Appendix two: Learning Together

Appendix two - Learning Together

By 30 June 2005 the majority of initiatives identified in Learning Together had been achieved.

Goal 1

Responsive and continually improving services

We have:

Established the Learning Together Council
Appointed a senior educator to take responsibility for the initial implementation stages of Learning Together
Established web technology to enable interaction between the Minister for Education and the community
Provided a minimum of two hours per week release time for all first year teachers to undertake planning
Produced a district information and induction pack for beginning teachers
Provided financial support for pre-service teachers for practice teaching in rural/isolated areas
Provided professional learning opportunities for relief teachers and teachers who have been out of the workforce for extended periods
Worked with the University of Tasmania to ensure pre-service training includes study and experience in behaviour management, inclusive practice and mentoring by experienced teachers
Provided professional development and a career framework for non-teaching staff to develop skills and career opportunities
Improved processes for promotion for teachers
Established a formal mentor program in every district to encourage women to apply for promotion
Supported schools to provide innovative service to the community through shared resources and responsibilities
Supported schools to broker the co-location of services from government and enterprises
Sponsored and evaluated projects to identify best practice in school/community partnerships
Documented and promoted innovative school/community ventures
Sponsored pilot schools that redesign their organisation and management incorporating the community
Developed a partnership charter that provides the framework for schools to establish partnerships
Developed models and processes for flexibility in deployment and use of school resources
Entered into arrangements to benchmark our organisational performance
Provided quality management including a review and accountability framework
Established benchmarks and targets across the Department of Education, including e-solutions
Published Department of Education strategies on the web
Developed a process to provide regular feedback to staff and identify ongoing professional development
Began TAFE / VET in Schools staff retraining program with industry experience
Piloted a school project linking all classes to a secure internet webpage
Established the Tasmanian Educational Leaders Institute (TELI)
Established the TELI Advisory Council
Established formal mentor programs for targeted groups

Goal 2

Provide enriching and fulfilling learning opportunities

We have:

Published a clear statement of the values base and the purposes of education
Published a description of what is considered to be essential learning
Provided support for teachers in their curriculum planning and teaching
Published a statement of what we want students to achieve
Published an assessment guide for teachers to use
Ensured that parents receive regular feedback on their child’s achievement
Developed a learning guide for the early years through the curriculum consultation
Established and facilitated cluster partnerships between early childhood educators and child care professionals
Provided professional development for cluster coordinators and mentors to early childhood educators and child care professionals
Established action research projects to determine best practice in facilitating links between child care and early childhood education
Brought together the planning, funding and regulatory functions of government bodies in post-compulsory education and training
Established a Tasmanian Qualifications Authority integrating TASSAB, Universities Registration Council and TAReC
Networked regional school, college and TAFE Tasmania counsellors and industry bodies
Monitored both learner and industry needs to ensure timely services are provided
Established post-compulsory participation benchmarks for young people in Tasmania with targets to be achieved by education providers
Tracked 2001 Year 10 students for three years and provided information and advice about learning options
Provided an e-learn voucher to post-school Tasmanians who had not had basic IT training
Extended TAFE Tasmania’s access program to a general education program
Established a study preparation program for adults wishing to prepare for tertiary study
Implemented general education in TAFE for people entering training after breaks or for those lacking confidence
Conducted an annual exhibition of Adult Education learner achievements to showcase the diversity of Adult Education opportunities
Provided online re-entry programs with support from Online Access Centres
Provided all Tasmanians with the opportunity to gain a recognised IT qualification
Provided fee-based training in the use of library and information services
Provided a 50% fee exemption for TAFE courses identified for growth and development
Created a single statewide TAFE institute - the Institute of TAFE Tasmania - from 2001
Ensured that schools report on student achievement at the various levels of schooling
Implemented statewide reporting of student achievement in the Annual School Report
Provided strategic direction on the purposes and goals of post-compulsory education
Developed and facilitated learning pathways required by learners from post-compulsory education and training providers
Built links between schools, VET providers and the University to provide transparent recognition of VET
Established a ‘VET account’ of TAFE training hours for schools and colleges with TAFE Tasmania
Facilitated partnerships between schools, colleges and TAFE to maximise the use of resources/infrastructure
Enhanced the role of the Office of Youth Affairs in developing individual strategies for young people who have left the education and training system after Year 10, helping them renew their participation
Provided accurate and timely labour market information to career counsellors
Ensured students have access to career planning tools and up-to-date labour market advice via the internet
Established Community Learning Advancement Networks (CLANS), to ensure that local delivery of training is consistent with regional development and needs
Encouraged the involvement in education and training of employers who can extend the range of work placements
Established a lifelong learning call centre
Published Tasmanian Learning Opportunities guide with information about post-compulsory learning opportunities

The following initiatives from Goal 2 were underway:

Implementing longitudinal collection of student achievement so that progress over time can be tracked
Surveying employers every three years to assess job readiness of their recent new employees
Developing a format for presenting the variety of qualifications an individual may gain through lifelong learning, in a manner that meets the needs of individuals, employers and learning institutions

Goal 3

Safe and inclusive learning environments

We have:

Established a Behaviour Support team, with one person in each District and a team leader
Established projects in each District to trial approaches to behaviour and support
Provided incentives for schools to improve attendance rates
Provided all schools with efficient electronic processes for recording and monitoring attendance
Implemented an intensive literacy intervention program in the early years
Established a program to have a trained Reading Recovery teacher in all primary schools
Enhanced Flying Start to ensure maximum effectiveness and flexibility
Promoted early literacy development of pre-school children through community education and libraries
Provided training in teaching basic literacy skills for secondary teachers
Established online literacy support and information services for all teachers
Ensured regular community consultations and formed special education reference committees
Extended district high school options through VET in Schools programs such as school-based apprenticeships
Implemented strategies from Partners in a Learning Culture for Indigenous and Torres Strait Islander people
Implemented strategies from Building Bridges for people with disabilities involved in training
Provided professional development for teachers, teacher aides and principals in inclusive practice
Implemented a program for gifted students, linking students to mentors, including adults
Provided online forums and learning materials designed to extend gifted students
Provided websites, support, advice and specialist equipment to increase access to information services for specific groups
Provided early entry processes for students who meet guidelines and ensure the opportunity for acceleration
Conducted public education programs on the importance of attendance
Developed flexible learning alternatives to attract transition students from Year 10 to Years 11 and 12
Developed a range of teaching and support materials, and implemented mentoring support to equip teachers to more easily meet the needs of students with disabilities
Published descriptions of special education funding models and moderation processes
Investigated truancy-free zones
The following initiatives from Goal 3 were underway:
Reporting publicly on the progress of students with disabilities in the school system

Goal 4

An information-rich community with access to global and local resources

We have:

Established a Centre of Excellence in online learning
Established partnerships with local IT firms and the University
Created opportunities for Tasmanian firms to develop online educational content for Tasmanian, national and global markets
Established web-based sister school relationships for every school and college with schools from our major international trading partners
Electronically linked Tasmanian community organisations with like organisations, nationally and internationally
Made significant heritage and archival material available in digital format
Ensured preservation of documents and long-term electronic access to them
Assisted individuals and organisations to publish local history and community information
Worked with community organisations to assist them keep records in easily accessible forms
Published online heritage resources and developed resources to help interpret heritage/archival material
Shared conservation facilities of Tasmania’s libraries and museums
Provided electronic access to archival resources and information about the state’s archives
Developed strategies for the library network to become a key centre for learning communities and individuals
Facilitated access to government information at federal, state and local levels
Collaborated on the initial development of a specific community education strategy focusing on community health issues
Developed the policy framework Informing Tasmanians and put in place strategies to address duplications/deficiencies

Goal 5

A valued and supported workforce

We have:

Hosted an international conference in 2002
Conducted an Education Week
Conducted functions to enable the Minister for Education to recognise outstanding teachers and innovative practice
Provided teacher relief for teachers to undertake short term release to share expertise and work on department initiatives
Ensured that all school and college teachers have at least minimum-level professional qualifications
Prevented people who are ‘not of good character’ being employed in schools
Strengthened the scholarship program for teachers in areas where it is difficult to recruit
Developed a strategy that allows more graduate teachers to be recruited to permanent jobs
Conducted a change management program that highlights consultation processes appropriate at all levels of the department
Increased District Superintendent involvement; recognising their importance as educational leaders and change enablers
Ensured all department staff have access to email
Established and automatically updated a department-wide organisational directory, available online
Used the web to strengthen a service culture
Ensured information provided is current and accurate
Provided ‘user friendly’ processes for forums on key issues
Distributed information electronically, targeted to the interests and needs of the audience
Performed electronically many processes that were previously paper-based, such as recreational leave
Established a register where teachers can express interest in particular projects
The following initiatives from Goal 5 were underway:
Ensuring all school and college teachers have the competency necessary to teach