Docstoc

Annual Activity Plan 2008 for the Australian Government Quality

Document Sample
Annual Activity Plan 2008 for the Australian Government Quality Powered By Docstoc
					      Annual Activity Plan 2008
               for the
Australian Government Quality Teacher
             Programme
            2006 – 2009




           November 2007




                                        1
                                                               Index


              Name                                       Page


Template B1   Activity Plan Overview 2007                  3


Template B3   Consolidated Activities Budget 2007         4-5


Activity 1    Consumer and Financial Literacy              6


Activity 2    School-based Professional Learning         7 - 11
              Teams


Activity 3    ICT Professional Learning                  12 - 16


Activity 4    Whole School Approaches to Safe            17 - 24
              Schools


Activity 5    Skill Building for New Leaders             25 -29


Activity 6    Developing Professional Learning Culture   30 - 34


Activity 7    Planning for Learning – Action Research    35 - 38
              Team


Activity 8    Australian Government Summer Schools       39 - 42
              for Teachers Programme




                                                                   2
Template B.1 – Activity Plan Overview for 2008
Using the AGQTP grant, AISV is proposing eight activities in 2008, designed to specifically
equip teachers with the skills and knowledge needed for teaching in the 21st century. One of
these activities (Activity 2) spans all three priority areas and is classified as a partial activity in
the Summary Table. . A revised Activity Plan Overview with more precise numbers of
participants based on the exact classification of each school-based project in 2008 will be
provided early in 2008. This Activity Plan Overview assumes an even distribution of
participating schools and estimated numbers of teachers against each priority area.


SUMMARY TABLE


 Curriculum

 Number of activities                               1 partial (Act. 2)


 Number of cross-sectoral activities                none


 Number of participating schools                    TBA


 Estimated number of teachers                       320


 Targeted Learning Strategies

 Number of activities                               1 partial (Act. 2)



 Number of cross-sectoral activities                none



 Number of participating schools                    TBA


 Estimated number of teachers                       320


 Cross-Curricular/Whole School
                                                    7 whole (Act. 1,
                                                    3, 4, 5, 6, 7 & 8)
 Number of activities                               1 partial (Act. 2)


 Number of cross-sectoral activities                1 whole (Act. 1)


 Number of participating schools                    TBA


 Estimated number of teachers                       1220




                                                                                                      3
Template B.3 – Consolidated Activities Budget for 2008
The nature of Activitiy 2* allows schools to nominate specific projects within the AGQTP
priority areas that are context-driven and meet the needs of the teachers in that school. A
revised budget with precise figures based on the exact classification of each school-based
project in 2008 will be provided early in 2008. This budget assumes an even distribution of
school-based projects against each priority area.
1
Teacher release is provided for within Activity 2 and estimated to be $30 000.
2
 The amount for Consumer and Financila Literacy is in addition to the AGQTP allocation and
not included in the totals


    Activities                                       Budget (GST excl)

    Priority area: curriculum
    School-based Professional Learning Teams*        $ 62 983


    Sub Total - Curriculum                           $ 62 983

    Priority area: targeted learning needs
    School-based Professional Learning Teams*        $ 62 983


    Sub Total - Targeted learning needs              $ 62 983

    Priority area: cross curricular/whole school
    School-based Professional Learning Teams*        $ 62 984
    ICT Professional Learning                        $ 63 000
    Whole School Approaches to Safe Schools          $ 75 000
    Skill Building for New Leaders                   $ 59 000
    Developing Professional Leanring Culture         $ 143 000
    Planning for Learning – Action Research          $ 16 000
    Team
    Australian Government Summer Schools for         $ 96 000
    Teachers
    Consumer and Financial Literacy                  $ 43 8882

    Sub Total - Cross curricular/whole school        $514 984

    Other

    Project administration                           $ 52 550

    Teacher release                                  $30 000 1

    Evaluation/review                                $ 0




                                                                                              4
Sub Total - Other   $ 52 550

TOTAL BUDGET        $693 500




                               5
Activity 1
      1.1    Cross Sectoral Consumer and Financial Literacy
             Professional Learning
      1.2    A detailed description of the activity:


             This is a cross-sectoral activity in 2008. The detailed activity plan will
             be submitted by the Victorian Department of Education and Early
             Childhood Development DEECD)as Activity 1.




                                                                                          6
Activity 2
         1.1          School-based Professional Learning Teams
         1.2          A detailed description of the activity
               The focus on school-based renewal and teacher-learning teams is
               both an appropriate and effective means of equipping teachers with
               the skills and knowledge needed for teaching and learning in the 21st
               century. Schools nominate their areas of need, empowering teams of
               teachers to develop, implement and evaluate their work-based
               AGQTP plan.
               Expressions of Interest have been invited from all independent
               schools. Each was required to complete a detailed application
               process, including demonstrating the links between the project(s), the
               AGQTP priority areas and the school’s strategic plan. Schools may:
                  •   choose to work with a facilitator who can guide and advise,
                      provide resources and act as a critical friend.
                  •   access a range of professional learning opportunities focusing
                      on aspects of managing a school-based professional leanring
                      team
               Schools will be grouped into Learning Area Networks involving up to
               six schools which are working on similar projects located around
               common areas of interest.
               Management of the activity.
               AGQTP is managed by a 0.5 EFT Programme Manager who liaises
               with the providers and facilitators of the professional learning
               activities. She visits participating schools and is available for
               consultation with teacher teams and school leaders. She is supported
               by other staff members at AISV in a variety of ways. An Advisory
               Committee of the AISV Board supports the programme officer in
               assessing applications and allocating funding.
               Role of higher education associations and professional institutions.
               Educators from the ACER deliver some of the professional learning
               opportunities offered to school-based professional learning teams.
               The team of facilitators who support school-based teams is sourced
               from a variety of education consultants, many of whom are affiliated
               with a range of universities.
2     Design
         2.1      Links to the professional learning strategy in the AGQTP strategic
                  plan

               The AISV professional learning strategy focuses on school–based
               teacher renewal and teacher learning teams. A set of Principles for
               Effective Professional Learning has been developed as a result of the
               evaluation of the AISV’s 2004-05 AGQTP Project and research
               conducted by the AISV. These principles, which align with those




                                                                                        7
      outlined in the guidelines section 2.5, have been provided to schools
      to support their specific AGQTP activities.

      AISV will also:
       • Provide targeted professional learning for participating schools in
          some of the nominated priority areas;
       • Provide for the development and delivery of professional learning
          on data collection and evaluation to improve teacher practice
       • Establish both real and virtual communities of practice for groups
          of schools working within particular priority areas.
       • Facilitate partnerships and strategic alliances between schools
          and consultants, universities and research institutions and other
          schools,
2.2      Linkages with state/territory initiatives or priorities
      Victoria is working to understand and implement the Victorian
      Essential Learning Standards. Although VELS is not compulsory for
      independent schools, many are very interested in reviewing their
      existing programs and pedagogies in light of VELS. A number of
      schools have applied for AGQTP funding to support the development
      of the new knowledge, skills and pedagogies necessary to become
      compliant with the VELS framework.
2.3      How feedback from previous years has been incorporated into the
         activity design
      School-based professional learning teams (Activity 1) is being re-
      offered as an activity because it fulfils many principles of good
      professional learning – it is school-based, involved teams of teachers
      working collaboratively on a project that involves some aspect of
      teacher pedagogy, is contextual and links with the schools strategic
      plan. In a jurisdiction where independent schools are free to
      determine their own curriculum, and associated professional learning
      needs, it allows for a wide variety of projects and interest areas to be
      supported through AGQTP. Our changed emphasis in supporting
      schools in their school-based projects is to strengthen the capacity of
      school-based teams to design an effective professional learning
      intervention, plan for its implementation, develop evaluative
      mechanisms and see it through to completion. Regular
      communication with Professional Learning Leaders and teachers
      comtinues to provide very valuable feedback including a strong
      endorsement of this activity as a particularly effective means of
      supporting school-based professional learning . Thie approach is
      strongly endorsed by the members of the AISv AGQTP Reference
      group. Each of the nominated projects has been put forward by
      schools that are responding to their local needs.
      Implementation
2.4      Delivery of the activity
      The activity is coordinated by the AGQTP Programme Manager.
      Professional learning workshops are delivered by educational
      consultants from a variety of sources including ACER.




                                                                                 8
      School-based teams who nominate to work with a facilitator are
      assigned educational consultants through AISV.
      Learning Area Networks are facilitated by the AGQTP Programme
      Manager liaising with the Project Facilitators.


2.5       Timeline for the activity


                ACTION                         BY                         WHO
      Distribution of application     1 September 2007         Programme Manager
      packs

      Closing date for return of      Friday 26 October
      completed applications
      Assessment of applications      Friday 30 November       Programme Manager
                                                               assisted by an independent
                                                               assessment panel


      Provisional allocation of                                Programme Manager
      grants


      Notification to schools         Mid- December ,          Programme Manager
                                      contingent on DEST
                                      approval
      Allocation of project           January 2008             Programme Manager
      facilitators
      Delivery of professional        Starting in February     Various educators from
      learning programme:             2008 and delivered       ACER and other
                                      throughout the year.     organisations


      Provision of data to DEST       March 2008               Programme Manager
      showing breakdown of
      projects against priority
      areas
      Projects implemented in         February – November      Facilitators and Programme
      schools                         2008                     Manager


      Evaluation and reporting of     Progress report due to   Programme Manager
      activity                        DEST mid-July 2008
                                      Annual report due to
                                      DEST mid-January
                                      2009
                                      Performance
                                      Reporting information
                                      due to DEST June
                                      2009



                                                                                  9
3   Review
      3.1 How feedback about the activity will be collected
         Data collection is a requirement of all successful project applications
         and teachers who participate in AGQTP activities understand this
         requirement from the outset Activity demographics will be recorded at
         appropriate stages during the duration of the project by liaising with
         school-based project leaders.
         Data collection will follow exactly the requirements set out in the
         Performance and Reporting Framework. The Programme Manager
         will set up the data collection process prior to the start of the individual
         components of the activity.


             TEACHERS in the             OUTCOMES                       INDICATORS
              21st century …
         are knowledgeable,      Through participatiion in       As mandated in the
         skilled and ethical     the AGQTP activity,             Performance Reporting
         members of a            teachers will have              Framework
         profession              strengthened the currency
                                 and depth of their
                                 pedagogical knowledge
                                 and skills
                                 Through participatiion in       As mandated in the
                                 the AGQTP activity,             Performance Reporting
                                 teachers will have              Framework
                                 engaged productively in
                                 collegial networks that
                                 extend and support
                                 knowledge and skills.
         Aggregated data to inform reporting will be collected by the
         Programme Manager, who will prepare written reports for both
         research and accountability purposes.


      3.2 Other review processes
         Ongoing Cross-sectoral Working Party overview of processes and
         issues
         Oversight by the AGQTP State Management Committee through
         consideration of and approval of progress and annual reports




                                                                                  10
B. ACTIVITY TABLE                 School-based Professional Learning Teams


Priority area:                                  Curriculum
                                                Targeted Learning Needs
                                                Whole School


Name of activity:                               School-based professional learning teams


Delivery Model:                                 School-based teacher professional learning
                                                teams supported by facilitators.

                                                Professional learning input sessions designed
                                                and delivered by educational consultants and
                                                university staff


Topic:                                          Various


Outcome/s                                       Through participatiion in the AGQTP activity,
                                                teachers will have:
                                                          strengthened the currency and depth of
                                                          their pedagogical knowledge and skills
                                                          engaged productively in collegial
                                                          networks that extend and support
                                                          knowledge and skills.


Cross sectoral activity?                        No
(if yes, specify which sectors will be
involved and their role in the activity)


Target groups (if applicable)                   Not applicable


Names of participating schools (if available)   TBA
                                                AISV will provide a list of the participating schools
                                                to DEST by the end of February 2008.

Estimated number of teachers                    Up to 1200


Expected duration of activity                   February – November 2008
(include start and end dates)

Are any non-AGQTP funds being provided          No.
for the activity? (if yes, specify the amount
and the source/s)




                                                                                              11
Activity 3
      1.1    Information and Communication Technology
             Professional Learning
      1.2    A detailed description of the activity:

             Information and Communication Technology (ICT) has had an
             enormous impact on education and yet we know that the effective
             integration of ICT in schools has not yet been fully realised. Our
             activity seeks to support teachers in the effective integration of ICT in
             their classrooms by offering a range of professional learning
             opportunities organised into three broad strands. These include:

             •   Professional learning modules
                 Some aspects of ICT professional learning will be delivered
                 through AISV, its consultants and/or strategic partners. These
                 units or workshops will be offered either at schools or in regional
                 centres. Activities will include:

                 -   VELS – developing approaches to the Interdisciplinary strand
                     of using ICT in the classroom
                 -   Workshops for ICT learning coordinators on effective
                     professional learning strategies
                 -   Exploring the use of new learning technologies – for example,
                     mobile phones, PDAs, etc.
                 -   Exploring the use of web 2.0 technologies – for example, wikis,
                     blogs, social networking tools etc
                 -   Showcase – opportunities for classroom teachers to share
                     effective strategies within a particular curriculum area.
                 -   Workshops exploring ways to use Interactive Whiteboards
                     (IWB’) in the primary classroom
                 -   Workshops about the use of games in learning
                 -   Specific training opportunities – eg, Essentials IT Course –
                     which will be run in regional centres

             •   School-based professional learning

                 The research on effective professional learning for ICT indicates
                 that support at the classroom level is necessary for change to be
                 embedded into a teacher’s practice. We will offer schools on-going
                 professional learning support by having a small group of
                 consultants work in schools on a regular, on-going basis. Schools
                 will identify their needs and AISV will support them through a
                 specialist consultant to:
                 - work with teachers in classrooms.
                 - support schools to develop and implement a strategic ICT plan
                 - work with cross-faculty teams to integrate ICT into the
                     curriculum
                 - work alongside teachers in the classroom




                                                                                       12
2   Design
    2.1   Links to the professional learning strategy in the AGQTP strategic
          plan.

          One focus area for AISV’s professional learning strategy is:
          ‘developing knowledge and skills within and across subject-specific
          domains such as ICT and e-learning’. A set of Principles for Effective
          Professional Learning has been developed as a result of the
          evaluation of the AISV’s 2004-05 AGQTP Project and research
          conducted by the AISV. These principles, which align with those
          outlined in the guidelines section 2.5 and AGQTP priority areas, will
          be provided to schools to support their specific AGQTP activities.


    2.2   Linkages with state/territory initiatives or priorities
          Victoria is working to understand and implement the Victorian
          Essential Learning Standards. Although VELS is not compulsory for
          independent schools, many are very interested in reviewing their
          existing programs and pedagogies in light of VELS. One of the key
          components of VELS is ICT as an interdisciplinary domain. It is likely
          that schools will apply for AGQTP funding to support the development
          of the new knowledge, skills and pedagogies necessary to become
          compliant with this dimension of the VELS framework.
    2.3   How feedback from previous years has been incorporated into the
          activity design.
          Activity 3 is a refinement of the equivalent activity offered in 2007
          where we have incorporated more targeted activities including the
          Intel: Teacher Essentials Online Course and the Intel: Teach Thinking
          with Technology Course (TWT) as well as broadening the professional
          development workshops on offer to meet the increasing demand for a
          more varied range of programmes. ICT is a major area of interest for
          our schools and each of the strands in the ICT plan has emerged from
          work undertaken in 2007.
          Regular communication with Professional Learning Leaders and
          teachers has provided very valuable feedback including a strong
          endorsement of this range of activities as an effective means of
          supporting school-based professional learning.
          Implementation
    2.4   Delivery of the activity
          The activity is coordinated by the AGQTP Programme Manager and
          directed by the Director, Policy and Research AISV. Professional
          learning workshops are delivered by educational consultants, school-
          based educators with expertise is this area and strategic partners from
          the IT industry.
    2.5   A timeline for the activity


                    ACTION                          BY                      WHO
          Notification to schools       In AISV 2008 Seminar        Programme Manager


                                                                                  13
                                      Programme booklet and
                                      as activities roll out
          Allocation of project       As activities roll out      Programme Manager
          facilitators
                                                                  Director, Policy and
                                                                  Research
                                                                  Education Consultant ICT
          Delivery of professional    Starting in February 2008   Educators from higher
          learning modules            and delivered throughout    education associations
                                      the year.                   and professional
                                                                  institutions


          Link consultants with       February 2008               Programme Manager
          school-based professional
          learning objectives                                     Director, Policy and
                                                                  Research
                                                                  Education Consultant ICT
          Provision of data to DEST   March 2008                  Programme Manager
          showing breakdown of
          projects against priority
          areas
          Projects implemented in     February – November         Facilitators and
          schools                                                 Programme Manager
          Evaluation                  December 2008               Facilitators and
                                                                  Programme Manager

          Reporting of activity       Progress report due to      Programme Manager
                                      DEST mid-July 2007
                                      Annual report due to
                                      DEST mid-January 2008
                                      Performance Reporting
                                      information due to DEST
                                      June 2008



3   Review
    3.1   How feedback about the activity will be collected
          Data collection is a requirement of all successful project applications
          and teachers who participate in AGQTP activities understand this
          requirement from the outset including the need to have their
          development verified by a colleague where appropriate.
          Activity demographics will be recorded at appropriate stages during
          the project. For school-based professional learning activities, activity
          demographics will be captured by school-based project leaders under
          the direction of AISV staff. For external professional learning
          modules, data will be captured immediately after the activity and
          entered by administrative assistants within AISV. The Virtual
          Community activity will collect data on-line.



                                                                                  14
      Data collection will follow exactly the requirements set out in the
      Performance and Reporting Framework. The Programme Manager
      will set up the data collection process prior to the start of the individual
      components of the activity.


      TEACHERS in the                OUTCOMES                        INDICATORS
        21st century…
              …are            … strengthened the              As mandated in the
        knowledgeable,        currency and depth of their     Performance Reporting
       skilled and ethical    pedagogical knowledge           Framework
        members of the        and skill
            profession


                              …strengthened the               As mandated in the
                              currency and depth of their     Performance Reporting
                              learning area knowledge         Framework
                              and understandings


      …apply high quality     …provided all students          As mandated in the
       teaching practices     with opportunities to           Performance Reporting
      to their interactions   access and apply relevant       Framework
          with students       learning in…ICT


      Aggregated data to inform reporting will be collected by the
      Programme Manager, who will prepare written reports for both
      research and accountability purposes.


3.2   Other review processes
      Ongoing Cross-sectoral Working Party overview of processes and
      issues
      Oversight by the AGQTP State Management Committee through
      consideration of and approval of progress and annual reports




                                                                               15
B. ACTIVITY TABLE           ICT Professional Learning

Priority area:                                  Whole school

Name of activity:                               ICT Professional Learning

Delivery Model:                                 Professional learning modules and workshops
                                                delivered at school and regional level.

                                                Working in-schools with teachers and teams of
                                                teachers with consultants.

                                                Action research.

Topic:                                          Various organised into two strands

Outcome/s                                       Through participation in the AGQTP activity,
                                                teachers will have:
                                                    strengthened the currency and depth of their
                                                    learning area knowledge and understandings
                                                    strengthened the currency and depth of their
                                                    pedagogical knowledge and skill
                                                    provided all students with opportunities to
                                                    access and apply relevant learning in and
                                                    with ICT

Cross sectoral activity?                        Teachers from the Catholic and Department
(if yes, specify which sectors will be          sectors will be able to access some professional
involved and their role in the activity)        learning modules in ICT which will be provided
                                                through workshops and modular units which
                                                focus on ICT skills in the classroom; participation
                                                will be on a cost recovery basis.

Target groups (if applicable)                   Teachers using ICT in the classroom.

Names of participating schools (if available)   Not available

Estimated number of teachers                    Based on previous AGQTP figures, we would
                                                anticipate that the workshops would
                                                accommodate up to 150 teachers in 2008 and the
                                                work in schools would accommodate
                                                approximately 10 schools in 2008 with 5-8
                                                teachers per school.

                                                TOTAL 210
Expected duration of activity                   February – November
(include start and end dates)
Are any non-AGQTP funds being provided          No.
for the activity? (if yes, specify the amount
and the source/s)




                                                                                             16
Activity 4
      1.1    Whole School Approaches to Safe Schools
      1.2    A detailed description of the activity:
             Managing classroom interactions while enhancing the learning
             environment is a combined behaviour management methodology used
             to preempt as well as manage all forms of acting-out behaviour
             including incidents of harm in the school community by skilling
             teachers to engage students to take responsibility for both their social
             and educational interactions. This activity offers two different
             approaches to participating schools who will choose the approach that
             best neets their needs.
             The Interactive Management Process (IMP)
             Interactive interpersonal management skills form the basis for
             engaging individuals and groups. The resulting shared responsibility
             between student and teacher for both social and learning harmony, is
             a whole school approach sustained by applying three mechanisms:
             1. Establishing a behaviour framework and planning for behaviour.
             2. Learning and applying the skills of engagement. Using the IMP.
             3. Instituting ongoing self-replicating teacher support and discussion
                groups which monitor classroom and school wide behaviour
                management practice and enhance the application and
                effectiveness of the IMP.
             A large national and international evidence base supports the
             effectiveness of managing behaviour by linking developmental and
             individuation needs to self esteem and the ability to take responsibility
             for one’s own actions. The building of a sense of shared responsibility
             for social and educational outcome creates a productive and
             professional student – teacher relationship that also enhances the
             teacher’s own professional self esteem and productivity.
             The three mechanisms build commitment on the part of all staff and
             students to establish and maintain appropriate behaviour throughout
             the school community. Researchers have continuously found that this
             commitment is the single most common element present in well-
             ordered schools. The whole process enhances school values, current
             school behaviour management practice along with student
             achievement and the school’s relationship with parents and the local
             community.
             Restorative Justice
             Restorative justice conferencing is used to address serious incidents
             of harm in the school community by gathering the people most
             affected by the harm or wrongdoing together, to talk about:
             - what happened
             - how the incident has affected them; and
             - how to repair the harm done




                                                                                   17
A growing national and international evidence base supports the
effectiveness of restorative justice. Evaluations appear to replicate
positive outcomes for all participants, with offenders being generally
satisfied by their agreement outcomes, victims feeling safer, family
members expressing positive perceptions of the schools and
confidence in approaching the school on other matters, and staff
members reporting the process reinforced school values and changed
their thinking about managing behaviour from a punitive approach to a
more restorative one.
To be effective, restorative justice practices must contribute to all
aspects of the school behaviour management system. In order to
have long term sustainability, a whole school approach requires at
least three mechanisms of support:
    •   Practices to support behaviour
    •   Systems to support practices
    •   Data to support decision making.
Schools electing to participate in this activity will work with a facilitator
throughout the year. The facilitator will conduct a needs analysis for
each participating school, and then design and run appropriate
professional learning for the whole school staff. Schools may elect to
also involve the facilitator in targeted professional learning for
individual staff members, small groups of staff and /or parent
education programmes.
Towards the end of 2008, participating schools will be involved in a
whole day review that will examine information (statistics and other
research findings), skills and techniques (skills/competency,
resistance); and network building (parents, whole school, intercampus,
intersector)
Expressions of Interest will be invited from all independent schools.
Following an information session outlining each of the approaches,
interested schools will be required to complete a detailed application
process, including demonstrating the links between this project, the
AGQTP priority areas and the school’s strategic plan. Through
participation in this project schools may:
    •   Build on existing learnings
    •   Develop a new delivery model for managing student behaviour
    •   Work with a facilitator who can guide and advise, provide
        resources and act as a critical friend.
    •   Access a variety of professional learning opportunities focusing
        on developing a whole school approach to positive behaviours
        contributing to a safe and supportive leanring environments
    •   Be encouraged to collect, understand and use data to improve
        existing practices.




                                                                           18
          Management of the activity.
          The programme is managed by the AISV Programme Manager (0.5
          EFT) who will liaise with the facilitators to fully develop a model for
          professional leanring to enable safe and supportive learning
          environments in schools. She will visit participating schools and will
          be available for consultation with teacher learning teams and school
          leaders when required. An Advisory Committee of the AISV Board
          will provide additional support by overseeing the assessment of
          applications and the allocation of funding.
          Role of higher education associations and professional institutions.
          The Restorative practices facilitator, Dr David Moore, has an adjunct
          position at La Trobe University, and currently facilitates short courses
          in conflict management/restorative practices. He is also a founding
          member of the Victorian Association for Restorative Justice. David will
          deliver the professional learning opportunities offered to school-based
          learning teams, as well as providing on-going support and advice for
          participating schools.
          The IMP facilitator, Jenny Mackay, is a behaviour management and
          skills training specialist, who works as a private consultant in student,
          behaviour and classroom management. Her practice takes her into
          schools across Australia and overseas, where she provides
          professional training for teachers at all levels. She is also a sessional
          member in the Faculty of Education at Deakin University. Her book
          “Coat of Many Pockets – managing classroom interactions” was this
          year published by ACER. Jenny will facilitate the whole school
          programme: training all school staff, working with management and
          teacher teams, as well as providing on-going support and advice for
          participating schools, teachers and parents.


2   Design
    2.1   Links to the professional learning strategy in the AGQTP strategic plan

          The AISV professional learning strategy focuses on school–based
          practices renewal and teacher learning teams. A set of Principles for
          Effective Professional Learning has been developed as a result of the
          evaluation of the AISV’s 2004-05 AGQTP Project and research
          conducted by the AISV. These principles, which align with those
          outlined in the guidelines section 2.5, have been provided to schools
          to support their specific AGQTP activities.

          The AISV will support participating schools by:
           • Providing a needs analysis for each participating school
           • Providing sector-specific professional learning for participating
              schools in restorative practices and Interactive Management
              Process
           • Providing for the development and delivery of professional
              learning on data collection and evaluation to improve and inform
              teacher practice




                                                                                    19
          •    Facilitating partnerships and strategic alliances between schools
               and consultants, universities, research institutions and other
               schools and sectors
    2.2   Linkages with state/territory initiatives or priorities
          The Victorian Government provides some funding to independent
          schools to use in student welfare support aimed at preventing youth
          suicide. Schools access the funding by application. Their projects
          must focus on primary prevention strategies related to the
          development and promotion of resilient students.
    2.3   How feedback from previous years has been incorporated into the
          activity design.
          Regular communication with Professional Learning Leaders and
          teachers has provided very valuable feedback. Early evaluation and
          regulat discussion with participating schools in the activity in 2007
          indicated a high level of satisfaction and support for this model of
          professional leanring.
3   Implementation
    3.1   Delivery of the activity
          The activity is coordinated by the AGQTP Programme Coordinator.
          Each strand consists of a school based needs analysis, a range of
          professional learning workshops tailored to meet the needs of each
          participating school, an end of year review plus ongoing guidance,
          support and advice. Dr David Moore, from La Trobe University, will
          deliver the Restorative Practice Professional Learning.
          Ms Jenny Mackay, education consultant and sessional lecturer at
          Deakin University will deliver the Interactive Management Process.
    3.2   Timeline for the activity


                    ACTION                          BY                       WHO
          Introduction of activity      26 November 2007            Programme Manager
          Closing date for return of     4 December 2007
          completed applications
          Assessment of applications    12 December 2007            Programme Manager
                                                                    assisted by AISV AGQTP
                                                                    Committee
          Notification to schools       End of January 2008         Programme Manager
                                        Subject to DEST approval
          Delivery of professional
          learning programs:
                                                                    Dr David B Moore for
              •   Conduct school                                    Restorative Justice
                  needs analysis        Starting in February 2008
                                        and delivered throughout
              •   Development of        the year
                  implementation                                    Ms Jenny Mackay for
                  plan for 2008                                     Interactive Management



                                                                                   20
                                                                     Process
               •   Training modules
                   developed and
                   delivered for
                   teacher learning
                   teams/whole school
                   staff as appropriate

               •   Review process

               •   Analysis of
                   improvement goals
                   within schools


          Projects implemented in         February – November        Dr David B Moore
          schools
                                                                     Ms Jenny Mackay
                                                                     Programme Manager

          Evaluation and reporting of     Progress report due to     Dr David B Moore
          activity                        DEST mid-July 2008
                                                                     Ms Jenny Mackay
                                          Annual report due to
                                          DEST mid-January 2009      Programme Manager

                                          Performance Reporting
                                          information due to DEST
                                          June 2009




4   Review
    4.1   How feedback about the activity will be collected
          Data collection is a requirement of all successful project applications
          and teachers who participate in AGQTP activities understand this
          requirement from the outset including the need to have their
          development verified by a colleague where appropriate.
          Activity demographics will be recorded at appropriate stages during
          the duration of the project. Performance Reporting data will be
          captured immediately after the activity through collaborative processes
          involving the school-based project leaders and the project facilitators.
          The data will be entered by administrative assistants within AISV.
          Data collection will follow exactly the requirements set out in the
          Performance and Reporting Framework. The data collection process
          will be established prior to the start of the activity.


             TEACHERS in the               OUTCOMES                      INDICATORS
               21st century
          apply high quality        Through participation in        As mandated in the
          teaching practices        the AGQTP activity,             Performance Reporting
          to their interactions     teachers will in their          Framework
          with students             interactions with students


                                                                                   21
                            have an increased
                            capacity to provide
                            inclusive learning
                            environments within which
                            all students can participate
                            as active and engaged
                            learners
                            Through participation in       As mandated in the
                            the AGQTP activity,            Performance Reporting
                            teachers will have an          Framework
                            increased capacity to
                            create safe, supportive
                            and respectful learning
                            environments through
                            which students can
                            become enterprising, self-
                            directed and resilient.
      In the 21st century   Through participation in       As mandated in the
      build schools as      the AGQTP activity,            Performance Reporting
      learning              teachers will have worked      Framework
      communities           with their colleagues to
                            lead and influence
                            initiatives in the school
                            community that promote
                            the broader
                            connectedness of all
                            students, staff and parents
      Aggregated data to inform reporting will be collected by the
      Programme Manager, who will prepare written reports for both
      research and accountability purposes.
4.2   Other review processes
      Each participant school undertakes a review of their progress as a
      part of the project.
      Ongoing Cross-sectoral Working Party overview of processes and
      issues
      Oversight by the AGQTP State Management Committee through
      consideration of and approval of progress and annual reports




                                                                           22
B. ACTIVITY TABLE                 Whole School Approaches to Safe Schools


Priority area:                               Whole School
                                             NSSF


Name of activity:                            Whole school approaches to safe schools


Delivery Model:                              School-based teacher professional learning
                                             teams facilitated by:
                                             Dr David B Moore for Restorative Practice
                                             Ms Jenny Mackay for Interactive Management
                                             Process

                                             Proposed Model:
                                              1. School needs analysis
                                              2. Development of implementation plan
                                              3. Delivery of professional learning
                                                  modules
                                              4. Ongoing support, advice and
                                                  consultancy provided when needed
                                              5. Review project and revise practices if
                                                  necessary
                                              6. Networking opportunities
                                              7. Evaluation


Topic:                                            o     Restorative Practices
                                                  o     Interactive Management Process


Outcome/s                                    Through participation in the AGQTP activity,
                                             teachers will have:
                                              o       an increased capacity to provide inclusive
                                                      learning environments within which all
                                                      students can participate as active and
                                                      engaged learners
                                              o       an increased capacity to create safe,
                                                      supportive and respectful learning
                                                      environments.
                                              o       worked with their colleagues to lead and
                                                      influence initiatives in the school community
                                                      that promote the broader connectedness of
                                                      all students, staff and parents


Cross sectoral activity?                     Restorative Practices and Interactibe
(if yes, specify which sectors will be       Management Process are models of behaviour
involved and their role in the activity)     management/student engagement widely used
                                             across all three education sectors in Victoria. We
                                             anticipate that there will be opportunities to share
                                             practice in local area networks, particularly in
                                             regional settings.


Target groups (if applicable)                Not applicable



                                                                                              23
Names of participating schools (if available)   Not available


Estimated number of teachers                    We plan to support up to 10 school-based
                                                projects for this component of the AISV AGQTP.
                                                It is difficult to provide an estimated numbers of
                                                teachers until the application and assessment
                                                process is completed. A conservative estimate is
                                                200.


Expected duration of activity                   February – November 2008
(include start and end dates)

Are any non-AGQTP funds being provided          No, but participating schools are able to link with
for the activity? (if yes, specify the amount   the AISV Student Wellbeing networks and access
and the source/s)                               ongoing support and professional learning
                                                opportunities offered by AISV throughout 2008 as
                                                part of AISV’s Student Wellbeing Programme.




                                                                                             24
Activity 5
      1.1    Skill building for new leaders
      1.2    A detailed description of the activity
             This activity is a leadership programme consisting of a series of four
             seminars targeting school leaders in the first two years of their
             leadership positions. Participants will have access to ongoing virtual
             and real support between the sessions. A seminar series will be
             offered to up to 40 primary leaders and repeated for up to 80
             secondary leaders.
             Seminar 1 – Self
             Leadership – what leaders know, believe and do.
             What is your leadership disposition?
             What leaders need to know.
             The challenges of leadership
             Seminar 2 – Others
             Defining stakeholder groups
             National and state-based education agendas and accountabilities
             Relationship management
             Responsibilities and accountabilities

             Seminar 3 – Raising Achievement
             Whole school planning
             Curriculum and assessment
             Principles of learning and teaching
             Creating a safe and supportive leanring environment


             Seminar 4 – Change Management
             Creating positive learning cultures
             Goal setting
             Performance management and appriasal
             Professional leanring
             Coaching and mentoring
             Team building

             Management of the activity
             The activity will be coordinated by a 0.5 EFT Programme Manager
             and directed by the Director, Teaching and Learning AISV in
             conjunction with the education consultant team. She will be assisted
             by other members of the AISV directorate as appropriate.


             Role of higher education associations and professional institutions
             The programme has been developed by AISV and delivered in
             partnership with a number of specialists including Australian Institute
             of Management, (AIM) and academics from various universities.




                                                                                    25
          Design
    1.3   Links to the professional learning strategy in the AGQTP strategic plan

          The AISV professional learning strategy provides for the professional
          development of school leaders to identify and maximise the best
          possible teaching and learning environments in their schools. School
          leaders in the first two years of their leadership roles have particular
          needs which are best met by targeted professional learning
          opportunities that incorporate both real and virtual learning
          communities and provide access to ongoing expert support.
    1.4   Linkages with state/territory initiatives or priorities
          All three education sectors in Victoria have a commitment to nurture
          and develop existing and potential school leaders.
    1.5   How feedback from previous years has been incorporated into the
          activity design.
          This activity have been developed from the very successful School
          Leadership Learning for New Principals in 2007. It has been designed
          in response to a growing need clearly articulated by school leaders
          new to their roles, and feedback from principals who were new to their
          roles in 2006 - 07.
2   Implementation
    2.1   Delivery of the activity
          The participants will work with members of the AISV directorate who
          will lead a variety of sessions as appropriate and will provide ongoing
          advice and support throughout the year in partnership with Australian
          Institute of Management, (AIM) and academics from various
          universities.
    2.2   A timeline for the activity


                  ACTION                             BY                          WHO
          Design of the activity     September 2007                 AISV staff
          including course
          content
          Invitation to eligible     End of November 2007           Programme Manager
          school leaders


          Seminars                   Series A Primary Leaders       AISV staff and partners
                                     3 March 2008
                                     30 April 2008
                                     31 July 2008
                                     27 October 2008

                                     Series B Secondary Leaders




                                                                                       26
                                   4 March 2008
                                   1 May 2008
                                   1 August 2008

                                   28 October 2008
                                   Series C Secondary Leaders

                                   12 March 2008
                                   2 May 2008
                                   30 July 2008
                                   29 October 2008
          Collection of data       October 2008                     Programme Manager


          Evaluation of            March – Oct. 2008                Ongoing through use of
          programme                                                 surveys and focus groups


          Reporting                Progress report due to DEST
                                   mid-July 2008
                                   Annual report due to DEST
                                   Mid-January 2009
                                   Performance Reporting
                                   information due to DEST June
                                   2009



3   Review
    3.1   How feedback about the activity will be collected
          Data collection is a requirement of all participants in AGQTP activities
          and they will understand this requirement from the outset. Activity
          demographics will be recorded at appropriate stages during the
          duration of the project. Data will be captured immediately after the
          activity and entered by administrative assistants within AISV.
          Data collection will follow exactly the requirements set out in the
          Performance and Reporting Framework. The Programme Manager
          will set up the data collection process prior to the start of the activity.


             TEACHERS in the              OUTCOMES                        INDICATORS
               21st century…
          .are knowledgeable,     …gained new knowledge           As mandated in the
          skilled and ethical     and skills that contribute to   Performance Reporting
          members of a            a planned professional          Framework
          profession.             learning pathway.




                                                                                    27
      ... build schools as   ... develop and support a   As mandated in the
      leanring               whole school culture        Performance Reporting
      communities            oriented to school          Framework
                             improvement


      Aggregated data to inform reporting will be collected by the
      Programme Manager, who will prepare written reports for both
      research and accountability purposes.


3.2   Other review processes
      Ongoing use of surveys and focus groups throughout the year.
      Ongoing Cross-sectoral Working Party overview of processes and
      issues
      Oversight by the AGQTP State Management Committee through
      consideration of and approval of progress and annual reports




                                                                       28
B. ACTIVITY TABLE Skill Building for New Leaders


Priority area:                                  Whole school

Name of activity:                               Skill Building for New Leaders

Delivery Model:                                 A series of four seminars
                                                Ongoing online and telephone support throughout
                                                the year
Topic:                                          Skill Building for New Leaders

Outcome/s                                       Through participation in the AGQTP activity,
                                                principals will have:

                                                      o   gained new knowledge and skills that
                                                          contribute to a planned professional
                                                          learning pathway

                                                      o   developed and supported a whole school
                                                          culture oriented to school improvement

Cross sectoral activity?                        No.
(if yes, specify which sectors will be
involved and their role in the activity)
Target groups (if applicable)                   School leaders in their first two years

Names of participating schools (if available)   Not available

Estimated number of teachers                    Up to 40 primary years leaders
                                                Up to 80 secondary years leaders


Expected duration of activity                   The activity will commence in February 2008 and
(include start and end dates)                   finish in October 2008.

Are any non-AGQTP funds being provided
for the activity? (if yes, specify the amount   Travel and CRT (where appropriate) are school
and the source/s)                               expenses.




                                                                                            29
Activity 6
1.1   Developing Professional Learning Culture
1.2   Detailed description of activity
      This activity consists of three separate strands that are inter-dependent; each
      focuses on the development of professional learning culture in schools.
      Strand 1          Planning for Effective Professional Learning
      This strand targets those with the responsibility for overseeing, designing,
      coordinating and implementing professional learning programmes in their
      schools. Through participation in this series of workshops, Professional
      Learning Coordinators will:
      o explore the key dimensions of an effective professional learning culture,
      o see and hear about different models of professional learning in schools,
      o engage with others with a similar responsibility
      o develop skills to work with teachers as learners
      o learn a range of tools to plan for effective and strategic professional
         learning.
      Professional Learning Coordinators may attend individual sessions or commit
      to the series of workshops. The workshops will address the following topics:
             o   Professional Learning Culture
             o   The Adult Learner
             o   Effective Professional Learning Programmes
             o   Strategies for Effective Professional Learning


      Strand 2          Developing School-based Professional Learning Culture
      This strand involves the intensive support of up to six member schools who
      have nominated their interest in developing a renewed professional learning
      culture as part of their strategic intent to improve the teaching and learning
      culture for teachers and students at their school. Each school will form a
      professional learning team that will be allocated an education consultant who
      will act as a critical friend throughout 2008. The professional learning team,
      with the support of the education consultant, will undertake to:
      o Describe a professional learning culture appropriate for the school
      o Audit current professional learning practices
      o Identify strengths
      o Identify areas for improvement
      o Prioritise needs
      o Develop a three-year strategic plan
      o Develop an action plan for 2008 – 09
      The education consultant will provide direct support to the school for up to 8
      days, including telephone and email contact between visits. No fewer than
      two senior staff including the Professional Learning Coordinator will attend the
      four workshops in the Planning for Effective Professional Learning strand.




                                                                                     30
      Strand 3 Visiting scholar
      Dr Ron Ritchhart, Harvard University has accepted an invitation to spend six
      days in melbounre in 2008. During that time he will work with three different
      groups of teachers to introduce them to the concept of Intellectual Character.
      The three groups are:
         o   Classroom teachers new to Intellectual Character (3 days)
         o   Professional Learning Leaders (1 day)
         o   Classroom teachers familiar with Intellectual Character (2 days)
      Management of the activity
      The programme will be coordinated by the AGQTP Programme Manager.
      She will oversee all aspects of the activity with support from the Director,
      Teaching and Learning and other members of the AISV Education
      Consultants’ Team. She will liaise with various expert presenters and select
      successful stories for inclusion in the programme.
      Role of higher education associations and professional institutions
      Programme structure and delivery will also be overseen by Dr Julie Landvogt,
      Fellow at the University of Melbourne, and Dr Gerard Calnin, Director Policy
      and Research, AISV
2.    Design
2.1    Links to the professional learning strategy in the AGQTP strategic plan
      The AISV professional learning strategy focuses on school–based teacher
      renewal and teacher learning teams. A set of Principles for Effective
      Professional Learning has been developed as a result of the evaluation of
      the AISV’s 2004-05 AGQTP Project and research conducted by the AISV.
      These principles, which align with those outlined in the guidelines section
      2.5, have been provided to participating schools to support their specific
      AGQTP activities. Evaluation of school-based learning teams has indicated
      a need to examine closely the professional learning culture in the school as it
      is an essential precurser to successful professional leanring. The AISV
      professional learning strategy provides for the professional teaching and
      learning environments in schools. This activity invests both in the school
      environment itself, and in developing the capacity of schoolbased
      professional learning leaders to better lead their school communities in
      building and maintaining a healthy professional learning culture.
2.2   Linkages with state/territory initiatives or priorities
      Victoria is working to understand and implement the Victorian Essential
      Learning Standards. Although VELS is not compulsory for independent
      schools, many are very interested in reviewing their existing programmes and
      pedagogies in light of VELS. A key component of VELS is the renewal of
      teacher pedagogy: another is the emerging filed of effective assessment
      practices. Effective teacher learning is critical for the development of teacher
      understanding and skills necessary to review and re-invent their daily
      practice.
2.3   How feedback from previous years has been incorporated into the
      activity design



                                                                                    31
      This is a new activity for 2008. Schools are increasingly identifying a need to
      review their practices in professional learning in light of our better
      understanding of the principles of effective professional leanring and our
      emerging knowledge of the needs of the adult learner. Those with
      responsibility in schools for overseeing the professional learning activity in the
      school find themselves on a steep learning curve. This activity is designed to
      meet their needs.
3. Implementation
3.1   Delivery of the activity.
      The activity will be co-ordinated by the AGQTP Programme Manager and
      delivered by a range of experts in professional learning. Where possible,
      those with proven expertise in member schools will be invited to share their
      experiences and insights. Dr Ron Ritchhart from Harvard University is one of
      the presenters.
      Programme structure and delivery will also be overseen by Dr Julie Landvogt,
      Fellow at the University of Melbourne, and Dr Gerard Calnin, Director Policy
      and Research.
3.2   Timeline for the activity


                   ACTION                        BY                        WHO
       Organisation of programme       October 2007              Programme Manager

       Notification to schools         December 2007             Programme Manager


       Delivery of professional        Conference and            Various
       learning modules                workshops – Dr Ron
                                       Ritchhart February 2008
                                       Workshops April –
                                       October 2008
                                       School-based project
                                       February – November
                                       2008
       Collection of data              Throughout 2008
       Evaluation of programme         Throughout 2008
       Reporting                       Progress report due to    Programme Manager
                                       DEST mid-July 2008


                                       Annual report due to
                                       DEST Mid-January 2009


                                       Performance Reporting
                                       information due to DEST
                                       June 2009



                                                                                     32
4   Review
    How feedback about the activity will be collected
           Data collection is a requirement of all successful project applications
           and teachers who participate in AGQTP activities understand this
           requirement from the outset including the need to have their
           development verified by a colleague where appropriate.
           Activity demographics will be recorded at appropriate stages during
           the duration of the project by the AGQTP Programme Manager in
           collaboration with school-based project leaders.
           Data collection will follow exactly the requirements set out in the
           Performance and Reporting Framework. The Programme Manager
           will set up the data collection process prior to the start of the individual
           components of the activity.


             TEACHERS in the                OUTCOMES                      INDICATORS
              21st century …
           build schools as        Through participation in the     As mandated in the
                                   AGQTP activity, teachers will
           learning                                                 Performance Reporting
                                   have developed and
           communities             supported a whole school         Framework
                                   culture oriented to school
                                   improvement

           are knowledgeable,      Through participation in the     As mandated in the
                                   AGQTP activity, teachers will
           skilled and ethical     have engaged productively in
                                                                    Performance Reporting
           members of a            collegial networks that extend   Framework
           profession              and support knowledge and
                                   skills.



           Aggregated data to inform reporting will be collected by the
           Programme Manager, who will prepare written reports for
           accountability purposes.
           An external review of Strand 2 Developing a Professional Learning
           Culture will be conducted by members of the Faculty of Education at
           the University of Melbourne.
    Other review processes
           Ongoing Cross-sectoral Working Party overview of processes and
           issues
           Oversight by the AGQTP State Management Committee through
           consideration of and approval of progress and annual reports
           An evaluation of Strand 2 – Developing a School-based professional
           Leanring Culture will be undertaken by Dr John Owens, University of
           Melbourne.




                                                                                    33
B. ACTIVITY TABLE                Developing Professional Learning Culture


Priority area:                                  Whole School


Name of activity:                               Developing a Professional Learning Culture


Delivery Model:                                 Conference, series of workshops, school-based
                                                project.
Topic:                                          Principles of effective professional learning.
                                                Characteristics of the adult learner, strategies for
                                                building a professional learning culture, planning
                                                for professional leanring
                                                Through participation in the AGQTP activity,
                                                teachers will have:
Outcome/s
                                                     o   developed and supported a whole school
                                                         culture oriented to school improvement
                                                     o   engaged productively in collegial
                                                         networks that extend and support
                                                         knowledge and skills.


Cross sectoral activity?                        A limited number of teachers from the Catholic
                                                and Department sectors will be able to access
                                                the Ron Ritchhart conference on a cost recovery
                                                basis.
Target groups (if applicable)                   Strand 1
                                                Professional learning coordinators and/or those
                                                with responsibility for professional learning in
                                                schools.
                                                Strand 2
                                                School-based rpofessional leanring teams.
                                                Strand 3
                                                Classroom teachers
Names of participating schools (if available)   Not yet available


Estimated number of teachers                    Up to 200 teachers


Expected duration of activity                   February – November 2008
(include start and end dates)

Are any non-AGQTP funds being provided          No
for the activity? (if yes, specify the amount
and the source/s)



                                                                                              34
Activity 7
      1.3    Planning for Learning – Action Research Team
      1.4    A detailed description of the activity:
             This activity will provide participating teachers with an opportunity for
             deep engagement in the work of curriculum development and
             implementation.       Through a series of five day-long intensive
             workshops, teachers will receive support to plan, implement and
             reflect on a unit of work that demonstrates a growing understanding of
             student centered curriculum and planning processes, leading to higher
             levels of teacher and student learning and engagement.
                     Two consecutive days in Term 1 (research and planning)
                     Two consecutive days in Term 3 (reflection and refocus)
                     One day in Term 4 (recognise, celebrate, reflect and refine)


             Schools will be required to send at least two teachers from their
             school to maximize transfer and impact of learning. The participating
             teachers will have the most direct and influential role in curriculum
             and teaching and learning in middle years (5 – 9). Teachers will bring
             examples of curriculum planning and work samples.


             Management of the activity
             The activity will be coordinated by a 0.5 EFT AGQTP Programme
             Manager. The workshops will be facilitated by two experienced
             education consultants from Attitude in Education.
             www.attitudeineducation.com


             Role of higher education associations and professional institutions
             N/A
2     Design
      2.1    Links to the professional learning strategy in the AGQTP strategic plan


             The AISV professional learning strategy focuses on school–based
             teacher renewal and teacher learning teams. A set of Principles for
             Effective Professional Learning has been developed as a result of the
             evaluation of the AISV’s 2004-05 AGQTP Project and research
             conducted by the AISV. These principles, which align with those
             outlined in the guidelines section 2.5, have been provided to schools
             to support their specific AGQTP activities.
             To support schools in their school-based teacher renewal, this series
             of workshops is being provided as a targeted professional learning
             opportunity for schools.
      2.2    Describe any other linkages with state/territory initiatives or priorities



                                                                                          35
          Victoria is working to understand and implement the Victorian
          Essential Learning Standards. Although VELS is not compulsory for
          independent schools, many are very interested in reviewing their
          existing programmes and pedagogies in light of VELS. Of particular
          challenge is the implementation of multi-domain units of work in
          middle years.
    2.3   How feedback from previous years has been incorporated into the
          activity design
          This is a new activity for 2008. Experience through the Subject-based
          Professional Learning in 2007 and 2006 suggests that teachers most
          need assistance in the areas of curriculum planning and
          implementation, particularly in the challenging middle years.
3   Implementation
    3.1   Delivery of the activity
          The activity is coordinated by the AGQTP Programme Manager.
          The workshops will be facilitated by two experienced education
          consultants from Attitude in Education.
          www.attitudeineducation.com
    3.2   A timeline for the activity


                   ACTION                         BY                     WHO
          Organisation of               October 2007             Programme Manager
          programme
          Notification to schools       January 2008             Programme Manager
          Delivery of professional      3 and 4 March 2008       Education consultants
          learning modules                                       Attitude in Education
                                        7 and 8 August 2008
                                        22 October 2008
          Evaluation and reporting      Progress report due to   Programme Manager
          of activity                   DEST mid-July 2008
                                        Annual report due to
                                        DEST mid-January
                                        2009
                                        Performance Reporting
                                        information due to
                                        DEST June 2009


4   Review
    4.1   How feedback about the activity will be collected)
          Data collection is a requirement of all teachers who participate in
          AGQTP activities and they will understand this requirement from the
          outset.


                                                                                36
      Activity demographics will be recorded at appropriate stages during
      the duration of the project. Data will be captured immediately after the
      activity and entered by administrative assistants within AISV.
      Data collection will follow exactly the requirements set out in the
      Performance and Reporting Framework. The Programme Manager
      will set up the data collection process prior to the start of the activity.


       TEACHERS in the                OUTCOMES                        INDICATORS
         21st century…
      are knowledgeable,      … strengthened the              As mandated in the
      skilled and ethical     currency and depth of their     Performance Reporting
      members of the          pedagogical knowledge           Framework
      profession              and understandings


                              ….strengthened their            As mandated in the
                              professional capacity to        Performance Reporting
                              make connections across         Framework
                              learning areas




      Aggregated data to inform reporting will be collected by the
      Programme Manager, who will prepare written reports for both
      research and accountability purposes.


4.2   Other review processes
      Ongoing Cross-sectoral Working Party overview of processes and
      issues
      Oversight by the AGQTP State Management Committee through
      consideration of and approval of progress and annual reports




                                                                                37
B. ACTIVITY TABLE          Planning for Learning – Action Research Team

Priority area:                                  Cross Curriculum / Whole School

Name of activity:                               Planning for Learning – Action Research Team
Delivery Model:                                 A series of five day-long workshops

Topic:                                          Curriculum development, implamantation and
                                                reflection for middle years’ teachers
Outcome/s                                       Through participation in the AGQTP activity,
                                                teachers will have:
                                                     Strengthened the currency and depth of their
                                                     learning area knowledge and understandings
                                                     strengthened their professional capacity to
                                                     make connections across learning areas

Cross sectoral activity?                        No
(if yes, specify which sectors will be
involved and their role in the activity)
Target groups (if applicable)                   Teachers of middle years (5 – 9)

Names of participating schools (if available)   Not available

Estimated number of teachers                    Up to 30 teachers
Expected duration of activity                   March-October
(include start and end dates)
Are any non-AGQTP funds being provided          No
for the activity? (if yes, specify the amount
and the source/s)




                                                                                           38
Activity 8
      4.3    Australian Government Summer Schools for
             Teachers (AGSST)
      4.4    A detailed description of the activity:
             This activity will provide a professional learning opportunity to the
             schools of the teachers who have participated in the Austraian
             Govenrment Summer Schools for Teachers. Other teachers in the
             school will be have an opportunity for extending their understanding
             and knowledge of the subject-specific content and skills learned in the
             participating teacher’s intensive summer school.
             Schools will be invited to apply for funds to support their professional
             learning intentions. On submission of a satisfactory professional
             leanring plan, schools will be provided with a school-based grant to
             enact their school-based programmes.
             Management of the activity
             The activity will be coordinated by a 0.5 EFT AGQTP Programme
             Manager.
             Role of higher education associations and professional institutions
             N/A
5     Design
      5.1    Links to the professional learning strategy in the AGQTP strategic plan


             The AISV professional learning strategy focuses on school–based
             teacher renewal and teacher learning teams. A set of Principles for
             Effective Professional Learning has been developed as a result of the
             evaluation of the AISV’s 2004-05 AGQTP Project and research
             conducted by the AISV. These principles, which align with those
             outlined in the guidelines section 2.5, have been provided to schools
             to support their specific AGQTP activities.

             Describe any other linkages with state/territory initiatives or priorities
             Victoria is working to understand and implement the Victorian
             Essential Learning Standards. Although VELS is not compulsory for
             independent schools, many are very interested in reviewing their
             existing programmes and pedagogies in light of VELS. Aligned with
             VELS is a renewed focus on assessment.
      2.3    How feedback from previous years has been incorporated into the
             activity design
             This is a new activity for 2008.
6     Implementation
      6.1    Delivery of the activity
             The activity is coordinated by the AGQTP Programme Manager.




                                                                                          39
    6.2   A timeline for the activity


                   ACTION                          BY                         WHO
          Invitation to AGSST            February 2008              Programme Manager
          graduating teachers and
          their schools to submit
          an Expression of
          Interest.
          Assessment of                  March 2008                 Programme Manager
          Expressions of Interest

          Notification to schools        30 March 2008              Programme Manager
          Implementation of              April - October            Summer School
          school-based                                              graduates
          professional learning
          programmes
          Evaluation and reporting       Progress report due to     Programme Manager
          of activity                    DEST mid-July 2008
                                         Annual report due to
                                         DEST mid-January
                                         2009
                                         Performance Reporting
                                         information due to
                                         DEST June 2009


7   Review
    7.1   How feedback about the activity will be collected)
          Data collection is a requirement of all teachers who participate in
          AGQTP activities and they will understand this requirement from the
          outset.
          Activity demographics will be recorded at appropriate stages during
          the duration of the project. Data will be captured immediately after the
          activity and entered by administrative assistants within AISV.
          Data collection will follow exactly the requirements set out in the
          Performance and Reporting Framework. The Programme Manager
          will set up the data collection process prior to the start of the activity.


             TEACHERS in the              OUTCOMES                        INDICATORS
               21st century…
          are knowledgeable,        … strengthened the            As mandated in the
          skilled and ethical       currency and depth of their   Performance Reporting
          members of the            learning area knowledge       Framework
          profession                and understandings



                                                                                    40
                           ...strengthened the
                           currency and depth of their   As mandated in the
                           pedagogical knowledge         Performance Reporting
                           and skills                    Framework




      Aggregated data to inform reporting will be collected by the
      Programme Manager, who will prepare written reports for both
      research and accountability purposes.


7.2   Other review processes
      Ongoing Cross-sectoral Working Party overview of processes and
      issues
      Oversight by the AGQTP State Management Committee through
      consideration of and approval of progress and annual reports




                                                                       41
B. ACTIVITY TABLE          Australian Government Summer Schools for
                           Teachers
Priority area:                                  Cross-curricular / Whole-school

Name of activity:                               Australian Government Summer Schools for
                                                Teachers Professional Learning
Delivery Model:                                 School-based professional learning

Topic:                                          Various
Outcome/s                                       Through participation in the AGQTP activity,
                                                teachers will have:
                                                    Strengthened the currency and depth of their
                                                    learning area knowledge and understandings
                                                    Strengthened the currency and depth of their
                                                    pedagogical knowledge and skills

Cross sectoral activity?                        No
(if yes, specify which sectors will be
involved and their role in the activity)
Target groups (if applicable)                   Schools of the teacher graduates of AGSST
                                                programme 2008

Names of participating schools (if available)   Not available

Estimated number of teachers                    48 offers being made to independent school
                                                teachers. Final numbers to be advised by DEST.
Expected duration of activity                   April-October
(include start and end dates)
Are any non-AGQTP funds being provided          No
for the activity? (if yes, specify the amount
and the source/s)




                                                                                            42

				
DOCUMENT INFO