Building Our Capacity Strengthening Public Education · PDF fileBuilding Our Capacity: Strengthening Public Education in Lismore P-12 2012 Page 3 of 52 Section 1 RATIONALE FOR THE

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Building Our Capacity

Strengthening Public Education in Lismore P-12

Report – Term 4 2012

Building Our Capacity: Strengthening Public Education in Lismore P-12 2012 Page 2 of 52

Building Our Capacity- Strengthening Public Education in Lismore P-12 Report

Table of Contents

Section 1

Rationale for the Building Our Capacity Project .............................................................................. 3 Building Our Capacity Project Purpose ........................................................................................... 4 Network Context .......................................................................................................................... 4-5 Terms of Reference ........................................................................................................................ 6 Guiding Principles …………………………………………………………………………………………. 6 Methodology ................................................................................................................................... 6 Project Team and Lismore Education Advisory Group ................................................................... 7 Consultation Data ……………………………………………………………………………………………8

Section 2

Project Findings and Conclusions ......................................................................................... 9-32

Vision and Purpose for Public Education in Lismore ………………………………………………. 9-10 Loyalty towards public education in Lismore…………………………………………………..........11-15 What do you value about your public school? ………………………………………………….......16-18 Factors affecting school choice: Primary and Secondary …………………………………………19-20 Key elements for transformation of public education in Lismore ……………………………........21-32

Section 3

Recommendations and Strategies ........................................................................................ 33-41

References ………………………………………………………………………………………………. 42 Appendix 43-52 1. Factors in Primary School Choice …………………………………………………………….. 43-44 2. Primary School Top 3 Choices Graph …………………………………………………………. …..45 3. Primary School Top 3 Choices Tally Sheet …………………………………………………………46 4. Factors in Secondary School Choice ………………………………………………………. 47-48 5. Secondary School Top 3 Choices Graph …………………………………………………………...49 6. Secondary School Top 3 Choices Tally Sheet …………………………………………………… 50 7. College Culture ………………………………………………………………………………………. 51 8. 6 Key Drivers for Transformation ……………………………………………………………........... 52


Section 1

RATIONALE FOR THE BUILDING OUR CAPACITY PROJECT

Why is the project necessary?

The analysis of data over the last 10-12 years has predicted a decline in the numbers of school age students who attend public education in Lismore. This is particularly evident in the high school settings. A high quality, affordable public education system is essential for the ongoing socio-economic health of any regional centre. High quality education improves employment, long-term health options and quality of life. This project is informed by the Melbourne Declaration for Educational Goals for Young People, the Programme for International Student Assessment (PISA), The McKinsey Report and the Gonski Review. The Melbourne Declaration, signed by the Minister for Education in each state and territory in 2008, guides the future direction of education in Australia. The Declaration outlines the following goals: Goal 1: Australian schooling promotes equity and excellence.

Goal 2: All Australians become successful learners, confident and creative individuals and active and informed citizens. Commitment to Action

1. Developing stronger partnerships to support them through schooling and to provide them

with rich personal development and citizenship opportunities.

2. Supporting quality teaching and school leadership

3. Strengthening early childhood education

4. Enhancing middle years development

5. Supporting senior years of schooling and youth transitions

6. Promoting world class curriculum and assessment

7. Improving educational outcomes for indigenous youth and disadvantaged young

Australians, especially those from low-socioeconomic backgrounds

8. Strengthening accountability and transparency.

The Programme for International Student Assessment (PISA) is a survey on the knowledge

and skills of 15year olds mostly in industrialised countries. PISA assesses young people’s ability to apply their knowledge and skills to real life problems and situations rather than how well they have learned a specific curriculum. Australian student performance in the PISA tests has been above average since 2000. However, Australia, over the past 9 years, has fallen in its international ranking. There is a need to ensure student’s skills progress to meet the educational goals for young Australians as described in the Melbourne Declaration.


The McKinsey Report 2011 studied the common features for educational success and

transformation in education systems across the world. It identified features of systems moving from “Great to Excellent”:

• Cultivating peer–led learning for teachers and principals

• Creating additional support mechanisms for professionals

• System sponsored experimentation/innovation across schools.

The Gonski Review 2011 (Section 1.2.4 Page 33) highlighted the need for developing confident

and creative individuals, active and informed citizens. To quote from the report” the outcomes of

schooling are broader than just academic skills. As well as setting equity and excellence in school

education as the number one national goal, the Melbourne Declaration focuses on the learning

needs of all young Australians in the 21st century to ensure that all young Australians become

successful learners, confident and creative individuals and active and informed citizens”

(MCEETYA 2008). This goal emphasises the importance of young Australians developing personal

morals and values, attributes such as honesty, resilience, empathy and respect for others.

BUILDING OUR CAPACITY PROJECT PURPOSE

To gather a broad range of community views about how we might provide improved outcomes for our students at every stage of their education in the context of teaching and learning for the 21st century.

All stakeholders will be asked to consider the key question:

What are the key elements for building the capacity of public education in Lismore to deliver improved outcomes for our students in the 21st century?

NETWORK CONTEXT

Lismore is a regional city in northern NSW with a population of approximately 45,000 people. The city has been a centre for small business enterprise in the areas of agriculture, retail, service and manufacturing. The location of Southern Cross University and Lismore TAFE within the city limits provides opportunities for links and partnerships with local schools. Its rivers, flood plains and mountainous areas define the area.

Within the Lismore geographical area there are many small villages and communities that operate outside the CBD. Many are served by small primary schools giving this area a unique educational configuration. Within The Wilson School Education Group there are thirty two schools. There are 5 high schools settings in total. Three comprehensive high schools operate within the city area, separated by approximately 5kms. Nimbin, is located 30kms North-East of Lismore and has a central school which caters for students from Kindergarten to Year 12. Wilson Park School for Specific Purposes (SSP) caters for students from K-12. There is an Environmental Education Centre at Dorroughby.


Table 1 The Wilson School Education Group

School Classification

School Names

High Schools Lismore High, Kadina High, Richmond River High

Central School Nimbin CS

Primary Schools

Albert Park PS

Bexhill PS

Blakebrook PS

Caniaba PS

Clunes PS

Coffee Camp PS

Coopers Creek Upper PS

Coraki PS

Corndale PS

Dunoon PS

Eltham PS

Eureka PS

Goolmangar PS

Goonellabah PS

Jiggi PS

Larnook PS

Lismore PS

Lismore Heights PS

Lismore South PS

Modanville PS

Rosebank PS

The Channon PS

Tuntable Creek PS

Whian Whian PS

Wyrallah PS

Wyrallah Road PS

Specific Purpose Wilson Park School for Specific Purposes

Dorroughby Environmental Education Centre

In 2012 The Wilson School Education Group enrolments were 4750 students- 2800 Primary students, 1950 Secondary students.

There will be a reconfiguration of support to schools and school networks in 2013.


TERMS OF REFERENCE FOR THE BUILDING OUR CAPACITY PROJECT

1. To report on and make recommendations, in consultation with the Lismore Education Advisory Group, to the School Education Director on:

i. The Vision and Purpose for public education in Lismore

ii. Loyalty towards public education

iii. Factors affecting school choice: Primary and Secondary Schools

iv. The key elements for the transformation of public education in Lismore

2. To develop a discussion paper for distribution to school communities with a four week window for response.

GUIDING PRINCIPLES

METHODOLOGY 1. Consultations with:

The Wilson School Education Group (SEG) Principals

High school executives

Staff

Parents

Students

Parents and Citizens Groups

Community Groups

Senior Executive Staff – North Coast Region and State Office.

2. On-line survey and print surveys of The Wilson SEG parents and Community including local preschool parents.

3. Phone Interviews of parents conducted by schools. 4. Interviews or Forums conducted by Principals. 5. Email Submissions to dedicated email address [email protected]

Reference: Great Leaders, Great Teams, Great Results

Stephen R. Covey 2006

mailto:[email protected]


THE PROJECT TEAM

Di Williamson Project Officer

Toni Hughes Consultant

Vanessa Marchant Administration Assistant

THE LISMORE EDUCATION ADVISORY GROUP (LEAG) MEMBERS

Andrina Bennett SASS Representative Lismore High School Margaret Bugden SASS Representative Richmond River High School Ian Davies Principal Kadina High School Mayor Jenny Dowell Mayor Lismore City Council Lee Duncan Parent Representative Modanville Public School Alan Foster P&C Representative Kadina High School Amanda Franey P&C Representative Wyrallah Road Public School Anthony Galluzzo Teachers Federation Lismore Martin Gill Principal Lismore Public School Christine Grieves Principal Lismore High School Tania Harvey P&C Representative Richmond River High School Matt Hobbs Principal Lismore South Public School Helen Hughes University Representative Southern Cross University Toni Hughes Project Consultant Muriel Kelly Aboriginal Education PEO Lismore Office John Lynch School Education Director Lismore Office Sue McLeod Teacher Representative Kadina High School Jackie Nilon Principal Eltham Public School Mary Jane Pell Principal Nimbin Central School Helen Rea Principal Wilson Park SSP Cassie Ryan Aboriginal Community Liaison Officer Lismore Office Michelle Simpson P&C Representative Lismore High School Luke Wallace Teacher Representative Lismore High School Chris Watkins Principal Richmond River High School Eden Weir Teacher Richmond River High School Keryn Wiblen SASS Representative Kadina High School Di Williamson Project Officer Lismore Office Glen Woods TAFE Representative North Coast TAFE (Lismore)

THE ROLE OF THE LISMORE EDUCATION ADVISORY GROUP

• Oversee the project and verify the consultation project plan • Provide ongoing advice and support on the direction of the project • Receive regular updates from the Project Officers • Review the key elements identified from the collated data • Provide ongoing feedback to their stakeholder groups.


CONSULTATION DATA Table 2: Consultation numbers by type and group

Consultation Total 1,253

On-Line Surveys 275

Principal Consultation 30

Total Staff Primary Secondary

271

121 150

Total Students Secondary Primary SRC Forum

402 193 172 37

Total Parents Primary Secondary Aboriginal Parent Forum Phone Interviews Secondary Focus Group Primary

243 117 28 39 56

3

North Coast Senior Executive Team 9

Community Total Community Forum Religious Education Teachers

15

11 4

Email Responses 8


Section 2

PROJECT FINDINGS AND CONCLUSIONS

Terms of Reference

I. The Vision and Purpose for Public Education in Lismore

Findings:

All participants in the consultation process had a clear picture of the future for education in Lismore. The vision statements collected were detailed, thoughtful and informative. Many of the ideas and suggestions from here have been incorporated into the report findings and recommendations.

The vision and purpose statements below were developed through synthesis of the consultation data. Draft statements were prepared and tabled for discussion at the Lismore Education Advisory Group Meetings and the School Education Group Principal meeting. Feedback received was incorporated into the final statements.

Conclusion: PURPOSE and VISION STATEMENTS

The Rivers P-12 College Vision

`

The Rivers P-12 College Purpose Statement

Unity QualitySuccess

The Rivers P-12 College (TRC) a collaborative, innovative learning community connecting public schools Preschool to Year 12. The TRC is committed to success through:

Innovation, excellence and continuous improvement

High standards, strong values, quality teaching and learning

Orderly, well disciplined, safe and nurturing environments

Provision of opportunities and pathways for every student to achieve their full potential

Strengthening teaching and leadership capacity through professional learning

Positive relationships and strong partnerships between parents, students, staff and community.


The Rivers P-12 College Vision Our students are: Engaged in high quality learning experiences in an orderly, well-disciplined, safe environment

Confident, well-rounded, creative individuals with a strong sense of self and highly developed values

Valued as individuals and nurtured by highly effective pastoral care programs

Equipped with the necessary knowledge and skills for life-long learning and success

Actively involved, socially aware citizens who value cultural diversity

Proud of their college and represent it in the community with appropriate dress and behaviour.

Our staff are: Dedicated, highly skilled, passionate professionals who set high standards

Committed to ensuring a nurturing environment based on positive relationships

Engaged in quality partnerships with parents/carers and community built on effective communication

Committed to lifelong learning, quality teaching, innovative teaching practices, data analysis and the

use of 21st century technology

Engaged in ongoing professional learning and leadership development

A respectful, supportive cohesive group who are advocates of and loyal to Public Education P-12.

Our Leaders are: Innovative, strong, visionary and values driven, committed to continuous improvement

Committed to regular and responsive home-school communication

Driven by an evidenced based, transparent and accountable culture focused on student learning

Collaborative and committed to implementing the college strategic plan

Improving the practice of all staff through leading professional learning and building capacity in

assessment, learning development and reporting

Ensuring an effective and consistent discipline system throughout the college

Highly skilled interpersonal communicators with students staff and parents.

Our Curriculum is: Broad, flexible and offers alternative pathways for success

Differentiated, innovative, personalised and responsive to individual student needs

Focused on clear P-12 continuum and explicitly taught values

Enhanced by the integration of leading edge technology

Delivered by the use of appropriate teaching and learning strategies, informed by clear assessment

tools and is reported in a consistent and meaningful manner

Enhanced by the delivery at multiple school settings.

Our Parents and Community are: Advocates of and loyal to Public Education P-12

Delighted, proud and enthusiastic about the education our students receive

Welcomed and engaged as active partners and contributors in the college

Communicated with regularly and when issues arise responded to in a timely manner

Confident to raise issues and concerns with school leaders or staff

Supported by the college in the identification of and addressing the needs of individual students.


II. Loyalty towards public education in Lismore

Research has shown that asking the question below gives the strongest indication of loyalty to an organisation.

Findings

Table 3: LOYALTY TOWARDS PUBLIC EDUCATION IN LISMORE A total of 824 responses were received to the question:

Q. How likely is it that you would recommend public education to a friend or a colleague

The rating was on a scale of 1 to 10 (10 being the highest possible rating)

Parent and Community – Primary School – 102 Responses

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 0 0 3 1 3 4 10 27 15 39

Percentage 0 0 2.9 1 2.9 4 9.8 26.5 14.7 38.2

Parent and Community – Secondary School – 106 Responses

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 2 0 5 5 9 6 9 26 11 33

Percentage 1.8 4.7 4.8 8.5 5.8 8.6 24.5 10.3 31.0

Primary Staff – Primary School – 60 Responses

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 0 0 0 0 0 3 6 19 7 25

Percentage 0 0 0 0 0 5 10 31.7 11.7 41.7

Primary Staff – Secondary School – 30 Responses

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 1 3 4 5 4 5 1 1 1 5

Percentage 3.3 10 13.3 16.7 13.3 16.7 3.3 3.3 16.7

Secondary Staff – Primary School – 30 Responses

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 0 0 2 0 0 1 3 12 4 8

Percentage 0 0 6.7 0 0 3.3 10 40 13.3 26.7

Secondary Staff – Secondary School - 87

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 2 1 2 3 10 12 14 24 10 9

Percentage 2.3 1.1 2.3 3.4 11.5 13.8 16.1 27.6 11.5 10.3

Students - 409

Rating 1 2 3 4 5 6 7 8 9 10

Raw Score 6 8 14 20 37 53 84 104 52 31

Percentage 1.5 2 3.4 4.9 9.1 12.9 20.5 25.4 12.7 7.6


Table 4: Collated results for rating of 8 or above by groups

Using a score of 8 or above as a benchmark for positive promotion the collated results are:

%

Parent and Community – Rating Primary Schools 79.4

Parent and Community – Rating Secondary Schools 65.8

Primary Staff – Rating Primary Schools 85.1

Primary Staff – Rating Secondary Schools 23.3

Secondary Staff – Rating Primary Schools 80.0

Secondary Staff – Rating Secondary Schools 49.4

Students Recommending Public Education 45.7

Conclusion:

There were a range of responses to the loyalty question from parents, staff and students.

Data from the tables above indicate:

The overwhelming majority of both parents and staff rated primary schools very highly in recommending their local primary school to a friend or colleague. Overall, 79.4% to 85.1% of parents and staff rated primary schools in the range of 8 to 10.This indicates significant loyalty to local public primary schools. They highly valued the fact that students were cared for and nurtured in this environment.

There were however some primary schools that did not rate as highly scoring in the range from 1 to 7. They generally commented on unresolved issues in their local context.

When considering the secondary school ratings results were more widespread from both staff and parents. There was a great disparity between the secondary schools in Lismore. Many staff were extremely loyal to their school but in some schools there was some very disturbing ratings indicating issue present in these schools.

One area of particular concern is the percentage of primary staff that gave a rating of 8 or above - 23.3%. There is obviously much work to be done to turn these results around.

Another major concern is the number of secondary staff who gave a rating of 8 or above- 49.4%. This appears to indicate a loss of confidence in the provision of secondary education by secondary staff. One issue that dominated comments here was discipline. There were concerns expressed around discipline policies with many staff concerned that discipline issues were interfering with them being able to effectively carry out their role. A number of staff commented on the fact that some students are just too disruptive. It is leading to a great deal of frustration

Another area commented on was that some secondary schools fail to cater for the diverse needs of young people. They felt pathways to meaningful careers are not clear.

Student responses were more general indicating if they would recommend public education to friends. There was a full range of responses with 45.7% rating 8 or above. Those students who scored this highly commented on the positive relationship with their teachers, friends, particular programs offered at their school, learning in the classroom and the positive atmosphere in the school. They tended to be very loyal to their school and passionate about what public education is providing for them.

Of concern is the number of students whose rating fell between 1 and 6 - 33.8%. These students indicated a number of issues ranging from incidents in the playground, bullying, teacher relationship issues, toilets and the general state of the school grounds.

Generally there is a great deal of parent loyalty to the school their student attends. Many parents had some very positive comments on specific schools and were very appreciative of the dedicated staff.

There is an overwhelming need to develop parent loyalty to secondary schools.


There appears to be major perception problems with secondary schools in Lismore. This will require a shift in how people see public education provision in Lismore.

WHY DID YOU RATE IT THIS WAY? Below are a summary of responses from parents and community, primary and secondary staff and students:

Parents and Community

Positives Areas for Improvement

Public education very successful

Teachers cared and tried more in primary schools

Teachers in primary classes know their students intimately

Invested in providing resources for students with learning difficulties/ disabilities

Had a difficult high school child- dealt with in an open and fair way

Skilled and effective teachers

Teachers proactive in children’s well-being

Non-elitist

Right to a free, high quality public education

Willingness for parent input

Stronger sense of community

Backed by a state-wide system- deep well of expertise

Larger schools can offer a range of classes and broader curriculum

Smaller schools- more time for individual students- family atmosphere

Quality teachers- dedicated

Student open to more experience, cultures, diversity

Exposes students to the real world

Character strength of students – equity- not just about individual- belief in Australian Culture

Student taught fundamentals, well-rounded, strong ethics

Let down by negative vibe- high school perception not positive

Worry that students may get lost in the high school

Room for improvement

Discipline needs to be tightened in public schools

Students do not present well compared to private students

Students do not seem to have pride in their schools

Uniform an issue especially in high School

More opportunities for students in the private system, especially those who want to behave and achieve

Not enough communication

Structures of school do not allow for students who do not fit in the box

More support learning, social skills behaviour

Out-dated teaching model

Need to raise standards and avoid “dumbing down”- need to be globally competitive

Struggle for funding and resources

Need for strong, enthusiastic, resilient and resourceful teachers

Accurate feedback to parent essential

Need better systems to support discipline and welfare issues

Environment and surroundings

More science and critical thinking in schools

More learning needed re diverse cultures and religions- understanding differences

Relevance and engagement in some areas needs to be improved

Need for strong government support and funding, teacher training- highest possible standards

Need for more technology

Needs of alignment of goals and vision with student outcomes


Fences- exclude the community- need to humanise schools

System does not allow schools to enforce rules and regulations

Increase entry requirements for teachers to University

Staffing and leadership in schools crucial

Primary Staff


Students from a broad range of backgrounds

Great opportunity for my children to receive positive support and guidance

Great staff motivated, plenty of experience

Public school system in general is great because in these systems all kids can achieve anything they want.

Always striving to improve- a caring personable environment

The best teachers are in public schools

Variety of opportunities

Fair and informed education

Teacher united for the best for kids

Allows students to achieve their highest potential

Primary well set up to build strong positive relationships

Public education – foundation of an egalitarian society- private education entrenches inequality.

Expertise for learning difficulties and disabilities is in the public schools

Better prepare students for life

Absence of religion

Budget Constraints- cost cutting

High schools fail to cater for the diverse needs of young people

High school discipline needs to be reviewed as some students are too disruptive- negatively affects learning

More individual attention for students

Better resources

Some anti-social behaviour from students

Children get lost in high school- not quite the same care for students as in primary

Diverse community can mean a lack of academic rigour

Public Education – too many changes

Leadership is important

Student behaviour in the playground at high school

Issues re mandatory school leaving age to 17 years old

Brain drain to private schools

Less consistency in high school

Secondary Staff


Extra-curricular activities

Strong welfare

Passion of staff

Gifted and Talented classes

Inclusiveness not elitism

Caring, varied curriculum, nurturing

Teaches tolerance and understanding

Students are encouraged to reach their highest potential

Public education is the backbone of education for all students

Cost

Builds critical thinkers and prepares students for life

Support for suspensions

Issues re suspension policies

Funding issues

Difficult students- responses costly

Behaviour in mixed ability classes

Increasing mental health issues for students

Aging facilities

Lacking technology

Perception in community: misinformation, prejudice, ignorance

Too much emphasis on welfare rather than learning

No longer has top students – missing academic competition and motivation


Cornerstone of democracy LCoSS structure for a few students costly

Overcrowded curriculum, expectations. Accountability of public schools

Large class sizes, behavioural issues

Public education should be able to take every student but not accept all behaviours

Private school has the ability to exclude

Lack of teacher support at many levels

Not promoting all the wonderful things that happening in schools

Poor parental accountability for students behaviour

Not enough support programs for at risk students

Lack of trust, lack of cohesion Students


Sustainability- water saving/ environment program

Activities fun and engaging

Music program

Good technology

Opportunity class fantastic

Supportive, helpful teachers

Teachers treat you like an adult

Schools actually cares about the students

Fair- learn a lot

Opportunities

Strong sense of family

Problems usually get solved quickly

Rewards for good students- e.g. excursions

Broad subject choice

Proud to be in a school with well-behaved students

Discipline

Uniform

Advanced teaching

Work in books

Rules and consequences

Proportion of disruptive students

Toilets

More languages- even in Primary school

Behaviour

Aging staff

Review of teaching methods

Choices

Equipment

Not focusing on what student’s want

Better opportunities in the top classes

Need more interesting subjects in primary school

Not enough emphasis on actual learning in HS- need more spelling and grammar

Reputation can suffer from behaviour of a few students

Out dated textbooks and resources

Inappropriate language

Need for more appropriate response to poor behaviour in Years 7 and 8

Lack of communication between staff and between staff and students

Need lockers to store things in

Schools can be tidier


WHAT DO YOU VALUE ABOUT YOUR PUBLIC SCHOOL?

Below are a summary of responses from parents and community, primary and secondary staff and students:

Parents and Community

Affordable

Enthusiastic staff who go the extra mile

Good teachers

Proactive teachers who are open and honest

Community working together

Individual care and focus on individual learning needs and abilities

Opportunities provided

Small settings where each child/student is known personally-more like an extended family

Inclusive nature of students and staff- ability to offer something to all levels and needs

Involvement of parents- feeling comfortable attending school

Celebration of student success in all areas of development

Extra-curricular activities; band, choir, Tournament of the minds, sport

Happy children

Inclusion of students with disabilities

Respect and valuing of each child as an individual. Emphasis on students challenging

themselves rather than competing against others

Regular Parent Teacher meetings

Involvement in wider community events

Good leadership- Principals committed to students and their schooling

Consistent management of behavioural issues.

Staff:

Primary and secondary staff have responded to this question and the following areas summarise common findings from both settings: About the teachers and support staff:

Caring, collegial, hardworking, loyal, committed, passionate, professional, dedicated, keep on

smiling and show compassion

Open door policy of executives

Strength of leadership

Positive interaction between staff and students

Committed to enhancing each student’s school experience

A personalised approach

Goodwill- staff go out of their way to organise positive and unique experiences and programs

for the students- work beyond he school hours

Energy and skills of teachers

Creating the feeling of a close school community

Team work


Communication, positive relationships

The students

Student leadership opportunities

Encouraged to be creative

Extra-curricular activities- sport, CAPA, public speaking, debating

Diversity of students an advantage of real education

Produce well-rounded and grounded citizens; students generally open, caring human beings

with values reflecting tolerance and acceptance of diversity

Equity, tolerance, support

Great systems in place to help students

Lovely, happy, engaged students

Curriculum broad

Adapt and adjust curriculum to suit a wide variety of learners.

Students:

The students responded to this question very positively. Students seemed to value their school experience and rated the following factors extremely highly in both primary and secondary school settings: Teachers:

Friendly and willing to help, welcoming smiles

Kind and respectful

Teachers who value their jobs and the students

Supportive, caring, go out of their way to get to know you personally dedicated

Make learning fun, engaged in the lesson- not getting bored, good learning

Teachers who I can discuss ideas and opinions with really helps to keep subjects interesting

Explain things really well and listen to what I have to say

Teachers help me and believe in me

Teachers who go out of their way to organise events and excursions

Teachers who actually enjoy their subjects and like teaching them

Opportunities:

Photography, drama, dance, music, choir

Sport, carnivals, gala days

SRC’s and LEO Clubs

Student parliament

Great excursions

Freedom of choice in the school curriculum- three electives rather than two

Technology, laptops, computers, Interactive whiteboards


Environment/ Facilities:

Good facilities, drama, dark room

A feeling of community- we all know and respect one another,

It’s a happy place to be

Multicultural school, accept different people,

History of the school

There are rules and structure but I feel you can be yourself and be accepted

The community as a whole is friendly

I didn’t feel left out or excluded when I started at the school

It’s a safe and supportive place where I feel able to speak up and ask about available

opportunities. There are many programs to involve myself in and I feel free to ask for more

opportunities

Rewarding achievements

How I get treated

The school and teachers being interested in achievements outside of school.

Other students /friends:

Spending time with friends, learning with friends

Our students are easy going and down to earth. There isn’t a lot of judging on material things

The diversity of students and how welcoming it is

We appreciate individuality

Opportunity to learn from each other

I love seeing my friends everyday- they support me

Social life, disco’s

CONCLUSION

The summary of responses to the questions: Why did you rate it this way? What do you value about your public school? provides an excellent insight in to the areas that are highly valued by parents, staff and students in our public schools. It is important that these are celebrated, maintained or enhanced as we build capacity of public education in Lismore to deliver improved outcomes for students.

The areas identified for improvement on pages 13 to 15 provide good background data for the recommendations in this report.


III. Factors Affecting School Choice: Primary and Secondary School

In order to capture the views of as many parents as possible a survey was conducted using an online survey and printed copies distributed by Principals to their parents.

A total of 275 parents responded with 126 online and 149 with print copies.

Parents were asked to respond to 21 questions for primary school choice and 23 questions for secondary school choice. The survey questions and results are in Appendix 1 to 6 on pages 40 to 47.

The scale for responses ranged from: very important, important, not very important, and not at all important.

Findings

Factors Affecting Choice of Primary School (Appendix 1-3):

The areas that scored the highest (very important) in terms of primary school choice were:

A nurturing environment where all students are valued as individuals -86.6%

A friendly school where students from all backgrounds are welcomed -69.7%

Well qualified teachers who set high standards of achievement-67.1%

Clear values that are explicitly taught- 58.5

Regular and responsive school-home communication-56.4%

The areas that scored the highest with the combined very important and important factors are:

A nurturing environment where students are valued as individuals-99.2%

Well qualified teachers who set high standards of achievement-99.2%

A friendly school where students from all backgrounds are welcomed-97.9%

Regular and responsive school-home communication- 96.7%

Parents were also asked to rank the 3 most important factors affecting school choice:

Nurturing environment where students are valued as individuals

Well qualified teachers who set high standards for achievement

Clear values which are explicitly taught


Factors Affecting Choice of Secondary School (Appendix 4-6):

The areas that scored the highest (very important) in terms of secondary school choice were:

Principal and staff who communicate well with parents and community- 81.4%

A focus on developing well rounded individuals-73.1%

A safe friendly school which welcomes students from all backgrounds-72.7%

A well run, orderly and disciplined school- 68.9%

Teachers who set high standards of achievement- 62.7%

The areas that scored the highest with the combined very important and important factors are:

A safe, friendly school which welcomes students from all backgrounds-99.5%

A focus on developing well rounded individuals-99.5%

Attractive and well resourced facilities-98.5%

A well run orderly and disciplined school-98.5%

Parents were also asked to rank the 3 most important factors affecting school choice:

A focus on developing well rounded individuals

Teachers who set high standards of achievement

A safe friendly school which welcomes students from all backgrounds

Conclusion

The survey data gives a clear indication of the areas of importance to parents in school choice. This data will enable all schools to reflect on their school culture and provide relevant information for staff discussion and analysis.

When parents were asked to rank the three (3) most important factors in school choice the following were identified:

A nurturing environment where students are valued as individuals

A focus on developing well rounded individuals

Teachers who set high standards of achievement

A well run orderly and disciplined school

A friendly school where students from all backgrounds are welcomed

Clear values which are explicitly taught

It is essential that the project acknowledges the factors influencing school choice and incorporates these into future planning for public education in Lismore.


IV. The key elements identified through the consultation process for the transformation of public education in Lismore

1. P-12 Model

Findings

Consultations with staff, students and parents strongly supported the concept of a co-ordinated P-12 model.

Many staff commented on the need for cooperation not competition between schools. There was overwhelming support from primary and secondary staff and parents for a united front for public education in Lismore. Many parents wanted a strong sense of community to be evident in all public schools.

The majority of Principals suggested forming a community of schools with a shared vision, same values but individual schools maintaining their own identity within the larger community of schools. They commented on the need for strategic planning linked to vision.

There was strong support from both primary and secondary staff for teamwork across a P-12 setting and many were keen to work on this in the future.

A number of staff and Principals commented on the need for staff to be united and demonstrate that they were working together as professionals. It was felt at times teacher and parent talk undermined the credibility of the public education system.

Some secondary and primary staff and secondary executive saw the importance of a consistent look within a united public education system in Lismore and cited uniforms as one example.

A number of staff and parents believed it was essential that all public schools promoted the value of education and that the public education had well recognised, promoted and published values and expectations.

There was strong support from Principals and primary and secondary staff for the development of a consistent process in relation to the teaching of core values P-12.

Many staff commented on the need for a learning continuum K-12 with quality pedagogy and high academic standards.

Many staff and Principals supported the idea of integration across all public schools in Lismore to improve student access to curriculum. The secondary students involved in the consultation process were keen to ensure broad based curriculum choice.

Primary parents commented on many occasions on the need for a continuum of learning K-12 with constructive links between all schools and a consistency of practice.

A significant proportion of staff and parents in both primary and secondary schools commented on the need for big improvements in transition from P-K, 6-7, 10-11, 12- University, TAFE and work.


Many primary and secondary staff commented on the need for particular emphasis on the middle school in terms of curriculum delivery, continuity, discipline and catering for student needs.

A number of Principals noted the importance of a consistent reporting system K-12 with tracking systems to measure student progress.

Pride in the public education system emerged as a theme from all consultations, with the students being particularly concerned about the lack of perceived pride by some students and the perception in the community around public education provision. Many of the student leaders in the Student Representative Council consultation had a great deal of pride in their schools and were passionate advocates for public education. They wanted to see all students feel the same sense of pride and were keen to work within their school communities to achieve this.

Trust and positive relationships were identified as essential ingredients to ensure a strong public education system in Lismore

However it was noted by a number of Principals and primary and secondary staff that trust was a major issue both within and between schools. This is an area of much concern given the importance of co-operation between public schools in Lismore.

A number of Principals identified the lack of trust between leaders and staff at other schools. In particular, Principals identified the lack of trust between primary and secondary teachers.

A consistent theme and very strong response from primary and secondary parents and secondary students was the importance of a co-ordinated approach to ensure students were cared about, known, safe and supported throughout their years of schooling from Pre- school to Year 12.

Many parents wanted their child to be recognised as a unique individual.

There was overwhelming support from primary and secondary students and primary parents for a pastoral care system with positive staff- student relationships.

A significant number of staff and many parents noted the importance of social skills training, citizenship and leadership development for all students K-12.

Primary staffs were particularly supportive of the idea of schools being like mini communities- “ one stop shop “ for early intervention of students with special needs. Ideas included speech therapists, dental, health and psychologists available for consultation and easy access.

One of the most significant responses from staff and parents was the need for an effective discipline system P-12.

There was overwhelming support from staff for a discipline system that was firm but fair where students know the boundaries. Many secondary staff felt there was “too much time spent on students who misbehave”.

A significant number of parents, both secondary and primary commented on the need for the system to cater for all students not just the identified gifted and talented students or those students requiring special assistance. They were keen to see the “middle” catered


for. Many parents commented on those significant numbers of students who did the right thing but never seem to be noticed or rewarded by some staff.

They believed that all students must experience success and reach their full potential.

In contrast, some secondary staff was very concerned there was not enough engagement or opportunities for high achievers.

A number of directors commented on the need for a guaranteed curriculum pathway. They emphasised the importance of connectivity and that pathways and learning continuums are essential.

A number of directors commented on the need for senior students to be treated like adults and discussed whether this is possible in a comprehensive high school. If students are in a comprehensive school context they noted there was a need for very different policy approaches. Examples were cited of K-12 approach in other areas where success was achieved with proactive responses. For example: high school Principals being more visible in primary schools; links with partner primary school- gifted and talented music program with partner primary school students attending the secondary school; interactive video conference maths lessons with Year 6 students and their high school; combined sports day; public speaking; debating. Improved student and parent loyalty has resulted from these initiatives.

Technology emerged as a dominant theme with the majority of students. They were concerned that many staff did not use current technology to enhance the classroom experiences. Issues emerged in relation to the out-dated nature of some of the technology being used, the reliability of the technology and the lack of access to computers especially in the junior years. There was frustration from many parents in relation to this issue as well.

A significant number of secondary staff also identified technology as an issue.

There were a variety of opinions expressed in relation to the most appropriate model to address to needs of students in a P-12 model. A number of secondary executive suggested renaming the 3 secondary schools as 1 school. Some secondary staff and executive believed that all secondary schools in Lismore should have the same uniform but with different badging for each school.

Others felt Lismore Community of Secondary Schools (LCoSS) should be renamed to the Lismore Education Network with different campuses. Some secondary staff felt that the secondary schools in the area should be split into specialised areas along the Trade Training Centre model, for example Sport, CAPA. Some staff believes that LCoSS should have extension programs for gifted and talented senior students.

A number of executives, primary and secondary staff commented on the need for 3 well functioning high schools in Lismore.

Some secondary staff raised the idea of a junior and senior high school although the majority of Student Representative Council representatives were against the concept of a “super school”. Some parents also raised concerns about the “super school” concept. This idea was raised a number of years ago and attracted a negative media campaign. This appears to have contributed to these attitudes.

There were ideas raised by both primary and secondary staff in relation to stages of education, middle schools, sharing of staff expertise across primary and secondary schools, senior schools, specialisation of schools. No dominant or consistent theme emerged.


There was strong support from secondary staff for flexible innovative pathways for students in relation to students who do not fit the current system. A need was identified for alternative pathways for students with specific needs.

A strong theme amongst secondary teachers was the need for innovative structures that recognise different pathways for students. The use of technology could mean that student’s are able to work in the virtual world. Technology could allow students on different sites to be in the same class. There was comment that much work was needed in this area. Some schools have very limited access to electronic whiteboards with access to rooms with computers is limited. Much discussion centred on more creative solutions in the area of technology.

Many secondary staff commented on the need for the development of strong links with Southern Cross University especially for senior students. Staff mentioned the need for transition programs and other initiatives to introduce senior students to life beyond secondary school.

A number of secondary staff expressed very positive views on the success of the LCoSS believing it added to the curriculum choices for senior students. A number of staff appreciated the work that the timetablers from the 3 secondary schools had done to align their timetables.

However a number of staff expressed concern at the operation of LCoSS believing that it had not achieved positive outcomes for students or the staff involved.

It appears as though the operation of LCoSS needs further evaluation.

The majority of secondary students and a number of primary students wanted to ensure that our public schools looked appealing, welcoming, clean and colourful. Many students noted that some secondary schools are looking very tired and that some of the facilities are run down. The upgrade of facilities was seen as essential by a number of secondary staff, primary and secondary parents.

A number of staff noted the opportunity in a P-12 context for unique programs including combined bands, elite sporting teams, special talent programs across schools and the Duke of Edinburgh Scheme.

A significant number of both primary and secondary students were concerned about the state of toilets in their schools.

Public school promotion P-12 was seen as important by staff, parents and students. A number of parents noted that the image of public education was spoilt by the look of a number of students especially out in the community.

A number of parents commented on the public perception in terms of school uniform in for public education in Lismore and supported the concept of a stronger, more consistent uniform code. They felt, although this is a surface issue it was tarnishing the image of schools and affecting some parent’s choice.

Many secondary students commented on how a proportion of students dress and the image this portrays in the community. They felt annoyed and embarrassed by it. A significant number commented that students from other education systems often put down the public education system. This had a major impact on these students. They were very hurt and affronted by these statements.


Conclusion

There is strong support for a P-12 model for the transformation of education in Lismore.

To co-ordination of a P-12 model there is a need for a Chief Executive Officer (CEO) to lead, oversee, co-ordinate a P-12 model.

P-12 purpose and vision statements will be essential future for the education community

Leadership is essential for the success of the Lismore community. All Principals in the P-12 community need to be able to articulate the purpose and vision and lead their school communities in the implementation of this P-12 initiative. Emotional intelligence is crucial, and positive relationships essential. Principals must develop trust within the school and community in order for the project to succeed.

Communication will be the key to success at all levels. Lack of communication, and feedback leads to a lack of trust, misunderstanding and misinformation. Leaders of all the schools in the community must take responsibility for ensuring communication is clear, transparent and open.

The development of strong positive relationships between primary and secondary schools is essential to the success of a P-12 model. A major priority must be to develop strategies to develop a strong collegial culture in a P-12 environment.

There is a need for an orderly, well-disciplined safe environment in all schools P-12. As John Hattie’s, 2008 research noted the reduction of disruptive behaviour in class had the largest impact on visible learning in classrooms. Schools P-12.

There needs to be a co-ordinated, consistent approach to discipline. A significant number of schools in the network have implemented the Positive Behaviour for Learning Program (PBL). Ensuring PBL is a coordinated P-12 discipline system will assist in ensuring effective discipline systems across a P-12 setting.

There is a need to evaluate LCoSS.

Technology is an area that needs more thought and creative solutions. As a pubic education system in Lismore the implementation and use of technology is patchy. There are some exemplar sites but many schools and teachers are not embracing technology. The level of staff knowledge and training and expertise varies significantly from site to site and also within schools. It must become a major focus if as a system we are to embrace the needs of the 21st century learner.


2. Building Student Capacity

Findings

The majority of Principals saw the need for a personalised approach to learning and the need for a consistent curriculum within and across all schools.

Many secondary and primary staff identified the importance of the learning environment where students are valued and there are good student/teacher relationships. They noted the importance of a caring and nurturing environment.

As stated previously a consistent theme and very strong response from primary and secondary parents and secondary students was the importance of a co-ordinated approach to ensure students were cared about, known, safe and supported throughout their years of schooling from Pre- school to Year 12.

There was overwhelming support from primary and secondary students and primary parents for a pastoral care system with positive staff- student relationships.

A significant number of primary and secondary parents felt it was essential that parents were informed early about their child’s issues.

Many parents raised concerns about communication with schools. In particular, a number of secondary parents felt very let down by their child’s school. They noted that at times their concerns were not dealt with or followed up in a timely manner or were not seen as important by school staff. Many became exasperated when dealing with the school. In a number of cases this was the reason that the parents moved their son/daughter from the public system.

Some parents quoted their disgust at parent/ teacher interviews that it appeared as though some secondary staff did not know their child. This had an effect on parent confidence in the public education system.

In contrast some parents noted the very positive interactions they had with some schools when dealing with issues.

It appears there is a great deal of inconsistency between schools on this issue.

A number of staff both secondary and primary noted the importance of early intervention for students with learning and welfare needs. They noted the importance of follow-up by trained professionals. Staff emphasised the need for a consistent approach.

Some staff saw discipline as a major issue that affects the capacity of students to learn. Principals commented on the need for the consistent use of Positive Behaviour for Learning (PBL) across the community.

A significant number of primary and secondary staff and many parents noted the importance of social skills training resilience training, team building, citizenship and leadership development for all students K-12.

Principals identified the importance of student voice, peer leadership. Student voice was seen as important by a number of parents and students.


Of significance to Principals was the middle school with particular emphasis on building student leadership opportunities and the need for accountability across Year 6 to 7.

Many Principals, primary staff and secondary executive felt that transition was an important part of building student capacity.

Some primary staff felt it was important that primary students were given the opportunity to work with secondary students.

Some staff and parents felt there is a need for different pathways for students not just academic so that students are empowered to achieve their full potential.

Gifted and Talented education was identified as an area for development by many primary and secondary staff.

Secondary staff noted the importance of embracing technology in order to build student capacity.

Many staff and students emphasised the need for consistent strong anti bullying programs.

Conclusion

The education community must promote student learning as its core business. Parents felt very strongly that as a system we need to develop well-rounded individuals who are equipped for the demands of the 21st century.

All Principals in the school community must focus on improvement in student learning in their schools and in particular what is happening in every classroom.

It is essential that students be at the centre of all that we do in schools. Parents overwhelmingly support the idea that we need safe friendly schools that welcome students from all backgrounds. Parents believe it is essential that Principals and staff communicate well with parents and the community.

There is a pressing need to develop a consistent pastoral care system for P-12. The highest priority exists in the secondary schools. Although it is recognised by many parents and students that a significant number of staff work tirelessly for students there was concern that too many students in the secondary setting in particular are not known, other than in the classroom, by a significant adult.

The mapping of a student’s development in terms of the curriculum: Key Learning Area’s (KLA’s) and key skills are essential.

The key skills include goal setting, problem solving, organisation, communication, creative thinking, conflict resolution, and teamwork, collaboration and innovation. These skills were outlined in both the Melbourne Declaration and the Gonsky Report.


There is a need for the development of a P-12 Learning Continuum in the areas of values education, social skills development and citizenship and leadership.

Effective discipline systems must be priority within all schools P-12. As stated previously there is a need for a co-ordinated, consistent approach to discipline.

Consistent anti-bullying programs P-12 are essential.

3. Building Teaching and Teacher Capacity

Findings

Primary and secondary students valued teachers who were caring, approachable, enthusiastic with a positive attitude, skilled, especially in their subject expertise in the senior years, had excellent content knowledge and were well equipped for the needs of the 21st learner.

Secondary executive commented on the need to ensure all staff had current up to date knowledge of the Board of Studies syllabuses and were implementing them. Curriculum expertise was seen as essential.

Parents appreciated teachers who were dedicated to excellence, with strong teamwork and top quality teaching.

A significant number of staff identified quality professional learning for all as an essential ingredient for building teaching and teacher capacity. Some staff reported that they were involved in quality professional learning whilst some reported their professional learning was ad hoc and of poor quality.

In a number of sites planned professional learning was not planned or linked to school plans. Some staff appears to have a poor understanding of the professional learning available to them.

The majority of Principals identified shared professional learning across the K-12 community as essential. They believe the pooling of resources could result in high quality professional learning being offered to staff in Lismore.

Primary and secondary staff identified the importance of a team approach that is collegiate in nature and involves high levels of collaboration.

Principals identified that sharing of knowledge and practice K-12, including classroom observations, shared teaching and co-planning could greatly enhance professional knowledge and understanding.

Secondary executive felt it was important to recognise excellence in practice and to celebrate and share this across the community.

A number of Principals and secondary and primary staff identified the quality teaching framework as the ongoing framework for professional learning on pedagogy.


Principals also felt that a high priority for professional learning for staff was in the area of the middle school.

A number of schools in the community are currently involved in a middle school project and it was felt that once this was implemented it could be shared across the whole community. The fact that only a few primary schools were involved in this project with their partner high school demonstrated the ad hoc nature of many projects. The lack of co-ordination between schools that undertake projects in Lismore was identified as a problem. Principals felt that schools have much to learn by sharing their initiatives with each other.

Principals, secondary executive and primary and secondary staff all identified coaching and mentoring as an effective tool for enhancing professional learning.

Technology was identified as an area for improvement.

Many staff identified the need for professional learning in technology to enhance their capacity to integrate technology into the classroom. Students were very keen to embrace leading edge technology. There were suggestions on the use of ipads for all students, in particular senior students.

A number of students and parents commented on the lack of teacher skill in the area of technology. One parent, with particular expertise in the area of technology was particularly disappointed with the level of expertise of some teaching staff. She felt that this lack of knowledge and skill was preventing her children from achieving the best possible outcomes. Her concerns were echoed in a number of community and P & C consultations.

Many Principals identified the importance of links with Southern Cross University as ways to build teacher capacity. They would like to see better links to staff and access to the latest research especially in the area of the learning needs of the 21st century learner.

Secondary staff identified the need to build in accountability. Principals identified that the Teacher Assessment and Review (TARS) and Executive Assessment and Review (EARS) processes were not uniform across the network and that was scope for significant improvement in this area.

Conclusion

There must be a “laser like” focus on teaching and learning in the community.

It is essential that there is a co-ordinated approach to major professional learning initiatives in the Lismore P-12 community.

There must be a personalised approach to professional learning. Each staff member must have a professional learning plan using a format agreed to across the community.

All staff needs to fully understand and undertake professional learning for the NSW Institute Of Teachers -National Professional Standards for Teachers. This will be the standards benchmark for all staff.


A planned coaching, mentoring and shadowing program must be developed within and between schools.

Embracing technology is vital for the health of the public education system. We must be seen as cutting edge and be able to incorporate 21st century leaners technology into our work.

There is a pressing need to ensure teaching staff has high quality professional learning in the area of the needs of the 21st century learner and how to use technology to engage learners.

There is a need for a common approach to the TARS/EARS process across the community.

4. Building Leadership Capacity

Findings

Principals and secondary staff felt the need for enhanced professional development opportunities in the area of leadership.

Parents commented on the need for innovative strong leadership.

There was overwhelming support for across school professional learning. In particular a number of staff commented that by pooling of professional learning funds some exciting opportunities could be offered to staff in Lismore.

A majority of Principals and some secondary and primary staff emphasised the importance of collaboration and collegiality across the schools in the P-12 setting.

A number of Principals and staff emphasised the importance of mentoring, shadowing and coaching including peer coaching and team building as a method for enhancing leadership capacity.

A number of secondary staff and some primary staff commented on the lack of experience of some leaders. They felt there was a need for a more structured mentoring program for all new leaders. Some staff expressed concern with the merit selection process.

Many secondary staff felt the need for increased supervision of school leaders to improve their leadership capacity. They felt there was not a systematic approach to building the capacity of existing or aspiring leaders. A number commented on the need for informal leadership opportunities.


Conclusion

There is a need for co-ordinated professional learning plan for leadership development in Lismore. The needs of leaders and aspiring leaders across the community must be identified and appropriate opportunities offered for their on-going professional development.

Collaboration across the community is essential.

Mentoring, shadowing and coaching. Programs need to be developed within the P-12 community.

There is a need to develop new leaders with opportunities offered across the P-12 setting. A planned program is essential so that all aspiring leaders are offered good quality professional learning.

5. Building Capacity in Assessment, Learning Development and Reporting

Findings

There was strong support for collaboration between schools in the area of assessment and reporting: primary-to-primary and primary-to-secondary.

Principals commented that the continuity of learning was an issue in the transition from primary to secondary schools.

The majority of Principals, some secondary executive and staff commented on the consistency of reporting methods from primary to secondary schools. There were suggestions around a common system within the Lismore schools. There was support from Principals for a system to track student’s progress K-12.

Primary staff commented on the need for parent friendly reports.

Many Principals, primary and secondary staff commented on the need for quality assessment to inform teaching. Principals felt it was essential that student identified outcomes drive assessment.

A significant number of secondary staff and some secondary executive identified the need for engaging and relevant assessment tasks with meaningful feedback provided for these tasks.

A number of secondary staff felt there was a need for professional learning on developing good assessment tasks. A significant number also felt there was great scope for collaborative assessment tasks with assessment criteria rubrics. In addition they commented on the need for consistency in marking.


Some secondary executive commented on the need for clear, published assessment policies and procedures.

Secondary staff and executive felt that within the community a process for sharing best practice and successful teaching methods is essential. They felt some Key Learning Area (KLA) collegial groups were successful in these but that the approaches were not uniform or co-ordinated. There was no overall plan to drive professional learning in faculty specific Key Learning Areas.

A number of primary staff commented on the need to move away from “teaching to the test” for NAPLAN. They believed there was too much emphasis on NAPLAN.

There was significant support from primary and secondary staff for a move away from standardised testing.

There was a general feeling that SMART data is an excellent tool. There were some concerns that the use of this tool to inform teaching practice was not uniform or part of the work practices of the majority of staff.

Project based learning was seen by Principals and primary staff as an important way to enhance student learning outcomes.

Conclusion

Much work is needed to build capacity in the area of assessment and reporting and to ensure it is embedded in school practice across the community. There is a need for a focus on this in school based professional learning.

Transition between primary and secondary schools in this area is a major issue. There is not a consistent approach.

A significant area to build the capacity of public education in Lismore would be the co-ordination P-12 of a learning continuum, assessment and reporting.

There is a need for a renewal of secondary collegial groups. There is no overall plan for the operation of these groups. They rely on the goodwill of individual head teachers.

There is a need to develop ways of sharing good practice across the community.


Section 3

RECOMMENDATIONS and STRATEGIES

Recommendation 1

Appoint a Chief Executive Officer (CEO) The CEO will oversee the operation of the P-12 community, the implementation of the strategic plan and will lead the Principal’s Executive Leadership Group and the Board of Management.

Recommendation 2

Form a P-12 education college- The Rivers P-12 College.

Why? The extensive consultation process has shown the majority of staff and parents believe the

best way forward to build the capacity of public education in Lismore is through unity. There is a strong belief that the synergy of co-operation, as a group of schools, will lead to the transformation of public education in Lismore.

Strategies:

Phase 1: 2013

Project Officer appointed to facilitate Phase 1 of the project

In Term 1 2013. Principals will implement the Phase 1 plan developed in consultation with Principals based on strategies brainstromed at the Term 4 2012 Principal’s meeting.

CEO to establish P-12 Executive Leadership Group and work with the group to determine their role, decision making processes and develop draft strategic plan, budget, establish the terms of reference for the working parties in line with the conclusions from the consultation process.

The Board of Management established by the CEO.

The CEO in consultation with Principals will determine the appropriate number of working parties. These working parties will reflect this Report findings and conclusions.

The final Strategic Plan will be developed in consultation with Board of Management and Leadership Group using the following framework:


Why are we doing it?

Planning

- What strategic directions will drive our development?

Purpose

- Why are we doing it?

How are we doing it?

People

- Who does it and what capabilities do they need?

Processes

- What do we do, how do we do it and how will we know?

What does it look like?

Practices

- Are our practices integrated, embedded and in sync with our purpose?

Product

- What is achieved and how do we know?

THE FRAMEWORK FOR IMPLEMENTATION

Source: Eric Jamieson Acting Director Educational Management and School Accountability Directorate (EMSAD)

The development of the college culture both the intangible elements- values, ideology, ideology and tangible elements visual-verbal and behavioural will be essential to build the college culture-the “way we do things around here”. (Appendix 7)

The Guiding Principals of the project -Trust, Purpose, Align Systems and Unleash Talent underpins the work of the Leadership Group.

Each working party to establish a strategic plan in line with the overall community plan to determine priorities. Some priorities have already been established as a result of the consultation process. These are contained in some of the recommendations.

The Board of Management, Principal’s Executive Leadership Group and Working parties all undertake professional development in the guiding principles, strategic plan, research available and evidence-based practice.

Planned Principal professional learning developed in consultation with the CEO in leadership, current research and debate, best practices in student learning, technology and other areas identified in the strategic plan.


Phase 2: 2014 and Beyond

• Implementation of the College Plan.

• Implementation of working party approved recommendations

• Implementation of learning continuums P-12

• Planned professional learning and leadership development linked to college strategic priorities.

Recommendation 3 That The Rivers P-12 College governance structure is as follows:

Chief Executive Officer (CEO) The CEO will oversee the operation of The Rivers College, the implementation of the strategic plan and will lead the Principals

Executive Leadership Group and the Board of Management

Principals Executive Leadership Group All Principals of the College: responsible for the development and implementation of the Strategic Plan, Terms of Reference for the

Working Parties and Promotion of the College

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The CEO in consultation with Principals will determine the formation and number of the working parties. These working parties will reflect the findings and recommendations from the consultation. Staff, students, parents and community will be represented on working parties


Recommendation 4

That the 6 drivers for transformation of NSW Public Schools is the framework to drive change in the P-12 College (Appendix 8)

Building student capacity Building teaching and teacher capacity Building leadership capacity Building capacity in assessment, learning development and reporting Building the capacity to deliver Leading professional learning

Strategies

The Director and CEO focus professional learning for all Principals, senior and middle executive on the 6 drivers in a planned and systematic way.

The 6 drivers underpin The Rivers P-12 College strategic plan and all school plans.

Recommendation 5 That the CEO works with the education community to develop an understanding of the community so that all stakeholders are informed and engaged in the formation of the community. There is a need for a paradigm shift – the way that students, parents, staff and the broader community see public education in Lismore. This will require specific action within the strategic plan with a clear sense of why, how and what as per the implementation framework. Trust is a major issue for the education community that needs to be addressed. The CEO must work to develop trust and ensure all stakeholders understand the purpose and vision for the community and are part of the work in aligning the systems.

Strategies

All Principals undertake leadership development programs as a group.

CEO works with Principals, executive and staff through school development days, staff meetings, P & C meetings, and executive meetings to build an understanding of the Purpose and Vision for The Rivers P-12 College.

Professional learning packages developed using Michael Fullen’s ‘Education in Motion, Leading in a culture of change’, 2005, Australian workshop tour.

The P-12 leadership Group clearly articulate the values (intangible elements) of the community and develop the tangible elements of culture-visual, verbal and behavioural.

The P-12 Leadership Group, as a priority, develop strategies within the Strategic Plan to build trust and enhance relationships within the education community.


Recommendation 6

CEO, Project Officer and Principal’s Leadership Group establish in Term 1 2013 working parties to drive the college direction during 2013.

The Leadership Group will determine the number of working parties for 2013 as part of the college strategic plan.

Possible working parties include:

Building Student Capacity

Building Teaching and Leadership Capacity

Building the Capacity to Deliver

Early Years P-4

Middle Years 5-9

Senior Years 10-12

Alternative Curriculum Pathways

Positive Behaviour for Learning P-12

Recommendation 7

That a review be undertaken of the Positive Behaviour for Learning (PBL) to ensure the establishment of an orderly, well-disciplined safe environment with consistent practices across The Rivers College. P-12

Strategies

A review be undertaken at the end of Term 1 2013 in all schools in the college that operate with PBL.

The P-12 Leadership Group consider the review recommendations and incorporate recommendations into the college strategic plan.

If appropriate, a working party could be established to assist in the implementation of the strategic plan.

A team of staff from the college visit exemplar PBL school sites

Recommendation 8 That in line with School Review Policy, an evaluation of Lismore Community of Secondary Schools (LCoSS), be undertaken at the end of Semester 1 2013. The aim of the review is to evaluate the systems and procedures in place to ensure the delivery of wider student choice and to ensure positive outcomes for students and staff.


Recommendation 9

That the P-12 Leadership Group develop as part of the strategic plan the best way embrace 21st century learning technology in the community both for staff and students.

Strategies

A working party established to advise, oversee and develop the strategies for embracing technology consistently in the P-12 setting.

There is a need for an alignment between primary and secondary schools. Many primary students have high-level skills and access to technology. However in the transition to secondary schools their skill level is often underestimated and there are access issues in the secondary setting that must be addressed.

Develop links with Southern Cross University especially in the area of research, latest trends and enhancing staff processional learning opportunities.

Recommendation 10 A working party investigates most appropriate holistic model to enhance student engagement, self-discipline, leadership and citizenship across the college.

Strategies

The Citizenship Leadership And Student Success (CLASS) framework in place at the Plumpton Education Community provides an excellent starting point for the working party. This framework has a four-pronged approach: Positive Behaviour for Learning: core expectations, relational pedagogy and

raising responsibility, developing and practising positive behaviours; Student Guidance Program which includes one to one teacher guidance, goal

setting, skill development and citizenship and leadership development; Student Leadership: students as leaders, personal, peer and public leadership,

broad based student leadership model; Citizenship Continuum: Students as responsible citizens, developing

competencies, collecting evidence and building a portfolio, achieving standards.

Recommendation 11 That a working party investigate a better system to ensure the pastoral care of all students with particular focus on secondary students There is an urgent need to ensure all students feel connected with a significant adult. The consultation highlighted the importance of this in secondary schools.

Strategies

There is a need for a different pastoral care system in secondary schools. Year Advisors work very hard for the needs of their year group. However, there is a need for more staff to be involved in this area with the year advisor overseeing the system.


There are several models in operation around the state that the working party could investigate

Recommendation 12 A working party investigates the formation of an innovative alternative curriculum pathway for disengaged students and/or students with specific needs.

Strategies

The Alternative Curriculum Group began this work in 2012. This could become one of the working parties in the college governance structure to build on the work and community links developed by this group.

Community and business group links need to be formalised.

Recommendation 13

That a working party investigates the best system to map student outcomes in the areas of:

Curriculum knowledge and skills in a P-12 continuum

Key skills as outlined in the Melbourne Declaration. These skills include: goal setting, problem solving, organisation, communication, creative thinking, conflict resolution and teamwork.

Strategies

The NSW syllabuses for the Australian Curriculum implementation are co-ordinated P-12, especially in the area of staff professional learning. This will provide an excellent opportunity for the strengthening of curriculum specific collegial groups.

Members of the working party investigate the key skills essential for students in The Rivers P-12 College.

Members of the working party visit exemplar sites as part of the investigation into the best system for implementing key skills and tracking a student’s development in terms of curriculum and key skills.

Recommendation 14 That a working party investigates and develops a values continuum for The Rivers College P-12. The Gonski Review highlighted the Melbourne Declaration Goal 2: “All young Australians become successful learners, confident and creative individuals and active and informed citizens” (MCEETYA 2008). This goal emphasises the importance of young Australians developing personal morals and values, attributes such as honesty, resilience, empathy and respect for others.


Recommendation 15 The P-12 Principal’s Executive Leadership Group develop as part of the strategic plan, a professional learning plan for the college targeting the areas of:

Technology and 21st century learners Building capacity in assessment and learning development Quality teaching framework Middle executive development State curriculum in the light of the National Curriculum Australian Institute for Teaching and School Leadership (AITSL) standards.

Recommendation 16

That the Teacher Assessment and Review (TARS) and Executive Assessment Review (EARS) processes are strengthened across the education community to ensure consistency.

Strategies

Director and CEO to work with all Principals to establish guidelines across the community that embraces best practice and shared expertise and experience from Principals.

Recommendation 17

That the CEO in consultation with the P-12 Leadership Group incorporate a leadership capacity building plan into the Strategic Plan.

Areas of development include:

Leading and managing 21st century schools

How to innovate, connect and be outward looking

Planning, monitoring and accounting

Developing new leaders

Collegial networks.

Recommendation 18

That the P-12 Principal Executive Leadership group ensure that building capacity in assessment, learning development and reporting be a focus for both for work within individual schools and work within The Rivers P-12 school community.


Recommendation 19

That The Rivers P-12 College develop strong relationships with Southern Cross University (SCU) and the North Coast Institute of TAFE (Lismore).

Strategies

The CEO and Project Officer establish an advisory group of representatives from The Rivers P-12 College, Southern Cross University and North Coast Institute of TAFE (Lismore) to investigate ways to develop and formalise the links already established with SCU and TAFE (Lismore).

The Advisory Group develops a policy, plan and strategies for transition plan of students from secondary school to further education.

The Advisory Group investigates ways to strengthen links between the university and The Rivers P-12 College teaching staff and students.

Recommendation 20

That the P-12 Principals Executive Leadership Group as part of the strategic plan develop strong partnerships within the Lismore community.

Strategies

The Board of Management includes members from the broader education community, business and industry and Lismore City Council.

The P-12 Leadership Group identifies the partnerships essential for developing stronger links within the Lismore community. This will build on the work undertaken in 2012 towards the formation of the Lismore Education and Industry Forum. The Project Officer will coordinate this initiative.

The Project Officer identifies the welfare and support agencies available in Lismore to support the needs of students across a range of services. Once identified, the Project Officer will co-ordinate and develop new partnerships with The Rivers P-12 College.


REFERENCES:

FranklinCovey, 2006, Leadership Great Leaders Great Teams Great Results

Fullen, M, 2005, Education in Motion Leading in a Culture of Change, Australia Workshop Tour Spring 2005

Hattie, John, 2009, Visible Learning, Routledge, London

Jamieson, Eric, 2012, Acting Director Educational Measurement and School Accountability Directorate (EMSAD), NSW Department of Education and Communities-Presentations to Principals in Lismore

Mc Kinsey & Company 2007, How the world’s best performing school systems come out on top.

McKinsey & Company, 2010, Executive Summary, How the world’s most improved school systems keep getting better.

Melbourne Declaration on Educational Goals for Young Australians, December 2008, Ministerial Council on education, Employment and Youth Affairs

Programme for International Student Assessment (PISA) in Brief, 2009, Highlights from the full Australian Report Challenges for Australian Education: Results from PISA 2009. ACER

Review of Funding for Schooling, December 2011, Final Report, David Gonski AC Chair


Appendix 1. FACTORS IN PRIMARY SCHOOL CHOICE

Total Surveyed 275 Online-126 Print Copies-149



0

20

40

60

80

100

120

140

160

180

Choice 3

Choice 2

Choice 1

Appendix 2. PRIMARY SCHOOL – TOP 3 CHOICES


Appendix 3.

CHOICE 1

TALLY OF TOP 3 CHOICES PRIMARY

CHOICE 2

Question Choice

1 Choice

2 Choice

3

CHOICE 3

1 98 45 11 1. A nurturing environment where students are valued as individuals

2 4 8 4 2. Challenging programs for gifted and talented students

3 12 17 23 3. Clear values which are explicitly taught

4 7 4 6 4. Excellent academic results

5 2 12 12 5. Attractive and well-resourced classrooms and facilities

6 50 39 23 6. Well qualified teachers who set high standards of achievement

7 6 14 11 7. A range of interesting and creative extracurricular programs e.g. music

8 9 2 8 8. A local public school that is close to home and neighbourhood friends

9 0 2 1 9. Before and after school care

10 3 4 6 10. Programs that foster citizenship and community participation

11 0 3 5 11. Well-presented students in full school uniform

12 3 14 22 12. Regular and responsive school-home communication

13 3 9 9 13. Good student access to computers and latest technology

14 12 10 11 14. Effective learning and disability support programs

15 0 2 1 15. Links to a good high school

16 3 7 11 16. An emphasis on participation in physical activity and sport

17 2 7 10 17. A positive reputation in the community

18 1 2 10 18. A school that encourages the involvement of parents

19 3 4 10 19. A safe school close to transport

20 4 16 21 20. A friendly school where students from all backgrounds are welcomed

21 2 3 7 21. Respect for cultural heritage


Appendix 4. FACTORS IN SECONDARY SCHOOL CHOICE Total Surveyed 275 Online-126 Print Copies-149



0

10

20

30

40

50

60

70

80

Choice 3

Choice 2

Choice 1

Appendix 5. SECONDARY SCHOOL – TOP 3 CHOICES


Appendix 6.

TALLY OF TOP 3 CHOICES SECONDARY

Question Choice

1 Choice

2 Choice

3

1 17 11 8 1. A broad subject choice

2 4 5 5 2. Teachers who present a professional image

3 1 6 14 3. A wide range of extracurricular activities, e.g. music, drama

4 32 12 5 4. A well run, orderly and disciplined school

5 3 5 5 5. Good access to computers and technology

6 1 2 3 6. A positive image in the community and local media

7 3 1 4 7. Experiences and values available at a public school

8 3 2 4 8. Excellent Higher School Certificate results

9 10 3 13 9. Programs that meet individual needs e.g. disability support, learning difficulties, ESL

10 1 0 1 10. High standard of coaching and opportunities to participate in successful sporting teams

11 24 17 17 11. A safe, friendly school which welcomes students from all backgrounds

12 3 5 7 12. Attractive and well-resourced facilities e.g. science labs, playing fields

13 1 3 4 13. A school which welcomes parent involvement

14 2 5 0 14. Challenging programs for gifted and talented students

15 32 26 11 15. Teachers who set high standards of achievement

16 6 24 18 16. Principal and staff who communicate well with parents and community

17 4 11 5 17. Well behaved students

18 1 1 4 18. Well-presented students in full school uniform

19 4 8 8 19. Strong vocational programs and pathways

20 23 22 25 20. A focus on developing well-rounded individuals

21 3 8 11 21. Explicit values that are taught and followed

22 0 1 3 22. Respect for cultural heritage

23 2 2 6 23. A local public school which is close to home and neighbourhood friends

CHOICE 1

CHOICE 2

CHOICE 3


Appendix 7

Visual/material Verbal/conceptual

and symbolism

Behavioural

crests purpose and vision teaching and learning

mottos curriculum rituals

Purpose and vision statements

goals ceremonies

facilities and equipment

metaphors operational procedures

resources legends Rules

symbols language rewards

uniforms organisational structures

psychological and social support

Artefacts and memorabilia

organisational heroes

parental and community interactions patterns

organisational stories

sanctions

structures

Source: Changing the school culture-working together, Connections, Volume 2 Number 1 April/May 1993.

College Culture

Values Beliefs, Ideology

Purpose and Vision


Appendix 8 6 Key Drivers for Transformation

Building Student Capacity

Personalised approach-profiling, planning and monitoring

Skill development-personal management and development

Citizenship and leadership development

Building capacity in Assessment, Learning Development and Reporting

Assessment which informs and drives learning

External assessment to drive quality practices and standards setting

Strong, consistently applied school based assessment-externally validated and developmental

Building Teacher and Teaching Capacity

Quality teaching framework and practice

21st C pedagogy

Delivery which is personalised

Curriculum expertise

Curriculum structures-flexible delivery

Continuity-pre, middle, post

Building Capacity to Deliver

An evidence based, transparent and accountable culture

Strong internal/external evaluation and review practices

Expert users of performance tool at all levels

Data systems and practices that inform learning and development

Building Leadership Capacity

Leading and managing 21st C schools

Innovating, connecting, outward looking

Planning, monitoring and accounting

Developing new leaders

Leading Professional Learning

Professional learning-a fully integrated approach

Personalised approach-profiling, planning and monitoring

Sharing networking, accessing expertise

Meeting national/state teaching and leadership standards

Source: Eric Jamieson Acting Director Educational Measurement and School Accountability Directorate (EMSAD)

Documents

Building Our Capacity Strengthening Public Education · PDF fileBuilding Our Capacity: Strengthening Public Education in Lismore P-12 2012 Page 3 of 52 Section 1 RATIONALE FOR THE