MCEECDYA NATIONAL BIENNIAL FORUM 2010
EDUCATION FOR THE FUTURE: IMPROVING STUDENT LEARNING AND SCHOOL PERFORMANCE
PROJECT SUMMARY
Jurisdiction or sector details: WESTERN AUSTRALIA
Project Title: LITERACY AND NUMERACY PILOTS
Key contact details:
Name LINDA MARKOVIC
Position: PROJECT MANAGER
Division: DEPARTMENT OF EDUCATION
Address: 151 ROYAL STREET, EAST PERTH, WA 6004
Phone: +61 8 9264 4752
Email: linda.markovic@det.wa.edu.au
Overview
Western Australian schools are focused on closing the achievement gap for students in literacy
and numeracy.
The literacy and numeracy pilots are key reforms funded by the Australian Government to
accelerate progress towards the COAG literacy and numeracy targets, particularly for low socio-
economic status (SES) school communities and disadvantaged students.
The Department of Education, the Association of Independent Schools of Western Australia and
the Catholic Education Office of Western Australia are working in partnership with universities
and the Australian Government to promote evidence-based decision making for literacy and
numeracy teaching and learning programs that will contribute to making every student
successful.
The Case Management and Targeted Intervention for the Training and Deployment of
Paraprofessionals (and pre-service teachers) in Classrooms pilot involves Education Assistants
and Aboriginal Islander Education Officers from seven public schools and 20 pre-service
teachers from Edith Cowan University. This project provided targeted support and professional
learning for paraprofessionals (Education Assistants and Aboriginal Islander Education Officers
and pre-service teachers) to improve the literacy and numeracy learning outcomes of low
achieving student students.
Focused Intervention in Early Literacy Development is a collaborative project between eight
Independent schools and Edith Cowan University. This initiative aims to improve the literacy
skills of children in pre-primary providing strategies for teachers and education assistants to
improve student literacy skills and encourage support from their homes.
The Catholic Education Office is working with the Australian Catholic University to implement
two pilots. The Bridging the Numeracy Gap pilot project aims to improve numeracy outcomes
through the implementation of the Early Years Intervention Program, Extending Mathematical
Understanding (EMU) for students identified as being vulnerable in their mathematical
learning. The project involves developing relationships with identified isolated Aboriginal
communities, for the purpose of collaboratively designing and implementing strategies to
improve mathematical learning. These strategies are also informed by Extending Mathematical
Understanding learning and teaching principles.
The second pilot, Leading Aligned Numeracy Development (LAND), focuses on aligning
effective teaching, leadership and system support to improve student learning outcomes. The
LAND Project provides professional learning and onsite support to school leadership teams
across two dimensions: numeracy pedagogy and educational leadership, to influence student
achievement in numeracy.
All of the pilot projects recognise the importance of strong partnerships between dedicated
teachers and principals, parents and carers, and the broader school community.
DEPARTMENT OF EDUCATION PILOT:
Case management and targeted intervention for the training and deployment of
paraprofessionals (and pre-service teachers) in classrooms
Background
This pilot explored case management and literacy and numeracy interventions for low
achieving students through enhanced training and deployment of paraprofessionals (Education
Assistants and Aboriginal Islander Education Officers and pre-service teachers) in primary
classrooms.
The paraprofessionals were provided with targeted literacy and numeracy professional
development designed to expand their professional knowledge, skills and understandings in
implementing literacy and numeracy interventions for low achieving students under the
direction of classroom teachers.
Seven Western Australian public primary schools participated in the pilot, Baler, South
Hedland, Gwynne Park, Grovelands, Balga, North Balga and Warriapendi.
Phase 1 of the pilot commenced in September 2008 with conceptualising the operational
aspects of the pilot. The preparation and planning for school implementation was
completed by 31 January 2009.
Phase 2 commenced in February 2009 with induction and planning meetings held with the
school principals and staff from Edith Cowan University (ECU). Full implementation started
at the beginning of Term 2 in May 2009. Phase 2 was completed Term 3, 2010.
Phases 1 and 2 included the delivery of a targeted and customised literacy and numeracy
professional learning program for the paraprofessionals. The paraprofessionals were further
supported through the provision of literacy and numeracy resources, regular coaching visits
and advice from school-based literacy and numeracy specialist teachers.
Twenty-nine (29) Education Assistants (EAs) and Aboriginal Islander Education Officers
(AIEOs) and 20 pre-service teachers (PSTs) in their third year of training at ECU, commenced
the pilot in 2009. By June 2010, 23 EAs (including six AIEOs) and 6 PSTs remained in the
pilot. The EAs and AIEOs worked with 75 students across Baler, South Hedland, Gwynne
Park and Grovelands primary schools and the six PSTs worked with 22 students across Balga,
North Balga and Warriapendi primary schools.
Research Findings
Feedback from the pilot shows the paraprofessionals have:
improved in self-efficacy and confidence to implement highly focused literacy and
numeracy learning interventions for low achieving students;
enhanced learning and teaching understandings and application of literacy and
numeracy resources including the First Steps Reading resources and improved in their
collaborative conversations with teachers; and
broadened their range of instructional strategies and ideas to motivate and engage the
target students.
The schools involved in the pilot trialled different ways to deploy the paraprofessionals,
aligning the way they worked with their professional capacity, the local school contexts,
and the learning needs of the targeted students. As the EAs and AIEOs broadened their
instructional repertoire and demonstrated expertise to support student learning in literacy
and numeracy, school leaders and teachers gave them increasingly more responsibility to
case manage student interventions.
The PSTs deployment models varied in teaching time, the nature of teacher collaboration
and working with students either inside or outside the classroom.
Use of the Action Learning Cycle assisted the EAs, AIEOs and PSTs to engage in professional
dialogue with teachers around literacy and numeracy instruction. EAs and AIEOs tracked their
progress and learning, by documenting their application of ideas gained from the professional
learning sessions and reflecting upon case management approaches. The PSTs received regular
feedback during coaching sessions to enhance their teaching practice from schools-based
specialist staff and the pilot project officers. The feedback tool used with the PSTs was based
on the Australian Teaching Standards and the Classroom Literacy Observation Schedule-Revised
Framework.
As a pilot partner, ECU evaluated the range of literacy and numeracy interventions used by
PSTs and the learning gains made by the target students and through the use of different
case management approaches.
Pilot artefacts
A pilot handbook was developed in 2009 for the pilot participants. This document provides
detailed information about the different roles and responsibilities of the pilot participants.
The seven school vodcasts recently developed will be used to showcase the pilot work in
accordance with the pilot outcomes.
Certificates have been awarded to participating paraprofessionals and school staff in
recognition of their dedication, hard work and success.
Dissemination of findings, special forums and events
The Western Australian Institute of Education Research Forum was held in August 2010 and
pilot representatives shared early research findings and gained feedback about the model
and evaluation approach in the context of contemporary education research. This event
provided an opportunity to forge links with other educational research in Western Australia.
The Western Australian Literacy and Numeracy Pilots Forum, held on the 1 September 2010 as
part of National Literacy and Numeracy week, was a collaborative effort by all education
sectors. The pilot schools, their partnering universities and sector representatives shared pilot
research findings with colleagues from the Literacy and Numeracy and Low SES National
Partnership schools. The event brought participants, school staff and central and district office
staff together to discuss evidence based approaches and successful practice that improves
students’ literacy and numeracy results.
ASSOCIATION OF INDEPENDENT SCHOOLS OF WESTERN AUSTRALIA PILOT:
Focussed Intervention for Early Literacy Development (FIELD): a partnership between DEEWR,
Association of Independent Schools in WA (AISWA) and Edith Cowan University (ECU).
Introduction
The aim of the FIELD pilot is to improve literacy standards of children in pre-primary
classrooms. FIELD is a two-year literacy project: Phase One within metropolitan schools; and
Phase Two with schools in remote and regional areas of Western Australia. During this two-
year period a resource package is being produced. Designed for early childhood educators the
resource consists of a book and a CD which guides literacy development in pre-primary through
the cycle of assessment, planning, teaching and reflection. The resource produced at ECU is
expected to be published by the end of 2010 ready to go into schools at the beginning of the
2011 school year.
Overview of the pilot
The FIELD pilot was launched at the end of 2008. During 2009 it provided all teachers and
education assistants in participating pre-primary classes, a mentor for contextual development,
guest speakers for professional development, plus community and school support. Total
number participating at the beginning of the 2009 year was 248. This was made up of 208
children, 11 teachers, 10 EAs, 8 mentors, and 10 school leaders.
One mentor (literacy consultant/researcher from ECU) was assigned to each of eight
participating metropolitan schools throughout Phase One of the pilot. Each mentor visited the
school as required to assist staff with assessment strategies for focused planning and teaching
of literacy, and reflective practices within the pre-primary settings. Home/school relationships
formed an important part of the implementation of FIELD with specific sessions for parents
being presented by mentors in some of the participating schools.
During Phase One, student data was gathered at the beginning and end of the year using the
Longitudinal Literacy and Numeracy Survey (LLANS), teacher made assessments, teacher
professional judgment and a variety of commercial tools. Other data to inform the results of
FIELD came from surveys completed by teachers, education assistants, leaders and mentors.
FIELD Phase Two overlapped FIELD Phase One as teachers and schools leaders in remote and
regional area were invited to join the early intervention process. Thirteen more schools then
became involved albeit in a less intense manner. Professional development and an introduction
to the resource package have been provided during two sessions in the Kimberley region during
2010.
The resource
The resource pack mirrors work done during the FIELD project and is supported by professional
learning, specific strategies and resources. It is designed to reflect the professional activity and
decision making processes that are undertaken in everyday teaching and learning programs.
Starting with knowledge and understanding that children bring to school, it has been designed
to enable teachers to work in ways that are most beneficial to children in their classroom. The
model of the resource begins by recognising the influence of the family and community in a
child’s language acquisition and literacy development. It also recognises the need for authentic,
culturally sensitive emergent and early literacy assessment practices; goes on to address
classroom practices, evaluation, and planning; encourages developing networks for
professional learning and sharing; and provides ideas and encouragement for reflective
practices.
Outcomes: students, teachers and sustainability
At the end of Phase One student results demonstrated significant literacy growth. Further,
teachers presented to peers and an invited audience, their overview of the year. This indicated
growth in professional knowledge, efficacy and confidence, as a result of the FIELD. So as not
to lose the FIELD momentum of improvement in pre-primary literacy practices and being
mindful of sustainability, AISWA continues to make professional development, and in-school-
assistance available not only to the original FIELD participants but includes assisting schools not
involved in the initial pilot.
CATHOLIC EDUCATION OFFICE OF WESTERN AUSTRALIA PILOT:
Bridging the Numeracy Gap for Students in Low SES and Indigenous Communities: a
partnership between DEEWR, Catholic Education Office of Western Australia, Victorian
Diocesan Catholic Education Offices of Ballarat, Sale and Sandhurst and Australian Catholic
University National.
The Bridging the Numeracy Gap for Students in Low SES and Indigenous Communities (BTNG)
pilot aims to significantly improve and sustain improvement in numeracy outcomes for all
students in low SES and Indigenous communities. The pilot is a transcontinental partnership
between the Catholic Education Offices of Western Australia, Ballarat, Sale and Sandhurst and
Australian Catholic University.
The BTNG pilot comprised two parts; Part A involves the implementation, evaluation and
refinement of a mathematics intervention strategy for mathematics learning (the Extending
Mathematical Understanding (EMU) Program) embedded in a systemic whole school approach
for improving learning outcomes in low SES schools.
Key approaches used to improve mathematics in this Pilot which are having an effect in Part A
schools are:
Classroom teachers administer a one-on-one interview based mathematics assessment
using the Early Numeracy Interview and associated framework of growth points.
Each school has a trained specialist teacher to assist teachers to use this data to guide
instruction and curriculum development at individual, class and whole school levels.
Implementing the Extending Mathematical Understanding intervention program in the
second year of formal schooling to provide intensive specialised instruction for students
who are mathematically vulnerable.
Part B of the Project involves developing relationships with identified low SES isolated/rural
communities and Aboriginal communities, for the purpose of together designing and
implementing strategies to improve mathematical learning. These strategies are also informed
by Extending Mathematical Understanding learning and teaching principles.
Effects in Part B schools are:
Classroom teachers administer a one-on-one interview based mathematics assessment
using the Early Numeracy Interview and associated framework of growth points.
Each school has a trained key teacher and key aboriginal teaching assistant to assist making
connections for numeracy in the school and community.
CATHOLIC EDUCATION OFFICE OF WESTERN AUSTRALIA PILOT:
The Leading Aligned Numeracy Development (LAND) Project: a partnership between DEEWR,
Catholic Education Office of Western Australia and Australian Catholic University National.
The Leading Aligned Numeracy Development (LAND) project is a co-operative undertaking
between the Australian Catholic University and Catholic Education Offices of the South
Australia, Northern Territory and Western Australia, designed to identify effective ways of
improving outcomes for students in low SES school communities. Eight schools from remote
parts of the Kimberley, as well as from metropolitan Perth are involved in the project.
The LAND project is founded on the premise that attention to both the numeracy and
educational leadership dimensions is needed to bring about sustained and transformational
change in student learning achievement. The project is being supported by the Australian
Government as part of the National Action Plan for Literacy and Numeracy.
The LAND project brings together two important dimensions that influence student
achievement in numeracy:
1. the identification, development and support of effective teaching and student learning
achievement in numeracy; and
2. the educational leadership exercised in and between the Tri-Level System of classrooms,
schools, and central offices to align purposes, priorities, policies, programs, organisational
arrangements and community relationships in order to spread and sustain effective
practices in numeracy teaching and learning.
The four themes that guide the pilot are:
characteristics of effective teaching and learning for numeracy development;
development of teacher pedagogical content knowledge and school-wide pedagogy in
mathematics;
school and system transformation – sustaining quality teaching and student achievement in
numeracy through building alignment within and between the Tri-Level System; and
Tri-Level System leadership, practices and development
Professional Development Events and onsite consultancy support within the LAND framework
have enabled the school LAND leadership teams to explore effective numeracy practice
identified through case studies within the Early Years Research Project and align these with the
current practice in their own classroom and across the wider school.
Through onsite consultancy support from the Catholic Education Office of Western Australia
the leadership teams are engaging in a process of analysing school and system data. They are
exploring what is currently happening within their school, identifying a focus and embarking on
an action cycle to refine pedagogical content knowledge.
Discussions, investigation, actions and reflection relating to the teaching of maths, occurs
through - professional learning community meetings, observing colleagues teaching followed
by engaging in professional dialogue about practice observed - exploring models of practice and
setting these in place across the whole school.
The value of a whole-school approach to numeracy development arising through shared
planning is being seen in improved numeracy outcomes. Schools have focused on Dedicated
Mathematics Time, effective use of resources, analysis of student achievement data and
engagement with the community as strategies that have benefited students in both the Perth
Metropolitan and Kimberley clusters.
Concluding Statement
The Literacy and Numeracy Pilots research, to date, has highlighted a number of improvements
in current practices relating to the improvement of student literacy and numeracy standards.
Self-efficacy and confidence in teacher and education assistant practice are two common
improvements across all projects. Collaborative conversations, mentoring, leadership support
and professional learning opportunities both offsite and onsite have all contributed to
increased professional knowledge and pedagogical understanding.
Additionally, a whole school approach to sustained improvement in student literacy and
numeracy outcomes has resulted in the effective use of resources, analysis of student
achievement data and student engagement.
Links between school, home and the wider school community have contributed to an
improvement in student achievement and an enhanced ability to make connections for student
learning.
These pilots are funded by the Australian Government Department of Education Employment and Workplace Relations
(DEEWR) – Improving our schools National Action Plan for Literacy and Numeracy