Smarter school national partnerships
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SMARTER SCHOOL NATIONAL PARTNERSHIPS Improving Teacher Quality Low SES School Communities South Australia 2012 Annual Report (1 January – 31 December 2012) April 2013   
TABLE OF CONTENTSSection 1 – Smarter Schools National Partnerships – Impact 3 Executive Summary 3 Smarter Schools National Partnerships Overview 3 Impact of key reform strategies 3 Improving Teacher Quality (ITQ NP) 4 Communities Making a Difference National Partnership (CMaD NP) 7 through ‘Individualised Targeted Support’ strategies and approaches for students who are disconnected and disengaged from learning and education pathways (Government sector). 7 The strategic planning process implemented in the Catholic sector has been beneficial to the participating CMaD Catholic schools and their experience is informing a concurrent sector development of school improvement frameworks. 7 Innovative Community Action Networks (ICAN) provided intensive support for 5,282 students (554 primary school and 4,728 secondary students) who were enrolled through a Flexible Learning Option in schools across the state. Case management for these young people is provided by professionals. 9 In addition, 706 children and young people were provided with a case management service to assist them to stay in mainstream school learning programs and prevent them from ‘dropping out’. 9 A total of 563 students in Years levels 5 to 7 received mentoring support from 440 community volunteers in 2012. 9 A total of 1,589 secondary students received mentoring support. Of the Year 12 students in the program in 2011, 80% completed their SACE. 9 Across 67 schools, 1,459 Aboriginal students received mentoring support in 2012. Participation has increased students’ organisational skills and preparedness to engage with learning. 9 Learning Together supported 391 families in their pre-school children’s learning and literacy development. Observable, positive interactions between parents and children increased during their participation. 9 Vocational education and training (VET) scholarships assisting 868 students to undertake higher level VET in 64 different qualifications. 9 Consideration of the specific priorities and needs of Indigenous students as part of the Independent sector diagnostic review and school improvement planning process, reinforcing high expectations and community involvement. 9 Pursuing an agenda of improved wellbeing and learning outcomes for all students, including Indigenous students, through individualised learning plans in the Catholic sector. 9 Providing intensive family support and integrated regional service delivery to students through the Aboriginal Turn Around Team, including crisis intervention 9 Supporting 116 Aboriginal students from remote and isolated communities in far north South Australia who came to Adelaide to continue their schooling through the Witja program. 9 Providing individualised targeted support through: the ICAN Flexible Learning Options enrolments (778 students); community and secondary mentoring (242 students); Aboriginal student mentoring (1,495 students), Learning Together (43 people) and VET scholarships (102 students). 9 Section 2 – Improving Teacher Quality 10 Overview 10 2012 Significant Achievements / Highlights 15 Support for Aboriginal and Torres Strait Islander students 16 Support for other disadvantaged student cohorts 17 Progress against TQNP facilitation reforms 19 National Professional Standards for Teachers 19 National certification of accomplished and lead teachers 21 Nationally consistent registration of teachers 21 National consistency in accreditation of pre-service teacher education courses 22 Professional development and support for principals 22 Improved performance management and continuous improvement in schools 27 New pathways into teaching 29 Better pathways into teaching 30 Improved quality and availability of teacher workforce data 32 Indigenous education workforce pathways 32 Quality placements 33 School Centres for Excellence 34 Progress towards meeting TQNP reward reforms 35 Sustainability 35 Showcase/ Exemplary Activities 39 Certificate III and Diploma of Children’s Services (Certificate III is a pathway to the diploma which is a national work reform requirement if seeking a leadership position in Early Childhood Centres) 42 Certificate III in Education Support 42 Certificate IV in Accounting 42 Certificate IV in Government (Management) and Diploma of Government (Management) 42 Skill Set programs focussed on: Disability Support in the Classroom, ICT and Research, Literacy and Numeracy, School Services Officer Leadership, and the EDSAS finance short course. 42 Principal Professional Development Report for 2012 51 Section 3 – Communities Making a Difference 61 Overview 61 through ‘Individualised Targeted Support’ strategies and approaches for students who are disconnected and disengaged from learning and education pathways (Government sector). 61 2012 Significant Achievements/ Highlights 61 Innovative Community Action Networks (ICAN) engaging and re-engaging in learning students experiencing multiple disadvantage and disruption in their lives; students who have become totally disengaged from schooling, often well before the compulsory school leaving age; and students with additional responsibilities, such as caring for a parent or child. 64 ICAN provided intensive support for 5,282 Low SES students (554 primary and 4,728 secondary students) who were enrolled through a Flexible Learning Option in schools across the state. Case management for these young people is provided by professionals. 64 Community mentoring, secondary student mentoring and Aboriginal student mentoring to improve the engagement, learning and wellbeing outcomes students. 65 A total of 563 students in Year levels 5 to 7 received mentoring support from 440 community volunteers. 65 A total of 1,589 secondary students received mentoring support. Of the previous year’s group (2011), 80% of the Year 12 students in the program completed their SACE. 65 Across 67 schools, 1,459 Aboriginal students received mentoring support. Participation in this program has increased students’ organisational skills and preparedness to engage with learning. 65 Learning Together supported 391 families with their pre-school children’s learning and literacy development. 65 Observable, positive interactions between parents and children increased during their participation. 65 Vocational education and training (VET) scholarships assisting 868 students to undertake higher level VET in 64 different qualifications. 65 Support for Aboriginal and Torres Strait Islander students 65 Consideration of the specific priorities and needs of Indigenous students as part of the Independent sector diagnostic review and school improvement planning process, reinforcing high expectations and community involvement. 65 Pursuing an agenda of improved wellbeing and learning outcomes for all students, including Indigenous students, through individualised learning plans in the Catholic sector. 65 Providing intensive family support and integrated regional service delivery to students through the DECD Aboriginal Turn Around Team, including crisis intervention 65 Supporting 116 Aboriginal students from remote and isolated communities in far north South Australia who came to Adelaide to continue their schooling through the DECD Witja program. 65 Providing individualised targeted support through: 65 the ICAN Flexible Learning Options enrolments: 778 students; 65 community and secondary mentoring: 242 students; 65 Aboriginal student mentoring: 1,495 students, 65 Learning Together: 43 people (adults and preschool children), and 65 VET scholarships: 102 students. 65 Support for other disadvantaged student cohorts 66 Evaluation 66 Sustainability 66 Communities Making a Difference (CMaD) Initiatives 68
‘Learning Together’ (Government sector) 114 Vocational Education and Training (VET) scholarships (Government sector) 117 Teaching for Effective Learning (Government sector) 120 Principals Leading Learning (Government sector) 121 Strengthening Parent and Community Engagement in Student Learning (Government sector) 123 Showcase/ Exemplary Activities 131 there is evidence of increased confidence in the use of effective teaching strategies from participation in the mentoring program and ongoing adviser support. This is particularly evident in the area of numeracy teaching and learning. Importantly this is demonstrated through improved NAPLAN results in 2012 in years 3, 5 and 7. Ongoing, long term mentoring and support for numeracy teaching methodology has also seen improved NAPLAN results in Years 3, 5 and 7. 132 personalised ICT resources with a literacy focus, have influenced improved student attendance, engagement and learning outcomes including for Indigenous students and students with learning difficulties. These improvements have been achieved through student engagement with iPads and an interactive application on a mobile device which promotes students’ autonomous learning and reflective practice. This device also provides teachers with data to inform assessment for learning strategies. 132 Increasing parent involvement, particularly of families who may be hard to reach, and the establishment of the playgroup are in the early stages of development but there are sound indicators of much stronger parent involvement and attendance across a range of events at the school. 132 Section 4 – Research and Evaluation not reported elsewhere 140 Research 140 Evaluation 141
Milestones Achieved in Annual Report 1 January 2012 – 31 December 2012 148 Section 7 – Milestone Reporting Communities Making a Difference 151 Milestones Achieved in Annual Report 1 January 2012 – 31 December 2012 151 1.Airdale Primary School * 154 2.Adelaide Secondary School of English 154 3.Berri Primary School * 154 4.Blanchetown Primary School 154 5.Blair Athol North B-7 School 154 6.Challa Gardens Primary School 154 7.Coober Pedy Area School 154 8.Elizabeth South Primary School * 154 9.Evanston Primary School * 154 10.Flinders View Primary School * 154 11.Hackham West R-7 School * 154 12.Le Fevre High School 154 13.Mark Oliphant College 154 14.Millicent North Primary School * 154 15.Moonta Area School * 154 16.Murray Bridge Special School 154 17.Para West Adult Re-entry Campus 154 18.Pennington Junior Primary School 154 19.Port Augusta Special School 154 20.Port Germein Primary School * 154 21.Port Pirie West Primary School * 154 22.Port Vincent Primary School 154 23.Port Wakefield Primary School 154 24.Raukkan Aboriginal School 154 25.Riverland Special School 154 26.Riverdale R-7 School * 154 27.Roma Mitchell Secondary College 154 28.Seaton High School 154 29.Solomontown Primary School * 154 30.The Grove Education Centre 154 31.Virginia Primary School 154 32.Wallaroo Primary School * 154 33.Whyalla Stuart R-7 School * 154 34.Willsden Primary School * 154 35.Woodville Gardens Primary School 154 36.Woodville Primary School 154 Appendix –Additional Performance Information 162 APPENDIX: Additional Performance Information (separate document) Sections 8 and 9 – SA Performance Measures CMaD NP…………………………………126 Acknowledgement The National Partnership Agreements on Literacy and Numeracy, Low Socio-economic Status School Communities (known as Communities Making a Difference in South Australia) and Improving Teacher Quality are collaborative initiatives supported by funding from the Australian Government, the South Australian Government and the Catholic and Independent school sectors. Yüklə 0,63 Mb. Dostları ilə paylaş:
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