and the facilitation of school processes in order to maximise achievement outcomes for all students.
Further to this, Adam holds the role of Year 9 Co-ordinator, which involves a holistic approach to supporting Year 9 students from both an academic and a pastoral viewpoint.
Contact him on 9400 1777 or This email address is being protected from spambots. You need JavaScript enabled to view it.
