Developing a Quality Framework for Community Languages Schools Dr Tim Wyatt Dr Bob Carbines Erebus International Victorian Annual Conference 7 July 2007

On the Journey………. There is common agreement about the value of a Community Languages Schools Quality Framework (Octagon) There is common agreement about the value of a Community Languages Schools Quality Framework (Octagon) The framework contains 8 key dimensions The framework contains 8 key dimensions Every state/territory except NT has contributed to its development Every state/territory except NT has contributed to its development A draft National Framework has been developed for school based trialling A draft National Framework has been developed for school based trialling

Community Languages Schools (CLS) Quality Assurance Framework Student Well being Monitoring & Evaluation Teaching Practice Family Participation Education Community Links Purposeful learning Curriculum Leadership and Governance QualityCommunityLanguagesSchools

On the Journey………. The draft National Framework is currently being trialled in a sample of 12 Community Languages schools in South Australia, Victoria, NSW The draft National Framework is currently being trialled in a sample of 12 Community Languages schools in South Australia, Victoria, NSW Briefing workshops were held in each of the relevant states in the week beginning Monday 4 June Briefing workshops were held in each of the relevant states in the week beginning Monday 4 June Schools are trialling selected dimensions within the Framework throughout June-July Schools are trialling selected dimensions within the Framework throughout June-July Schools will provide feedback to Erebus in late July/early August Schools will provide feedback to Erebus in late July/early August

The Outcomes of the Process Publication of an agreed National Quality Framework for Community Languages Schools Publication of an agreed National Quality Framework for Community Languages Schools Provision of professional development in the use and application of the Framework later in 2007 Provision of professional development in the use and application of the Framework later in 2007 Development of a plan to assist implementation of Framework in all Community Languages schools nationally over the next 3 to 5 years Development of a plan to assist implementation of Framework in all Community Languages schools nationally over the next 3 to 5 years

The Draft National Framework The contents of the National Framework The contents of the National Framework How schools can use the National Framework (workshop) How schools can use the National Framework (workshop)

The Eight Dimensions of the QA Framework Student well-being Student well-being Teaching Practice Teaching Practice Monitoring and Evaluation Monitoring and Evaluation Leadership and Governance Leadership and Governance Family participation Family participation School/Community links School/Community links Purposeful learning Purposeful learning Curriculum Curriculum

Student well-being The promotion of a positive, safe and secure learning environment that makes educational provision for each student as a unique individual. Teaching Practice Those strategies undertaken by teachers to maximise student learning outcomes, underpinned by principles of best practice in classroom pedagogy Monitoring and Evaluation Strategies undertaken to seek and report information in relation to student outcomes and to use this information to enhance ongoing teaching/learning processes and school effectiveness. Leadership and Governance The practices involved in inspiring school community commitment to student learning and ensuring policies and procedures facilitate effective and efficient school operation

Family participation The active and meaningful participation of families in all aspects of community language school life. School/Community links Those relationships with other key stakeholders/organisations that produce reciprocal benefits for student learning in community language schools. Purposeful learning Authentic learning activities engaged in by students, focussed on their needs, goals and aspirations in relation to the community language being taught. Curriculum The range of learning experiences, outcomes and appropriate assessment strategies, designed and documented to facilitate student learning in local community contexts.

Dimension and Elements Curriculum 1.1 The school’s curriculum is understood by teachers and families. 1.2 The structure of the school’s curriculum makes provision for age appropriate and realistic student learning experiences. 1.3 The school’s curriculum is appropriately linked to the relevant State/Territory curriculum structures and documents. 1.4 The school’s curriculum provides for the teaching of the language in appropriate cultural contexts.

Dimension and Elements Curriculum 1.5 The school’s curriculum is appropriately resourced to promote student learning. 1.6 Structures are in place for monitoring and updating the school’s curriculum to ensure that it is reflective of broader curriculum change.

Element 1.1. The school’s curriculum is understood by teachers and families. Pointers: Teachers’ planning documentation reflects the school curriculum Teachers’ planning documentation reflects the school curriculum Teaching strategies used in classrooms are derived from the school curriculum Teaching strategies used in classrooms are derived from the school curriculum Families have been advised about key aspects of the school curriculum. Families have been advised about key aspects of the school curriculum. Teachers regularly discuss curriculum implications for teaching the language Teachers regularly discuss curriculum implications for teaching the language Student assessment strategies reflect the objectives of the curriculum Student assessment strategies reflect the objectives of the curriculum

Element 1.1. The school’s curriculum is understood by teachers and families Evidence: Each teacher regularly uses these sets of documents to teach the language. Each teacher regularly uses these sets of documents to teach the language. Each teacher is programming from the school’s curriculum in collaboration with other teachers. Each teacher is programming from the school’s curriculum in collaboration with other teachers. Teachers’ programming reflects continuity in learning across years. Teachers’ programming reflects continuity in learning across years. Teachers are involved in regular professional learning/sharing of ideas on curriculum. Teachers are involved in regular professional learning/sharing of ideas on curriculum. Families regularly help students with homework due to their understanding of the curriculum. Families regularly help students with homework due to their understanding of the curriculum.

Rating Scale Always demonstrated To achieve this rating, it would be expected that the School Review Team would agree that the majority of pointers describe the usual practices in the school. Mostly demonstrated It would be expected that the School Review Team would agree that the majority of pointers describe the usual practices in the school, but there may be some significant exceptions, or some pointers may not be evident. Sometimes demonstrated This rating would reflect a situation that applied in some cases but not all. For example, the pointers may not be observed in some cases or may not be demonstrated consistently throughout the year.

Rating Scale Rarely demonstrated This rating would be appropriate in circumstances where the School Review Team would agree that there is evidence that the pointers are demonstrated in very few instances in the school. Never demonstrated This rating would be appropriate in instances where none of the pointers for the element describe the practices in the school

Workshop Tasks In small groups: Read the extracts from the QA Guidelines document Read the extracts from the QA Guidelines document Discuss how the document could be used at your school to enhance current teaching and learning Discuss how the document could be used at your school to enhance current teaching and learning Discuss what professional development needs you believe the teachers at your school may need to work with the QA Guidelines document Discuss what professional development needs you believe the teachers at your school may need to work with the QA Guidelines document Prepare a brief report to share at the plenary session (2-3 minutes) Prepare a brief report to share at the plenary session (2-3 minutes)