Smarter Schools National Partnerships Improving Teacher Quality

Section 6: South Australia — Milestone Reporting Communities Making a Difference NP
Milestones, other than targets, have been designated completed if the milestone as described has been met. In some instance, milestones have also been designated as being completed and ongoing because the milestone activity, as described, has been met for 2010 and is also continuing into subsequent year/s.
Milestones for 1 January 2010 to 31 December 2010
Milestone	Detail of achievement against milestone Quantitative and Qualitative	If not achieved or partially achieved, reasons why Qualitative	Strategies put in place to achieve milestone (including updated timeframe) Quantitative and Qualitative
List of schools receiving support including reform strategy and scope of approach (All)	Completed. The list of schools for all sectors for 2010 is available from the DEEWR website http://deewr.gov.au/Schooling/Programs/SmarterSchools/Documents/SASchools100610.pdf AISSA SCOPE School Diagnostic Review Development of School Improvement Plans School Governance Principal Leadership Aspiring Principals Provision of in-school support. All seven eligible schools have been consulted and are accessing support and services in some of the above areas. CESA Whole of school approaches have been negotiated in 12 participating schools to develop and implement Strategic Plans for school reform, with a focus on pedagogical reform to achieve improved learning outcomes for all students. DECS The DECS approach to CMaD is centred around four main areas: targeted support for young people whole-school improvement, leadership and effective teaching community engagement recruitment and selection. Due to the large number of schools involved and range of programs, please refer to the website below for a school listing and individual school plans on school websites for program scope: http://deewr.gov.au/Schooling/Programs/SmarterSchools/Documents/SASchools100610.pdf
List of schools that have undergone the CMaD diagnostic review (AISSA/DECS)	Completed. AISSA Three schools have undergone the diagnostic review: Portside Christian College Sunrise Christian School, Whyalla Unity College. DECS Sixty-five schools underwent the Low Socio-economic Status diagnostic review in 2010. These were: Amata Anangu School Andamooka Primary School Ascot Park Primary School Barmera Primary School Brahma Lodge Primary School Burton Primary School Cambrai Area School Carlton R-9 School Ceduna Area School Christies Beach High School and Southern Vocation College Christies Beach Primary School Clovelly Park Primary School Craigmore High School Craigmore South Primary School Edithburgh Primary School Enfield Primary School Ernabella Anangu School Evanston Gardens Primary School Fremont –Elizabeth City High School Gladstone High School Gladstone Primary School Glossop High School Grant High School Hackham East Primary School and Hackham East Junior Primary School Hamley Bridge Primary School Indulkana Anangu School Ingle Farm Primary School Kadina Memorial High School Kalangadoo Primary School Keller Road Primary School Kenmore Park Anangu School Koonibba Aboriginal School Lincoln Gardens Primary School Long Street Primary School Mannum Community College Melaleuca Park Primary School and Melaleuca Park Junior Primary School Meningie Area School Millicent High School Murputja Anangu School Murray Bridge High School Nangwarry Primary School Napperby Primary School Noarlunga Downs Primary School Paralowie High School Peterborough High School Peterborough Primary School Pipalyatjara Anangu School Port Augusta Secondary School Port Augusta West Primary School Prospect North (formerly Blair Athol) Primary School Quorn Area School Renmark High School Renmark Junior Primary School Renmark Primary School Salisbury Downs Primary School Salisbury High School Salisbury Primary School Salisbury Junior Primary School Seaton Park Primary School Snowtown Area School Stuart High School Swan Reach Area School Whyalla Special School Wirreanda High School Yorketown Area School.
Number of teachers and school leaders participating in professional development as part of the reform strategies as well as the scope of the professional development activities AISSA_and_CESA.__DECS'>(All)__Completed.__AISSA'>(All)	Completed. AISSA Six school leaders attended ‘Developing your Leadership Style’ and ‘Independent School Principal: Role and Expectations’ workshops. Six school leaders enrolled in the Australian College of Educational Leaders (ACEL) Inspire Program for 2010. One school principal attended the AISSA Leadership Program. CESA Twelve principals and 250 teachers have participated in the professional learning communities established in 12 participating schools. Professional learning goals have encompassed: improved skills and understanding in the use of assessment and other student data the use of assessment evidence to plan Learning Programs using effective pedagogies for improving Reading and/or Numeracy outcomes for students. DECS Sixty one Communities Making a Difference (CMaD) and 94 non-CMaD school principals are undertaking the 2010-11 PALL Program. Regional Leadership Consultants (RLCs) work with 117 CMaD school principals to promote leadership, best practice and local advancement in Literacy and Numeracy. In 2010 Regional Leadership Consultants directly supported whole-school improvement in 67 of these schools. There were 297 teachers participating in the Teachers for Effective Learning project received explicit written feedback to inform their next stage of learning and teaching. There were 65 peer principals and 70 staff representatives who participated on review teams, gaining valuable professional learning. There were 95 Student Mentoring and Youth Development training and development events held with 380 school staff and partners participating.
Number and scope of teachers/school leaders involved in attraction, retention and development reform strategies (DECS)	Completed and ongoing. In 2010 three programs were designed through a broad consultation process and are ready for implementation in 2011. Seven schools now have customised incentive packages to attract and retain quality leaders. In addition a further four Mathematics and Science teachers are now employed in partnership schools. Local Innovation projects that support new approaches to recruitment and selection have attracted nine proposals from Regions to commence in 2011. Three schools and eight graduates have participated in extended teaching experience scholarships.
Number and scope of community groups/business/volunteer/ NGOs involved in CMaD Plan implementation (All)	This is not applicable at this stage of the National Partnership Implementation for AISSA and CESA. DECS Ten schools have held Aboriginal Community Voice meetings in Terms 3 & 4, 2010. In the Aboriginal Student Mentoring Program: there were 80 registered (mostly Aboriginal) mentors there were 106 mentors have been training for work in 2011. The Aboriginal Cultural Model for services was developed which brought more than 15 service providers together to create more efficiency in the way services are being provided to families. In the Student Mentoring and Youth Development initiative, 214 trained community volunteer mentors provided support to students. Approximately 350 people attended the 2010 statewide conference on community mentoring. 32 organisations have registered to deliver student mentoring and/or youth development programs. Innovative Community Action Networks (ICAN) supported 1,079 community partners in formalised training activities to build school and community capacity to better meet the needs of students at risk.
Number of students, including a breakdown by specific cohorts receiving support through the reform strategies. This will also include the scope of this support (All)	Completed and ongoing. Section 3 of this Annual Report provides detailed information about the scope of the strategies and activities being implemented through the CMaD NP. Section 7 and Section 8 of this Annual Report provide performance information, including student numbers for specific cohorts. AISSA All seven CMaD schools accessed the In-School Specialist Support Program. Specialist made over 30 visits to these schools. CESA The total number of primary students was 2,459 in 11 schools, with 540 students in the one participating secondary school. In these schools, at the August 2010 census, there were 88 Indigenous students individually case managed by the CEO Indigenous Education Team and 176 students receiving funded special education support. DECS There were 74 schools with 20,139 students participating in the ‘whole of school’ initiatives which included intensive support to the schools from Regional Leadership Consultants and/or Teaching for Effective Learning. 5,454 individual students received ‘individualised student support’ through their participation in the programs: ICANs, Student Mentoring, Aboriginal Student Mentoring and/or VET scholarships. In 2010, there were 220 families and 281 children who participated in Learning Together Programs, an early literacy and learning program for families with children under 4 years of age. In 2010, the Aboriginal Turn Around Team (ATAT) was established and is working with a small caseload of young people and their families. The Social Service Coordinator has provided support to referrers by helping to create plans for intervention by existing Support Services.
Student performance indicator data provided.	Completed. Refer Section 7 and Section 8 of this Annual Report.

Section 6: South Australia — Milestone Reporting Literacy and Numeracy NP

Milestones, other than targets, have been designated completed if the milestone as described has been met. In some instance, milestones have also been designated as being completed and ongoing because the milestone activity, as described, has been met for 2010 and is also continuing into subsequent year/s.

Milestones for 1 January 2010 to 31 December 2010
Milestone	Detail of achievement against milestone Quantitative and Qualitative				If not achieved or partially achieved, reasons why Qualitative			Strategies put in place to achieve milestone (including updated timeframe) Quantitative and Qualitative
Annual Report to address:
No. Specialist teachers 2010 (ALL)		AISSA Ten Literacy and ten Numeracy Key Teachers worked in a total of 19 schools. CESA CESA schools TOTAL 21 26 LITERACY focus Metro 7 8 Regional 3 3 NUMERACY focus Metro 6 9 Regional 5 6 DECS Networks of 14 school-based Literacy Partnership Coaches and 14 school-based Numeracy Partnership Coaches worked in a total of 31 selected schools.