Maximising In-country Experiences

Amrita Chandra Manager, Strategic Planning International Education Division

Maximising In-country Experiences 1.About the pilot 2.What’s different about this model? A five phase model 3.Evaluation findings

Maximising In-country Experiences Discretionary One offs Short term More systemic but ‘scatter- gun’ Strategic Coherent Sustainable How do we move from here to here?

Maximising In-country Experiences About 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

Maximising In-country Experiences About the Pilot “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 ”

Maximising In-country Experiences 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 About the Pilot

Maximising In-country Experiences Objectives 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, DiscretionaryStrategic, 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 change Planned 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

Maximising In-country Experiences SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

Maximising In-country Experiences 1.Identification of participants – 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 Maximising In-country Experiences 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

Maximising In-country Experiences SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

Maximising In-country Experiences 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

Maximising In-country Experiences SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

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

INTERIM PHASE

Maximising In-country Experiences SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

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 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 Maximising In-country Experiences

SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

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

Maximising In-country Experiences Summary of Impacts – Individual Level 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 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

Maximising In-country Experiences SUSTAINABILITY PHASERETURN VISITINTERIM PHASEINITIAL VISITPREPARATION

Monitoring impacts of the in-country experience SUSTAINABILITYRETURN VISITINTERIM PHASEINITIAL VISITPREPARATION 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

Maximising In-country Experiences For more… The full evaluation report is available on the DEECD Research Register, at: ister/default.htm ister/default.htm

Maximising In-country Experiences For even more! Amrita Chandra, Manager Strategic Planning, International Education Division Ph or Lu Hong Shen, Senior Project Officer, International Education Division/ Eastern Metropolitan Region Ph or