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National Statement for Languages Education in Australian Schools National Plan for Languages Education in Australian Schools 2005

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Leading Languages Education A national project to assist the implementation of the National Statement and Plan for Languages Education in Australian Schools 2005-08 – PowerPoint PPT presentation

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Title: National Statement for Languages Education in Australian Schools National Plan for Languages Education in Australian Schools 2005


1
Leading Languages Education A national
project to assist the implementation of the
National Statement and Plan for Languages
Education in Australian Schools
2005-08 "This initiative is funded by the
Australian Government Department of Education,
Science and Training under the School Languages
Programme."
2
  • National Statement forLanguagesEducation in
    Australian SchoolsNational Plan for Languages
    Educationin Australian Schools 20052008
  • MINISTERIAL COUNCIL ON EDUCATION,EMPLOYMENT,
    TRAINING AND YOUTH AFFAIRS(MCEETYA)

3
  • Points to be Considered
  • Political commitment - MCEETYA commitment
  • Through learning languages our students and the
    broader Australian community gain important
    benefits.
  • National Developments Projects (Handout)
  • Addressing many of the issues raised in previous
    years.
  • Indication of progress
  • Implications for school leaders
  • - Jurisdictions and schools need to take into
    account matters relating to quality and provision
    (Localised decision making)
  • Time of Strategic Alignment
  • - Government Education Departments
    Universities Principals Staff Students, the
    Business Sector

4
  • An initial four-year Plan
  • for 2005 2008
  • The Plan focuses on six nationally agreed
    inter-dependent strategic areas.

5
6 Inter-dependent strategic areas
  • Teaching and Learning
  • Teacher supply and retention
  • Professional learning
  • Program development
  • Quality assurance
  • Advocacy and promotion oflanguages learning

6
Advocacy and promotion oflanguages learning
  • Underpinning principle
  • Leadership and advocacy at all levels, including
    high profile community members, educational
    leaders, teachers and students, are required to
    facilitate quality improvement in languages
    education.
  • (Leading Languages Education Project APAPDC)

7
Leadership
  • Tony Liddicoat Languages and School Leaders
    The place of languages in education
  • While some aspects of good programs are the
    province of the language teacher, many depend on
    school leadership. In fact, school leadership has
    been identified in many studies as the crucial
    variable in the success or failure of a language
    program. (Anthony J. Liddicoat University of
    South Australia)
  • 2. ACSSO Languages Study
  • a strong sense already shaping up that
    strategic leadership from the Principal is an
    essential fulcrum point in a successful,
    (participative, interactive, effective) Languages
    Education program. (Source Rupert Macgregor
    ACSSO)
  • 3. MLTA
  • The role of the principal is pivotal in
    determining the success of a Languages program.
    (Melissa Gould-Drakeley - President of MLTA of
    NSW)
  • Dr Phillip Mahnken University of the Sunshine
    Coast (2006) School principals are utterly key
    motivators for languages. If they do not visibly
    endorse it, talk it up, promote it as a
    discipline that lifts childrens literacy skills
    and cultural awareness, it does not do well.

8
Leadership/Lead-a-shipLeading the Learning -
Principals
9
  • The Leading Languages Education Project
  • A Professional Learning project aimed at
    principals and school leaders.
  • The focus is leadership.
  • This project aims to promote greater awareness
    and deeper understanding among principals and
    school leaders of

10
  • The nature of languages education and the
    significant role it can play in preparing
    students for life and work in the 21st Century
    (IcLL)
  • Factors contributing to effective sustainable
    languages programmes
  • Action at the national level to support languages
    education (MCEETYA Working Party, strategic
    national projects under the SLP and AGQTP, ELTF,
    ACSSO)

11
  • Project Components
  • Face-to-face forums in states territories
  • 2006 ACT (2 Nov) SA (3 Nov) Vic (15 Nov) Tas
    (16 Nov)
  • 2007 NSW, NT, Qld WA
  • A webpage
  • Electronic and print communications.

12
Forum Outcomes
  • Principals and School Leaders attending the
    state and territory forums will
  • be informed about Intercultural Language
    Learning
  • be provided with current information about
    languages in their state and territory
  • be informed about national developments in
    languages teaching and learning
  • hear from colleagues about what works and
    how it works in their schools
  • have an opportunity to discuss issues related
    to languages programmes in schools.

13
APAPDC L5 Frame
  • A School Languages Leadership
  • Checklist/Tool
  • A work in progress!
  • FEEDBACK

14
  • APAPDC L5 Frame Building Leadership in
    Australian Schools
  • Leadership starts from within
  • Leadership is about influencing others
  • Leadership develops a rich learning
    environment
  • Leadership builds professionalism and
    management capability
  • Leadership inspires leadership actions and
    aspirations in others
  • (Handout)
  • (Australian Principals Associations Professional
    Development Council)

15
Leadership starts from within
  • Critical Questions
  • Why do I believe that language learning is
    important to the education of young people?
  • How will I prioritise it among the rest of my
    work?
  • (Joan Daltons I Teach walk the walk talk
    the talk.)

16
Leadership is about influencing others
  • Critical Questions
  • Who are the key players I need to influence to
    establish and sustain languages education in my
    school (such as in-school community,
    out-of-school community, system level and
    cultural associations)?
  • How can I do this most effectively for each of
    these key players?
  • (Advocacy and promotion of languages learning)

17
Leadership develops a rich learning environment
  • Critical Questions
  • What does a rich learning environment look and
    feel like for a school committed to languages
    education? (Staff/Students/Families)
  • What does good language teaching look like?
  • What resources need to be allocated to establish
    sustain languages education in the school?
  • How will we know that we are being successful in
    developing a rich language learning environment?
  • (Teaching Learning)

18
Leadership builds professionalism and management
capability
  • Critical Questions
  • What systems are in place to ensure the
    maintenance of languages education in the school?
  • How do we encourage and support language teachers
    to engage with language teachers professional
    association?
  • How do we encourage and support language teachers
    to contribute to professional networks?
  • How do we ensure quality outcomes?
  • (Sustainability Issue/Teacher Supply
    Retention/Professional Learning)

19
Leadership inspires leadership actions and
aspirations in others
  • Critical Questions
  • What opportunities are there for inexperienced
    language teachers to be supported by more
    experienced, successful teachers, either from in
    or outside your school?
  • How are staff achievements acknowledged and
    celebrated?
  • How does the leadership team demonstrate that
    languages education is important?
  • What opportunities are languages teachers given
    to take leadership actions?

20
WORKSHOP YOUR TURN!
  1. Focus QuestionsOne per table- Discussion
    Feedback
  2. The L5 Frame for Leading LanguagesFeedback
  3. The Challenges for LeadersAn Exercise
    (Reality/Hypothetical) As a Principal who is
    about to or who has implemented a Language
    Program at your school list the 5 most important
    factors for successful implementation on the
    paper provided. (Name School)
  4. Evaluation Form

21
  • ASPA/ACEL Conference Workshop Feedback
  • Implications Issues
  • Quality Staff
  • Qualified Staff
  • Leadership
  • Rural Schools isolation effects
  • Importance of commitment of parents to learning
    languages
  • Importance of commitment of teachers other than
    Language teachers to learning languages
  • KLA competition in secondary sector
  • The isolation of Language teachers in schools
  • Need to develop language understanding across the
    curriculum by all staff
  • Leaders understanding of integration and
    immersion as critical aspects of learning to
    overcome problem of Languages being seen as
    one-off learning experience
  • Transition between sectors is important in
    sustaining students engagement with learning
    languages
  • Silo effect of KLAs in secondary sector.

22
REMINDERS
  • Leading Languages Education Forums- State
    Territory flyers
  • Leading Languages Education Website
  • ACSSO Surveyhttp//www.questionpro.com/akira/Take
    Survey?id525017

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28
  • Nothingness
  • (by Aharon Amir translated from the Hebrew by
    Abraham Birman)
  • I woke up at night and my language was gone
  • No sign of language no writing no alphabet
  • Nor symbol nor word in any tongue
  • And raw was my fear like the terror perhaps
  • Of a man flung from a treetop far above the
    ground
  • A shipwrecked person on a tide-engulfed sandbank
  • A pilot whose parachute would not open
  • Or the fear of a stone in a bottomless pit
  • And the fright was unvoiced unlettered unuttered
  • And inarticulate O how inarticulate
  • And I was alone in the dark
  • A non-I in the all-pervading gloom
  • With no grasp no leaning point
  • Everything stripped of everything
  • And the sound was speechless and voiceless

29

Contact Details Dennis Flannery E
flanvase_at_iimetro.com.au PH (02) 62543190
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