Docstoc

IMPROVING STUDENT LEARNING AND SCHOOL PERFORMANCE - Schools Forum 2010.rtf

Document Sample
IMPROVING STUDENT LEARNING AND SCHOOL PERFORMANCE - Schools Forum 2010.rtf Powered By Docstoc
					                         MCEECDYA NATIONAL BIENNIAL FORUM 2010
 EDUCATION FOR THE FUTURE: IMPROVING STUDENT LEARNING AND SCHOOL PERFORMANCE

                                            PROJECT SUMMARY

Jurisdiction or sector details:     NT DEPARTMENT OF EDUCATION AND TRAINING

Project Title:                      EVIDENCE BASED LITERACY AND NUMERACY PRACTICES
                                    FRAMEWORK (EBPF)
Key contact details:                Gail Smith
Name                                Manager Middle Years and
Position:                           LIteracy across the Phases of Learning
Division:                           Curriculum, Teaching and Phases of Learning
Address:                     PO Box 4821
Phone:                      Darwin NT 0810
Email:                      08 89994296
                            GAIL.SMITH@NT.GOV.AU
PROJECT SUMMARY (max 500 words)

The Evidence Based Literacy and Numeracy Practices Framework (EBPF) has been developed as
part of the National Partnership Agreement between the Australian Government and the Northern
Territory Department of Education and Training (NT DET). It is one of a suite of initiatives designed to
facilitate improved literacy and numeracy standards for all students, in particular for those who are not
achieving national literacy and numeracy standards, including multilingual students and students with
special needs. As approximately 40% of students in the NT are multilingual students, it is important
that literacy and numeracy programs are evaluated against the degree to which they meet the diverse
English language, literacy and numeracy needs of these students.

The EBPF challenges existing ‘what works’ paradigms by defining the critical features of effective
literacy and numeracy teaching programs instead of seeking the ‘silver bullet’ for literacy and
numeracy improvement. These critical features were drawn from a comprehensive literature review of
recent, relevant large scale studies or meta-analyses on effective literacy and numeracy teaching. It
details important aspects of program design, data and assessment practices, curriculum content,
pedagogical practices and professional learning that should be addressed in an effective program.

The Framework will be used by policy writers, educators in systems and regions and school leaders
to:

    identify literacy and numeracy programs that align with the critical features
    evaluate whole school literacy and numeracy programs
    inform site based professional learning of educators

The system has evaluated a number of programs that are used in the NT as well as the owners of the
programs undertaking the same process. Programs that are assessed positively against the EBPF
are deemed as appropriate for use by NT schools.

While the Framework can assist educators to determine the appropriateness of using a particular
literacy or numeracy program, an additional tool is required to evaluate the extent to which it can be
implemented across the system. That is around scalability of programs, to determine a program's
potential effectiveness and efficiency if scaled up for use at the system level. Programs that are
positively assessed against the scalability framework are identified as those that the system (including
sectors and regions) might choose to invest in.

An Inquiry Circle approach using action learning methodology to inquiry into practice is currently
underway as a trial in Arnhem land and Central Australia using the EBPF to inquire into practice in our
remote and very remote contexts to identify any modifications that are necessary to the generic EBPF.
The critical features and the evaluations available online will assist inquiry into a whole school
approach, individual practice or to evaluate a particular program being used by a school.

The Arnhem literacy numeracy onsite coaches participating in the Inquiry Circles have responded
positively to the EBPF, particularly as it supports schools in their decision making about literacy and
numeracy approaches. The learning from the Arnhem EBPF Inquiry Circle will provide
       the schools and the region with valuable information on which to base improvement efforts
       feedback at the system level to evaluate the EBPF’s context suitability, such as, which
        practices need to take a higher priority (eg team teaching and involvement of
        paraprofessionals in instructional roles) or lower priority in EAL/ESL contexts

For further information on the Evidence Based Literacy and Numeracy Practices Framework visit
http://www.det.nt.gov.au/teachers-educators/literacy-numeracy/evidence-based-literacy-numeracy-
practices-framework

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:9
posted:8/9/2012
language:
pages:2
censhunay censhunay http://
About