LeadingandSustainingExceponalPrac:ce! Presentations/Disa… · public schools nsw& s o n d j f m a m j j a s o n d j f m a m j j a s o n d j f m a m j j a s o n d j f m a m j j a

PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

Julie Case, Kerrie Kimes, Trish Rymer Disability, Learning and Support

Innova&ve teacher professional learning to support students with disability and addi&onal learning needs

Disability Reform Leading and Sustaining Excep:onal Prac:ce


More than 760 000 students are enrolled at more than 2 210 NSW public schools

Around 90 000 or 12% of students have disability or addiConal learning needs

Diversity: NSW public schools 2014

Around 245 000 or 32% of students are from a language other than English

Around 52 000 or 7% idenCfy as Aboriginal or Torres Strait Islander

Around 12 000 or 2% of students are from refugee backgrounds

1:4 students in NSW public schools will access addiConal support at some Cme in their schooling

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – LEARNING AND ENGAGEMENT WWW.DEC.NSW.GOV.AU

Educa:on Disability

Shaping the direc:on of NSW public schools


Quality of the learning

experience

Teacher

capabili:es

Rela:onships connectedness

Rigorous

Meaningful

Dignified Professional

teacher judgement and practice

Learning drawn from the Australian Curriculum

Quality of the learning experience


John HaLe suggests that teachers account for 30% of the variance in student achievement and that,

‘…it is what teachers know, do, and care about which is very powerful in this learning equa&on.’

Teacher impact

Australian Council for EducaConal Research Annual Conference 2003 Teachers make a difference: what is the research evidence?

‘…the greatest effects on student learning occur when the teachers become learners of their own teaching and when students become their own teachers.’

HaLe, J. (2008) Visible learning for teachers

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – LEARNING AND ENGAGEMENT WWW.DEC.NSW.GOV.AU


What courses are available in our schools? Understanding AuCsm Spectrum Disorders

Understanding and Managing Behaviour

Understanding Motor CoordinaCon DifficulCes

Inclusion for Learners with Speech, Language and CommunicaCon Needs

Understanding Dyslexia and Significant DifficulCes in Reading

Understanding Hearing Loss


Course features There are four sec:ons:

– Understanding – Assessment –  IntervenCons – Case Studies

Plus ü  Resources expand and support specific page content ü  Face to face cohort discussions and presentaCons with trained tutor ü  ContribuCons to forum topics ü  SMART goals developed with tutor support ü  IntervenCons developed to match SMART goals ü  Resources, weblinks, further reading and video


•  a mulCmedia learning package with appeal to a wide range of adult learners

•  materials that reflect current research and school-‐based best pracCce

•  include resources accessible a]er course compleCon

•  meet the Australian Professional Standards for Teachers

What do online learning courses offer?


Benefits of the blended learning model ü  Dynamic interacCon during sessions and through

forum responses

ü  Time to process, discuss and apply learning

ü  Designed around the needs of the parCcipants

ü  Knowledge and skills gained from the course are applied in classroom pracCce


Why is our model effec:ve? Delivery model •  trained tutors lead each

session •  sustainable and strategic

approach •  rural, remote, metro •  responds to ‘whole

school’ needs •  flexible delivery •  quality assurance of

tutoring •  system wide approach

Course content •  internaConal and

Australian content •  based on current

research •  supporCng teacher

knowledge, competence and confidence

•  engages adult learners •  quality assurance and

review


Quality tutors are cri:cal to the ongoing success of this model


Changing trends in course uptake


Pages from the Dyslexia course


S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D

2008 2009 2010 2011 2012 2013

J F M A M J J A S O N D

2014 J F M A M J J A S O N D

2015

Understanding autism spectrum disorders 8 449

Understanding and managing behaviour 6 044

Understanding motor coordination difficulties 1 465

Inclusion of students with speech, language and communication needs 3 702

Understanding dyslexia 4 684

Understanding hearing loss 755

Course par:cipa:on

Total registra:ons 25 122 Total people 16 764 at April 2015


Evalua:ve data since November 2014

n = 1206



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n = 1206



n = 1206



n = 1206


Par:cipant recommenda:on of the courses

95% of parCcipants complete their course

97% of parCcipants would recommend their course

n =22 320

n =22 320

Survey feedback 90 days aUer course comple:on

33% of par:cipants responded

88% had referred to their course aUer comple:on

n =25 256


Increased teacher knowledge “My confidence is greatly improved. Although

I had a general understanding of the experiences and needs of students with ASDs, a greater depth of knowledge is obviously a valuable key to greater confidence. I also feel more legiCmately able to address the needs of these students (and communicate with their parents) with some cerCfied training

behind me.” High school teacher-‐ New South Wales


The Commonwealth Government commissioned a longitudinal study on the impact of the Online Learning courses in NSW Public Schools. IniCal finding: ü  teacher learning is sustained over Cme and

incorporated into classroom pracCce “I have got a lot out of this course…I now have a bank of resources and strategies ..I can use in my own teaching, and I am constantly talking to other staff about methods that can be used with students having difficulty.”

Case study: MSSD Na:onal Partnership


Further findings: One of the strengths of the course is that it is a catalyst for broader change in schools: ü  it enhances the knowledge of Learning and Support Teachers

who then influence and mentor classroom teachers ü  teachers enhance their own knowledge, skills and resources

which they then share with colleagues ü where the enCre staff of a school undertake the training

there is a marked shi] in how the school responds to individual need.

The sustained learning with tutor sessions, interwoven with individual learning over Cme provides staff with the opportunity to try out what they have learnt and to discuss and reflect with

others which builds confidence.


Course quality was found to be due to: ü  The quality of the tutor as an effecCve facilitator ü  The quality of the online materials including videos which

are relevant to the Australian context ü  The self paced learning combined with forum contribuCons

with other course parCcipants which is an effecCve scaffold for each parCcipant’s learning

ü  The group format where parCcipants are exposed to teacher views from other seLngs

The Online Learning courses and this model of delivery are closely aligned to the MSSD objecCve of enhancing the

capabiliCes of teachers and schools to improve educaConal outcomes for students with disability.


Ques:ons


Courses are under licence from OnlineTraining Ltd www.oltaustralia.net

InformaCon on accessing courses in NSW Public Schools [email protected] or Trish Rymer [email protected]

Online learning courses: data summary January 2015 hop://www.schools.nsw.edu.au/studentsupport/programs/disability.php

Documents

LeadingandSustainingExceponalPrac:ce! Presentations/Disa… · public schools nsw& s o n d j f m a m j j a s o n d j f m a m j j a s o n d j f m a m j j a s o n d j f m a m j j a