Slide 1 by 4w0PG91

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									Leading and Developing

 Personalised Learning
      Plans (PLPs)
 Why are Personalised
  Learning Plans a
       priority?
      Council of Australian
         Governments
           (COAG)

2008 Indigenous Education Action Plan
Towards the development of an
Indigenous Education Action Plan

C.O.A.G. Directed



 MCEETYA Plans




   DEEWR
  Resourced



   Schools
Implementation
  Aboriginal Education Review

In 2004 the NSW Government conducted a Review
 of Aboriginal Education

As a result of this review 72 recommendations were
 documented

The development of Personalised Learning Plans
 was on of these recommendations
                    Goal of the
       Review of Aboriginal Education NSW
By 2012, Aboriginal student outcomes will match or
better outcomes of the broader student population


  Effective Teaching                                       Effective Learning


                             Quality Teaching           Quality learning
    Intellectual quality
      Deep knowledge                                      environment
    Deep understanding
                            Aboriginal Education      Explicit quality criteria
        Problematic                Policy                  Engagement
         knowledge                                      High expectations
    Higher-order thinking            PLPs                Social support
       Metalanguage                                       Students’ self-
                                                            regulation
                                                        Student direction
                                 Significance
                             Background knowledge
                               Cultural knowledge
                              Knowledge integration
                                    Inclusivity
                                Connectedness
                                     Narrative
    Indigenous & non-Indigenous
    student academic achievement


                       NSW - Year 3 -Literacy
                                                      All students




                                                      Indigenous students




0    100   200   300     400     500    600     700   800      900    1000
Workshop Activity
In your table groups discuss:
   What is your schools take on PLP’s?
         Why should we implement PLPs?

         What should a PLP look like?

         What are the critical success factors for the successful
          implementation of PLPs?


 Use the PLP Reflection Tool to assess the
  implementation of PLPs in your school
Is there a difference between PLPs
           and IEP/ILPs?
 IEP/ILP                      PLP
 Data analysis                Student engagement
 Developed by school          Planning process
 Goals, strategies            Goals, strategies
                               Parent, student, teacher meetings
 Health plans
                               Ongoing process
 Funding
                               Ownership by stakeholders
 Review meetings
                               Culturally appropriate
 Parent meetings
                               Student ownership of learning
 Ongoing process
                               Teachers need an understanding of
 Ownership by school
                                Aboriginal Culture/s
 Evaluation and monitoring    Develops knowledge of
 Student engagement            student/family backgrounds
 Learning Support Team        Monitoring
 What does the school’s Aboriginal Education
team need to do before PLPs are implemented?


  Discussion
     In your school teams/table teams discuss this
      question and list your pre-implementation actions

     Now list these actions in sequential order (action
      plan sheets)

     Whole group discussion!
Effective PLPs......
 are based on relationships
            and
engaging parents and carers


So what are some Critical
Success factors.......
                                   Develop
             Positive and          relationships
               friendly

                   RELATIONSHIPS
Raising               MATTER

expectations         DEVELOPING           Achievable
                        REAL
                    PARTNERSHIPS            goals
                    THROUGH PLPs


                      STUDENT           Cultural
                     OUTCOMES           understanding
Simple
                Leadership
documents
and             and                    Quality
monitoring      commitment             feedback
What would/does a
good PLP look like?
In your school teams discuss the sample PLP
format you have been given:

 What are the positive aspects of this PLP format?


 What, if any, are the aspects of this format which
 you would not have in your school PLP?

 Report back to whole group!
A PLP Case Study
Ashmont Public School
 Ashmont PS is a PP3 in Wagga Wagga, NSW

 School population of 340 with 138 Aboriginal students

 One fulltime AEO 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 & 2009
 • Full implementation
 • All students involved in the process
The Successes!
 Building genuine partnerships with our community
 Breaking down barriers
 Maintaining high expectations of student learning
 Positive teacher professional dialogue
 Identifying areas of student need
 Establishing student specific teaching and learning
    strategies
   Aligning all key stakeholders
   Lowering student absence rates
   Aligning personalised learning with focuses on Quality
    Teaching
   Greater focus on teacher professional development
The Successes
 Providing opportunities on a regular basis to continue
    strengthening the rapport between the school and
    community
   Engaging parents at meetings and other school activities
   Aboriginal student outcomes in literacy and numeracy
    have improved and are above the state average for
    Aboriginal students (BST 2007, NAPLAN 2008 & 2009)
   Teachers talking informally to parents outside school
    hours at extra curricular activities e.g. weekend football
   Staff talking more positively about students
   Improving communication between school and home
   Flexibility
The Challenges!
 Convincing all staff that PLPs are worthwhile
 Communicating the PLP philosophy to all stakeholders
 Whole of staff professional development on the PLP process and
  interview strategies
 Identifying and developing the Learning Advisors (high schools)
 Maintaining the enthusiasm of both the parents and staff
 Running to a schedule
 Time for teachers to fit it all in
 Minimising classroom interruptions
 Flexibility
 Transferring PLPs form one educational setting to another e.g.
  primary school to junior high school to senior high school
 Principal and executive must be involved in the process to ensure
  PLPs become part of whole school culture
 Senior executive involvement in PLPs will foster sustainability
PLP = Personalised Learning Plan


        Or could it be?

   PLP = Partnerships Lifting
         Performance

								
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