Swan-how we went about it

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Presentation from 2012 Network meeting in Sydney

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Swan-how we went about it

  1. 1. Swan Valley Cluster Western Australia
  2. 2. Make It Count 2012  Schools involved in the program are Swan View Primary, Moorditj Noongar Community College and now Middle Swan Primary and Midvale Primary.  Each school has a high number of Aboriginal students and all are in a low socio-economic area.  Each school’s population with Aboriginal students: Swan View – 16%, Moorditj – 100%, Middle Swan – 22%, Midvale – 30%.
  3. 3. FOCUS for 2012  AIEO’s and EA’s Professional Learning  V Swans - Leading Forward Program  PACE Program  Mentoring Teachers Modelling using targeted resources Associate Professor, University of Tasmania Dr Rosemary Callingham Reflective Assessment V Swans
  4. 4. Why?  AIEO’s and EA’s Professional Learning: We wanted our assistants to be part of the children’s mathematical journey to improve their mathematical understandings as their relationships with the students were already developed.  We wanted our EA’s to be the best that they could be, with well developed numeracy competencies which enabled them to support best practice in a knowledgeable and skilled way.
  5. 5. Their ability to learn about teachingTheir ability to learn about teaching mathematics cannot be underestimated.mathematics cannot be underestimated.  There is a genuine feeling and a growing sense that teachers, EAs and AIEOs are working together in mathematical planning and implementation.  Starting to “talk like teachers and act like teachers”.  Emerging evidence that children are beginning to benefit from the increased professional knowledge of assistants.
  6. 6. Fiona’s VIDEO
  7. 7.  “I need more time to learn about place value (I know it’s the next session but I want to know more)”  “Aboriginal children will benefit from these hands- on activities”  “Getting to play everything not just being told about it”  “Good job of communicating the importance of language and concrete materials” The cluster has now expanded to regular professional learning involving over 40 assistants from other schools.
  8. 8. Why ? V Swans – Leading Forward Program:  community involvement  improved self esteem  regular attendance  improved behaviour  contextualising mathematics in reference to targeted numeracy outcomes based on 2011 NAPLAN analysis.
  9. 9. Relationships are developing between students at Swan View and the people implementing the Leading Forward Program. Dillon says: Mr Jacki, Miss Ryder and Mr Penny are fun to be around! Shania says: I do activities that I’ve never tried before. They make you feel good about trying new things.
  10. 10. Children feel empowered to work together as a team and are confident to try new things. They feel good about themselves!
  11. 11. Behaviour and Attendance  Targeted students with behavioural issues have shown willingness to comply and participate in order to be involved in the Leading Forward Program.  High attendance of children at Swan View on Tuesdays and Wednesdays.  “It’s cool to come to school on Tuesday ‘cause I get to wear my V Swans shirt and do fun things. Mrs Armstrong is always asking me about the maths in what we’re doing!” Byron (serial non-attendee)
  12. 12. Contextualising Mathematics in the V Swans Program  How long is your arm span?
  13. 13. Contextualising Mathematics
  14. 14. Why?  PACE Parent and Community Education Program:  To engage families of Aboriginal students in order to build relationships between home and school.  To provide information to parents about ways in which they can support numeracy development at home.
  15. 15. Program Content Parent Workshops developing early mathematical concepts Parent Workshops developing early mathematical concepts Building relationship s with prospective parents Building relationship s with prospective parents Establishing links between home and school Establishing links between home and school Sharing between indigenous and non- indigenous families Sharing between indigenous and non- indigenous families
  16. 16. Why?  Professional engagement and mentoring of targeted teachers:  The best learning experiences the students can have are those delivered by teachers with high order professional knowledge and those who engage in high order curriculum delivery. Evidence from NAPLAN 2011 Byron Yr 3 Band 1 Below Benchmark Yr 5 Band 4 At Benchmark Dakota Yr 3 Band 3 At Benchmark Yr 5 Band 6 Above Benchmark Evidence from NAPLAN 2011 Byron Yr 3 Band 1 Below Benchmark Yr 5 Band 4 At Benchmark Dakota Yr 3 Band 3 At Benchmark Yr 5 Band 6 Above Benchmark
  17. 17. Planning from what we know at Moorditj!
  18. 18. Professional practice that is intentional, responsive and effective. PLANNING EVERY WEEK BUILDING PROFESSIONAL KNOWLEDGE ASSESSING SHARING STRATEGIES/ IDEAS VALUING AND BUILDING WORKING RELATIONSHIPS
  19. 19. Swan Valley WA Cluster Conceptual Framework
  20. 20. Thank you

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