Students on swing.jpg
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."
Clarkson CHS is in the discussion stages of rolling out a learning model called Maths Pathway, pioneered by alumni of the Teach For Australia program. The product intends to target students' individual needs in mathematics, allowing each student to undertake master-based learning tailored to the own individual education gaps. The published document is the 2016 Impact Report for Maths Pathway, detailing their success in the model's implementation.
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.