leading and developing personalised learning plans (plps)
TRANSCRIPT
Leading and Leading and DevelopingDeveloping
Personalised LearningPersonalised Learning
Plans (PLPs)Plans (PLPs)
Why are Personalised Learning Plans a
priority?
Council of Australian Governments
(COAG)
2008 Indigenous Education Action Plan
Towards the development of an Indigenous Education Action Plan
C.O.A.G. Directed
MCEETYA Plans
DEEWR Resourced
Schools Implementation
Aboriginal Education Review
In 2004 the NSW Government conducted a Review of Aboriginal Education
As a result of this review 72 recommendations were documented
The development of Personalised Learning Plans was on of these recommendations
SignificanceBackground knowledge
Cultural knowledge Knowledge integration
Inclusivity Connectedness
Narrative
Quality Teaching
Aboriginal Education Policy
PLPs
Quality learning environment
Explicit quality criteria Engagement
High expectations Social support Students’ self-
regulation Student direction
Intellectual qualityDeep knowledge
Deep understandingProblematic knowledge
Higher-order thinking Metalanguage
Effective LearningEffective Teaching
Goal of the Review of Aboriginal Education NSW
By 2012, Aboriginal student outcomes will match or better outcomes of the broader student population
Indigenous & non-Indigenous student academic achievement
All students
Indigenous students
Workshop Activity
In your table groups discuss:What is your schools take on PLP’s?
Why should we implement PLPs?
What should a PLP look like?
What are the critical success factors for the successful implementation of PLPs?
Use the PLP Reflection Tool to assess the implementation of PLPs in your school
Is there a difference between PLPs and IEP/ILPs?
IEP/ILP Data analysis Developed by school Goals, strategies Health plans Funding Review meetings Parent meetings Ongoing process Ownership by school Evaluation and monitoring Student engagement Learning Support Team
PLP Student engagement Planning process Goals, strategies Parent, student, teacher meetings Ongoing process Ownership by stakeholders Culturally appropriate Student ownership of learning Teachers need an understanding of
Aboriginal Culture/s Develops knowledge of
student/family backgrounds Monitoring
Discussion
In your school teams/table teams discuss this question and list your pre-implementation actions
Now list these actions in sequential order (action plan sheets)
Whole group discussion!
What does the school’s Aboriginal Education team need to do before PLPs are implemented?
are based on relationshipsand
engaging parents and carers
So what are some Critical Success factors.......
Effective PLPs......Effective PLPs......
Simple documents and monitoring
Raising
expectations
Develop relationshipsPositive and
friendly
Leadership
and commitment
Quality feedback
Cultural understanding
RELATIONSHIPS MATTER
STUDENT OUTCOMES
Achievable goals
DEVELOPING REAL
PARTNERSHIPS THROUGH
PLPs
In your school teams discuss the sample PLP format you have been given:
What are the positive aspects of this PLP format?
What, if any, are the aspects of this format which you would not have in your school PLP?
Report back to whole group!
What would/does a good PLP look like?
A PLP Case Study Ashmont Public School
Ashmont PS is a PP3 in Wagga Wagga, NSW
School population of 340 with 138 Aboriginal students
One fulltime AEO and 2 AEWs
Low socio-economic area and the school is on the
Priority Schools Program
Schools in Partnership – 2006 to 2009
Ashmont Public School PLP Experience
PLPs 2006 • Trial implementation• 6 students selected from each class• 3 Aboriginal and 3 non-Aboriginal students
PLPs 2007• Full implementation• All students involved in the process
PLPs 2008 & 2009• Full implementation• All students involved in the process
The Successes!Building genuine partnerships with our communityBreaking down barriersMaintaining high expectations of student learningPositive teacher professional dialogue Identifying areas of student needEstablishing student specific teaching and learning
strategiesAligning all key stakeholdersLowering student absence ratesAligning personalised learning with focuses on Quality
TeachingGreater focus on teacher professional development
The SuccessesProviding opportunities on a regular basis to continue
strengthening the rapport between the school and community
Engaging parents at meetings and other school activitiesAboriginal student outcomes in literacy and numeracy
have improved and are above the state average for Aboriginal students (BST 2007, NAPLAN 2008 & 2009)
Teachers talking informally to parents outside school hours at extra curricular activities e.g. weekend football
Staff talking more positively about students Improving communication between school and homeFlexibility
The Challenges!Convincing all staff that PLPs are worthwhileCommunicating the PLP philosophy to all stakeholdersWhole of staff professional development on the PLP process and
interview strategiesIdentifying and developing the Learning Advisors (high schools)Maintaining the enthusiasm of both the parents and staffRunning to a scheduleTime for teachers to fit it all inMinimising classroom interruptionsFlexibility Transferring PLPs form one educational setting to another e.g.
primary school to junior high school to senior high schoolPrincipal and executive must be involved in the process to ensure
PLPs become part of whole school cultureSenior executive involvement in PLPs will foster sustainability
Or could it be?
PLP = Partnerships Lifting Performance
PLP = Personalised Learning PlanPLP = Personalised Learning Plan