Developing Asia literacy Learning from the L21CSV program

A snapshot

Systemic and professional association participation• Strong systemic support and participation has been achieved across

the three education sectors in Victoria. • The Victorian principals associations continue to provide a high level of

commitment, advocacy and participation in the project.• 11% of all Government schools, 10.3% of Catholic schools, 3% of

Independent schools and 9% of all Victorian schools are engaged with the L21CSV project. The 3 cohorts now total 253 principals extending to 11,886 teachers whose influence extends to 116,275 students.

Training and support for principals • A 1½ day training forum delivered to principals received 97%

‘excellent’ or ‘very good’ evaluation responses.• A further ½ day training and reporting forum for principals also

received 98% positive ‘excellent’ or ‘very good’ evaluation responses.

A snapshot

Teacher capacity building • The level of teacher expertise in studies of Asia has nearly doubled in

Round Two schools.• The project has resulted in a significant increase in the inclusion of

Asia across the curriculum.• The majority of principals have supported teacher professional

development and resource acquisition.• 120 teachers representing 71 schools participated in the new

professional development program for curriculum leaders.• 511 Victorian teachers participated in DEECD led professional

development programs focused on studies of Asia.

Effective investment• The majority rate the project as highly effective or effective.• Principals and stakeholders recommend continuation of the project.

A snapshot

School policy and support of school communities• 49% of respondents reported that school policy documents now give

importance to studies of Asia – important in sustainability• 91% of respondents said that the L21CSV project is supporting their

capacity to deliver against the Australian Curriculum cross curriculum priority of Asia and Australia’s engagement with Asia.

• 91% of respondents report support from the school community for studies of Asia in the curriculum.

Student learning outcomes• 86% of respondents are aiming for significantly increased rigor and

depth in student learning outcomes related to studies of Asia in 2012.

Support for Asian Languages• 82% report a positive attitude amongst the school community to the

inclusion of an Asian Language in their schools.

Background and overview

Research and theory of change

5 Step plan

1. Make studies of Asia a priority for school change

2. Provide the school leadership team with a rationale and implementation strategies for studies of Asia to support school level decision-making and action

3. Provide a practical model that provides high quality teacher professional learning

4. Support teachers responsible for in-school or cluster professional learning with resources to assist implementation

5. Continue to provide materials and resources for teachers

Guiding advice

• it must command a high profile and high status - thus seek the support and participation of their professional associations at the national and state levels.

• It must be supported by high level policy.• It must recruit principals only• It must provide opportunities for principals to share

their experience and collaborate.

Project Advisory Group

• DEECD• Victorian Association of State Secondary Principals• Victorian Principals Association (VPA) • ISV• Association of Heads of Independent Schools Australia• Independent Primary School Heads of Australia - Vic• CECV• Principals’ Ass. Victorian Catholic Secondary Schools• Victorian Ass. Catholic Primary School Principals• Victorian Catholic Primary Principals Association

The project also receives the support of the AEF.

Outcomes and longer term impacts

Outcomes - Short/medium term results

• Provision of PL to principals• Raise awareness of Asia literacy in

participating school communities • Conduct audits to establish current level

of Asia literacy• Schools develop and implement plans

to raise levels of Asia literacy • Increase teacher capacity to include

studies of Asia in the curriculum• Evaluation of school achievements • Increased level of teaching/learning

resources to support studies of Asia• Building a statewide, cross sector

learning community of principals focused on building Asia literacy in schools.

Impacts – Longer term results

• Increased school communities’ under-standing of the importance of Asia literacy

• Asia literacy included in school policy for a whole school approach and sustainability

• Increased SOA in schools’ curricula• Increased teacher confidence and capacity to

include studies of Asia in the curriculum• Increased capacity of principals to lead change

and build Asia-literate schools• Increased capacity to implement the Australian

Curriculum’s X-curric. priority on Asia and general capability of ICU

• Increased levels of student knowledge /awareness/understanding relating to Asia

• A significant increase in DEECD cross departmental collaboration on A-L and GP

• Numbers are moving Asia literacy from the periphery into mainstream education agenda

Connections and program supports• ICT and Asia• General professional development• Upgrade of teacher qualifications• Study tours subsidies.• Professional development of teachers/curriculum leaders• A dedicated wikispace

Year Total visits to the

studies of Asia

wikispace

Visits to units

of work

wikispace

Total visits

per year

2009 22,945 4,085 27,030

2010 42,366 6,952 49,318

2011 53,913 15,053 68,966

Connections

Monitoring – Cohort 1

Degree of depth in student learning outcomes relating to Asia

Response

Survey 2

Response

Survey 3

No Asia

Festivals flags food

Positive attitudes towards cultures and people of Asia

Deep learning progressing across the years

2.5%

30%

61%

6%

0%

24%

63%

14%

Monitoring – Cohort 1

Participation in complementary projects

Yes No Intending to

Sister School relationship 52.0% 19% 28.6%

BRIDGE project 28% 68% 4%

Education for Global and multicultural Citizenship PD 19% 58% 23%

LMERC (Languages and Multicultural Education Resource Centre) 54% 32% 14%

Internationalising education programs 36.0% 43.0% 21.0%

ICT and ASIA PD 65% 12.0% 24%

General Studies of Asia PD 69% 17% 14%

Study tours 67% 15% 18%

Upgrade of Qualifications (Masters or Graduate Certificate) through Flinders University 40% 60% 0.0%

Intercultural Understanding Field Trials 32.0% 68.0% 0.0%

Key findings – Cohort 2• 91% of participants report growing levels of support for studies of Asia• Almost 50% of principals have already included studies of Asia in school

policy and planning documents with more planning to do so in 2012.• While 99% of principals report increases in staff expertise, 65% report a

significant increase.• Principals report increases of inclusion of studies of Asia in all curriculum

areas surveyed.• The majority of principals (58%) report that they are already achieving

depth and rigor in student outcomes relating to studies of Asia. • 33% of principals are reporting a whole school commitment to including

Asia across the curriculum with 59% aspiring to this level in 2012.• 90% of principals report that participation in the project is supporting them

to deliver against the Australian Curriculum’s cross curriculum priority of Asia and Australia’s engagement with Asia.

• Principals are accessing a wide range of complementary resources to enrich their Asia related teaching and learning environments.

• 82% of principals report that the project is continuing to impact very positively on attitudes towards an Asian Language held by the school community.

Most Significant Change Process

Most Significant Change Process

More information can be found at: • http://studiesofasia.wikispaces.com/L21CSV

where the 1st report is located and the 2nd report will soon be uploaded. Case studies, comments networks and materials connected to the project are also available on the site.

• Lindy Stirling stirling.lindy.j@edumail.vic.gov.au or telephone 9637 3620