Leading and Leading and DevelopingDeveloping

Personalised LearningPersonalised Learning

Plans (PLPs)Plans (PLPs)

Why are Personalised Learning Plans a

priority?

Council of Australian Governments

(COAG)

2008 Indigenous Education Action Plan

Towards the development of an Indigenous Education Action Plan

C.O.A.G. Directed

MCEETYA Plans

DEEWR Resourced

Schools Implementation

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

SignificanceBackground knowledge

Cultural knowledge Knowledge integration

Inclusivity Connectedness

Narrative

Quality Teaching

Aboriginal Education Policy

PLPs

Quality learning environment

Explicit quality criteria Engagement

High expectations Social support Students’ self-

regulation Student direction

Intellectual qualityDeep knowledge

Deep understandingProblematic knowledge

Higher-order thinking Metalanguage

Effective LearningEffective Teaching

Goal of the Review of Aboriginal Education NSW

By 2012, Aboriginal student outcomes will match or better outcomes of the broader student population

Indigenous & non-Indigenous student academic achievement

All students

Indigenous students

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

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!

What does the school’s Aboriginal Education team need to do before PLPs are implemented?

are based on relationshipsand

engaging parents and carers

So what are some Critical Success factors.......

Effective PLPs......Effective PLPs......

Simple documents and monitoring

Raising

expectations

Develop relationshipsPositive and

friendly

Leadership

and commitment

Quality feedback

Cultural understanding

RELATIONSHIPS MATTER

STUDENT OUTCOMES

Achievable goals

DEVELOPING REAL

PARTNERSHIPS THROUGH

PLPs

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!

What would/does a good PLP look like?

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 communityBreaking down barriersMaintaining high expectations of student learningPositive teacher professional dialogue Identifying areas of student needEstablishing student specific teaching and learning

strategiesAligning all key stakeholdersLowering student absence ratesAligning personalised learning with focuses on Quality

TeachingGreater focus on teacher professional development

The SuccessesProviding opportunities on a regular basis to continue

strengthening the rapport between the school and community

Engaging parents at meetings and other school activitiesAboriginal 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 homeFlexibility

The Challenges!Convincing all staff that PLPs are worthwhileCommunicating the PLP philosophy to all stakeholdersWhole of staff professional development on the PLP process and

interview strategiesIdentifying and developing the Learning Advisors (high schools)Maintaining the enthusiasm of both the parents and staffRunning to a scheduleTime for teachers to fit it all inMinimising classroom interruptionsFlexibility Transferring PLPs form one educational setting to another e.g.

primary school to junior high school to senior high schoolPrincipal and executive must be involved in the process to ensure

PLPs become part of whole school cultureSenior executive involvement in PLPs will foster sustainability

Or could it be?

PLP = Partnerships Lifting Performance

PLP = Personalised Learning PlanPLP = Personalised Learning Plan