New South Wales Department of Education and Communities
State Leadership Fellowship 2010–2011
Florence Ramstead Award Report
Implications for school leadership in
establishing authentic and virtual
Confucius classrooms
Tim Dodds
Principal Chatswood Public School
New South Wales, Australia
State Leadership Fellowship 2010–2011 Florence Ramstead Award
Report
Implications for school leadership in
establishing authentic and virtual Confucius
classrooms
CONTENTS
Page
Executive Summary
3
1.
Overview of the research study
4
2.
Background information
4
3.
Key research questions
4
4.
Research methodology
5
5.
Findings
6
6.
Implications for the practice of leadership
12
7.
Recommendations
12
Bibliography
13
State Leadership Fellowship 2010–2011 Report, Tim Dodds
Page 2
Executive Summary
This research explores the leadership strategies required from principals to establish
authentic and virtual Confucius Classrooms in New South Wales public schools and
the practical school structures and strategies that develop best practice.
The study focused on Scottish and English schools that demonstrated innovative and
high level engagement with their school communities. These schools have
operational authentic and virtual Confucius classrooms established from 2005.There
are over 350 Confucius Classrooms worldwide in over 98 countries.
The research rationale was that United Kingdom schools had a similar education
system and pedagogy to New South Wales. Importantly, United Kingdom schools
were culturally isolated from Chinese student cohorts, as is the case in many New
South Wales schools. As a result, United Kingdom schools provided a valuable
research area to demonstrate how school leaders develop strategies to engage with
the whole school community. The English and Scottish Governments and their
respective education authorities provided strong support. Indeed both Governments
had well enunciated China Plans based on economic and educational imperatives.
The research identified the threats and opportunities and best practice in establishing
Confucius Classrooms. It also identified the key strategies for Confucius Classrooms
to be successfully implemented? The research relied on personal opinions, expert
recommendations, professional judgements and case studies to determine those
capabilities. The research findings indicated that across the schools studied there
were 10 common best practice strategies, actions and structures that appeared to
underpin the successful implementation of Confucius Classrooms. They were:
 sustainability
 staffing
 finance
 examinable qualifications
 early secondary courses
 primary programs
 sister schools (twinning)
 collaborative and online learning
 Confucius institutes
 hub leadership.
The research further identified some common leadership capabilities that leaders
could focus on to potentially ensure the successful establishment of Confucius
Classrooms. I have endeavoured to align these capabilities with the New South
Wales Department of Education and Communities Leadership Capability Framework.
While the research results included actions that may currently be in place in many
schools, it is the breadth and variety of programs and actions in each successful
school that acted in a cumulative way – the more actions, strategies and programs in
place, the higher student engagement levels appeared to be. It was clear from school
visits that when the principal gave significant emphasis to engagement, a significant
number of supporting school actions, strategies and programs were in place.
State Leadership Fellowship 2010–2011 Report, Tim Dodds
Page 3
1.
Overview of the research study
This research was undertaken by Tim Dodds, Principal, Chatswood Public School as
a recipient of the State Leadership Fellowship 2010–2011 Florence Ramstead
Award, presented by the Director-General, New South Wales Department of
Education and Communities.
The award provided the opportunity to visit the United Kingdom to meet with key
personnel including academics, head teachers, principals, educational authorities
and schools who have established authentic and virtual Confucius Classrooms. The
main thrust of the research was firstly to explore the types and variety of leadership
actions required by principals to increase and support student engagement and
secondly to identify key programs and strategies schools are currently using to
support higher levels of student engagement.
2.
Background information
As an educator and principal of a large primary school with 86% of the students from
Asian backgrounds it is my belief that successful engagement with Asia, particularly
China, will lead to students with Asia literacy, not only in the acquisition of Asian
languages, but an understanding of customs and culture. This Asia literacy will then
enable generation X, Y, Z and beyond to fully engage with Asia. This “advantage of
adjacency" would enable Australia to capitalise on the Asian century. This term refers
to the belief held by many that, if certain demographic and economic trends persist,
the 21st century will be dominated by Asian politics and culture. Students in New
South Wales are in a position to take advantage of the economic and cultural
benefits that meaningful engagement with Asia will present.
The adoption of Confucius Classrooms in New South Wales will require culturally
sensitive leadership and it is for this reason I explored leadership implications in an
English speaking country where this program has been implemented. Scotland and
to a lesser degree England, provides an ideal area of study where Confucius
Classroom hubs (both authentic and virtual) have been in place since 2005.
The aim of the Confucius Classroom Program is to stimulate and support innovative
teaching and learning of Chinese language and culture. The program is funded by
the Office of the Chinese Language Council International (HANBAN). There are 337
Confucius Classrooms in 94 countries and regions. The first Confucius Classroom
was established in 2003 in South Korea. Authentic Confucius Classrooms are
purpose designed classrooms staffed by a trained Chinese teacher organised
through HANBAN. Virtual Confucius Classrooms are an online classroom which
features a connected classroom, a moodle and a range of other interactive
resources.
The Department of Education and Communities has recently established a Confucius
Institute, a non-profit organisation to deliver high level support for Chinese language
and cultural education, including support for affiliated Confucius Classrooms.
Chatswood Public School has been awarded a Confucius Classroom as a result of
this initiative. It is hoped that this research will provide school leaders with strategies
and leadership capabilities to assist in the creation of Confucius Classrooms.
State Leadership Fellowship 2010–2011 Report, Tim Dodds
Page 4
3.
Key research questions
The key research questions for the study were:
1. What are the opportunities and threats for the establishment of authentic and
virtual Confucius Classrooms in the English speaking Australian context?
2. What is best practice, including innovative collaborative learning, in the
establishment of Confucius Classrooms and regional Confucius Classroom
hubs?
3. What are the key strategies for Confucius Classrooms to be successfully
implemented?
4. What are the leadership capabilities required by principals introducing
Confucius Classrooms?
4.
Research methodology
The Research involved a Participatory Action Research methodology and included
interview and observation strategies to examine the question of implications for
school leadership in establishing Confucius Classrooms in schools and the creation
of a regional online hub for the teaching of Mandarin and Chinese culture.
Participatory Action Research involves all relevant parties actively examining
together current action (which they experience as problematic) in order to change
and improve it. They do this by critically reflecting on the historical, political, cultural,
economic, geographic and other contexts. Participatory action research is not just
research but resultant action. It is action which is researched, changed and reresearched, within the research process by participants. Nor is it simply an exotic
variant of consultation. Instead, it aims to be active co-research, by and for those to
be helped. Nor can it be used by one group of people to get another group of people
to do what is thought best for them – whether that is to implement a central policy or
an organisational or service change. Instead it tries to be a genuinely democratic or
non-coercive process whereby those to be helped, determine the purposes and
outcomes of their own inquiry.
The following methods were used to gather information:

undertook a literature search of relevant documentation concerning the role
and function of Confucius Classrooms and online hubs in the Scotland and
England

briefly reviewed the current context in New South Wales to enable a
comparison of the practices in the Scotland and England, and those in New
South Wales
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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
visited schools in Scotland and England, and conducted interviews and
professional conversations with educational leaders

conducted professional conversations with relevant Education Board
authorities and academics

observed best practice, including innovative collaborative learning, in authentic
and online (virtual) Confucius Classrooms in Scotland and England.
The specific opportunities for the research were as follows:
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5.
meeting with Dr Judith McClure CBE, Convenor of the Scotland-China
Education Network
school visit to the Confucius Hub for Kinross at Perth High School
school visit to the Confucius Hub for Fife at Queen Anne High School,
Dunfermline
meeting with Jim McDonald, Qualifications Manager, Scottish Qualifications
Authority
meeting with the directors of China Club HQ, Colin Maclean and Fraser
Newham
school visit to the Confucius Hub for the city of Edinburgh at St George’s
school for Girls, Edinburgh
meeting with Professor Kay Livingston, Director of Learning and Innovation,
Teaching and Learning Scotland
school visit to the Confucius Hub for Glasgow at Hillhead High School
school visit to the Confucius Hub for Ayrshire at Grange Academy
meeting with Dr Katherine Curruthers, Specialist Schools and Academies
Trust, Millbank Tower, London
school visit to the Confucius Hub at Kingsford School, Beckham, London
school visit to Confucius Classrooms Hub at the Plymouth group of schools.
Findings
What are the opportunities and threats for the establishment of authentic and
virtual Confucius Classrooms in the English speaking Australian context?
The views of key personnel including academics, head teachers, principals,
educational authorities and schools are summarised in the following table:
Strengths
Enthusiasm was a key feature of all
Regional Hubs
Growing student interest/participation in
Chinese language and culture
All Regional Hubs developed supportive
partnerships
All Regional Hubs provided outreach
programs to disseminate resources
Weaknesses
Lack of staffing from Scottish Education
Authority
Lack of funding from Scottish Education
Authority
Transportation issues for visiting
schools
Time constraints on staff
Calibre of Hanban teachers was
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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Strong development planning was
evidenced in all regional Hubs
Curriculum progression from Stage 1–
Stage 6 was a feature of Regional
Hubs
Strong leadership/support of principals
was a feature of all Regional Hubs
Leadership of Hub coordinator was
significant
Hanban funding and teacher was
provided to all Regional Hubs
Embedding Chinese culture into many
curricula areas was a feature of
Regional Hubs
Support from Confucius Institute was
provided to all Regional Hubs
All Hub facilities were well resourced
variable
Lack of coordination from Scottish
Education Authority
Lack of opportunity or will to introduce
Mandarin at Stage 1 and follow
through to Qualification Authority
Reluctance of some school to tap into
Regional Hubs
Lack of clarity about the national
commitment of this initiative
Opportunities
Expanded opportunities for the teaching
and learning of Chinese language and
culture to all Scottish Schools
Enhanced Professional Learning
opportunities for all interested staff
Hubs are an excellent vehicle for
dissemination of resources
Increased “buy in” by staff/pupils in Hub
school.
Boys interest in Chinese culture and
language is rising in popularity
compared to other languages
Potential for immersion courses for
Scottish students in China
Potential for study visits to China for
staff
Enhanced Global Citizen development
Strong potential for University and
business links
Students and parents increasingly
aware of the importance of China
Threats
Limited staffing/possible staff cuts by
the Scottish Education Authority
Funding/financial climate could
deteriorate
Lack of national leadership to propel
program
Lack of Regional Hub maintenance time
Reluctance of principals to take on
Chinese language learning and culture
Political perception of Confucius
Classrooms
5.2
What is best practice in the establishment of Confucius Classrooms and
Regional Confucius Classrooms Hubs?
For this question the data obtained from the interviews/observations fell into eleven
general themes:
a. Sustainability
It is imperative that there is appropriate and ongoing funding and staffing to resource
the Hub project. Apart from Hanban (Office of Chinese Language Council
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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International) funding educational authorities in Scotland have provided further
provisions. With regard to the training and retention of Mandarin staff there has been
careful appraisal with tertiary institutions so that there is a sufficient number of staff
for future capacity.
The Scottish Government has a China Plan, which has been successfully
enunciated. There was a strong consensus that the Scottish and English
Government needs to lead this project by example, emphasising the supporting roles
of other partners and that Hanban funding for the project was appreciated.
In 2008 the Scottish Government announced that it would support a range of
initiatives under the 2008 The Scottish Government’s Plan for Engagement with
China, including:
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Continued general support to Scotland’s Confucius Institute at the University
of Edinburgh for the delivery of Chinese language and culture teaching across
Scotland
Strengthening opportunities for teachers and pupils to learn about Chinese
language and culture through an agreement between Learning and Teaching
Scotland and the Office of Chinese Language Council International (Hanban).
This would include the establishment of Confucius Classrooms in Scottish
schools, visits and language courses for teachers, summer schools and joint
school projects
Development of an online hub to support teaching of Chinese language and
culture in Scotland
b. Staffing
As a baseline the following staffing was in place:
 1 full-time teacher per Hub
 1 full-time Hanban teacher per Confucius Classroom.
c. Finance
The key successes related to finance were the ongoing Hanban funding and
Government support for Hanban teachers. Schools have developed different
approaches to provide additional funding. Examples such approaches include local
schools paying for access to the program, obtaining funding from local government
authorities and accessing grants for specific programs.
d. Examinable qualifications
Following the introduction of the Confucius Classrooms the number of schools
presenting candidates for Mandarin examinations has increased. There appeared to
be an increasing demand for a Chinese Studies course but it would require
certification by the Scottish Qualification Authority and several Mandarin courses are
already certified. More information can be found at
http://www.sqa.org.uk/sqa/5656.html
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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e. Early secondary courses
Hubs had early secondary courses in place either as a taster course or as elective
courses. It was anticipated that all Hubs would be offering these courses in the near
future (in Stage 2 and/or Stage 1).
f. Primary programs
Primary schools received ongoing support from the hubs. They were involved in
taster programs, cultural workshops, professional learning for teachers, outreach
programs and collaborative learning programs such as “China in a Box”. HANBAN
teachers were deployed from the Hubs to assist in language and cultural programs.
This has resulted in increased uptake of Mandarin programs in high school.
Examples of cultural workshops include: blue and white porcelain plates, calligraphy,
Taiji fan, traditional Chinese medicine, Abacus skills, Chinese lanterns, cooking,
chopsticks competition, shuttlecock, tea ceremony and Dragon Boat Festivals.
g. Twinning (Sister Schools)
Most hubs/Confucius Classrooms were involved in a sister school relationship. This
arrangement provided many benefits to both schools such as teacher and student
exchanges, resource sharing, and joint professional learning.
h. Virtual Confucius Classroom
Scotland has been at the forefront in establishing virtual Confucius Classrooms. The
website for China Club HQ (http://www.chinaclubhq.com/joomla/) is an example of
what can be achieved. China Club HQ provides learning and collaboration through
web TV, online magazines and a learning resource bank. It is a subscription program
delivered online which supports the teaching of China-themed content in primary and
secondary schools. It is designed for use by specific departments (with outcomes in
both language and/or Chinese culture) or by whole schools. It has the facility to use
built in tools to allow collaboration on a local, national and international level. Pupils
in subscribing schools have access to the program from home or school 24 hours a
day, 7 days a week. The regularly updated content is designed for timetabled
classroom use, individual self study or for browsing for pleasure.
i. Interdisciplinary learning
The establishment of Confucius Classrooms has facilitated the growth of
interdisciplinary learning. Grange Academy Kilmarnock, Scotland has been at the
forefront of initiates in this area. It was one of three schools in Scotland invited by the
Tapestry Partnership, an education advisory body, to take part in the Silk Road
project in November 2010. The other two schools were Taylor High, North
Lanarkshire and Queen Anne High School, Dunfermline.
The historical Silk Road was a series of trade routes that criss-crossed Eurasia for
almost 2,000 years. Silk travelled along the route from China to Scotland, but so did
cultural, scientific, mathematical and religious ideas. By following the silk route,
schools can touch on many areas of interest.
A focus on music was the stimulus for learning in other subject areas and Grange
Academy was asked to think about how to link ideas together into interdisciplinary
topics. Teachers worked with composer and education expert Professor Nigel
Osborne, who came into school every Tuesday over a number of weeks. He worked
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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with primary and secondary pupils, teaching them how to play Chinese instruments
and developing musical notation. Students even composed their own Chinese music.
The Headteacher (principal), Grange Academy, Fred Wildridge commented:
Almost every subject department in the school has become involved. In maths,
with the help of our resident Chinese teacher, we’re exploring how to properly
use an abacus. In art, pupils are making silk scarves. The tents of some nomadic
people were formed out of felt and we are working closely with artist Ewa
Kuniczak, who has taught young people how to make felt and work with it. In
Physical Education, we have been trying out different forms of Chinese sport,
including a form of ‘keepie-uppie’, using a weighted feather shuttlecock, rather
than a ball. The Tapestry Partnership has challenged teachers to look at not only
what they teach, but also how they teach. This is all embodied in Curriculum for
Excellence and we aim to create brand new courses and experiences for our
pupils.
One thousand pupils from Grange and the two other schools in the Silk Road
project will perform in a mass concert in Glasgow’s Royal Concert Hall in
November 2012. It promises to be an amazing event.
Councillor Hugh Ross, Spokesperson for Lifelong Learning, said:
Grange Academy’s whole-school project is inclusive, international and
environmental, developing global citizens for the 21st century. The school has
developed a unique approach which weaves together citizenship, sustainability
and international education, through enterprise, creativity and outdoor learning.
The Silk Road is a fascinating project with endless scope for exciting learning
and teaching.
j. Confucius Institute
The key objectives for the Confucius Institute for Scotland are to:
 help develop effective Sino-Scottish business, cultural and academic links
 offer an extensive programme of Chinese language training
 act as a bridge between Scotland and China aiding understanding and
facilitating engagement
 be a major point of reference for Sino-Scottish relations in the areas of
education, business and culture
 work with other stakeholders to develop greater awareness of China in
Scotland
k. Hub leadership
Regional Hubs in Scotland were put in place to support schools, pupils, teachers and
community members and to stimulate learning and teaching of the Chinese language
and culture . They provided:
 examples of teaching practice and enabled teachers to participate in
professional development activities
 resources for the teaching Chinese Culture and Language – professional
learning for principals and staff
 Mandarin learning for staff and community members
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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

5.3
Consultancy on the development of school based Mandarin programs
advertising for courses and taster programs.
What are the key strategies for Confucius Classrooms to be successfully
implemented?
a. Leaders with passion and drive for global engagement
It became clear during school visits that this was central to ‘an engagement culture’
within a school. Whether it was a regional hub, a high school or a primary school this
element was crucial. Where the principal and leadership team believed global
engagement was important and valued it highly, the school had a significant focus on
activities to promote higher levels of student engagement and efforts to introduce
Confucius Classrooms were more successful.
b. Consultation with local communities
This was seen as imperative for the successful implementation of Confucius
Classrooms. In many of the schools the question “why would parents want us to
engage with China?” was deliberated in leadership teams to ensure that there was a
strong commitment to the program within the school leadership team. This was quite
contextual in local school districts. Some of the reasons for introducing the program
were economic (for example tourism, golf and whisky in Perth High School and
perceived increased job prospects in St Georges School). In other schools Confucius
Classrooms were introduced to further student engagement in language learning.
c. Full consultation with staff
It was considered essential that everyone was involved. In high schools where the
uptake of Confucius Classrooms was most successful, the benefits of the
engagement were discussed with all faculties. In primary schools Regional Hubs
offered language taster sessions, cultural activities and invitations to attend the
Regional Hub.
d. Strategic leadership by principals
This was fundamental for the successful implementation of Confucius Classrooms. In
high schools the program commenced within Language faculties where the number
of students choosing to take a language course was dwindling. Using the human,
fiscal and physical resources provided by Hanban, through the Confucius
Classrooms, enabled outreach programs in local high schools and primary schools to
be successful. When other faculties saw these benefits they started to engage with
the program. The resources available to the Confucius Classrooms then became
utilised throughout the school.
5.4
What are the leadership capabilities required by principals introducing
Confucius Classrooms?
Academics, school leaders, relevant education authority personnel and staff were
provided with a copy of the New South Wales Department of Education and
Communities School Leadership Capability Framework to elicit responses regarding
the leadership capabilities that principals might require to introduce successful
Confucius Classrooms. Dominant themes in discussions included the need for
flexibility, resilience, innovation and the desire to keep moving forward.
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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6.
Implications for the practice of leadership
Throughout Scotland and England many schools were working to embed Chinese
language and culture to provide a more relevant and engaging curriculum using a
wider variety of delivery modes. This has led to a greater engagement in learning for
students and in teaching for staff.
It was apparent from the research that leaders with vision and commitment were
important to the success of the programs observed. Through their leadership and
their specific use of their leadership skills they were able to influence school
communities to engage with Chinese language and Culture.
Scotland and England have similar culturally isolated cohorts of students as does
areas of New South Wales. With a well enunciated Government plan, Hanban
support, the Confucius Institute of Scotland and visionary school leaders, the
Confucius Classroom Program has been successful.
In New South Wales, at a time when both the State and Federal Governments have
enunciated the importance of the Asian Century, the Department of Education and
Communities has established a Confucius Institute and the first iteration of Confucius
Classrooms. With these opportunities school principals can now lead their
communities in promoting Chinese language and culture programs for their students.
The Confucius Classroom Program will enable Leaders to focus on an issue of
importance and visibly support and promote engagement actions and discussions
amongst the school and its community. As a result we will be preparing our students
for the Asian Century.
7.
Recommendations arising from the research study
That the New South Wales Department of Education and Communities:
1. establish Confucius Classrooms using the Hub model for maximum
participation by schools
2. ensure that all schools have access to either an authentic or virtual Confucius
Classroom Hub and appropriate resources
3. provide one Full Time Equivalent coordinator for each Confucius Classroom
Hub to develop virtual Confucius Classrooms (this would be in addition to the
one assistant provided )
4. continue to encourage and support Regional Officers and school leaders to
further engage with Chinese language and culture through study tours, sister
School relationships and postgraduate studies of Asia
5. use Connected Classrooms to provide taster programs for schools interested
in introducing Confucius Classrooms
6. identify schools with high levels of student engagement in the area of Chinese
language and Culture as exemplars of best practice
7. continue to encourage principals to apply for Leadership Fellowships (and
other study programs), to identify the similarities and differences between
Western and Asian educational systems
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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8. establish a Chinese teacher Network.
That school principals and school leadership teams:
1.
2.
3.
4.
5.
develop an ongoing relationship with designated Confucius Classroom Hubs
participate in the Connected Classroom Mandarin taster programs
develop a sister school relationship with a Chinese School
where appropriate, develop an Asia Literacy focus in a cross curricula study
apply for a Confucius Classroom.
State Leadership Fellowship 2010–2011 Report, Tim Dodds
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Bibliography:
Commonwealth and Foreign Office.
2008 UK and China- A Framework for Engagement
Scottish Government.
2008 The Scottish Government’s Plan for Engagement with China
Hanban (Office of Chinese Language Learning International)
2011 Confucius Classrooms/ Institutes
Chen, M., Lucas G.
2010 Education Nation: Six Leading Edges of Innovation in Our Schools. New York,
Wiley
Websites:
China Club HQ, www.chinaclubhq.com
Scottish Qualification Authority, http://www.sqa.org.uk/sqa/5656.html
UK and China – A Framework for Engagement
http://www.fco.gov.uk/resources/en/pdf/4103709/5476465/5550005/uk-and-china
Hanban http://english.hanban.org/node_7586.htm
Confucius Classooms-Teaching and Learning Scotland
http://www.ltscotland.org.uk/.../contexts/confuciusclassrooms/index.asp
Specialist Schools and AcademiesTrust
https://www.ssatrust.org.uk/teachingandlearning/networks/chinese/about/Pages/Conf
uciusclass.aspx
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