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NSW Aboriginal Education Partnerships


NSW Aboriginal Education Partnerships BUILDING SCHOOL/COMMUNITY CAPACITY Personalised Learning Plans The Ashmont Public School Experience Personalised Learning Plans ... – PowerPoint PPT presentation

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Title: NSW Aboriginal Education Partnerships

  • NSW Aboriginal Education Partnerships
  • Personalised Learning Plans
  • The Ashmont Public School Experience

Personalised Learning Plans NSW
  • In 2004 the NSW Government conducted a Review of
    Aboriginal Education
  • As a result of this review 72 recommendations
    were documented

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A personalised approach to learning will
  • Ensure Aboriginal student engagement in education
  • Provide support to personalise learning outcomes
    for Aboriginal students
  • Develop and foster the home/school partnership
  • Ensure there is an agreed on-going process
    between key stakeholders
  • PLPs foster a strong sense of personal identity
    as successful learners and Aboriginal students
  • Aboriginal students are engaged in learning that
    is personally rewarding
  • All stakeholders can collaborate and strive to
    meet the educational needs of Aboriginal students
  • Require review meetings on a regular basis

Is there a difference between PLPs and IEP/ILPs?
  • Data analysis
  • LST
  • Goals, strategies
  • Health plans
  • Funding
  • Review meetings
  • Parent meetings
  • Ongoing process
  • Stakeholders
  • Evaluation and monitoring
  • Student engagement
  • Learning Support Team
  • PLP
  • Student engagement
  • Planning process
  • Goals, strategies
  • Parent, student, teacher meetings
  • Ongoing process
  • Stakeholders
  • Monitoring
  • Culturally appropriate
  • Student ownership of learning
  • Teachers understanding of Aboriginal Australia
  • Knowledge of student/family backgrounds

Workshop Activity
  • In your table groups list
  • Three positive things about PLPs
  • Three negative things about PLPs
  • Three things you would like to know more about

PLPs ensure learning activities are appropriate
to the students learning needs.
  • Teachers and parents know that in education one
    size does not fit all.
  • Students have individual strengths, needs and
    aspirations, and PLPs will assist us to support
    and guide students in their learning,
    achievements and goals.
  • The evidence is clear on what works in education
  • Having high expectations of students
  • High quality teachers
  • Parental engagement
  • A school culture that promotes and celebrates
    student achievements and opens up opportunities
    for students is essential for the effective
    learning of all students
  • Students are engaged with, and have a real voice
    in their learning.

Engaging parents and carers of Aboriginal
students in the PLP process

Parents and carers of Aboriginal students want.
  • Teachers to have an awareness and understanding
    of cultural issues impacting on Aboriginal
    students in their class
  • High expectations for their children
  • Their children engaged in their learning and
    making connections with learning and life
  • A positive school/home partnership
  • Their children valued and to learn in a
    supportive and challenging learning environment
  • Learning to be explicit and systematic

PLPs provide Aboriginal students with ownership
of their learning and enhance their ability to
achieve high quality outcomes.
  • Students need to know why, and have an
    understanding that, their learning matters
  • Students need to see the connections between
    learning and them as an individual
  • Teachers need to ensure that lessons are linked
    to prior knowledge, cultural backgrounds,
    families and communities
  • Teachers need to have a knowledge of the students
    cognitive, social and cultural background
  • There must be positive interaction between the
    student and the teacher

Things a teacher needs to consider for PLPs
  • Student details including family background,
    attendance, awards, class, home contacts,
    welfare/discipline issues
  • PLPs are an exercise in getting to know students
    and their families
  • The PLP process involves a sharing of intent,
    expectation and aspiration
  • The students Aboriginal Nation, heritage, skin
    group, totem etc
  • Student data related to National / State testing,
    STLA, Counsellor, Individual student reports

  • Medical information allergies, asthma, vision,
    hearing etc.
  • Access to student support e.g. In Class Tutor,
    Behaviour Support, STLA, AEA etc
  • Ensure the PLP is a user friendly document
  • Providing parents with prior knowledge of what
    the PLP process involves and why it is important
    for their child to have a PLP
  • Quality Teaching Quality results for all

  • PLPs involve Parents and caregivers.
  • Make Appointments with the parent/carers
  • Send home a letter/information and AWEs can
    assist in this process
  • Organise a venue either at school or offsite
  • Phone and organise a date, invite parent/carers
    to bring a support person or the AEA or ACLO to
    make them feel more comfortable

  • Provide morning or afternoon tea
  • Offer a child minding service e.g. a primary
    school could utilise Stage 3 students or students
    from a partner High School
  • Have the student show parents some examples of
    their work
  • If this is the first time the parent/carer has
    been to the school give them a tour of the areas
    their child frequents day to day

  • During the Meeting.
  • Be relaxed and friendly, mention that you may be
    taking notes which will form the content of the
  • Focus on the strengths, interests, skills and
    hobbies of the student
  • Collaboratively design some positive, achievable
    goals based on what you have discussed (flexible)

  • Each person at the interview should take on one
    job e.g. the teacher will communicate student
    successes to parents, the parent to ensure that
    their child attends school whenever possible and
    the student will endeavour to achieve the set
  • Set a time frame with a review date and stress
    the importance of the follow-up meeting/s
  • Reiterate to the parents/carers that the PLP will
    be an important document which will confirm the
    stakeholders commitment to improving the
    educational outcomes of their child

  • After the meeting.
  • Contact the parent/carer just to say hello and
    ask if there was anything that the might want to
    add to the PLP which they may have thought about
  • Inform other teachers who teach the student about
    the strengths and interests of the child, they
    can then use the information to help engage the
    student in their classes
  • Teachers ensure that in their classrooms there is
    an emphasis placed on individual student goals
  • At a time close to the review meeting date make a
    phone call and send a note home just to confirm
    the parent/carers attendance

  • At the review meeting give an overview of the
    students progress and if not all goals have been
    met, talk about it and discuss the reasons why
    the goals were not achieved
  • It is vital to stay in touch with the student and
    parents/carers, continue showing interest and
  • Regularly inform parents of the good things their
    child is doing/achieving

In a nutshell..
  • The process has to be positive and achievable
  • It must be non threatening for parents and
    students and not a burden for teachers
  • Dont get caught up in to much educational jargon
    or student data, its the relationship building
    which is most important
  • Determine and agree on 2 maybe 3 achievable goals
  • Document information which is disclosed during
    the interview/s

  • Respect cultural perspectives
  • Identify strategies for parents, the school and
    the student to strengthen the partnership/relation
  • Document the process
  • Monitor and evaluate the process
  • Keep parents informed of what is happening in
    their childs learning

The Ashmont Public School
  • Ashmont PS is a PP3 in Wagga Wagga, NSW
  • School population of 340 with 133 Aboriginal
  • One fulltime AEA 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
  • Full implementation
  • All students involved in the process

Our Successes!
  • Building genuine partnerships with our community
  • Maintaining high expectations of student learning
  • Teacher professional dialogue
  • Identifying areas of student need
  • Establishing child specific teaching and learning
  • Aligning all key stakeholders
  • Lowering absent rates
  • Aligning personalised learning with focuses on
    Quality Teaching
  • Focuses for teacher professional development

Our Successes!
  • Breaking down barriers
  • Providing opportunities on a regular basis to
    continue strengthening the rapport between the
    school and community on a regular basis
  • Engaging parents at meetings and other school
  • Improving communication
  • Flexibility
  • Teachers talking informally to parents outside
    school hours at extra curricular activities e.g.
    weekend football
  • Staff talking more positively about students

  • Convincing all staff that PLPs are worthwhile
  • Maintaining the enthusiasm of both the parents
    and staff
  • Running to a schedule
  • Minimising classroom interruptions
  • Staff development on utilising the PLP proforma
    and interview strategies
  • Ensuring stage appropriate outcomes
  • Flexibility
  • Staff burnout

Or is it ?PLP Partnerships Lifting
PerformancePresentation by Mark CrouchNSW
Dare To Lead Coordinatormarkc_at_apapdc.edu.au
PLP Personalised Learning Plan
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Ashmont Public School Kinderstart
Ashmont Public School Kinderstart
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