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1 |Department of Education - Learning Centre Guidelines 2016
2016 LEARNING CENTRE GUIDELINES
Table of ContentsAim 3
Background / Context 3
Project Management 3
Engagement and Operational Management 3
Expectations of the Learning Centre 4
Operational Requirements 4
Role of the Learning Centre Coordinator 4
Role of the Student Learning Support Officer (Aboriginal) 4
Learning Centre Activities 5
Recruitment and Conditions 5
Roles and Responsibilities of the School 5
Monitoring and Evaluation 6
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Aim This initiative aims to provide academic and cultural support to enhance better outcomes for Aboriginal students, particularly in regards to secondary education, while improving engagement, attendance, retention and HSC attainment through the establishment of Learning Centres.
Background / ContextThe context underpinning the centres includes:
NSW Premiers Priorities and State priorities National Aboriginal and Torres Strait Islander Education Strategy 2015-2018 Council of Australian Government (COAG) Closing the Gap
Project Management
Engagement and Operational Management Funding is available to establish the centres for 12 months, from Septermber 2016 to up to the end of term three 2017 to:
Employ a Learning Centre Co-ordinator (FTE teacher including on costs) - $100,000
Employ a Student Learning Support Officer Aboriginal (SLSO - casual rate) – $45,000
Provide Resources (e.g. mentors, teaching and learning experiences and resources including iPads, computers and stationary) - $25,000
Resources can include the casual engagement of Cultural Mentors. Mentors may share local knowledge to build cultural understanding amongst staff and students.
The conceptual model (see TAB A) provides an example of how a Learning Centre may operate, by integrating mentors, active learning and resourcing.
The Learning Centres concept is flexible and can be available to students both during and after school hours. While high school students, particularly in Years 10, 11 and 12 are targeted, Aboriginal students in Years 7, 8 and 9 should also be able to access the Learning Centre.
Secondary schools as the host school, are encouraged to work collaboratively with feeder primary schools. This may entail collaboration with transition programs and cross disciplined teaching practices and experiences. Schools have a responsibility to implement Personalised Learning Pathways (PLPs) for each Aboriginal student that demonstrates differentiation of teaching and learning. PLPs are an effective tool for supporting Aboriginal student in achieving their aspirational goals engagement.
Schools may combine Personalised Learning Support and Individual Sponsorship funding (formally known as Norta Norta) with this initiative, to enhance Learning Centre activities.
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Expectations of the Learning Centre The Learning Centre will provide personalised support to enable students to develop effective strategies to successfully achieve educational goals.
The Learning Centre cannot be used as a; Withdrawal room for negative behaviour A common room for students to truant classes
Operational Requirements Hours will not exceed standard teaching hours The teachers and SLSOs will be employed full time on a one year temporary
contract The centre is to operate on site during school hours as well as before or after
core hours.
Role of the Learning Centre Coordinator (teacher) The Learning Centre Coordinator will be responsible for:
Supporting Aboriginal students in completing tasks, such as homework assignments, library/IT research across curriculum areas including effective planning and time management skills
Liaising with teachers, support staff and parents/carers to develop personalised strategies to improve educational outcomes and post-schooling opportunities for Aboriginal students
Identifying and connecting with Educational Services teams and Network Specialist Centres to provide additional support
Working in collaboration with the local AECG and community in supporting the initiative
Collecting and analysing data to inform targeted support. Monitoring and evaluating student participation, engagement and academic
achievement.
Applicable Award Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2014
Identified Aboriginal positionRole of the Student Learning Support Officer (Aboriginal students) (SLSO)The SLSO duties focus primarily on assisting teachers to engage Aboriginal students more fully in personalised learning, school activities and in school routines by:
Setting up equipment for classroom activities Gathering learning materials, including culturally appropriate materials Helping individual and/or small groups of Aboriginal students with their
learning tasks Participating in appropriate classroom and school wide Aboriginal education
activities.
Applicable Award : Crown Employees (School Administrative and Support Staff)
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Learning Centre Activities The Learning Centre focuses on delivering quality support and activities that enhance students’ learning and outcomes via a PLP process. PLPs provide a planning process for ensuring goals are established and achieved for student learning. PLPs identify both opportunities as well as potential obstacles that might impede a student achieving their goals, and charts a course through them.
The Learning Centre’s activities will be established by each school. The Learning Centre will offer activities linked to students’ PLPs and may include:
Individual student support Goal setting and updating MGoals entries Development of study plans Support for students in selected subjects or across a range of subjects Provision of individual or group tutoring sessions (before, during/after school) Assistance with assignments and/or study groups in the lead up to
assessment times. Provision of workshops to build academic skills e.g. how to research – online,
in libraries; investigative learning, including student assessment; peer support and group work;
Provision of self-access resources – physical and digital resources which may otherwise not be available to students after school hours.
Implementation of buddy system of support, and linking students with a key teacher (with their agreeance) who supports as a ‘significant other’.
Recruitment and ConditionsBoth the Learning Centre Coordinator and the Student Learning Support Officer (Aboriginal students) will be recruited through an Expression of Interest process advertised through SchoolBiz and at a local level.
Roles and responsibilities Schools are responsible for:
Ensuring the Learning Centre funds are used for the employment of the Learning Centre Coordinator, SLSO and centre resources
Providing an appropriate learning space for the Learning Centre Ensuring that the Learning Centre Coordinator/SLSO establish relationships,
consult and collaborate with the local AECG and wider school community regarding planning, establishing and the ongoing progress of the Learning Centres
Ensuring adequate time is made available for the Learning Centre Coordinator to meet with other staff to collaboratively develop and monitor student PLPs
Linking the tuition to the students Personalised Learning Pathway (PLP) Gathering feedback and reporting baseline, mid-year and end of project data
regarding NAPLAN, attendance, retention, HSC attainment and engagement.
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Monitoring and Evaluation Evaluation is a key requirement of this project. The Learning Centre Coordinator will be expected to provide baseline, ongoing progress and final data on the progress of the school’s Aboriginal students’.
Reports must be forwarded to the Aboriginal Education and Community Engagement Unit on the nominated dates (see TAB B). Please email to:
[email protected]/ 7-12 AdvisorAboriginal Education and Communities Directorate
Milestone Due Date ResponsibilityComplete EOI process to engage Learning Centre Coordinator (Teacher) and Student Learning Support Officer (for 12 months period)
23rd September 2016
Principal
Establish Learning Centre 28 October 2016 PrincipalGather and report baseline data: NAPLAN, attendance, retention, HSC attainment, engagement
18 November 2016 Learning Centre Coordinator
Gather and report progress data: NAPLAN, attendance, retention, HSC attainment, engagement
2 December 2016 Learning Centre Coordinator
Prepare and forward final report:NAPLAN, attendance, retention, HSC attainment, engagement
End of Term 3 2017
Learning Centre Coordinator
TAB A
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Learning Centre for Secondary Aboriginal Students: Reporting and Evaluation 2016 – 2017Please provide baseline, progress and final data on the school’s Aboriginal students as outlined in the table below, by email to [email protected] Baseline: 18 November 2016 Progress: 2 December 2016 Final: 28 July 2017Each school must nominate the methodology (e.g. TORCH, PAT Maths, PAT Reading, etc.) already used to assess both reading and numeracy to provide baseline, progress and final data.
Data provided for Aboriginal students only Baseline Progress Final
Numbers participating
Numbers not participating
Number of Aboriginal students with a Personalised Learning Strategy or Pathway
Average school attendance rate
Average school HSC attainment
Apparent retention rate: Years 7-10
Apparent retention rate: Year 10-12
Reading results Stage 4
Numeracy results Stage 4
Reading results Stage 5
Numeracy results Stage 5
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TAB B
Learning Centre for Secondary Aboriginal StudentsReporting and Evaluation 2016 – 2017
Please provide qualitative data on the effectiveness of the initiative to engage Aboriginal students more actively in teaching and learning. Some indicators may include – meeting goals of PLPs, frequency of attendance, modes of learning which were most effective, consultation with parent/carers and students etc.
Strengths Areas to develop
Opportunities Risks
On reflection, please make recommendations for future planning and direction.
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