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We offer Free - No Obligation discussions • No administrative burden & Guaranteed financial returns to your school • No Staff or Volunteer problems KATRON 4462 • Increased menu selection • One Stop catering for meetings • Excellent (audited) hygiene standards • Many sites already throughout SA & Victoria Contact Mark White Mobile: 0438 886 037 Tel: (08) 8363 4655 Fax: (08) 8363 4755 Email: firstname.lastname@example.org “Meeting standards, Exceeding expectations” Vol 6, No 1, January 30, 2003 Publication for Department of Education and Children's Services INSIDE XPRESS Targeting truancy Students who ‘wag’ school are the students missing that much school- package, written by a special Ministe- Some of the innovative ap- target of a State government plan ing are at risk of not achieving their rial Task Force on Absenteeism, pro- proaches already adopted by schools aimed at reducing the number of stu- educational, social or psychological vides practical information to support to address truancy include: dents who skip school by finding the potential. schools in recording, reporting, analy- • Lincoln Gardens Primary best means to keep them in the class- “We want to give these students sis and planning. School: an 8.30am Breakfast Pro- room. greater support and incentive to keep “I expect each school to outline in gram which has had a significant Premier Mike Rann and Education attending school and pass on the mes- their action plans a process of how they impact on attendance and punctu- Minister Trish White released the At- sage that education is the gateway to will deal with poor student attendance, ality; Giving the tendance Improvement Package earlier this month, a resource kit to assist further success.” particularly when students have been • Port Adelaide Primary School: established the Purliana Inabarendi The release of the package coincides absent for more than 10 days a year,” elderly a schools to find ways of motivating stu- dents to attend school. with the start of back to school prepa- rations across the State which for the she said. “Schools will also be expected to re- (Stars Working Together) Club on a Friday – the day with the poorest Mr Rann said he wants and expects first time includes the historic rise in port attendance data in their annual attendance - to encourage students helping hand all State schools to have Attendance the school leaving age from 15 to 16. reports from 2004. to come to school; and Improvement Plans in place by next “The reason we want to keep stu- “One of the most useful elements of • Morphett Vale High School: PAGE 3 year. dents in school or in some form of the package is a list of case studies of have a plan to reward students with “Addressing truancy in our schools training for an extra year is to keep schools that have successfully reduced good attendance records with is one of the Government’s immedi- them learning, stimulated and in- their rates of truancy. vouchers entitling them to discounts ate priorities in education,” he said. volved - and working towards a job “The causes of truancy differ from stu- at local businesses. “Being absent five days a term from in which they are interested,” he said. dent to student. Because of this – no “The package is intended as a guide reception to year 10 adds up to more “The longer students stay at schools one solution will fit. only and individual schools will than one year of school missed by a these days, the greater their future op- “That’s why its important to have a work with their communities to de- student. portunities.” range of successful ideas for schools to velop plans that are responsive to “That is far and away too much and Minister White said the truancy consider.” local needs,” Ms White said. Healthy World trip for robot boost Students at Port Wakefield creations Primary School are being given a healthy kickstart PAGE 5 each day thanks to a new eating program under way at the site. Following the success of the Kids Eat Fresh program run by the Department of Human Services and Adelaide Pro- duce Market, Port Wakefield Primary School principal Les Johnson said the school would this year fund a similar program. Under the Kids Eat Fresh program, Port Wakefield Pri- mary School last year won $200 in funding to provide Talking about the school’s 65 students with fruit and vegetable snacks for one term. the art of “The outcomes were such that we can justify funding it teaching ourselves on a trial basis this year,” Les said. All set for a healthy snack are Kayla Anderson and Julian Yeates along with other reception to SPOTLIGHT • continued page 7 year 2 students at Port Wakefield Primary School. A Teachers place is in the classroom, not in the bank. At Satisfac, the Teachers Credit Union, we know that you simply don’t have the luxury of taking an extra hour or two off so you can apply for a loan or discuss an investment at the bank. That’s why our Mobile Managers keep going back to school. They not only make regular school visits to talk to groups of teachers about Satisfac’s services, but also meet individual teachers to discuss their personal finance, banking and insurance needs. So if you’d like a personal appointment with a Satisfac Mobile Manager at school, or after hours at your home, call us! Satisfac 1 Ph: (08) 8202 7699 or 1800 018 227 from country SA Satisfac Direct Credit Union Ltd. ABN 36 087 651 232. 151 South Terrace Adelaide 5000 www.satisfac.com.au 2 xpress Vol 6, No 1, January 30, 2003 Xpress The newspaper of the Department of A feast of bush tucker Bush tucker was on the menu at Christies Education and Beach Primary School last term, with a unit Children's Services. of work on the food and an emphasis on en- terprise and tourism. Managing editor The unit of work, for year 4/5 classes, culmi- Renae Borgas nated in the opening of a Kaurna Foods and tel: 8226 1011 Other Bush Tucker Café, where students pre- pared, cooked and served food to invited guests. Journalists All present at the café opening, in November, Charmaine Newton were presented with a cultural feast including tel: 8226 1532 dance, stories and bush tucker. The meals offered on the three-course menu Lynne Hare included: kangaroo kebabs marinated in pa- tel: 8226 0942 prika, wattle seed and aniseed myrtle, fillet of Gabrielle Hall fish baked with lemon myrtle and blood limes tel: 8842 6680 (Clare) and wattle seed pavlova. Year 4/5 teachers Di Hume and Karyn Giles Email said the focus on bush tucker and Indigenous email@example.com culture was made possible by a grant from the Multicultural Education Committee. Editor Xtra Di and Karyn said initially students took part Claire West in a walk around the local area gathering data to determine whether a new café would be vi- For information, see able. page 2 of centre section Students spoke to a local councillor about building rules and regulations and an architect ADVERTISING about developing a café. KRL Media Services The classes also worked with Department of tel: 8231 5433 Education and Children’s Services and Indig- fax: 8212 1238 enous staff on the project. Di and Karyn said students participated in ex- Postal address cursions to Aldinga Scrub, Morialta Falls and Department of Educa- the Botanic Gardens to gather information tion and Children's Services about bush tucker. Public Relations Unit Students were also taught songs and dances GPO Box 1152 suitable to use as entertainment in a restaurant ADELAIDE 5001 setting. Fax: 8226 1605 Principal Pam Kent said students were in- Courier R 11/21 volved in decision making in all aspects of the project from choosing a location of the café and selecting building designs, to the presentation Parents were among those invited to the bush tucker café launch at Christies Beach Pri- DISTRIBUTION of entertainment. mary School. Pictured were Ruth Lewis and Estelle Hall. Every departmental staff member receives a copy. For distribution enquir- ies, call 8234 0140. SUBSCRIPTIONS New site for Peterborough pre-school Staff on leave or ex- change, relief teachers Peterborough Community Pre-school will be where this project can proceed. be services from basically birth to year 7 on the and general readers can relocated to the Peterborough Primary School “Officers from the Education Department one site,” Kaye said. subscribe to Xpress. See this year. have visited the kindergarten and school to “A large majority of our families live on that subscription forms in Education Minister Trish White has approved inspect the sites and finalise arrangements for end of town and being on one site will have this issue. the relocation as part of a $445,000 project this project with the community. advantages for them. which will provide a new facility for up to 40 “It is planned to upgrade an existing building “There will also be advantages for the rural children and will include activity areas, a with- at the primary school and build on for extra children who catch school buses, the school NEWS AND VIEWS drawal room, child and staff toilets and a fenced space, as well as creating a fenced activity area dental clinic will also be just across the road Manuscripts can be sub- mitted on IBM compat- outdoor play area. and car park.” and there will be access to some of the school ible 3.5 inch floppy disk Ms White said the new site would provide the Peterborough Community Pre-school director resources such as the computer room, library, with manuscript copy. Peterborough community with a centrally-lo- Kaye Meaney has welcomed the announce- junior primary classes and any visiting perform- Our software is cated education and care facility. ment. ances. Microsoft Word 97. “In particular, it will make the kindergarten She said with kindergarten, playgroup, occa- “There will also be benefits for the staff. With Please include title and more accessible to families, many of whom live sional care and primary education services co- the SACSA (South Australian Curriculum work location and phone some distance from the current kindy which is located, there would be numerous benefits for Standards and Accountability) Framework number. situated on the edge of the town,” she said. the local community. across the year levels we will be able to work “This is an important project for the town and “It will be a one drop education stop for about with junior primary staff in an exchange of ex- EDITORIAL POLICY I am pleased that we have now reached a point 80 per cent of our families because there will pertise.” We cover as wide a range of the department's serv- ices and projects as pos- Welcome back to the ate more flexible pathways connected and networked rector, Strategic Human sible. Preference is given to news from sites or services not covered in previous issues. 2003 school year. I hope you have enjoyed a restful break and are ready for an exciting and challenging and provide students at senior secondary level with increased choices for their future. C E' S organisation with a culture that is based on a clear set of values and ethical stand- ards and which values peo- Resource Management and Organisation Development to head up the new Office of People and Culture. column year ahead. • Dissemination of an At- ple and their contributions. The selection of the ex- Please keep articles brief. Substantial preparations tendance Improvement The following three of- ecutive director, Schools The average length is have been made to ensure Package early this term to fices will manage our busi- and Children’s Services 300 words. Publication a smooth start to the year support sites in helping stu- ness with a clear service who will lead the Office of fees are not paid. and I would like to thank orientation aimed at deliv- Learning and Service De- dents, parents and all staff for their coopera- caregivers to understand ering responsive and im- livery is underway and an Articles may be edited tion and dedication in the importance of regular, proved services to sites: appointment will be an- to fit available space and to conform to house style. managing this important daily attendance at school. • Office of Business Im- nounced shortly. Advertisements appear- task. • Provision of materials provement and Strategic These appointments and ing in Xpress and Xtra During 2003 we will be and lesson plans for teach- Financial Management the finalisation of arrange- are not necessarily en- implementing a number of ers to use in the classroom, • Office of People and ments for the new offices Government priorities and starting with primary ter outcomes for students. Culture will ensure that we are dorsed by the depart- • Formation of a forum of ment. other initiatives to im- Mathematics and English. • Office of Learning and focussed and ready to meet prove outcomes for all chil- While the results from the leaders from schools and Service Delivery. the challenges ahead. No responsibility is ac- dren and students in our State literacy and numeracy children’s services to work As you may know, Mr Again I welcome you back cepted for the accuracy schools and preschools. testing program are show- closely with me in develop- Gino DeGennaro has al- and look forward to work- of information or claims These include: ing a general improvement, ing strategic directions for ready taken up the position ing with you to achieve the made in any advertise- • Allocation of the addi- we need to capitalise on the department. of executive director, Busi- highest possible standard of ments. The views ex- tional 160 Junior Primary this. The work from the Following substantial sys- ness and Resource Manage- learning for all children pressed in articles are teachers to strengthen pilot curriculum project is tem-wide consultation, I ment and leads the Office and students in 2003. not necessarily those of learning outcomes and re- a common sense approach have begun the realign- of Business Improvement the department. duce class sizes in the early to supporting teachers with ment of State Office to and Strategic Financial years. their daily programming strengthen our capacity to Management. DEPT WEBSITE: • Implementing the Age and planning under the support schools and I have appointed Ms http//:www.decs.sa.gov.au/ 16 legislation and Futures SACSA Framework and preschools through the Margery Evans to the De- Steve Marshall Connect initiative to cre- will ultimately lead to bet- creation of a highly inter- partment as executive di- CHIEF EXECUTIVE Vol 6, No 1, January 30, 2003 xpress 3 New faces for Charity links DECS Students at Port Augusta Secondary School are helping boost the profile of young people in their community and science and they are willing to do things for their community.” As a result Elderly Help was created. Two new faces have been building links with the elderly at the same Last year five groups of students tidied up appointed within the Depart- time. 50 gardens in Port Augusta over two days, ment of Education and Chil- It is part of an annual school program offering a free service to the elderly and disa- dren’s Services. known as Elderly Help where students go bled and undertaking chores such as weed- Gino Degennaro has been to the homes of local elderly and disabled ing, mowing, moving heavy pots, sweeping, selected as executive director, people and their carers to spruce up their trimming, edging, clipping hedges and even Business and Resource Man- gardens and help with chores. washing windows. agement and leads up the Of- Easily identifiable in their blue and white With the help of staff who provided trans- fice of Business Improvement Elderly Help uniforms, 42 students set out port and trailers, and NRG Flinders who and Strategic Financial Man- to lend a helping hand in the final week of each year pay for uniforms and dump fees, agement. Margery Evans has last term. the students set about “making someone’s been assigned as executive di- While their classmates were out enjoying day”. rector Strategic Human Re- waterskiing and golf as part of the school’s The program was extended last year to also source Management and Or- activities week, the group of gardening stu- include weekly visits throughout the year, ganisational Development dents volunteered their time to the cause with a different group of students visiting a under the newly aligned Of- instead. different client each week to provide help fice of People and Culture. Student counsellor Simon Owens said the around the garden. Gino comes from the posi- program had been running for the past seven While the home help is greatly appreci- tion of Deputy Under Treas- years and had developed an excellent repu- ated by the elderly and disabled, Simon said urer, Department of Treasury tation within the community. the program went much further. and Finance. Initially established to improve commu- “The emphasis on the program is definitely He will strengthen DECS nity perception of young people, Simon said not on work,” he said. strategic financial manage- the Elderly Help program was one step in “The students work hard and they do a ment capacities and his improving community relationships. great job, but the emphasis is on interac- knowledge of systems and “I’m on a number of local committees and tion with the people we’re helping. The in- strategic planning will allow there seemed to be a general perception that teraction is as important as the work itself. the department to position it- the kids of today aren’t what they used to “I encourage the kids to sit and talk to the self more strategically to ad- be, it was the old age-gap issue,” he said. people. dress current and future needs “And I really thought ‘hang on, have you “People are coming to us now rather than and maximise emerging op- met these kids?’ so I thought I’d find a way us going to them and we have certainly built Ethel Anderson takes a break with Elderly Help year 9 portunities. to prove to people through a school con- up a name in the community. I’d be the first students Brenton Spackman, Alisha McCarthy and Erin Margery was formerly the text that young people do have a social con- to hope that that’s a positive sign.” Goode. Victorian Department of Edu- cation and Training assistant Australian general manager of the Hu- man Resources division. It is expected her expertise Teacher Travels in a range of HR and OD functions will complement the department’s current prac- tices. Across Europe Full details on Gino and Margery as well as the ap- pointment of executive direc- tor Schools and Children's Services under the Office of Learning and Service Deliv- ery will be featured in a future Australian teacher Claire Watson used the teaching edition of Xpress. shortage in the UK to experience life in another country and travel Europe. Wildlife Essential Preparation “I had always wanted to go to the UK and Europe and saw my teaching qualification as an opportunity guide to have a complete working holiday adventure”. “Although I had several friends already over there I didn’t know anyone that was teaching,” said Claire. Students can now use a “That’s where BMG Associates helped.” In Australia, new publication as a learning Claire had followed the advice of BMG Associates to tool when visiting Mount prepare herself to teach in the UK. BMG Associates Lofty or Cleland Wildlife guided Claire through the essential documents needed Park. to teach in England so that she was ready to teach the The Department of Envi- day she arrived. “I used my work as a way to fund my ronment and Heritage has travels whilst still getting the most incredible teaching produced the pocket-sized Students involved in the online soapies production included Chloe, Nicole and experience.” guides, Common Wildlife of the Nikki. Mount Lofty Ranges and Com- mon Bush Birds of the Mount The European Experience Lofty Ranges. The guides cover everything from the Australian Blue Pin- Largs Bay's soap debut In her two years overseas Claire backpacked around Europe with a friend one summer and spent the other summer exploring the beaches of Cornwall. “I was cushion wildflower to the The literacy skills of students at Largs Bay increase self-management, social skills, and there to experience everything that the UK and Europe Kookaburra. For more infor- Primary School have been polished through improve literacy related to use of new tech- had to offer and made the most of my weekends and mation phone 8204 9093. the production of an online soap. nologies. longer breaks”. “I always enjoyed reporting to friends The visual, interactive online soapie, devel- The soapies online project would also allow back home that I was off to France for a wine tour Murals on oped by a group of 16 year 6/7 students in con- junction with staff and the Technology School of the Future, was launched late term four. students to develop a greater awareness of mass media technology and its pervasiveness. She said the website included a discussion over the weekend, or to Switzerland on a ski trip or to Cambridge to go punting along the river.” Where Do I Start? campus The soapies online project will continue this year and feature regular episodes per- formed, recorded and written by students. board that allowed people to provide feed- back about the script and production. Students hoped to get schools across the Claire now works for BMG Associates helping other Australian teachers prepare to work in England. So to Langhorne Creek Campus The visuals will be created using still photos world watching the soap and providing feed- find out all about the opportunities available to you of Eastern Fleurieu School and audio will be added. back, she said. to teach in the UK and for a copy of our free has been working with artist Several episodes, which each run for about “This project has developed students I.T Teaching in Great Britain Jacinta Poskey to develop a minute, were shown at the launch, on 9 skills and also extended their literacy. It has checklist, contact Claire Watson murals on campus, based on December. They were based on a fictitious looked at how messages can be conveyed at BMG Associates today on two themes. story of students at Largs Bay Primary. The through still images and sound,” Lee said. Freecall 1800 677 948. The first theme was Ecologi- episodes will start screening online in March. “We have been able to engage students cal Sustainability, which repre- Deputy principal Lee Sansom said the idea through the soapies medium.” BMG Associates sents animals in the schools’ behind the project was to build student learn- Students used a digital still camera, midi PO Box 76 native fauna enclosure and ing and skill development through a subject keyboard, sound capture and editing and web Brunswick East trees from the revegetation to which they could relate. software to produce the soapies. Staff from Victoria 3057. site. The second theme was She said the project aimed to improve TSoF have helped students through the proc- Imagined Worlds which focuses higher reasoning, divergent thinking and ess. The soapies online website is <http:// www.bmgassociates.com.au on books and reading. creative skills among students. It would also osx.tsof.edu.au/~soapies/soap/ >. 4 xpress Vol 6, No 1, January 30, 2003 National award for Kingscote A group of three students at involved students taking the con- Kingscote Area School has won cepts of maths and applying them a national award in a mathemat- to areas of interest. ics talent competition. She said Kingscote Area School The competition, called the first involved students in the National Mathematics Talent competition 11 years ago and had Quest, is an annual event con- since made it part of the curricu- ducted by the Australian Asso- lum for some year levels. ciation of Mathematics Teachers “Students do seem to enjoy it to encourage students from kin- because they have a choice about dergarten to year 12 in creative what they want to investigate or and innovative uses of maths. learn more about,” she said. The year 9 students, Tegan “If they like motor bikes they Asser, Penny Johnston and can go and find maths in motor Jessica Flynn, won the overall bikes for example.” prize in the group category of the Annette said the school had in- competition, for years 9-12. volved the community in the There were only two other over- competition, with visits and ad- all winners, in the class and indi- vice given from members of the Among the writers of the recently distributed SACSA Teaching Resources were, from left, Julie vidual categories. public about the various subject Baillie, Margie Burrows, Julie Omand and Lesia Zubjuk. Teacher Annette Johnston said areas chosen and project presen- Resource arrival the students’ project involved the tation and structure. investigation of mathematical She said the three girls were concepts, building on class work thrilled to receive their award. previously done involving ori- The awards were presented at the gami. Education Development Centre More than 10,000 copies of the to the Key Ideas and Outcomes for In a letter addressed to principals, “When folding they looked at on 16 November. draft materials of the SACSA each year level in the primary and Chief Executive Steve Marshall said the different geometry, the angles, There were a number of other Teaching Resources – Mathematics early years and to ensure consistency comments and feedback from educa- the symmetry and proportions. winners in the competition, in- and English R-7 will arrive in across schools in the system. tors on the draft materials were vital “They then asked what sized cluding a group of three year 7 schools this week. The materials also contain some to the development of the final prod- cube they would have if they used students from Kingscote Area The materials were written by 25 concept maps, which graphically rep- uct. the same sized paper used to cre- School, a year 5/6/7 class at Ge- experienced teachers from 20 schools resent the Key Ideas and Outcomes. A feedback survey form will be dis- ate the origami and they used for- ranium Primary School and the during an intensive six-week period Copies of each of the booklets will tributed later this term and there will mulae to calculate this, includ- Adam’s Road Children’s Centre. late last year. go to every R-7 primary school also be a number of consultations on ing Pythagoras theory. Merits were awarded to: the re- The booklets contain descriptors for teacher in Government schools in the documents. “They also tested Euler’s rule on ception class at Birdwood Pri- each strand, Key Idea and Outcome the State. For further information and the model, and proved both mary School and a group of year for standards one to four in both the Secondary schools will be receiving comments please contact John Euler’s rule and Pythagoras rule.” 10 students at Birdwood High mathematics and English learning copies based on the number of stu- Walsh on telephone: 8226 4103, Annette said the competition School. areas. dents enrolled, particularly in junior fax: 8359 3013 or email They are intended to form a bridge secondary years. <firstname.lastname@example.org>. advertorial Spelling CD-ROM targets primary students’ spelling Spelling: Improving Learning Outcomes is an can filter information to develop a plan that social, functional and contextual language licence). These prices include GST. interactive professional development tool is appropriate to the particular stages of their act as learning to talk and write. There is more designed to assist primary teachers to identify to spelling than learning words.’ Dr Turbill For further information visit EQ Shop at students’ spelling development and and monitor students’ spelling development. completed her Masters degree in Education http://education.qld.gov.au/accessed/ and knowledge. in Linguistics at Sydney University and was click on ‘product catalogue.’ The CD-ROM provides practical advice, The resource has been enthusiastically made a Fellow of the Australian College of proformas and audiovisual demonstrations received by professionals within the field. Education for her contributions to early that support essential elements of planning, According to Dr Jan Turbill, PhD, Director at literacy development. implementing, monitoring and reporting. It the Centre for Language at the University of features a set of spelling development Wollongong, and Fellow of the Australian ‘It is important to understand the connections indicators that focus on preliminary, semi- between reading and writing, and to see College of Education (FACE), ‘The Spelling CD phonetic, phonetic, transitional and spelling as the connection between them,’ is excellent material and I use it with my independent stages of learning. she said. undergrad students. The CD-ROM emphasises It also includes the ‘activities organiser’ that that spelling is a language act, that we only Spelling: Improving Learning Outcomes is provides a range of activities designed to need to spell in order to write. Thus the CD priced at $66 (single user licence), $176 (lab meet specific learning outcomes. Teachers shows that learning to spell is as much a pack of five CD-ROMs) or $264 (site or network Looking for teacher resources in 2003? Compatible with most New Basics Literacy Australian syllabuses Numeracy Promotes high-quality Literate Futures Integrated Cross- student learning and curriculum Studies improved outcomes Technology High-quality resources Studies of Society and including: Professional development Environment • Lesson plans programs English • Teaching and Photocopiable resources Mathematics learning activities Interactive CD-ROMs Health and Physical • Assessment Videos and audiotapes Education activities Science • Student resources The Arts Disability support Contact EQ Shop www.education.qld.gov.au/accessed email: email@example.com Click on EQ Shop catalogue Telephone: 61 7 3421 6333 Facsimile: 67 7 3421 6300 Vol 6, No 1, January 30, 2003 xpress 5 Musical reward Salisbury Downs Primary World trip for robots They’ve been around the with,” Steve said. School year 5 student Linh world 100 times or maybe Class teacher Darryl Lam was recently awarded more. Carter said Keithcot Farm for her entry in a Festival of But instead of seeing the students were the first in Music competition. sights and having delights the State to take part in Students are encouraged by on foreign shores, robotic this pilot project. the South Australian Public animals made by Keithcot The students spent two Primary Schools Music Soci- Farm Primary students half-days at TSoF, but un- ety to submit artwork relevant have been part of an dertook detailed research to the festival’s theme. Internet zoo. before they began to proto- The winning artwork will The year 4/5 students type and build their robotic feature on the cover to the made robotic representa- animals. festival songbook, on the tions of local fauna using “Initially they researched cover of the CD and festival lego at Technology School their animal and how it program along with certifi- of the Future (TSoF) after moved, especially skeletal cates for all participating researching and designing mechanics, and assembled choristers, orchestra members their prototypes. paper models with pins to and assisting artists. TSoF consultant Steve provide pivotal points near Music society president O’Connor said the animals joints,” Darryl said. Leonie Trimper presented will form part of an Students used RoboLAB Linh with her award. Internet museum where software to give the ani- Each year about 6000 pri- children around the world mals forward movement or mary school students take can share information hopping motions and some part in the Festival of Music about local animals. could reverse and turn which is organised by the “The Internet museum is when they touched the South Australian Public Pri- dedicated to fostering col- sides of a box. mary Schools Music Society. laboration and cooperation “The students had little or between kids around the no experience of this pro- Walk for world,” he said. The idea is for different school children to build ro- gramming software before the project began and it proved to be a great new a cause botic representations of their local fauna out of lego bricks. learning experience,” Keithcot Farm Primary School students Marcie Packer, Philip Harford and Jaco Darryl said. Each school in the project Herholdt with a robotic koala which will be part of an Internet museum. Schools have been asked “They can then share has its own room on the fornia, Texas, New Zea- “Possible future directions grams,” Steve said. to get up, get fit and sup- their constructions on the website and students can be land, Singapore, Australia for the zoo are an exchange Visit the Internet museum port Oxfam Community web through movies, pic- curators of their sites. and Argentina have been or loan of animals program, for more information at Aid Aboard’s Walk tures, stories and whatever Schools from Boston, involved in the Robotic feeding animals, adopt an <http://www.ceeotufts.edu/ Against Want on 23 Feb- else they can come up Princeton, Nevada, Cali- Animal Zoo Project. animal and education pro- kime/>. ruary. Schools can join in the Adelaide metropolitan walk starting at 6pm in Rymill Park or one of the wide range of regional walks from State honours The deadline for 27 February edition of Xpress is 10 February. Phone 8226 1011 for further details. Fourteen teachers from DECS schools were honoured Mount Gambier to the for excellence in teaching as part of the National Excel- Clare Valley. There is also lence in Teaching (NEiTA) regional awards late last year. the opportunity for schools The teachers, among a total of 20 from schools and to organise a local walk. preschools in South Australia and the Northern Territory, For more information were selected from 226 nominations received from school phone 8223 3405. councils, parent committees, parents and secondary stu- dents. Sunnies The NEiTA awards are presented by the NEiTA founda- tion, a non-profit corporation that is an initiative of the Australian Scholarships Group (ASG). for sight The awards are the only national awards for teachers in Australia based on nomination by parents and students. Those recognised in December as part of the regional awards included: Carole Jackman, from Mount Barker Kin- Staff and students are en- dergarten; Claire Chesson, from Athelstone Junior Pri- couraged to participate in mary School; Ted Flaherty, from Coromandel Valley Pri- National Sunnies for Sight mary School; Joy Keddie, Para Hills Junior Primary School; Day on 28 February. Pauline Rivett, Lucindale Area School; Nancy Verner, The fundraiser has been or- Riverland Special School; Rosie Willson, Roxby Downs ganised by the non-profit Area School; Allan Brine, Peterborough High School; Bill Australian-based agency, In- Kelton, Eastern Fleurieu School, Strathalbyn; Colleen ternational Centre for Litchfield, Our Lady of the Sacred Heart College, Enfield; Eyecare Education (ICEE), Therese McCutcheon, Glossop High School; Malcolm to assist in eye care for peo- McInerney, Findon High School; Rebecca Stapleton, Salis- ple living in East Timor and bury High School and Tim Tuck, Maitland Area School. the Western Pacific region. In East Timor there are one million people and no op- tometrists, compared with FOR SALE Australia’s population of more than 20 million and EXPRESSIONS OF INTEREST 3000 optometrists. Historic Burra Township ICEE hopes to assist the Western Pacific region by Extensive Accommodation Facility eliminating impaired vision ‘Redruth Centre’ and blindness caused by not Magnificent stone buildings oozing history and charm wearing glasses when incorporating old Redruth church, extensive church hall, three needed. bedroom residence, old courthouse hotel. In 2000 alone, after examin- The properties are available by expressions of interest as one ing more than 16,000 people, investment opportunity or any combination of 4 separate lots or 11,000 pairs of glasses were in parcels that purchasers are interested. dispensed. Eighty-nine teach- Zoned ‘Tourist Accommodation’, including 13 titles, currently ers have also been trained in accommodates 88 with full facilities. basic diagnostics and 15 Burra is situated 156km north of Adelaide. nurses in primary eyecare. Expressions of interest close 5th March 2003 at 12 noon at the Staff and students can sup- Burra office of the selling agents port the fundraiser by donat- Inquiries, more information and forms available from ing a gold coin and - wear Wesfarmers Landmark Limited, 3 Market Square Burra SA sunnies to school, create a 5417 Ph: 8892 2003 Fax: 8892 2225 funky sunglasses design or Darryl Venning 0407 723 323 Simon McIntyre 0407 843 302 conduct a casual clothes day. To find out more contact D510341 Greg Campitelli on 03 9816 1542. 6 xpress Vol 6, No 1, January 30, 2003 Bridging the gap Norton Summit An exchange program be- tween McLaren Vale Pri- teaches tourists mary School and Point Buses taking people on tours of the Adelaide Hills are Pearce Aboriginal School stopping at Norton Summit Primary School for lessons was conducted last year, in in environmental initiatives. the spirit of reconciliation Norton Summit Primary School has an extensive envi- and new friendships. ronmental and enterprise program, which was initiated The latest visit, from Point by students. Pearce to McLaren Vale last Students have developed a mini wetlands from an over- term, involved students in a grown school rubbish dump, the school has sponsored an range of activities including Asian Moon Bear in China and it also takes part in an- sport, a shared barbecue and nual tree plantings in the Fourth Creek Torrens Catch- a tour of the school and re- ment area. gion. Students make craft items including cards, magnets and Students from McLaren scent jars (eucalyptus fragrance). The school also has a Vale acted as tour guides and market garden business, established through Enterprise and researched and prepared for Vocational Education, from which students sell produce their respective tours. Other and make tomato sauce, strawberry jam and pies. activities included craft, a Other initiatives include a community recycling station shared lunch and final assem- and the school’s participation in a world-wide science and bly. education program, which involves students taking me- The exchange program be- teorological readings and entering them on the Internet. gan early last year in response Norton Summit Primary School principal Brenton to links and relationships Conradi said students were given training and practise in formed between the students how to run a tour and environmental tours were adver- with letters and artwork. tised in a local information booklet on the Adelaide Hills. Organiser Sarah Dumuid A bus company, which runs tours in the hills, contacted said in term 2 a group of in- the school to arrange 15 visits. The school arranged 45 terested children, parents and tours for visitors with three students rostered on for each grandparents visited Point tour. Pearce school and stayed Student’s also produced an i-movie titled Operation overnight in Port Victoria. Groundforce which highlighted the schools involvement She said Aboriginal elder in Waterwatch and the construction of the wetlands. Rex Angie toured the group For several weeks the buses arrived most weekdays and around the community and Point Pearce Aboriginal School student Deryce Cattermole enjoys craft at McLaren Vale Primary School during the November visit. students showed passengers around the school and spoke elder Irene Agius told the about the school’s environmental and enterprise initiatives. group about her life growing cluding grapevine cuttings ‘doing reconciliation’ rather students from each of the Passengers bought some of the school’s produce, which up in the area, as well as a for planting. than just talking about it.” schools interacting with one would be reinvested into the environmental program. The dreaming story. “The effort made by our She said last year’s ex- another. It also helped par- three student businesses have taken in $1500 over the 15 Students interacted through group in travelling to visit changes built relationships ents and the wider school tours. a shared recess and lunch and them was greatly appreciated between the two schools, and communities to learn more Brenton said the tours also had benefits to students in then sports activities. The by the community and has had helped to bridge the gap about each other and build terms of literacy and public speaking. He said by the time school presented Point had a lasting effect,” Sarah that existed between the two greater understanding be- the tours finished, about 300 people would have visited Pearce with products from said. cultures. tween the two cultures,” Norton Summit. the McLaren Vale region in- “It was really great to be “It was really lovely to see Sarah said. Vol 6, No 1, January 30, 2003 xpress 7 Visual arts Students, staff and volunteers have showcase artists in residence Bob Daly and Festival been busy at Port Kenny Primary School preparing for Come Out 03. The Eyre Peninsula school’s 21 stu- Kalyna Flowerpott, who were assisted by musician Richard McDonald and choreographer Kirri Potter. highlights dents will travel 800 kilometres to perform with Ingle Farm Primary School for the opening of the visual “The feedback has been that it was bigger and better than anything they’ve ever seen before,” Vicki said. Opening and arts exhibition Detour from The sneak preview for the local closing events Straightsville …… to Happy Dog Time community was not only the perfect Opening on 11 March 2003, at the Festival Centre’s Artspace Gal- opportunity for a dress rehearsal, but Come Out will run three sepa- lery on 11 March. also reward for the hard work many rate parades of children along With funding from Country Arts local volunteers had put into helping the River Torrens from a va- SA, the school has been working with the school in preparing for the event. riety of points, concluding at four professional artists to prepare for Without giving too much away Elder Park in a gathering of the launch that will feature large about the Come Out 03 performance, celebrations. “Babushka” dolls and colourful cos- Vicki said the focus was on “individu- The Adelaide Zoo will host tumes. ality, the journey to happiness and not the closing ceremony for Residents of Port Kenny had a sneak judging things by their covers”. Come Out 2003 on 22 March. preview of the performance at the She said the community reaction to A promenade performance for school’s Christmas Tree Concert late the rehearsal had been a fair indica- families will be able to be seen last year. tion of what to look forward to at the and heard throughout the Principal Vicki Shakes said the com- launch. grounds. munity had been overwhelmed by the “Expect the unexpected,” Vicki said. Port Kenny volunteer Jo Haslam painting the Babushka dolls that quality and colour of the performance “It will be fun and colourful and en- Program highlights will be used in the Come Out 2003 event. Bushfire - This world premier which was directed and designed by chanting and magical.” work was commissioned for the 20-year anniversary for the fires of Ash Wednesday, which swept through South Australia in 1983. Green reward Healthy boost at Port Wakefield • from page 1 dents, reception to year 2 whole school to enjoy each Inspired by local writer Mar- Findon High School students Kallem Rudiger and Alan Thomas recently won a Research and Investigation Award Funded by the school, stu- teacher Pat Daniel has been morning. guerite Hann Syme’s true dents are given two pieces of taking carrots to the school for Senior students are given the story, it explores the themes for their West Lakes water quality project in the AGL Sus- tainable Living Competition. fresh fruit or vegetables each the past five years to provide her responsibility of peeling, cutting of family, treasures lost and day and are encouraged to drink students with a healthy snack and preparing the fruit and veg- having to deal with change. Established in 1998, the Sustainable Living project aims to inspire, engage and reward high schools students to think water throughout the day as and brain boost. etable pieces. The school season will be part of the school’s healthy eat- Now each Monday Pat heads “The children are trying new 11-14 and 17-21 March at and act sustainable. In this time the project has become Australia’s leading environmental innovation project ing program. off to the Port Wakefield Fruit foods that they’ve never tried Space Theatre, Adelaide Fes- A personal advocate for pro- Mart to collect a week’s worth before such as kiwi fruit and tival Centre. which promotes science, research, innovation and sustainability. moting healthy eating to stu- of fruit and vegetables for the rockmelon,” Pat said. The Singing Angels features young singers with and with- More than 1000 schools nationally and more than 7000 out a disability in a celebra- students worked on projects through the program. There tion of youthful human voice were more than 3000 separate entries. in all its diversity and beauty. Singers will be from the Tutti The Findon students worked under the supervision of teacher Malcolm McInerney. SSABSA Ensemble Holdfast Choir, Kallem and Alan were invited to fly to Sydney to attend SENIOR SECONDARY ASSESSMENT BOARD Modbury Special School and the awards ceremony, to collect their award and prize in OF SOUTH AUSTRALIA Surrey Downs School. There early December. They spent a day at the University of New will also be members from the South Wales and also participated in presentation from a number of key environmental and design organisation. invites Restless Dance Company. The performance will be on EXPRESSIONS OF INTEREST 13 March at St Peter’s Cathe- dral, North Adelaide. in the membership of the PRIMARY SCHOOL TEACHERS Bruce’s Art Prize is a visual City, Suburbs, Country and Remote art exhibition and this year is SUBJECT ADVISORY COMMITTEE based on the concept of ‘jour- Oral healthcare education lessons with GarGar The Dentist and his animal ney to the centre’, using the friends receives high praise from Australian Education Departments. FOR PSYCHOLOGY ancient symbol the mandala. ‘I wish you well with the promotion of this program’ Visually representing this is a typical Ed. Dept. comment. SSABSA seeks Expressions of Interest from members of the public years theme, ‘the ripple effect’ the mandala is a radial design Better still, the lessons are now on the web with teacher-friendly guidelines. Teachers can conveniently prepare, schedule or repeat any lesson 24/7/52. to participate in its Psychology Subject Advisory Committee. with concentric rings of pat- For full details please visit tern. Thousands of mandalas ‘The SmileShineTM School-on-the-Web’ at www.oralhealthcare.info Stage 1 and Stage 2 Psychology are new subjects in the South Australian created by school groups will Certificate of Education (SACE) and will be first offered in the SACE in 2004. To further discuss any detail please phone Garth, Tel.: 08 8165 2144 be amalgamated to create the Psychology is classified as a Group 2 subject and has been included in the world’s largest collaborative 4 Your Smile 2 Shine Pty. Ltd. ABN 12 089 094 182 mandala. 57 Leabrook Drive, Rostrevor, SA 5073 Science Learning Area. The exhibition will be held The role of the Subject Advisory Committee is to oversee all Stage 1 and Stage 2 from 7 to 22 March (exclud- ing Sundays) at the Adelaide curriculum statements of the SACE. The role includes providing expert and Festival Centre. Adare Conference Centre up-to-date advice in a learning area and monitoring the curriculum and assessment Allwrite! is the Young Peo- Wattle Drive, Victor Harbor SA 5211 of specific subjects in the SACE. There is also a role for the committees in ple’s Literature Festival for 3 Offers extensive facilities ensuring that support materials for the curriculum statements such as exemplars, to 18 year olds. It will include for school camps and retreats resources, and annotated work samples are prepared and kept up-to-date. meet the writer sessions, workshops, regional residen- Packaged camps available. The selection process will take into account the applicant’s degree of cies, book launches, Indig- Fully Catered or Self-catered. subject knowledge, expertise, understanding of schooling and curriculum enous dreaming narratives Accommodation for 95 persons told in paint, performance and assessment processes, and ability to work with a range of people. (overflow accommodation available) poetry and a group collabora- Resident Site Manager. The tenure of the Subject Advisory Committee for Psychology concludes tion to write a book. The school season regional For Bookings & Enquiries: in December 2003. KATRON 4657 Allwrite! will take place on 24 Phone/Fax: (08) 8552 1657 February to 28 March. Email: firstname.lastname@example.org Expression of Interest Forms The metropolitan Allwrite! Website: www.adarecentre.com.au can be obtained by telephoning Karen Collins on 8372 7475. Katron 4699 will take place on 17-21 UCA Synod of SA - Camps & Conference Centres March at the Pioneer Wom- Direct Enquiries en’s Memorial Gardens, King SPECIAL OFFER about the Subject Advisory Committee for Psychology William Road, Adelaide. Special offers available for June, July and August 2003 can be obtained by telephoning Cliff Rothenberg on 8372 7462. For more information or for all camps at Adare. school bookings phone $3.00 per person /day discount on Weekday rates 8239 2499 or visit Book now to take advantage of this offer Closing Date: Friday 28 February 2003 <www.comeout.on.net>. 8 xpress Vol 6, No 1, January 30, 2003 At last, someone’s talking In the discussion about children’s learning, has teaching as a craft, a skill and an art been neglected? Ron Hoenig reports. I s the verb “to teach” in the active or the passive voice? Curriculum discussion has tended to focus on the process of learning, but what of the other party in the mysterious process of teach- ing and learning? Many teachers have been searching for direction in further developing their skills in creating the constructivist class- room. Now Central West district is developing a project to pilot productive pedagogies, a framework for analysing teaching that has been undergoing intensive testing in Queens- land schools. For the last three years educational leaders from the district have been going interstate once a year for some on-the-spot professional exchange. Late last year a group of 21 educational lead- ers went to Brisbane with district superintend- ent Chris Majewski to study productive pedagogies. In groups of four or five they visited three schools each. While the schools varied in size, composition and location, the Queensland staff were united in their enthusiasm for the productive pedagogies as a way of assisting them to focus on their core business: teach- raphies and the world outside of the class- District coordinator Children’s Services Jayne ing. room using the productive pedagogies Dunn describes the productive pedagogies Kurralta Park Preschool director Pauline model”. as a lens through which people can analyse Robinson said what they had seen of the use Productive pedagogies builds on interna- their own teaching. of the methodologies in Queensland was very tional research on authentic pedagogy and Currently 59 schools throughout Queensland interesting and she was sure it would be use- authentic achievement by the University of are involved in a trial of the New Basics Project, “We’ve spent a lot of time in the past few ful in preschool practice. Wisconsin’s Center on the Organization and including the productive pedagogies method- years looking at learners and our developing Restructuring of Schools (CORS). ology. New Basics is the Queensland cur- curriculum. We don’t spend a lot of time look- West Lakes Junior Primary principal Tony riculum framework based on elements very ing at pedagogy. Constructivism is a theory Varbaro said he was very impressed with what In 1997 Education Queensland commis- similar to SA’s Essential Learnings. for learning and it depends on teacher’s craft he saw. sioned a research study entitled The Queens- but productive pedagogies gives us a frame- land School Reform Longitudinal Study In 2001, 26 leaders from the Central West work to be critically constructive,” she said. One site was a junior primary school with (QSRLS) by Professor Alan Luke and associ- district went to Brisbane, visited schools and One of the critical aspects of the process is 300 students which was trialling productive ates from the School of Education at the Uni- met one of the members of the Productive “professional learning communities”, dedi- pedagogies in reception classes – looking at versity of Queensland “to investigate possible Pedagogies team. Enthused by the project, cated time for teachers to meet and discuss continuity of learning, tracking student relationships between school-based manage- progress, and the use of the rich tasks, which ment and enhanced student outcomes”. are assessment processes based on an au- While the research did not find a strong link “ We've spent a lot of time in the past few years looking thentic activity. between school-based management and stu- ” at learners and our developing curriculum... Tony said he was particularly impressed by one school which was not formally part of the dent outcomes, it did confirm the relationship between good teaching and student out- trial. Teachers had initially rated themselves comes. they invited a presenter to SA to speak to their their teaching. highly on some criteria, but in the actual as- district leaders’ conference. She provided sessment found that they had actually “missed The research used the CORS information to some basic training in productive pedagogies. The QSRLS report states there are strong the mark”. distil 20 elements of good practice within four links between three key variables and more broad dimensions: Recognition of Difference; “People were very glowing in their praise,” frequent use of productive classroom Consequently, they had decided to introduce Connectedness; Intellectual Quality and Sup- Chris said. “We decided that we should fur- pedagogies: the method into their teaching practice and portive Classroom Environment. Using these, ther explore the productive pedagogies.” school organization. researchers went into 1000 school rooms • The degree of teachers’ collective respon- selected for their involvement in some sorts of He said while the SACSA Framework was sibility for student learning “I was impressed that the staff were driving reform initiatives and rated the teaching. based on the development and employment • The overall level of professional learning the change. They had set up a learning com- of constructivist approaches, “we can use community in a school munity on their own initiative that operated In general, the results showed that teachers more help in how to make this happen in real • The strength of leadership focus on peda- voluntarily before school, where all they talked scored well on Connectedness and Support- life in a classroom, and we saw productive gogy. about was their teaching,” Tony said. ive Classroom Environment. They scored less pedagogies as a very useful source of ideas”. well on Intellectual Quality and Recognition of Jayne said though the Queensland project The educational discussions extended as far Difference in their teaching. The QSRLS re- The district has now decided to do some work does not include preschools, the Central West as decisions about school excursions and how port said there was “a pressing need to en- with productive pedagogies this year. More than preschool leaders has established a commu- they would impact on learning, Tony said. hance the intellectual demand of pedagogy” 20 sites want to make it a focus of their work, nity of practice that will explore the applica- “Teachers were really talking about excur- and “connecting student work to their biog- looking at what is effective in its introduction. tion of productive pedagogies in preschools. sions, targeting the resources and they were Vol 6, No 1, January 30, 2003 xpress 9 about teaching “Teachers were really talking about excur- One of the significant question teachers have for “some reflection on the intellectual quality sions, targeting the resources and they were to ask themselves in introducing a topic to of what we’re doing and how it is relevant for working as a learning community. They were able to get support from their colleagues students is: What aspects of this material would an individual actually do in a context our children as part of the SACSA implemen- tation”. The 20 elements both when they had a success and when other than a school room? something didn’t go as well as planned,” Some staff and leaders in the district are al- he said. Chris Majewski related this to the need for ready involved in more learning about the pro- Intellectual quality Higher-order thinking “The principal encouraged risk taking in Deep knowledge teaching.” “ They were able to get support from their colleagues Deep understanding Substantive conversation Students were able to talk about what they both when they had a success and when something Knowledge as problematic were doing in the language of the productive Metalanguage pedagogies and they felt engaged because didn’t go as well as planned... ” they had been able to negotiate aspects of their learning with teachers. Supportive classroom intellectual rigour. In the element of Deep ductive pedagogies as part of a Local Educa- West Beach Primary School principal Knowledge for instance, teachers ask: does tor Networks (LEN) program as part of SACSA environment Heather Tiivas said what was confirming for this topic focus on the central idea of major implementation. Christine said those teach- Student direction her school was the students’ engagement in body of knowledge? ers would start the process of discussion in Social support their learning and that was motivating the their own schools and look at how much of Academic engagement teachers to continue. Another element was building resources. this methodology teachers were already us- Explicit quality performance criteria ing. Self-regulation “You see a lot of teachers in groups devis- “The teams that were developing re- ing work and asking each other: Why are sources through the project recognised The teachers in the LEN work in groups of you doing that and where will it lead?,” she the importance of documentation. What four. One person brings in a piece of work Recognition of difference said. was really interesting was the way it was they were willing to share. shared so that all teachers had access to Cultural knowledge Tony added: “They could sit down and work what was happening throughout the “Initially, they were apprehensive about hav- Inclusivity out the kind of questions to ask in class and school: lesson plans, proformas, reading ing somebody in to look at their teaching,” Narrative they were able to analyse things more deeply.” materials, etc. All teachers made their ma- Chris said. Group identity terials on the school intranet Staff were Active citizenship West Lakes Primary School principal really using It as a communications tool,” “But within a very short time people were Christine Hatzi said that the specific descrip- Christine said. engaging so openly. This just gives that struc- tions of the 20 elements in the four domains ture and format. It was unusual that we didn’t Intellectual quality gave teachers a common language for dis- Heather said she was excited about begin- hear any teachers in Queensland speak badly Knowledge integration cussing and analysing their teaching. ning a project at her own school. about the productive pedagogies. It really Background knowledge gripped them. Connectedness to the world “They talk about ‘recognition of differences’, She said the productive pedagogies would Problem-based curriculum say, and how it impacts on the content and provide professional dialogue between teach- “Lots of them are saying: isn’t great to be style of lessons,” she said. ers and their colleagues and opportunities talking about teaching.” 8 xpress Vol 6, No 1, January 30, 2003 At last, someone’s talking In the discussion about children’s learning, has teaching as a craft, a skill and an art been neglected? Ron Hoenig reports. I s the verb “to teach” in the active or the passive voice? Curriculum discussion has tended to focus on the process of learning, but what of the other party in the mysterious process of teach- ing and learning? Many teachers have been searching for direction in further developing their skills in creating the constructivist class- room. Now Central West district is developing a project to pilot productive pedagogies, a framework for analysing teaching that has been undergoing intensive testing in Queens- land schools. For the last three years educational leaders from the district have been going interstate once a year for some on-the-spot professional exchange. Late last year a group of 21 educational lead- ers went to Brisbane with district superintend- ent Chris Majewski to study productive pedagogies. In groups of four or five they visited three schools each. While the schools varied in size, composition and location, the Queensland staff were united in their enthusiasm for the productive pedagogies as a way of assisting them to focus on their core business: teach- raphies and the world outside of the class- introduction. nity of practice that will explore the application ing. room using the productive pedagogies of productive pedagogies in preschools. model”. District coordinator Children’s Services Jayne Productive pedagogies builds on interna- Dunn describes the productive pedagogies Kurralta Park Preschool director Pauline tional research on authentic pedagogy and Currently 59 schools throughout Queensland as a lens through which people can analyse Robinson said what they had seen of the use authentic achievement by the University of are involved in a trial of the New Basics Project, their own teaching. of the methodologies in Queensland was very Wisconsin’s Center on the Organization and including the productive pedagogies method- interesting and she was sure it would be use- Restructuring of Schools (CORS). ology. New Basics is the Queensland cur- “We’ve spent a lot of time in the past few ful in preschool practice. riculum framework based on elements very years looking at learners and our developing In 1997 Education Queensland commis- similar to SA’s Essential Learnings. curriculum. We don’t spend a lot of time look- West Lakes Junior Primary principal Tony sioned a research study entitled The Queens- ing at pedagogy. Constructivism is a theory Varbaro said he was very impressed with what land School Reform Longitudinal Study In 2001, 26 leaders from the Central West for learning and it depends on teacher’s craft he saw. (QSRLS) by Professor Alan Luke and associ- district went to Brisbane, visited schools and but productive pedagogies gives us a frame- ates from the School of Education at the Uni- met one of the members of the Productive work to be critically constructive,” she said. One site was a junior primary school with versity of Queensland “to investigate possible Pedagogies team. Enthused by the project, One of the critical aspects of the process is 300 students which was trialling productive relationships between school-based manage- pedagogies in reception classes – looking at ment and enhanced student outcomes”. continuity of learning, tracking student While the research did not find a strong link “ We've spent a lot of time in the past few years looking progress, and the use of the rich tasks, which are assessment processes based on an au- between school-based management and stu- at learners and our developing curriculum... ” thentic activity. dent outcomes, it did confirm the relationship between good teaching and student out- Tony said he was particularly impressed by comes. they invited a presenter to SA to speak to their “professional learning communities”, dedi- one school which was not formally part of the district leaders’ conference. She provided cated time for teachers to meet and discuss trial. Teachers had initially rated themselves The research used the CORS information to some basic training in productive pedagogies. their teaching. highly on some criteria, but in the actual as- distil 20 elements of good practice within four sessment found that they had actually “missed broad dimensions: Recognition of Difference; “People were very glowing in their praise,” The QSRLS report states there are strong the mark”. Connectedness; Intellectual Quality and Sup- Chris said. “We decided that we should fur- links between three key variables and more portive Classroom Environment. Using these, ther explore the productive pedagogies.” frequent use of productive classroom Consequently, they had decided to introduce researchers went into 1000 school rooms pedagogies: the method into their teaching practice and selected for their involvement in some sorts of He said while the SACSA Framework was school organization. reform initiatives and rated the teaching. based on the development and employment ¥The degree of teachers’ collective respon- of constructivist approaches, “we can use sibility for student learning “I was impressed that the staff were driving In general, the results showed that teachers more help in how to make this happen in real ¥ The overall level of professional learning the change. They had set up a learning com- scored well on Connectedness and Support- life in a classroom, and we saw productive community in a school munity on their own initiative that operated ive Classroom Environment. They scored less pedagogies as a very useful source of ideas”. ¥The strength of leadership focus on peda- voluntarily before school, where all they talked well on Intellectual Quality and Recognition of gogy. about was their teaching,” Tony said. Difference in their teaching. The QSRLS re- The district has now decided to do some port said there was “a pressing need to en- work with productive pedagogies this year. Jayne said though the Queensland project The educational discussions extended as far hance the intellectual demand of pedagogy” More than 20 sites want to make it a focus of does not include preschools, the Central West as decisions about school excursions and how and “connecting student work to their biog- their work, looking at what is effective in its preschool leaders has established a commu- they would impact on learning, Tony said. Vol 6, No 1, January 30, 2003 xpress 11 A voice to be HEARD A new program at Macclesfield Primary School is giving students a strong voice in the way the school is operated. Charmaine Newton reports. Macclesfield Primary School students are being given a greater say in the way their school is operated. M acclesfield Primary students are A focus team of leaders representing the “The forums have a professional focus. impact of their problem solving.” on a drive to cut their school’s six schools and one kindergarten was Students learn about teamwork and we link electricity costs with any money comprised to plan the implementation of them to our partnership plan,” she said. “All other student forums can apply to they save spent at the site, with the ap- the project. Macclesfield became the the fundraising forum for projects.” propriate approvals. school to drive change and will help the A partnership plan outlines the work that other schools implement the program in the school plans to achieve to improve Julie said the model was not about stu- As a result, students are taking a genu- the future. The model involves a network outcomes. dents having all the power. Forums de- ine interest in ensuring lights, fans and of student groups, representatives and fo- liver an apprenticeship in democracy. heaters are turned off when not in use. rums that link closely with each other, staff “So through this teachers can work with They engage all willing members of the They feel empowered by the responsibility and parents and school directions. the people that the outcomes are about - community in processes that encourage they have been given and are inspired by the students - in order to achieve them,” and value student consultation, collabo- the opportunity to play a part in any future There are class meetings held at the same she said. ration, problem solving, choice respon- directions or improvements at the school. time by every class each fortnight and stu- sibility and decision making. The electricity saving and spending exer- dent forum sessions held one afternoon a She said the forums were instigated for cise is one of several projects to be in- fortnight. These are convened and run by the first time in term four and were now “We have explained to students that cluded in an innovative program/model at students and have representatives from held every Tuesday afternoon. She said the there are ‘I’, ‘we’ and ‘they’ decisions in Macclesfield Primary School to increase each class. other schools planned to introduce the life and we have trained students and student voice. model this year. adults in an understanding of how this “The communication links are finally there applies to all of us,” she said. Principal Julie Simon described the model for all groups – with student driven paper “Any of the targets that our teachers fo- as a “second generation SRC”, that fol- She said the school introduced the lowed the school’s partnership plan. model through student leaders, who “It has evolved from the traditional SRC “ The forums have a professional focus. Students learn demonstrated and led the change so as to maximise credibility. model in which you have two representa- about teamwork and we link them to our tives go to a meeting and then consult with The student team led a training day for students,” she said. partnership plan... ” students, staff and parents of other schools in the cluster. “One problem with that model is that it didn’t have many links to parents, staff and trails that have student literacy working cus on in our partnership plan they can She said all meetings, regardless of school activities. overtime every week,” Julie said. achieve in some way, through their forum whether they are for staff, students or time,” Julie said. governing councils, were modelled on the “Over 12 years of research and trial and There are eight different forums covering same protocols and procedures, so that error we have a framework that finally mod- the areas of arts, environment, numeracy “For instance, in our partnership plan we if students were to attend any one of els itself on the staff and parent models of (called fundraising), literacy (called student want to teach people about water preser- these meetings, they would feel at home decision making used in schools in SA.” newspaper), special events, student wel- vation and Kesab etc – so this becomes with the processes – not intimidated by fare, ICT and school promotions and sports an aspect of forums also.” them. Julie said both staff and students The project began in disadvantaged and recreation. Teachers are the profes- had taken to the project. northern schools in response to the way sional facilitators of those forums, which “It is about children having a say in what adults worked with disenfranchised stu- allow students to write operational plans, and how they learn. “Engaging students in achieving initia- dents. Variations of the model were intro- negotiate goals and set criteria for success. tives that were relevant to their needs and duced, based on the idea that by improv- “Students have recently erected signs context demonstrated just what they can ing student voice, resiliency, self-esteem “We integrate a whole range of curricu- encouraging students to turn off taps. The achieve when they are engaged, focused and self determination problems would be lum across those forums,” Julie said. next task is electricity, talking about the and own them,” she said. reduced. Julie said this was found to be effects of fluoro light on health. true. “Students work with guidance from staff “The number of students now speak- and parents to achieve their outcomes.” “Often in schools, people don’t have an ing up and feeling good about having a The cluster of six schools in the South- understanding of the need to turn lights off say, being involved and completing ern Vales district – Macclesfield, Echunga, From there, a student executive – made up or heaters off. I have challenged our stu- tasks is increasing. Meadows, McLaren Flat, Clarendon and of senior students elected by forums, school dents through the forum, to can get the Kangarilla – took the idea further to change staff and governing council representatives school’s electricity bill down by $600. I am "Teachers at the staff training day were the way they constructed student decision – considers the work done by each of the sure they can. Any money they save, astounded at the levels of competency making. They are developing the model as forums. Each executive reports on what their through turning lights off, will go to the of the students who trained them in stu- a cluster model. respective forum has been working on. fundraising forum – so students enjoy the dent voice processes and practices.” 10 xpress Vol 6, No 1, January 30, 2003 Cleve Area School year 7 students Rebecca Irwin and Chloe Edwards work through a maths exercise with some assist- ance from school services officer Gwenda Herbert in the learning support centre. A specified learning centre Centre at Cleve Area School has provided a different of learning approach to student support programs. Gabrielle Hall reports. A new Learning Support Centre at “It operates full time with a teacher and Teleah said the initiative was working well, Learning Support Centre, Teleah said Cleve Area School on Eyre Penin- up to three school services officers (SSO’s) often leaving students with a sense of the stigma of learning assistance had sula is giving students an opportu- running the centre,” David said. achievement. disappeared. nity to target their learning needs and get up to speed with their classmates in no time. “The focus is on small groups and the “One of the things we focus on is that “We’ve got a situation now where the room is divided up loosely so small groups students will finish what they came to start students who are leaning in the centre Based on a similar model at Riverton and of up to four or five students can work with or what they came to get help with, so they are promoting it to other students," she District High School, Cleve Area School an adult. leave with an end product,” she said. said. principal David Crouch said the Learning Support Centre was a different approach “There’s no student who is there all of the “Often in the class these kids might not “It’s not just a place for students with to supported learning. time, but there are some students who are ever finish anything, particularly if they’re learning difficulties, it’s for any students there for a relatively large amount of time struggling with an area of their learning, so that need help.” “The learning centre is something we es- and others are there for just a couple of when they leave here they’ve got finished tablished in 2002 and it’s part of establish- lessons a week. work to take with them. The Learning Support Centre has also ing a different model for delivering our stu- doubled as a resource centre, with dent support program,” he said. teachers pooling resources to provide “Previously what we’ve had was our stu- “ They feel they've accomplished something and that in ready-access to learning tools. dent support programs being delivered one- want to learn more... ” itself makes them While in-class support is still provided to-one in the classroom. What the Learn- to teachers, Teleah said the Learning ing Support Centre does is provide a physi- Support Centre had been well-received cal place in the school where students go “It’s got a clear learning focus. It’s not a “They feel they’ve accomplished some- by staff and parents. for support in different ways. behaviour management focus, it’s not thing and that in itself makes them want to somewhere for naughty kids.” learn more.” “More parents are approaching class- “Some students have special needs, room teachers asking if their child can some have been identified for our exten- Deputy principal Teleah Wilson said up The aim of the centre is to help students get extra support in some areas,” she sion programs, some may have been to 50 students from reception to year 12 overcome learning difficulties and enable said. away from school for a long time for some were utilising the supported learning fa- them to slide back into mainstream reason, or some may be struggling in one cility and agreed there were clear objec- classes. With 2002 acting as a trial year for the area of a particular subject.” tives for the centre. Learning Support Centre, Teleah said To be part of the learning centre, students the centre and its program would be David said the Learning Support Centre “Some of the comments from the stu- are referred by teachers or parents, or the refined for 2003 and build on its early provided a more efficient delivery of learn- dents have been that the Learning Sup- students can refer themselves for extra as- success. ing support by targeting small groups of port Centre is a quieter place to learn and sistance. students rather than focussing efforts on it’s easier to concentrate in here,” she “We did a review with staff and gained individual students. Students go to the said. And with a wide range of students work- some feedback about any modifications converted classroom for a series of les- ing alongside each other to receive learn- they’d like to see for 2003 and we’ll try sons each week and keep going “for as “We’re quite strict on making this a ing support, as well as a group of 17 ex- and incorporate that into whatever long as it takes for them to resolve their place students come to work, it’s not a tension students and a group of school- model we come up with for the 2003,” learning issue”. place where kids come to muck around.” based apprentices working out of the she said. 12 xpress Vol 6, No 1, January 30, 2003 In a class South Australian teachers are being recognised for their commitment to teaching and dedication to student learning through a classification process which is taking them to new heights. Renae Borgas reports. contributions to the State education sys- T eaching careers are being nurtured through a personal classification tem. process aimed at supporting teach- • participation in an intensive performance ers dedicated to the classroom. management process which enables teach- ers to analyse and reflect on teaching prac- The Advanced Skills Teacher 1 classifica- tice. As a result teachers identify areas of tion provides a career path for teachers who strength and areas for further development. wish to stay in the classroom. This per- • the personal satisfaction of having their sonal classification was developed in con- expertise acknowledged by colleagues and sultation between DECS and the AEU in the school community. 1993. • achievement of AST1 classification mo- tivates teachers to challenge themselves to Previously there were no opportunities for continually improve their practice. teachers to progress beyond step 12 and • provision of a structure that supports our remain in a classroom setting. To further best teachers to remain within the class- their careers, teachers were required to room. move into promotional positions which took them out of the classroom. The AST clas- “The Department of Education and Chil- sification provides the alternative career path dren’s Services is proud and appreciative of in schools. the work of AST1s who provide leadership to our system,” Gaynor said. “Continuing research shows that the qual- ity of the teacher directly correlates to stu- An award ceremony was held in Decem- dent success, and the AST process recog- ber 2002 at the Education Development nises this through its celebration of teacher Centre, Hindmarsh to honour the teachers excellence,” AST peer evaluator Gaynor who gained Advanced Skills Teachers clas- Strapp said. sification during the year. “In the past 10 years about 1850 teach- DECS Chief Executive, Steve Marshall ers have been successfully assessed as and Bill Hignett, from the AEU addressed AST1s. These teachers contribute signifi- the group and presented the certificates. cantly to the provision of outstanding teacher practice in leadership and peda- gogy in public education.” “ In the past 10 years about 1850 teachers have been In 2002, 58 teachers from across the State successfully completed the rigorous and re- successfully assessed as AST1s... ” warding AST selection process. Applicants for the classification must be permanent teachers, on step 10, 11 or 12 Some of these teachers included: in the year of their assessment, or be a through a discussion with the applicant. • contribute to broader school issues. teacher in the final year of a leadership po- Chris Kaczan sition before reverting back to step 10,11, The teachers who are assessed as AST1s Benefits of the AST 1 process for schools or 12 and be in a placement for one year or have demonstrated that they are highly include: Urrbrae Agricultural High School teacher more. skilled teachers who: • the celebration of excellence in teaching Chris Kaczan has developed a range of • generate positive attitudes to learning • the enhancement of the school’s public cross curricular programs for students in “The process provides a wide range of op- amongst their students; image years 8, 9 and 10, focussing on the Urrbrae portunities for teachers to demonstrate to • have productive relationships with stu- • the fostering of professional dialogue wetlands. a panel that they are exemplary classroom dents, care givers/parents of students in between teachers teachers,” Gaynor said. their classes; • the provision of a structure for perform- He personally trialled and developed a • use a wide range of classroom teaching ance management meetings range of interesting and safe hands-on ac- The process consists of six strands in- and learning processes; • a process by which line managers can tivities which the students are keen engage cluding a written application, extended ob- • have an ongoing commitment to their focus on and work with excellent teachers. in. servation of the applicant’s teaching by one own professional development and are re- • the positive impact upon the standard of of the panel members and a maximum of ceptive to new ideas and their application; teaching and learning within a site Chris has been involved in an extensive three references/performance statements. • are informed about current issues in edu- range of camps and volunteer programs On assessment day the panel observes cation and work collaboratively with other Benefits of the AST 1 process for teach- which has required consistent liaison with a the applicant’s teaching, listens to a pres- teachers to improve the learning outcomes ers include: range of community groups. He is proactive entation and seeks further information for all students. • recognition by DECS of their positive in creating positive relationships with stu- Vol 6, No 1, January 30, 2003 xpress 13 of their own dents whose self esteem and feelings of self This idea has lead to a 350 per cent in- worth are developed through his quiet sup- crease in girls taking part in the year 11 sci- portive manner, patience and empathy. ence course. Dianne Wright Pam caters for the preferred learning styles of her students and provides them with the Westport Primary School reception teacher opportunity to demonstrate their creativity Dianne Wright is highly sensitive to the needs through their presentations. Some students and abilities of her students, providing a chose to explain one of the laws of physics curriculum which supports the learning by writing poetry. needs of each student in her care. Sue Matena Dianne places great importance on de- veloping strong relationships with her stu- Sue Matena is responsible for the R-7 dents and their families and actively involves Music NIT program at McLaren Vale Primary family members in the classroom so that a School. She has developed a program close school community relationship de- which meets the needs of students who velops. display a wide range of musical abilities. Janine McKay Students want to be in her lessons and hence the level of participation and achieve- Maitland Area School German teacher ment is high. Sue’s program has drawn Janine McKay specifically develops strate- praise and recognition from the State edu- gies to cater for students with learning diffi- cation community. culties and different learning styles. “ These teachers contribute significantly to the provision Yvonne Ridge Janine was pivotal in the organisation and of outstanding teacher practice in leadership and implementation of a highly successful ex- Happy Valley Primary School teacher change visit of staff and students from Ohara pedagogy in public education...” Yvonne Ridge provides her students with a in Japan. She devised a varied range of range of open-ended tasks, problem solv- activities to showcase Maitland, Yorke Pe- ing, resource based and hands-on activities. ninsula and South Australia, involving the expertise are sought at a school, cluster, school and wider community. Keyneton Primary School teacher Kellie district and State level. Her year 6 students have actively partici- Baier has established a classroom environ- pated in developing cross curricular inte- Janine has worked collaboratively with the ment where senior school students are Mary Xenides grated units of studies through all levels of local Aboriginal Education Teacher and Abo- empowered to make decisions about their planning. She has played a significant part riginal Education Worker to ensure the own learning. Ridley Grove School year 5/6/7 class in the life of the school in her role as the Narungga Language program was imple- teacher Mary Xenides is an enthusiastic special ed teacher. mented and supported. Kellie has fostered strong links with the practitioner who provides an outstanding local community, resulting in positive and commitment to her students. She creates Her regular and thorough assessment and Joan Sullivan supportive school community relationships. an environment which supports student evaluation of students and their abilities has learning, social and emotional needs. led to the development of a range of pro- Burnside Primary School teacher Joan Margaret Dell grams which have significantly improved the Sullivan seeks and creates opportunities Issues such as lateness, poverty and eq- learning of a number of students. for her year 7 students to develop and Seaford Rise Primary School teacher uity in access to resources are closely moni- demonstrate leadership. This has resulted Margaret Dell has taught her junior primary tored and appropriate actions are taken so * Teachers who wish to seek AST1 in students using their initiative, showing students the importance of their learning and all students are able to access the curricu- classification during 2003 should respect and support for each other, be- behaviour. lum. submit an application form (AST 101) ing organised, self disciplined and respon- to their principal by week 3 term 1. sible. The classroom is filled with examples of Pamela Kuhn Further information may be ob- student work and materials which support tained from the website Joan has established an effective and effi- pupils in their learning. Students make Former Unley High School science teacher <www.decs.sa.edu.au/schlstaff> cient borrowing system for sports equip- choices; know they are trusted, that their Pamela Kuhn has developed a regular ‘Girls then Human Resources, Employee ment which is run by the students in her input is valued, and participate in sponta- and Physics’ day to encourage year 10 girls Development, Advanced Skills class. neous and in-depth conversations about to choose science as one of their year 11 sub- Teacher or by contacting the AST Kellie Baier their learning. Margaret’s experience and jects. Unit on 82261352. 14 xpress Vol 6, No 1, January 30, 2003 Closer to HOME For the first time in Cale Stacy, year 10, and Luke Pryor, year 12, are among the senior students defying tradition and many years, Elliston staying on at Elliston Area School to complete their schooling. Area School on Eyre Peninsula will have senior students L ike most senior students from Eyre made those programs extremely flexible for our students and lots of work in career Peninsula’s Elliston Area School and able to be revisited each year to suit education. studying at the school before him, Year 12 student Luke the needs of individual students. Pryor headed off to boarding school two “We’ve basically been hunting all over the this year thanks to a years ago. The retention of senior students is part of place for opportunities for our students to push to retain But the move took him away from his fam- a wider push to provide a variety of pro- grams to students at Elliston and ensure enable them to get out and about and have a taste of what’s out there for them. students at the site. ily and the town he loved, and after just a year in Port Lincoln - 170 kilometres from its isolation does not mean they miss out on things their counterparts at other sites “It enables our students to have a toe in Gabrielle Hall reports. home - he persuaded his parents to bring him back to Elliston to complete his school- may take for granted. the water in a whole lot of areas and know that if you’re here in Elliston and connected ing. It is a trend that means for the first time “Our whole strategic plan is looking at re- by technology you can quite easily con- in a long time, Elliston Area School will have tention rates, looking at more jobs for stu- tinue to live and work here.” senior students in 2003. dents, looking at ways we can use tech- nology, how we can make curriculum rel- With 80 students on the roll and a focus Principal Janet Potter said this year there evant particularly for young rural males in on the “top end of the school” Janet said it would be eight year 10 students, one year an isolated community,” Janet said. was auguring well for future enrolments. 11 and one year 12, defying the tradition of senior students going to boarding school Technology has played a large part in en- “We’ve introduced a middle school focus in either Port Lincoln or Adelaide. suring distance barriers are reduced and in year 6 and really from year 6 on we’re Janet said a large effort had been make to looking at what will retain those students “We’ve worked with parents and the gov- “establish really strong networks with peo- here at Elliston,” she said. erning council to work out what it is that ple in the city”. they want for their children and whether “We’ve got 80 students now and by the they want them to stay here to complete However, as traditionally at many sites end of this year we expect about 90 stu- school,” Janet said. outside the metropolitan area, a large ef- dents. We’ve been in a real lull, when I first fort and commitment is also made to ei- came to Elliston we had 64 students, but “What we’re saying to parents is ‘tell us ther bring opportunities to the students or we’ve really gained momentum along the way. “ It's like a journey that we're all on together and it's a “Now with the senior school access im- huge advantage being that way... ” proving and the little ones coming into the school we’re on an upward spiral. what you want, tell us what you need’ and take students to those opportunities. “I think as the enrolments grow, the more in relation to the students we’re very much confident people will become about the saying to them that ‘it’s your life, what do Whether it be study opportunities or sport school.” you want it to look like?’. and social interaction events, Janet said staff, parents and students were commit- Janet admits it is a “constant challenge” “Then we set about looking at what kinds ted to making the extra effort to be part of to retain students in rural areas, but said it of programs we could offer them.” it. The variety of opportunities on offer re- was an exciting one that was being well- flect that commitment. received by parents and students in Janet said the school had now employed Elliston. a senior school teacher to help deliver the “This year we’ll have connections with senior school program. TAFE to be able to offer a Certificate 1 in “I think it’s exciting to be working in this Employment,” Janet said. area," she said. “Together we’ve worked on putting to- gether a senior school book pointing out “We’re also involved in active8 Arts "It’s like a journey that we’re all on together we can do the same things here that you through Carclew so we’ve done quite a lot and it’s a huge advantage being that way. can do in other senior schools, you just of work in media and performance produc- have to tell us what you want,” she said. tion, looking at film making and video pro- "The stakes for young people are very duction. We’ve used Ready Set Go fund- high and we’re really committed to making Janet said the small size of the school ing to provide work experience in the city sure we offer them the best we can.” Vol 6, No 1, January 30, 2003 xpress 15 Managing performance The eight key areas for Performance Management were the focus of a State-wide audit of schools, preschools, TAFE and State office. Performance Management project officer, Susanne Owen looks closely at the findings of the audit and good practice. P erformance Management – is it the and collect evidence in their ‘brag books’ and big brother/sister accountability or presenting this to their managers,” Susanne supportive professional growth? said. “Minutes of the meetings which reflect these presentations can then be used, along This was one of the many issues looked at with other information from the manager, as during a South Australian audit of perform- the basis for developing the written feedback. ance management across the key sectors of Susanne Owen, a State-wide Performance Management project officer. education. The audit, which occurred last year, “At a local level, everyone needs to be in- aimed to determine the current level of volved in building a culture of recognition al- progress in implementing performance man- some guided questions, talk to me about colleagues, students and parents; examples though the leader’s role in establishing this is agement in each site. The grid used for the what’s happening in the classroom, talk to me of computer skills products; collegial obser- essential.” evaluation identified six possible levels from about your concerns about specific students’ vation notes etc. zero to five for the elements, each with an in- (Owen, professional development surveys, Grievance Procedures and dicator statement to describe the stage of im- 2002). “In the audit, 70 per cent of directorates in Addressing Underperformance plementation. State office and more than 90 per cent of Performance Planning and Personal schools and preschools indicated a three or The final aspects of the Performance Man- According to Performance Management Development Planning four rating in performance planning, of under- agement policy are Grievance Procedures project officer Susanne Owen, the usual for- standing, or actually achieving the objective and Addressing Underperformance. mat for Performance Management involved Reflecting accountability, each staff member of linking individuals to broader goals.” Susanne said in terms of underperformance, self-appraisal, a planning meeting between the nearly 60 per cent of schools and preschools manager and staff member to negotiate goals and about 70 per cent of State office rated and data collection and an interview to dis- cuss achievements and to develop a written “Performance Management is about all staff being clear themselves at zero to two. report which is required at least annually. Line about what their work involves and completing it at a She said experience showed that when manager meetings are a required aspect of staff were under-performing, a regular, almost Performance Management, but teams can satisfactory level... ” weekly meeting process where the manager also be involved, sharing goals and meeting and the staff member work together to ad- to provide feedback. dress the concerns needed to occur. More is required to identify some performance plan- Targeted professional development to sup- often than not, this did result in improved Job and Person Specification ning goals which link into the school, directo- port current and future career planning is oc- performance. and Induction rate, or systems directions. curring in about half of the school and pre- school sites, although a little less so in State Summary “Performance Management is about all staff “For example, a performance planning goal Office: The performance management being clear about what their work involves and for a teacher in relation to SACSA might be, structure....has supported my professional “Accountability is certainly part of Perform- completing it at a satisfactory level,” Susanne ‘a range of assessment strategies used in- development…I’ve had the opportunity to dis- ance Management, but most of our staff are said. “The ratings used in the audit for the Job cluding self and peer assessment and authen- cuss my needs with my manager, but also it’s competent and experienced,” Susanne said. and Person Specification and Induction as- tic assessment methods’ and for a non-school helped me in being strategic at the same time pects indicated a four or five response. This based staff member, ‘undertake a risk assess- with my training and development’ (Owen, “Therefore, the ultimate goal is feeling mo- suggests that current and new State office, ment of my office area to ensure it meets the 2002). tivated in the workplace and improved job schools and preschool staff, have clarity re- level 3 standard’,” Susanne said. satisfaction through professional growth, as garding their work roles and that regular re- Recognition and Feedback well as continuously improving the quality of views and updating are occurring. “Personal Development goals are also part the education we provide in the public sys- of Performance Management and these are In the audit, more than 80 per cent of tem.” “In terms of good practice, Teachers Work is about staff skilling themselves more in their schools/preschools rated themselves at level the reference document for teachers but this current work or for future career planning, four or five of celebrating success and staff About the Author: Susanne Owen is the needs a local context. Schools and which clearly is concerned with professional feeling valued. Only 20 per cent had written State-wide Performance Management preschools use it to discuss aspects of Teach- growth. feedback related to data and linked to per- project officer which includes ers Work such as behaviour management or formance objectives. State office results had underperformance processes. Susanne teaching methodology.” “In emphasising professional growth, identi- more than 30 per cent of directorates indicat- conducts training and development through- fying the evidence of success when the goal ing a four or five rating. out the State and has previously been a sec- Performance Management is based on sup- has been achieved is important. Staff can take ondary school administrator. Susanne is port and staff having a clear understanding of control of their learning by gathering this evi- “Best practice in terms of written feedback currently completing Doctor of Education their roles: ‘It’s been just a chat you know with dence in a portfolio including feedback from seems to suggest that staff develop their goals studies in Professional Development. 16 xpress Vol 6, No 1, January 30, 2003 Indigenous celebration Pitjantjatjara song and dance and a wel- about family and kinship in the perform- come onto Kaurna land marked the end- ance which centred around a recently con- of-year celebrations at Kalaya Preschool. structed Wiltja (traditional Aboriginal Lele Sanderson from the preschool said shelter). the children spent two terms integrating “The children dressed up as different fam- Aboriginal language, culture and identity. ily members and used various artefacts in- The performance in Pitjantjatjara was a cluding digeridoos, clapstciks and focus of the Aboriginal language program coolamons. and incorporated learning about Austral- “The children read the story in ian animals and their characteristics. Pitjantjatjara and English with help from “Activities included learning about ani- the kindy teacher,” Lele said. mal habitats, learning animal names in Children have been participating in role Pitjantjatjara, an excursion to Cleland play and cultural experiences at the Wiltja Wildlife Park and a series of Aboriginal which has provided an Aboriginal perspec- dance workshops focussing on animals. tive to the play area. “At the celebration the Kalaya children At the preschool's end-of-year celebration depicted various Australian animals there was also a display of children’s lit- through a movement and action song,” eracy, Aboriginal art activities and a Lele said. waltjapiti (family) tree made with chil- Kalaya Preschool children performing an Aboriginal dance in their new Wiltja. Children also incorporated their learning dren’s handprints. A growing cultural awareness An Indigenous medicinal matism and arthritis, Black Information about the plants garden is being established at anther flax-lily, which is used and their qualities had been Christies Beach, as part of a for colds and native pine, the gleaned from the Urban For- program to boost retention resin of which is considered to est Biodiversity Project team and engage students. have anaesthetic properties. and the Kaurna community, The garden, a joint venture School Industry coordinator she said. between Southern Futures, Megan Clark said work began She said as part of the project Noarlunga Health Services on the Indigenous garden students had also travelled to and the local Kaurna commu- about a year-and-a-half ago. the Coorong with a group of nity, is being built at the rear She said Indigenous elders local Indigenous men to gain of Christies Beach High were involved in the project more information about me- School. from an early stage, with plant- dicinal plants. Southern Futures is a re- ing days, steering committee “The idea of the garden is to gional body funded through meetings and through advice engage students and promote the department’s Enterprise and feedback. cultural awareness in the com- and Vocational Education At the end of 2001 the elders munity,” she said. unit. It builds partnerships be- took part in a traditional smok- “The garden also shares the tween business, industry, com- ing ceremony on the land set knowledge of local Indig- munity and education to de- aside for the garden, to cleanse enous people and celebrates liver education and training the land and ensure the suc- it. programs in the southern re- cess of the garden. “It is hoped that one day the gion. Megan said about 20 mostly garden will be able to be used The idea for the garden Indigenous students were in- as an educational tool and originated from Southern Fu- volved in the project, with opened up to the general pub- tures staff, following similar some 80 other children from lic to walk through and learn successful programs in the area. local primary schools and about the plants and Indig- The garden contains some preschools. enous culture.” plants that will produce bush She said they had been in- A conversation pit/storytell- tucker but the majority will volved in looking after the ing circle had been incorpo- have traditional medicinal garden and planting, design- rated into the garden design. qualities. ing and promoting the garden. The garden is expected to be Some of the plants that have The project also planned to completed by August this year. Students work on the garden, with Stanley Geebung, Aboriginal Education Worker already been included in the link students to certificates in The project is supported by the at Christies Beach High School. The garden is a joint venture between Southern garden are: Clematis horticulture, tourism and busi- City of Onkaparinga, the Ur- Futures, Noarlunga Health Services and the local Kaurna community. The idea for microphylla, or Old Man’s ness studies through short ban Forest Biodiversity the garden originated from Southern Futures staff, following similar successful Beard, which is used to rub courses offered through South- Project and Christies Beach programs in the area. over skin sores and for rheu- ern Futures, she said. High School. Green patch of success A group of schools in the The project aims to repair north-eastern suburbs have remnant vegetation and the been involved in a success- natural habitat and covers ful Landcare project. the area of Ambers Gully. Students from Since 1993, 7834 plants Campbelltown, Athelstone have been planted through and Paradise Schools make the project. In 2002 another fortnightly visits to under- 700 seedlings were raised take activities in the Black and planted. Hill and Morialta Conserva- The project is also sup- tion parks. ported by the Friends of Their involvement is part Black Hill and Morialta Inc, of a collaborative school National Parks and Wildlife Our Patch Landcare project, SA, Natural Heritage Trust, involving the school com- Our Patch Torrens Catch- munities, other organisa- ment Water Management tions and the general pub- Board and the Urban Forest lic. Biodiversity Program.
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