Draft_ESL_ESD_policy by shuifanglj

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									DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009




                                                  Education Policy and Procedure Register




        CRP-PR-XXX: English as a Second Language (ESL) / English as a Second Dialect (ESD)



APPROVAL TO PUBLISH




 Implementation date                   This procedure is approved for publication and will be effective from



                                       Day 1 Term 1 2010
                                       ________________________



 Next scheduled review
                                             6 months
 date
                                             12 months

                                             2 years


                                             Public availability

                                             Intranet (EdInfo)


 




Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 1 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009


DOCUMENT METADATA

                                       English as a Second Language (ESL)/ English as a Second Dialect
 Main title
                                       (ESD) Policy

 Alternative title
                                       ESL policy


                                       This procedure is about the department‟s position on students enrolled
                                       in schools who do not have sufficient English to understand the
                                       language of instruction in the classroom (Standard Australian English).
                                       The procedure is for all Education Queensland staff; it outlines
                                       responsibilities to ensure that barriers encountered by ESL learners
                                       accessing the curriculum are removed and students‟ English language
 Description
                                       needs are appropriately assessed. The procedure also outlines the
                                       responsibilities of schools, through a whole-school approach, to deliver
                                       effective English language learning support to ESL learners in order to
                                       facilitate their language development, and the department to monitor
                                       and report on ESL student achievement in order to evaluate the
                                       effectiveness of teaching and learning strategies and ESL targeted
                                       responses.
                                       English language, EAL, new arrivals, refugees, Indigenous, Aboriginal,
                                       Torres Strait Islander, International, CALD, culturally and linguistically
 Keywords
                                       diverse, non-English speaking background, NESB, ESL learners,
                                       language learners, TESOL
                                             Students
                                            Parents and carers
                                            International students
                                            Schools and educators
 Relevant parties                           Other – intranet, RTI publication scheme




 Contact person                        Ms Leith Sterling, A/Executive Director, Student Services Branch, tel:
                                       3237 0919




                                             Draft for consultation
 Document status
                                             Interim
                                             For Approval




 Document reference                    CRP-PR-XXX

 Version number                        Version:1.1

 Approval record



 Approval date


 Web publication date




Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 2 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009

 Implementation date
                                       Day 1, Term 1, 2010

 Review date
                                       2012


                                             Public
 Presentation
                                             Internal

                                             Community relations                  Human resource management
                                             Curriculum provision                 Information & communication
                                             Educational marketing                technology
 Thesaurus Keyword
                                             Equipment & stores                   Information management
 {From Corporate Thesaurus -
                                             management                           Legal services
 used for Records Management
                                             Facility management                  Publication
 and to generate left hand
                                             Financial management                 Schools management
 navigation of web page}
                                             Fleet management                     Staff development
                                             Government relations                 Student management & support
                                             Health and safety                    Workforce relations




 Document status
 {Used for record-keeping                    Rescinded                              Date ____/____/20____
 purpose}




Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 3 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009


Relevant legislation and policy
{What legislation, substantive policy and other procedures are relevant to this procedure
Legislation and/or regulations

       Age Discrimination Act 2004 (C'wealth) Part 3 Sections 14-16, Part 4 Division 3 Section 26,
      Division 4 Section 33 http://www.austlii.edu.au/au/legis/cth/consol_act/ada2004174/
       Anti-Discrimination Act 1991 (Qld) Chapter 2 Part 2 Section 7, (new window)            Part 4 Division 3
      Subdivision 1 Sections 37-39, Part 5 Sections 105, 111, Chapter 3 Part 2 Sections 118-120,
      Chapter 4 Part 4 Section 124A http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/A/AntiDiscrimA91.pdf
       Child Protection Act 1999 (Qld) (new window)           Chapter 1 Part 2 Section 5, Chapter 2 Part 1
      Section 17 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/C/ChildProtectA99.pdf
       Disability Discrimination Act 1992 (C'wealth) Part 1 Sections 5-9, Part 2 Division 2 Section 22,
      Division 3 Sections 37-38 http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
       Disability Services Act 2006 (Qld) (new window)          Part 2 Divisions 1 and 2, Part 12 Division 2
      Section 185 http://www.legislation.qld.gov.au/LEGISLTN/ACTS/2006/06AC012.pdf
        Disability Standards for Education (new window)         2005          (C'wealth)
      http://www.dest.gov.au/NR/rdonlyres/482C1E4B-9848-4CC3-B395-
      067D79853095/15406/DisabilityStandards_004_screen.pdf

       Education (General Provisions) Act 2006 (Qld) (new window)     Ch.1 Part 3 s.5,6 and Part 4; Ch.2
      Part 1 s.12; Ch.8 Part 1 Div.1 s.159, 160; Ch.9 Div.2 Part 2 s.187; Ch.12 Part 11 s.365; s.426
      http://www.legislation.qld.gov.au/LEGISLTN/ACTS/2006/06AC039.pdf
       Human Rights and Equal Opportunity Act 1986 (C'wealth)                      Part II B, Division 1 Section 46P -
      46PN http://www.austlii.edu.au/au/legis/cth/consol_act/hraeoca1986512/
       Privacy Act 1988 (C'wealth) Part IX Section 95A
      http://www.austlii.edu.au/au/legis/cth/consol_act/pa1988108/
        Racial Discrimination Act 1975 (C'wealth)             Part 2 Section 9
      http://www.austlii.edu.au/au/legis/cth/consol_act/rda1975202/
        Sex Discrimination Act 1984 (C'wealth)              Section 21
      http://www.austlii.edu.au/au/legis/cth/consol_act/sda1984209/
        Right to Information Act 2009
         http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/R/RightInfoA09.pdf
        Information Privacy Act 2009
         http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/I/InfoPrivA09.pdf

Substantive policy May be whole-of-government or DET specifc.


        2010 Queensland State Education (new window)
      http://education.qld.gov.au/corporate/qse2010/pdf/strategy.pdf
        Education Training Reforms for the Future            http://education.qld.gov.au/etrf/

        Inclusive Education Statement 2005 (new window)
      http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
        Inclusive Education Policy
        School Improvement and Accountability Framework - Destination 2010                        (new window)
      http://education.qld.gov.au/strategic/accountability/docs/dest2010.pdf

        Strategic Plan 2007-2011        (new window)       http://education.qld.gov.au/strategic/planning/pdfs/deta-strat-plan-
      2007-2011.pdf
        Code of Conduct http://education.qld.gov.au/corporate/codeofconduct/index.html
        Queensland Government Multicultural Policy: Making the World of Difference
        Queensland Government Language Services Policy
        Embedding Aboriginal and Torres Strait Islander Perspectives
        Bound for Success
        Indigenous Education Strategic Directions 2008-2011
        Indigenous Learning and Arts Strategic Plan 2008-2011
        Closing the Gap Education Strategy
        P-12 Curriculum Framework
        Curriculum Guidelines for English as a Second Language (ESL) Learners
        The ESL Bandscales (incorporating Indigenous Bandscales)
        ESL Scope and Sequence document
        Framework for Gifted Education (new window)
      http://education.qld.gov.au/publication/production/reports/pdfs/giftedandtalfwrk.pdf
        Special Provisions and Exemptions

Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 4 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009


Related procedures {List other Education Policy and Procedures Register documents.

Statement of intent

Contemporary public education in Queensland is focused on quality teaching and inclusive learning to enable
all young people to achieve high-level outcomes and to continue learning throughout their lives.

Queensland is a diverse multi-lingual, multi-cultural and multi-faith community. Consequently, there are many
students in Queensland schools who bring a rich diversity of languages to their schools from their homes and
communities. Like all students, they bring to their learning situations a full range of characteristics and talents
– linguistic, cultural and personal - as well as the prior learning and life experiences they have already gained.

This diversity in Queensland schools also means that many students, including Indigenous students, are
learning English as a second (or additional) language or dialect, at the same time as learning curriculum
content through this language. These students are collectively termed „ESL learners‟.

Competency in Standard Australian English (SAE), the language of instruction in the classroom, is necessary
for all students to be able to engage successfully with schooling, training, work and the broader community.
To ensure that ESL learners succeed at school, attention must be paid to the challenges they face in learning
English from a cognitive and socio-cultural base of another language or dialect. Acknowledgement also needs
to be given to the additional workload ESL learners face in learning SAE at the same time as needing to
continue their learning in all the key learning areas in the English language, in order to keep up with their
peers.

Some ESL learners may have prior educational experience with literacy in a different script and others may
come from an oral cultural background and have no experience of literacy in their first language. Some ESL
learners have experienced severely disrupted schooling with little opportunity for literacy development.

Successful educational outcomes for all students who are ESL learners is a shared responsibility resulting from
system-wide policy, resourcing through service delivery models and whole school planning in curriculum 1,
pedagogy and assessment. The provision of quality education for ESL learners must be based on:

    understanding individual students, including their language and literacy background and their level of SAE
     acquisition.
    the knowledge that language is complex and multi-layered and learnt and used within a socio-cultural
     framework.
    the need to approach contemporary classroom teaching with a language perspective - by identifying the
     language load of tasks and then teaching the required Standard Australian English explicitly.
    implementing curriculum design and pedagogical responses informed by evidence and understanding of
     second (additional) language acquisition along with summative and formative assessments of students‟
     English language progress in speaking, listening, reading and writing.
    teacher ability to work cross-culturally, including an understanding how their own cultural and linguistic
     background differs from their students.
    the use of recognised English language acquisition tools to assess students‟ developmental levels from
     their initial basic, communicative English language usage into their English language proficiency in
     cognitive and academic language.
    supporting the important role of first language/dialect for sense of identity, self-worth and cultural
     maintenance. A goal of schooling in Queensland is bilingualism or multilingualism, and English is
     additional to ESL learners‟ other languages.
    implementing curriculum design and pedagogical responses informed by evidence and understanding
     about how second (additional) language is acquired and formative assessments of students‟ English
     language and literacy progress.
    understanding the importance of using a variety of strategies to facilitate learning and assess learning to
     ensure that students who are ESL learners are not disadvantaged.
    maintaining high expectations for ESL learners to participate fully in the curriculum and succeed.




1
  The expectation is that schools and teachers enable all students, including ESL learners, to access and achieve the learning described in the
mandated curriculum documents. It requires the curriculum to be designed for flexibility to support teachers to be responsive to ESL learners’
language development and educational needs in proactive ways. This may involve adjustments to curriculum tasks, teaching materials,
classroom organization and management, learning experiences, teaching styles, assessment procedures and allocation of specific resourcing. It
requires the teacher to make the language demands of the curriculum visible.




Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 5 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009

ESL learners are a heterogeneous group that includes Aboriginal, Torres Strait Islander and Australian South
Sea Islander students, students with Maori or Pacific Islander backgrounds, immigrants and temporary visa
holders from non-English speaking countries, students with a refugee-background, children born in Australia
of migrant heritage where English is not spoken at home, Australian-born students returning from abroad,
students from families where signed language is used at home, and international students from non-English
speaking countries.

Responsibilities


All Education Queensland staff

       Inclusive education, which includes enabling all ESL learners to develop proficiency in Standard Australian
        English, underpins all school practices.
       Acknowledge that Indigenous ESL learners are included in the definition of ESL learners, and that
        „Embedding Aboriginal and Torres Strait Islander Perspectives‟ specifically draws attention to their
        language learning needs
       Have high expectations of all ESL learners participating fully in the curriculum and succeeding.
       Help to create learning and working environments where all staff, students and parents/carers are valued
        for their diverse languages, cultures and faiths.
       Encourage positive responses (rather than deficit responses) to linguistic diversity
       Model appropriate behaviours and promote an environment that is free from all forms of unlawful
        discrimination and harassment.
       Develop own ability to work cross-culturally
       Ensure that the Queensland Government‟s Language Services policy is implemented with respect to the
        use of interpreters to ensure access to information and services for students and their families with limited
        English

    Principals:

        Work collaboratively with teaching and support staff to:
                     Support school progress towards developing inclusive education
                     implement the ESL/ESD policy
                     support the important role of first language/dialect for sense of identity, self-worth and
                      cultural maintenance. A goal of schooling in Queensland is bilingualism or multilingualism,
                      and English is additional to students' other languages
                     Develop whole-school responses for ESL learners
                     implement a range of effective ESL responses
                     have high expectations of all ESL learners participating fully in the curriculum and succeeding
        Ensure the full and accurate completion of the Student Enrolment form to ensure information about a
         student‟s linguistic, cultural and education background is identified
        Use appropriate enrolment information, curriculum documents and tools, ESL specialist expertise,
         formative and summative assessments to:
                     identify ESL learners within the school, and
                     establish students‟ level of SAE acquisition in speaking, listening, reading and writing
        Identify students who may require targeted ESL responses based on their language needs
        Support a collaborative, collegial approach between classroom teachers and ESL specialist teachers to
         ensure the best educational outcomes for ESL learners
        Ensure school compliance with Education Queensland International requirements for the delivery of ESL
         support to international students
        Demonstrate through whole-school curriculum planning and professional development opportunities,
         strategies to develop teacher:
                     understanding of individual student profiles, including their language and literacy background
                      and their level of SAE acquisition.
                     understanding of the range of ESL learners in the school, including Indigenous students
                     knowledge that language is complex and multi-layered and learnt and used within a socio-
                      cultural framework.
                     practices in the contemporary classroom teaching with a language perspective - by
                      identifying the language load of classroom and curriculum tasks and then teaching the
                      required Standard Australian English explicitly.
                     implementation of curriculum design and pedagogical responses that are informed by
                      evidence and understanding of second (additional) language acquisition along with
                      summative and formative assessments of student English language progress in speaking,
                      listening, reading and writing.
                     understanding of students‟ language developmental levels from their initial basic,
                      communicative English language usage into their English language proficiency in cognitive


Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 6 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009

                   and academic language and the use of recognised English language acquisition tools to assist
                   in this
                  understanding of the importance of using a variety of ways to facilitate learning and assess
                   learning so as not to disadvantage students who are ESL learners.
                  positive responses (rather than deficit responses) to linguistic diversity
     Use a range of school information and evidence to examine ESL learners‟ achievement levels in all key
      learning areas and their progress in developing SAE and literacy.
     Use this information to evaluate the effectiveness of teaching and learning strategies
     Work with teachers to improve ESL learners‟ performance, particularly those who have beginner and
      intermediate levels of English language acquisition or are not achieving the standards expected of their
      age cohort
     Identify and resolve barriers to ESL learners‟ access to, and engagement with, programs and activities in
      school, through consultation and collaboration with other professionals, the student‟s family and
      community.
     Build school capacity to support all ESL students by collaborating and networking with other service
      providers and community agencies
     Establish open and positive relationships with parents/carers and community to improve access to
      programs, facilities, information and expertise.
     Ensure that interpreter support is available to assist access to school information and services and
      promote effective communication for students and their families.

Teachers:

     Work collaboratively with the Principal and other school staff to support:
                   school progress towards developing inclusive education
                   implementation of the ESL/ESD policy
                   the important role of first language/dialect for sense of identity, self-worth and cultural
                    maintenance. A goal of schooling in Queensland is bilingualism or multilingualism, and
                    English is additional to students' other languages.
                   the development and implementation of whole-school responses for ESL learners
                   the implementation of a range of effective ESL responses
                   a culture of high expectations of all ESL learners participating fully in the curriculum and
                    succeeding.
     Identify own skills and understandings about students' language backgrounds, second language
      acquisition and ESL learners, language demands inherent in classroom learning and the curriculum,
      language teaching and multilingualism.
     Develop understanding that language is complex and multi-layered and learnt and used within a socio-
      cultural framework
     Develop teaching practices that incorporate a language perspective by identifying the language load of
      classroom and curriculum tasks and then teaching the required Standard Australian English explicitly in
      the classroom
     Develop teaching practices that incorporate a variety of pedagogies and assessment practices so that
      ESL learners are not disadvantaged and can demonstrate and communicate their knowledge,
      understandings and skills in a range of ways
     use recognised English language acquisition tools to assess students‟ developmental levels from their
      initial basic, communicative English language usage into their English language proficiency in cognitive
      and academic language.
     Use appropriate enrolment information, curriculum documents and tools, ESL expertise, formative and
      summative assessments to identify ESL learners and establish the student‟s level of SAE acquisition in
      speaking, listening, reading and writing
     Work collaboratively and collegially with ESL specialist teachers to ensure informed curriculum planning
      and teaching practices for ESL learners
     Monitor ESL learners' ongoing English language acquisition in all the modes of listening, speaking,
      reading and writing and ensure that this information is made available in all consultations about
      students' performance in order to avoid misdiagnosis or inappropriate service responses
     Consider individualised student plans for ESL students requiring targeted ESL responses in collaboration
      with ESL specialists
     Understand and use school and departmental policies to promote ESL learners‟ access and participation
      in learning programs and school activities.
     Monitor ESL learners‟ progress and provide regular formal and informal reports to parents/carers and
      other relevant agencies in accordance with relevant school and/or departmental policies.
     Arrange for interpreter support as required.

Regional Offices

     Work with Executive Directors in the region to:
                Implement the ESL/ESD policy
Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 7 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009

                  Support school progress towards developing inclusive curriculum
                  Monitor whole-school responses for ESL learners
                  Implement a range of effective ESL responses, and
                  Monitor compliance with Education Queensland International requirements for the provision
                   of ESL for international students.
     Strategically plan for the deployment of human and other resources so as to provide effective teaching
      and learning support, targeted responses (including additional specialist ESL support) for ESL learners,
      consistent with this policy.
     Monitor and review a range of ESL responses, including targeted ESL responses, that:
                  are consistent with Education Queensland‟s ESL/ESD policy
                  based on a whole-school approach
                  include ESL learners of all language backgrounds
                  support the English language learning needs of ESL learners
                  include considerations of ESL learners' language acquisition levels and language learning
                   needs in all curriculum responses and professional development initiatives
                  support and monitor ESL student achievement, including their progress in SAE language
                   acquisition
                  use student achievement information to monitor the effectiveness of teaching and learning
                   strategies for ESL learners
     Utilise transparent and inclusive governance arrangements when determining distribution of targeted
      ESL resources
     Ensure the implementation of the Queensland Government‟s Language Services policy with respect to
      the use of interpreters to ensure access to information and services for students and their families.
     Monitor and support each school's progress towards whole school responses for ESL learners
      implementation of the ESL/ESD policy and a range of effective ESL responses, and compliance with
      Education Queensland International requirements for the provision of ESL for international students
     Work with Principals in the district to plan for the deployment of human and other resources so as to
      provide effective teaching and learning support, targeted responses (including additional specialist ESL
      support) to ESL learners, consistent with this policy.
     Assist Principals to develop school plans and budgets that include the needs of all ESL learners in their
      schools, particularly those who have beginner and intermediate levels of English language acquisition or
      are not achieving the standards expected of their age cohort
     Ensure the implementation of the Queensland Government‟s Language Services policy in schools with
      respect to the use of interpreters by schools to ensure access to information and services for students
      and their families.

Central Office:

     Requires all departmental policies, frameworks and resources relating to curriculum, funding processes,
      support for teachers and physical environments to contribute to inclusive education by supporting ESL
      learners, including Indigenous ESL learners, who need to develop Standard Australian English to be able
      to participate fully in the curriculum
     Develop and review the level and allocation of resourcing for students with English language learning
      needs
     Ensure the implementation of the Queensland Government‟s Language Services Policy within Education
      Queensland.
     Build systemic capacity for inclusive education and support the English language learning needs of all
      ESL learners through effective partnerships with other government and non-government agencies that
      provide services to ESL learners and their families.
     Coordinate provision of professional development on inclusive education and ESL learners so all staff
      continue to improve their understanding of language and cultural diversity and the knowledge, values
      and skills that diverse groups of students, parents/carers and broader community contribute to the
      learning process and the school community.
     Monitor national and international research related to inclusive education and ESL to ensure policy
      initiatives reflect evidence-based research findings and are consistent with Queensland Government
      policy.
     Provide advice on the identification of ESL learners (on enrolment, through assessment etc) and provide
      systemic support to track and report on their progress
     Develop and monitor a range of effective ESL responses that support the identification of ESL learners
      (irrespective of their background) and include an ESL program(s) and guidelines to support regions,
      districts and schools to implement targeted and effective support for ESL learners in schools.
     Support the development of curriculum guidelines, resources, knowledge and practices to build school
      and teacher capacity to teach ESL learners.
     Monitor the effectiveness of teaching and learning practices and interventions for all ESL learners,
      particularly those who have beginner and intermediate levels of English language acquisition or are not
      achieving the standards expected of their age cohort
     Monitor the impact of policies and programs for ESL learners by analysing student achievement results
      and the educational outcomes of ESL students, particularly those who have beginner and intermediate
Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
                                                                                                                     Page 8 of 9
DRAFT DOCUMENT FOR CONSULTATION PURPOSES– NOT DEPARTMENTAL POLICY- September 2009

      levels of English language acquisition or are not achieving the standards expected of their age cohort, so
      as to evaluate the effectiveness of teaching and learning strategies
     Collect, monitor and report on a range of demographic and student achievement data items relating to
      students of Indigenous and culturally and linguistically diverse backgrounds, and students identified as
      ESL learners
     Monitor the quality of enrolment data input by schools and advise on strategies to improve data quality
     Develop strategies to attract and retain teaching staff with ESL qualifications and experience, including
      career pathways
     Develop strategies to attract and retain individuals of culturally and linguistically diverse backgrounds
      and bilingual and multilingual staff for employment in schools

Forms
{What forms are completed as part of this procedure? To complete this section, provide information to link to
relevant forms. All forms listed would also be referred to and hyperlinked in Responsibilities section as part of
an action. Examples may include templates and/or standard letters. Enter ‘Nil’ if forms are not relevant to this
procedure. Forms will be accessible on intranet (EdInfo) only unless ADG approves public access.}

<Enter title of form here. Add form as attachment or separate TRIM document. Will be published in EPPR>


<If Status is marked “Draft for consultation” or “Interim”, include feedback form here>


Guidelines
{Guidelines assist inexperienced users to undertake requirements described in Responsibilities. They contain
non-binding information, and could allow a user to act at variance as long as they reach required outcomes.
They should not indicate mandatory actions (refer http://iwww.qed.qld.gov.au/strategic/eppr/ ). Dependent
on size, guidelines may appear on a supporting web site with hyperlink(s) }

<Enter text for short guidelines (less than 500 words) here>

Or

<Enter title for longer guidelines (2 to 3 pages) here>
P12 Curriculum Framework, Education Queensland
Curriculum Guidelines- ESL, Education Queensland
ESL Scope and Sequence Document, Education Queensland
ESL Bandscales
Embedding Aboriginal and Torres Strait Islander Perspectives

<Enter URL here>

Other relevant documents
{ Relevant documents should assist to add clarity to the procedure not be the procedure in itself. They are to
be no more than 2 to 3 pages. Examples may include completed forms and flowcharts. Usually published with
procedure but may be on a supporting web site depending on usage (Discuss with Governance, Strategy and
Planning). Are to be approved with the procedure with evidence of this approval shown. Do not have
duplicate information. Relevance is to be shown by referencing from responsibilities section. Attach relevant
documents at end of this document, labeled as Attachment 1, 2 etc. Conversely, save as separate TRIM
documents and forward all through to EPPR location.}

<Enter title of document/s here. Make certain title listed here matches title of the attachment>
<Enter TRIM reference if separate attachment or attachment number here. If published elsewhere, provide
URL>




Uncontrolled copy. Refer to PBL-PR-001: Developing Policy and Procedures for Inclusion in Education Policy and Procedures
Register at http://iwww.qed.qld.gov.au/strategic/eppr/pubn/pblpr001/ for master.                          Version 1.….. 15-09-09
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