Developing a Quality Framework for Community Languages Schools

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Developing a Quality Framework for Community
Languages Schools

• Dr Tim Wyatt Dr Bob Carbines
• Erebus International
• Victorian Annual Conference
• 7 July 2007

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On the Journey.

• There is common agreement about the value of a
  Community Languages Schools Quality Framework
  (Octagon)
• The framework contains 8 key dimensions
• Every state/territory except NT has contributed
  to its development
• A draft National Framework has been developed for
  school based trialling

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Community Languages Schools (CLS) Quality
Assurance Framework
Leadership and Governance
Quality Community Languages Schools
Education Community Links
Monitoring Evaluation
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On the Journey.

• The draft National Framework is currently being
  trialled in a sample of 12 Community Languages
  schools in South Australia, Victoria, NSW
• Briefing workshops were held in each of the
  relevant states in the week beginning Monday 4
  June
• Schools are trialling selected dimensions within
  the Framework throughout June-July
• Schools will provide feedback to Erebus in late
  July/early August

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The Outcomes of the Process

• Publication of an agreed National Quality
  Framework for Community Languages Schools
• Provision of professional development in the use
  and application of the Framework later in 2007
• Development of a plan to assist implementation of
  Framework in all Community Languages schools
  nationally over the next 3 to 5 years

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The Draft National Framework

• The contents of the National Framework
• How schools can use the National Framework
  (workshop)

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(No Transcript)
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The Eight Dimensions of the QA Framework

• Student well-being
• Teaching Practice
• Monitoring and Evaluation
• Leadership and Governance
• Family participation
• School/Community links
• Purposeful learning
• Curriculum

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Student well-being The promotion of a positive, safe and secure learning environment that makes educational provision for each student as a unique individual.
Teaching Practice Those strategies undertaken by teachers to maximise student learning outcomes, underpinned by principles of best practice in classroom pedagogy
Monitoring and Evaluation Strategies undertaken to seek and report information in relation to student outcomes and to use this information to enhance ongoing teaching/learning processes and school effectiveness.
Leadership and Governance The practices involved in inspiring school community commitment to student learning and ensuring policies and procedures facilitate effective and efficient school operation
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Family participation The active and meaningful participation of families in all aspects of community language school life.
School/Community links Those relationships with other key stakeholders/organisations that produce reciprocal benefits for student learning in community language schools.
Purposeful learning Authentic learning activities engaged in by students, focussed on their needs, goals and aspirations in relation to the community language being taught.
Curriculum The range of learning experiences, outcomes and appropriate assessment strategies, designed and documented to facilitate student learning in local community contexts.
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Dimension and Elements
Curriculum 1.1 The schools curriculum is understood by teachers and families.
1.2 The structure of the schools curriculum makes provision for age appropriate and realistic student learning experiences.
1.3 The schools curriculum is appropriately linked to the relevant State/Territory curriculum structures and documents.
1.4 The schools curriculum provides for the teaching of the language in appropriate cultural contexts.
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Dimension and Elements
Curriculum 1.5 The schools curriculum is appropriately resourced to promote student learning.
1.6 Structures are in place for monitoring and updating the schools curriculum to ensure that it is reflective of broader curriculum change.
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Element 1.1. The schools curriculum is
understood by teachers and families.

• Pointers
• Teachers planning documentation reflects the
  school curriculum
• Teaching strategies used in classrooms are
  derived from the school curriculum
• Families have been advised about key aspects of
  the school curriculum.
• Teachers regularly discuss curriculum
  implications for teaching the language
• Student assessment strategies reflect the
  objectives of the curriculum

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Element 1.1. The schools curriculum is
understood by teachers and families

• Evidence
• Each teacher regularly uses these sets of
  documents to teach the language.
• Each teacher is programming from the schools
  curriculum in collaboration with other teachers.
• Teachers programming reflects continuity in
  learning across years.
• Teachers are involved in regular professional
  learning/sharing of ideas on curriculum.
• Families regularly help students with homework
  due to their understanding of the curriculum.

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Rating Scale
Always demonstrated To achieve this rating, it would be expected that the School Review Team would agree that the majority of pointers describe the usual practices in the school.
Mostly demonstrated It would be expected that the School Review Team would agree that the majority of pointers describe the usual practices in the school, but there may be some significant exceptions, or some pointers may not be evident.
Sometimes demonstrated This rating would reflect a situation that applied in some cases but not all. For example, the pointers may not be observed in some cases or may not be demonstrated consistently throughout the year.
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Rating Scale
Rarely demonstrated This rating would be appropriate in circumstances where the School Review Team would agree that there is evidence that the pointers are demonstrated in very few instances in the school.
Never demonstrated This rating would be appropriate in instances where none of the pointers for the element describe the practices in the school
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Workshop Tasks

• In small groups
• Read the extracts from the QA Guidelines document
• Discuss how the document could be used at your
  school to enhance current teaching and learning
• Discuss what professional development needs you
  believe the teachers at your school may need to
  work with the QA Guidelines document
• Prepare a brief report to share at the plenary
  session (2-3 minutes)