Maximising In-country Experiences. Amrita Chandra Manager, Strategic Planning International Education Division

Maximising In-country Experiences


Amrita ChandraManager, Strategic Planning

International Education Division


1. About the pilot

2. What’s different about this model?

• A five phase model

3. Evaluation findings


Discretionary One offs

Short term

More systemic but ‘scatter-gun’

Strategic Coherent

Sustainable

How do we move from How do we move from herehere to to herehere??


About the PilotAbout the Pilot

• DEECD/ AEF Partnership Agreement to provide study tour subsidies for teachers and principals

• Tailored study program developed and piloted involving 10 schools

• Pilot was evaluated to capture impacts on individuals and school level impacts at 4, 7 and 11 months

http://www.asiaeducation.edu.au/



“This new model of study program was seen as an impetus to internationalising education, which begins with supporting the workforce to develop the necessary knowledge and skills required to expand students’ perspectives and intercultural

competencies”


School characteristics/ criteria•Commitment to internationalising education agenda, building intercultural understanding and enhancing language learning

•Commitment to developing enduring and reciprocal sister school relationships

•Willingness to form/ work as a cluster within or across networks

•Willingness to navigate and problem solve the challenges inherent in delivery on this agenda



Objectives of the PilotObjectives of the Pilot

• Building leadership skills of the participants and increasing their confidence to teach about Asia and integrate global perspectives into the curriculum.

• Building school to school relationships with schools overseas that can support future opportunities for student and teacher exchange and enhanced language learning at the school.

• Developing or deepening participants’ understanding of the overseas education systems and increase their knowledge of contemporary Asian culture.

One–off, Discretionary Strategic, Coherent, Sustainable

Individual participation

Incidental

Individual school

Unconnected/ limited connections to strategic plan

Knowledge building, observational, school visits, cultural component

One visit

Team approach, led by principal and teachers with abilities to lead changePlanned and deliberate

Cluster/network/region

Seen as an impetus to internationalising education

Pre-matching with sister school, joint professional learning, school placement (shadowing, teaching, observing), homestay

Ongoing relationship with sister school, return visit


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2

3

4

5

PREPARATION


1. Identification of participants – 1 + 2

2. Set up of Project Board – schools, Region, IED

3. Determine objectives

4. Work with AEF to tailor in-country program

5. Pre-matching with potential partner schools - AEF

6. Professional learning and pre-departure briefing – PISA, AusVELS, basic language and intercultural

PREPARATION


Criteria for individual participants

•Demonstrated interest in developing cultural understandings of [x] country

•Potential to lead a team in the development of curriculum initiatives related to the Asia region

•An understanding of the Internationalising Education agenda

•A minimum commitment of 2 years to the project


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2

3

4

5


1. Orientation

2. School visits and observation

3. Relationship building with partner schools

4. One day professional learning forum on pre-determined topics of mutual interest

5. School placements – teaching, observation, shadowing

6. 3 night homestay

7. Visits to significant cultural sites

INITIAL VISIT

Professional Learning Program

INITIAL VISIT

A Demonstration Lesson

INITIAL VISIT


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2

3

4

5

INTERIM PHASE

1. Reflection as a group and measurement of immediate impacts against objectives – Project Board and school level

2. Sharing with colleagues and school community

3. Strengthening of language provision, Asia studies in the curriculum and school policy and planning documents

4. Follow ups and ongoing communication with partner school

5. Further PL, e.g. L21CSV, ICT capacity building, language learning

6. Planning as a group for return visit – revisiting objectives

INTERIM PHASE

http://www.asiaeducation.edu.au/default.asp

INTERIM PHASE

http://studiesofasia.wikispaces.com


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3

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5

RETURN VISIT

1. School visits and placements (teaching, observation, shadowing)

2. Consolidation of sister school relationships

• Agreement reached on collaborative teaching and learning activities, including virtual and actual exchanges

• MoUs and 12-14 month Collaboration Plans

3. Professional learning forum - use of ICT (webex)

4. Additional focus areas: languages, special schools

5. Visits to significant cultural sites

RETURN VISIT



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5

SUSTAINABILITY PHASE

1. Continuing to engage with more staff and school communities

2. Curriculum changes, e.g. strengthened language provision, integration of Studies of Asia/ internationalisation

3. Implementation of action plans with sister schools- ongoing communication and learning with partner schools

4. Planning for reciprocal visits – teachers/ prins/ students

5. Ongoing PL and leadership development – at individual school and through network forum


Summary of Impacts – Individual Summary of Impacts – Individual LevelLevel Increased professional confidence and leadership

aspirations in the participants

Heightened appreciation of the need to teach about Asia and integrate global perspectives into the curriculum

Increased reflection on effective teaching practice as a result of observation and learning from counterparts in partner schools

Increased knowledge of contemporary Asian culture

and society, which has enabled participants to connect better with Asian background students and parents in their schools.

Impacts – Whole School and Community LevelImpacts – Whole School and Community Level School policy and planning documents

Leadership development and ongoing professional learning

Curriculum planning

Sister school relationship

Strengthening of language programs

Student to student connections

Parental and School Council engagement

Closer relationships and partnerships with network schools


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5

Monitoring impacts of the in-country Monitoring impacts of the in-country experienceexperience

• Gather baseline – Asia literate schools rubric

• Capture immediate impacts – reflection against objectives and any other impacts observed

• Monitoring – quarterly progress updates• Reflection and sharing with other schools• Capture immediate impacts – reflection in-country

• Reassess against baseline, e.g. 12, 18, 24 months on– Asia literate schools rubric

• Most Significant Change workshop as a group


For more…For more…The full evaluation report is available on the DEECD Research Register, at: http://www.education.vic.gov.au/researchinnovation/researchregister/default.htm

http://www.education.vic.gov.au/researchinnovation/researchregister/default.htm





For even more!For even more!

Amrita Chandra, Manager Strategic Planning, International Education Division Ph 9651 4560 or [email protected] Lu Hong Shen, Senior Project Officer, International Education Division/ Eastern Metropolitan RegionPh 9637 3947 or [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

Maximising In-country Experiences. Amrita Chandra Manager, Strategic Planning International Education Division