Leading and Developing Personalised Learning Plans (PLPs) Revised March 2012

1. Leading and Developing Personalised Learning Plans (PLPs) Revised March 2012

2. Why are Personalised Learning Plans a priority? Council of Australian Governments (COAG) 2008 Indigenous Education Action Plan

3. Development of an Indigenous Education Action Plan C.O.A.G. Directed MCEECDYA Plans DEEWR Resourced Schools Implementation

4. 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

6. Goal of the Review of Aboriginal Education NSWBy 2012, Aboriginal student outcomes will match or better outcomes of the broader student population Effective Teaching Effective Learning Quality Teaching Aboriginal Education Policy PLPs Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Quality learning environment Explicit quality criteria Engagement High expectations Social support Students’ self-regulation Student direction

7. Indigenous & non-Indigenous student academic achievement All students Indigenous students

8. 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

9. 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

10. What does the school’s Aboriginal Education team need to do before PLPs are implemented? 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!

11. are based on relationshipsand engaging parents and carers Effective PLPs...... So what are some Critical Success factors.......

12. Develop relationships Positive and friendly RELATIONSHIPS MATTER Raising expectations DEVELOPING REAL PARTNERSHIPS THROUGH PLPs Achievable goals Cultural understanding STUDENT OUTCOMES Simple documents and monitoring Leadership and commitment Quality feedback

13. What would/does a good PLP look like? 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!

14. 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

15. 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

16. The Successes! • Building genuine partnerships with our community • Breaking down barriers • Maintaining high expectations of student learning • Positive teacher professional dialogue • Identifying areas of student need • Establishing student specific teaching and learning strategies • Aligning all key stakeholders • Lowering student absence rates • Aligning personalised learning with focuses on Quality Teaching • Greater focus on teacher professional development

17. The Successes • Providing opportunities on a regular basis to continue strengthening the rapport between the school and community • Engaging parents at meetings and other school activities • Aboriginal 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 home • Flexibility

18. The Challenges! • Convincing all staff that PLPs are worthwhile • Communicating the PLP philosophy to all stakeholders • Whole of staff professional development on the PLP process and interview strategies • Identifying and developing the Learning Advisors (high schools) • Maintaining the enthusiasm of both the parents and staff • Running to a schedule • Time for teachers to fit it all in • Minimising classroom interruptions • Flexibility • Transferring PLPs form one educational setting to another e.g. primary school to junior high school to senior high school • Principal and executive must be involved in the process to ensure PLPs become part of whole school culture • Senior executive involvement in PLPs will foster sustainability

19. Or could it be?PLP = Partnerships Lifting Performance PLP = Personalised Learning Plan