Supporting successful student engagement and retention in the senior secondary years A collection of practical ideas for school leaders keen to improve

Supporting successful Supporting successful student engagement and student engagement and

retention in the retention in the senior secondary yearssenior secondary years

A collection of practical ideas for school leaders A collection of practical ideas for school leaders keen to improve student engagement and retentionkeen to improve student engagement and retention

Principals’ Workshop

A joint initiative of theA joint initiative of the Office of Schools, NSW DET Office of Schools, NSW DET

and theand the NSW Secondary Principals’ CouncilNSW Secondary Principals’ Council

Principals’ Workshop - Outline

1.1. Background to the project Background to the project

2.2. The latest info on retentionThe latest info on retention

3.3. Familiarisation with the ideas bookletFamiliarisation with the ideas booklet

4.4. Workshop activitiesWorkshop activities

Background to the projectBackground to the project

Joint initiative of Office of Schools and NSWSPCJoint initiative of Office of Schools and NSWSPC

Information gathering from schoolsInformation gathering from schools

Development of booklet with practical ideas and Development of booklet with practical ideas and

snapshots of school programssnapshots of school programs

Office of Schools workshop, January 2008Office of Schools workshop, January 2008

Workshops with principals during 2008Workshops with principals during 2008

Why focus on engagement Why focus on engagement and retention?and retention?

Year 10 is no longer a sufficient ambition for young Year 10 is no longer a sufficient ambition for young peoplepeople

Students who do not complete Year 12 or an equivalent Students who do not complete Year 12 or an equivalent vocational qualification are now more likely to vocational qualification are now more likely to experience restricted work and limited further experience restricted work and limited further educational opportunities over their lifetimeeducational opportunities over their lifetime

They are also more likely to experience periods of They are also more likely to experience periods of unemploymentunemployment

Research shows that increasing completion of Research shows that increasing completion of schooling raises the level of economic growth, reduces schooling raises the level of economic growth, reduces poverty and can improve health and crime outcomespoverty and can improve health and crime outcomes


15-19 Strategy15-19 Strategy

““Young adults need to be Young adults need to be fully engaged in education, fully engaged in education, training or skilled training or skilled employment ...”employment ...”

““We are committed to We are committed to increasing retention rates ...”increasing retention rates ...”


State PlanState Plan

Priority S5 –Priority S5 –

““More students complete More students complete Year 12 or recognised Year 12 or recognised vocational training”vocational training”

Target –Target –

““Increase the proportion of Increase the proportion of students completing Year 12 students completing Year 12 or recognised vocational or recognised vocational training from 82.5% to 90% training from 82.5% to 90% by 2016”by 2016”

Current situation – nationalCurrent situation – national

Participation in learning and work in 2007Participation in learning and work in 2007

Teenagers (all 15-19 year olds)Teenagers (all 15-19 year olds)

51.7%

18.4%

16.1%

6.7%

3.5%3.7%

Close to 86% of teenagers are studying full-time or working full-time

Source: How young people are faring 2007 – Dusseldorp Skills Forum



School leavers (2006)School leavers (2006)

In 2006, 54% of school leavers from the previous year continued on to study at university, TAFE or in other forms of education

24.4%17.2%

29.8%

12.0%

9.0%

7.7%




Young adults (20-24)Young adults (20-24)

More than 75% of Australia’s young adults are in full-time work or study

51.1%

26.4%

10.4%

3.5%

8.5%




Teenage unemploymentTeenage unemployment

Teenage unemployment has fallen and part-time work has increased over the past 20 years




Percentage of early school leavers not fully Percentage of early school leavers not fully engaged in learning or workengaged in learning or work

A much smaller percentage of Year 12 leavers were not fully engaged in learning or work, compared to Year 11 and Year 10 school leavers




Proportion of school leavers not fully engaged Proportion of school leavers not fully engaged varies between statesvaries between states

Approximately 29% of NSW school leavers were not fully engaged in learning or work


NSW Government Schools Year 7-12 Apparent Retention Rate February 2001 to 2007

64.0

65.0

66.0

67.0

68.0

69.0

70.0

71.0

72.0

2001 2002 2003 2004 2005 2006 2007

Year

Ret

enti

on

%

Current situation – DET – Years 7-12Current situation – DET – Years 7-12

Current situation – DET – Years 7-12Current situation – DET – Years 7-12

NSW Government Year 7-12 Apparent Retention Rate by Region February 2007

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Wes

tern

NS

W

Riv

erin

a

Hu

nte

r/C

entr

al C

oas

t

Illaw

arra

an

d S

ou

th E

ast

No

rth

Co

ast

New

En

gla

nd

NS

W

Wes

tern

Syd

ney

So

uth

Wes

tern

Syd

ney

Syd

ney

No

rth

ern

Syd

ney

Region

Ret

enti

on

Rat

e%

DET – Year 10-12 apparent retention rates, DET – Year 10-12 apparent retention rates, full time students, by regionfull time students, by region

2005 2006 2007

Hunter/Central Coast 56.6 56.3 55.9

Illawarra and South East 60.0 58.8 58.5

New England 65.0 61.1 64.9

North Coast 61.4 59.7 59.7

Northern Sydney 90.1 89.2 87.9

Riverina 56.8 56.8 57.8

South Western Sydney 70.6 71.5 71.2

Sydney 85.2 84.0 84.3

Western NSW 59.0 57.2 54.5

Western Sydney 71.2 72.8 72.4

Factors affecting student retentionFactors affecting student retention

Major research report released in 2004 – Major research report released in 2004 – Staying on at school: Improving student Staying on at school: Improving student

retention in Australiaretention in Australia

Identified several key dimensions to the process of Identified several key dimensions to the process of school completion or early leaving:school completion or early leaving:

– – the the characteristicscharacteristics or attributes of each individual or attributes of each individual studentstudent

– – the the contextcontext in which the individual student is in which the individual student is operatingoperating

– – the the dispositiondisposition of each student towards school of each student towards school completion or early leavingcompletion or early leaving

– – the the outcomeoutcome of the process of the processBooklet pages 8-9


““Statistical modelling of factors affecting retention Statistical modelling of factors affecting retention

at an individual level brings out the impact of at an individual level brings out the impact of

successful learningsuccessful learning on retention ...” on retention ...”

““Failure to establish meaning in the curriculum or Failure to establish meaning in the curriculum or

to build satisfactory teaching relationships reduces to build satisfactory teaching relationships reduces

the possibility of the possibility of successful learningsuccessful learning …” …”

Staying on at school: Improving student retention in AustraliaStaying on at school: Improving student retention in Australia , Executive summary page iii, Executive summary page iii Booklet pages 8-9


““Successful learning … is the most important Successful learning … is the most important

intrinsic motive for staying on at school.”intrinsic motive for staying on at school.”

““The focus of policies aimed at promoting higher The focus of policies aimed at promoting higher

levels of retention needs to be on levels of retention needs to be on the quality of the quality of

programs, quality of experiences and quality of programs, quality of experiences and quality of

learning in schoolslearning in schools.”.”

Staying on at school: Improving student retention in AustraliaStaying on at school: Improving student retention in Australia , Executive summary page iii, Executive summary page iii Booklet pages 8-9

The report also identified The report also identified key areas for action at the key areas for action at the school and system levelschool and system level::

– – Culture of learning and achievement in schoolsCulture of learning and achievement in schools

– – Quality school learning experiences and Quality school learning experiences and programsprograms

– – Ongoing monitoring of student progressOngoing monitoring of student progress

– – Early intervention Early intervention

– – Quality parent communication and participationQuality parent communication and participation

– – School-based student support servicesSchool-based student support services

– – Alternative pathwaysAlternative pathways

– – Monitoring of transition outcomesMonitoring of transition outcomes

– – Return to study and other re-entry programsReturn to study and other re-entry programs

– – Improved careers education and guidanceImproved careers education and guidance

Staying on at school: Improving student retention in Australia, Staying on at school: Improving student retention in Australia, p.153-155p.153-155

Looking at it from the school’s point of viewLooking at it from the school’s point of view

Booklet page 10

Individual student

characteristics

Gender, SES, culture, language, religion, ability, disability etc

Local context

Home and family, peers, local community

State, national,

global context

Demographic, economic, social,

educational conditions etc

Personal life experiences

Positive/negative,constructive/destructive

create

Dispositions and predispositions towards school and work

which play themselves out at school

School characteristics

School climate and culture

Quality of teaching and

learning

Curriculum offerings and

pathways

Nature of student body

School type, size, location

Teaching and support staff

Student welfare and support

Quality of relationships &

leadership

Resources, facilities, policies

School-community

relationships

Ability to influence over

time

Ability to significantly

influence over time

SCHOOL CONTEXT AND

CHARACTERISTICS

STUDENT DISPOSITIONS AND PRE-DISPOSITIONS

PERSONAL CONTEXT OF

EACH STUDENT

The role of the school in long term student engagement and retention

Ability to significantly influence all of the time

Looking at it from the school’s point of viewLooking at it from the school’s point of viewSchool characteristics

School climate and culture

Quality of teaching and

learning

Curriculum offerings and

pathways

Nature of student body

Engagement in school

Engagement in courses of study

Academic and school

achievement

Future plans re: education and

work

Attendance,participation,behaviour,

attitudes towards school/teachers

Application,class participation,class preparation,

homework

Literacy/numeracyproficiency,

academic grades, academic progress

Plans to complete school, do further study, undertake training, get a job, career aspirations

through such indicators as these

which can be affected by

Actions at the school and system level to create positive change

and are reflected in such things as

School type, size, location

Teaching and support staff

Student welfare and support

Quality of relationships &

leadership

Resources, facilities, policies

School-community

relationships


influence all of the time





SCHOOL CONTEXT AND

CHARACTERISTICS

ASPECTS OF ENGAGEMENT AND

PARTICIPATION

INDICATORS OF ENGAGEMENT AND

PARTICIPATION

Looking at it from the school’s point of viewLooking at it from the school’s point of view

What are you going to do with those things you can influence right now?

Actions at the school and system level to create positive change

that can result in

which can then lead to

Positive impacts – Negative impacts – No impact at all

School completion – TAFE or training – Getting a job – Leaving early

Significant influence

and impact

ACTION AT THE SCHOOL AND

SYSTEM LEVEL

POSSIBLE EFFECTS

END RESULT

What the 40 schools said…What the 40 schools said…10 key principles for schools10 key principles for schools

1.1. Aim highAim high– – Establish a strong culture of high expectations, Establish a strong culture of high expectations, high engagement and high achievementhigh engagement and high achievement– – Focus on students, staff and parentsFocus on students, staff and parents

2.2. Plan aheadPlan ahead– – Engagement and retention as a school priority Engagement and retention as a school priority

3.3. Make it a package dealMake it a package deal

4.4. Start early and build strong foundationsStart early and build strong foundations– – Critical role of primary schoolsCritical role of primary schools–– Years 7-10 as a solid platform for future success Years 7-10 as a solid platform for future success – – Quality Teaching, Literacy, NumeracyQuality Teaching, Literacy, Numeracy

Booklet pages 14-16

10 key principles for schools10 key principles for schools

5.5. Offer choice and flexibilityOffer choice and flexibility– – Broad flexible subject choice, including VETBroad flexible subject choice, including VET– – Appropriate subject selection in the first placeAppropriate subject selection in the first place–– Role of technology and partner schools?Role of technology and partner schools?

6.6. Provide personal attentionProvide personal attention– – Whole school focus on personalising educationWhole school focus on personalising education– – Focus on each and every studentFocus on each and every student– – Ensure extensive tracking and data analysisEnsure extensive tracking and data analysis– – Strong welfare and support systems Strong welfare and support systems

7.7. Get them to school – and keep them thereGet them to school – and keep them there– – Extensive monitoring and follow up of Extensive monitoring and follow up of attendanceattendance– – Provide extra-curricula programs and leadership Provide extra-curricula programs and leadership

opportunities that capture their interestopportunities that capture their interest

10 key principles for schools10 key principles for schools

8.8. Develop and support your staffDevelop and support your staff– – Positive staff culture that places students firstPositive staff culture that places students first– – Targeted professional learning and supportTargeted professional learning and support– – Encourage the best from staffEncourage the best from staff

9.9. Make connectionsMake connections– – Strong parent partnershipsStrong parent partnerships– – Links to partner schools, other schools, TAFE, Links to partner schools, other schools, TAFE, business and industry, local communitybusiness and industry, local community

10.10.Keep your eye on the ballKeep your eye on the ball– – Maintain your focusMaintain your focus– – Importance of data, student exit surveys etcImportance of data, student exit surveys etc– – Engage with student voiceEngage with student voice– – Its all the little things that matterIts all the little things that matter

The booklet contains a range of ideas The booklet contains a range of ideas for improving retention in schoolsfor improving retention in schools

Important strategies for Important strategies for Years 7-10Years 7-10

Specific strategies for Specific strategies for Year 10 studentsYear 10 students

Specific strategies for Specific strategies for Years 11-12 at the Years 11-12 at the

whole-school levelwhole-school level

Specific strategies for Specific strategies for Years 11-12 at a Years 11-12 at a

personal levelpersonal level

Plus snapshots of some initiatives Plus snapshots of some initiatives currently operating in schoolscurrently operating in schools

If you are interested in any particular initiative, please contact the school direct

HSC support

Attendance

Expanded curriculum

Traineeships and apprenticeships

Subject selection

Mentors and advocates

Personalised support

Vocational Education

Targeted programs

Students at risk

Student leadership development

Improved engagement and retention

Principals’ workshop activitiesPrincipals’ workshop activities

Activity 1: Identifying the problem areas

1. With the help of the worksheet, examine your school data on retention and identify:

(a) The trends in your retention figures

(b) Major problem areas as reflected in the data

(c) Major problem areas based on your own knowledge of your school.

2. What possible reasons are there for these problems?

3. What year groups and individual students need to be targeted?

4. Group discussion and information sharing

Activity 2: The ten key principles

1. Work through the ten key principles and rate your school against each dot point using the following key:

Yes, we’ve got this fairly well covered

Not one of our strongest points – maybe we could do more in this area?

2. If you had to nominate three of these ten principles as the absolute essential foundation building blocks to successful student engagement and retention, which ones would you choose?

3. Compare your choice with those of the person next to you. Discuss with them the thinking that lay behind your decision.

Booklet pages 14-16

Activity 3: So what about Years 7-10?

1. Work through the list of dot points for Years 7-10 using the following key:

Going really well, we’ve got this covered!

Going OK but we could do more

Not applicable to my situation

Not going well at all!

2. Look at those items you have marked with .Share one of these highly successful strategies with your colleagues.

3. What future action might be required in 7-10? Are these the critical years? Booklet pages 16-17

Activity 4: Year 10 subject selection and transition into Year 11

1. What are the main problems you currently have with Year 10 subject selection and transition into Year 11? List these down.

2. What are you doing right now? How is it going?

Use the worksheet and the following key:

Going really well, we’ve got this covered!

Going OK but we could do more


Not going well at all!

Not doing this but it has interesting possibilitiesBooklet page 17-18

Activity 4 (continued)

3. What do you need to do? Which ideas in the booklet might be of some assistance here?

4. Group discussion: What are some of the things that other schools do really well? What information and resources can you share?

Booklet page 17-18

Activity 5: Action in Years 11-12 at the whole-school level

1. Work through the list of ideas for Years 11-12 at the whole-school level using the following key:

Yes, we already do this and it’s going well

Yes, going OK but could do more


Not going well at all

Not doing this but it has interesting possibilities

2. Group discussion and information sharing – What future action might be required here?

Booklet pages 18-19

Activity 6: Action in Years 11-12 at a personal level

1. Work through the list of ideas for Years 11-12 at a personal level using the following key:

Yes, we already do this and it’s going well

Yes, going OK but could do more


Not going well at all

Not doing this but it has interesting possibilities

2. Group discussion and information sharing – What future action might be required here?

Booklet pages 19-20

Activity 7: So where to next?

1. Examine your conclusions about Year 7-10. What needs to be done?

2. Examine your conclusions about Year 10 subject selection and transition into Year 11. What needs to be done here?

3. Examine your responses for Years 11-12 at the whole-school level. What needs to be done?

4. Examine your responses for Years 11-12 at the personal level. What needs to be done?

5. Use the worksheet to develop an overall statement of what action is required across your school.

engagement?engagement?

participation?participation?

retention?retention?

So where to next to achieve increasedSo where to next to achieve increased

Documents

Supporting successful student engagement and retention in the senior secondary years A collection of practical ideas for school leaders keen to improve