Transcript Slide 1
Leading and Developing Personalised Learning Plans (PLPs)
Revised March 2012
Why are Personalised Learning Plans a priority?
Council of Australian Governments (COAG)
2008 Indigenous Education Action Plan
Development of an Indigenous Education Action Plan
C.O.A.G. Directed MCEECDYA Plans DEEWR Resourced Schools Implementation READINESS FOR SCHOOL PATHWAYS TO REAL SCHOOL OPTIONS ENGAGEMENT & CONNECTION ATTENDANCE FOCUS AREAS LEDAERSHIP, QUALITY TEACHER AND WORKFORCE DEVELOPMENT LITERACY /NUMERACY
Aboriginal Education Review
In 2004 the NSW Government conducted a Review of Aboriginal Education As a result of this review 72 recommendations were documented The development of Personalised Learning Plans was on of these recommendations
Goal of the Review of Aboriginal Education NSW By 2012, Aboriginal student outcomes will match or better outcomes of the broader student population
Effective Teaching Effective Learning
Intellectual quality
Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Quality Teaching Aboriginal Education Policy PLPs
Significance
Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative
Quality learning environment
Explicit quality criteria Engagement High expectations Social support Students’ self regulation Student direction
Indigenous & non-Indigenous student academic achievement NSW - Year 3 -Literacy
All students Indigenous students 0 100 200 300 400 500 600 700 800 900 1000
Workshop Activity In your table groups discuss:
What is your schools take on PLP’s?
Why should we implement PLPs?
What should a PLP look like?
What are the critical success factors for the successful implementation of PLPs?
Use the PLP Reflection Tool to assess the implementation of PLPs in your school
Is there a difference between PLPs and IEP/ILPs?
IEP/ILP Data analysis Developed by school Goals, strategies Health plans Funding Review meetings Parent meetings Ongoing process Ownership by school Evaluation and monitoring Student engagement Learning Support Team PLP Student engagement Planning process Goals, strategies Parent, student, teacher meetings Ongoing process Ownership by stakeholders Culturally appropriate Student ownership of learning Teachers need an understanding of Aboriginal Culture/s Develops knowledge of student/family backgrounds Monitoring
What does the school’s Aboriginal Education team need to do before PLPs are implemented?
Discussion In your school teams/table teams discuss this question and list your pre-implementation actions Now list these actions in sequential order (action plan sheets) Whole group discussion!
Effective PLPs......
are based on relationships and engaging parents and carers So what are some Critical Success factors.......
Positive and friendly Develop relationships Raising expectations Simple documents and monitoring RELATIONSHIPS MATTER
DEVELOPING REAL PARTNERSHIPS THROUGH PLPs
STUDENT OUTCOMES Leadership and commitment Achievable goals Cultural understanding Quality feedback
What would/does a good PLP look like?
In your school teams discuss the sample PLP format you have been given: What are the positive aspects of this PLP format? What, if any, are the aspects of this format which you would not have in your school PLP?
Report back to whole group!
A PLP Case Study Ashmont Public School
Ashmont PS is a PP3 in Wagga Wagga, NSW School population of 340 with 138 Aboriginal students One fulltime AEO and 2 AEWs Low socio-economic area and the school is on the Priority Schools Program Schools in Partnership – 2006 to 2009
Ashmont Public School PLP Experience
• • •
PLPs 2006
Trial implementation 6 students selected from each class 3 Aboriginal and 3 non-Aboriginal students • •
PLPs 2007
Full implementation All students involved in the process • •
PLPs 2008 & 2009
Full implementation All students involved in the process
The Successes!
Building genuine partnerships with our community Breaking down barriers Maintaining high expectations of student learning Positive teacher professional dialogue Identifying areas of student need Establishing student specific teaching and learning strategies Aligning all key stakeholders Lowering student absence rates Aligning personalised learning with focuses on Quality Teaching Greater focus on teacher professional development
The Successes
Providing opportunities on a regular basis to continue strengthening the rapport between the school and community Engaging parents at meetings and other school activities Aboriginal student outcomes in literacy and numeracy have improved and are above the state average for Aboriginal students (BST 2007, NAPLAN 2008 & 2009) Teachers talking informally to parents outside school hours at extra curricular activities e.g. weekend football Staff talking more positively about students Improving communication between school and home Flexibility
The Challenges!
Convincing all staff that PLPs are worthwhile Communicating the PLP philosophy to all stakeholders Whole of staff professional development on the PLP process and interview strategies Identifying and developing the Learning Advisors (high schools) Maintaining the enthusiasm of both the parents and staff Running to a schedule Time for teachers to fit it all in Minimising classroom interruptions Flexibility Transferring PLPs form one educational setting to another e.g. primary school to junior high school to senior high school Principal and executive must be involved in the process to ensure PLPs become part of whole school culture Senior executive involvement in PLPs will foster sustainability