Internationalising education through an effective in-country study program

Transcription

1 Internationalising education through an effective in-country study program Presenters: Michael De Ath, Regional Director, Eastern Metropolitan Region, Department of Education and Early Childhood Development, Victoria Jill Laughlin, Principal, Camberwell High School What is this session about? 1. Overview of a new model of incountry study program 2. Internationalising learning at Camberwell High School 3. Teachers and students voices 1

2 The Policy Context The Melbourne Declaration on Educational Goals for Young Australians The Australian Curriculum Victoria as a Learning Community The Victorian Government s Vision for Languages Education Key questions 1. How do you feel and respond to diversity in your schools? 2. What does an internationalised school look like? What do you think are the characteristics of an internationalised school? 3. What are your criteria in determining a successful sister school? 2

3 Focus on China SCIENCE PISA SCORE READING PISA SCORE MATHS PISA SCORE Shanghai, China 575 Shanghai, China 556 Shanghai, China 600 Finland 554 Korea 539 Singapore 562 Hong Kong, China 549 Finland 536 Hong Kong, China 555 Singapore 542 Hong Kong, China 533 Korea 546 Japan 539 Singapore 526 Taiwan 543 Korea 538 Canada 524 Finland 541 New Zealand 532 New Zealand 521 Liechtenstein 536 Canada 529 Japan 520 Switzerland 534 Estonia 528 Australia 515 Japan 529 Victoria 513 Australia 527 Netherlands 508 Canada 527 Netherlands 522 Belgium 506 Netherlands 526 Victoria 521 Taiwan 520 Norway 503 Macao, China 525 Germany 520 Estonia 501 New Zealand 519 Liechtenstein 520 Switzerland 501 Belgium 515 Switzerland 517 Poland 500 Australia 514 Britain 514 Iceland 500 Germany 513 OECD results of the 2009 PISA (Program for International Student Assessment) test of 15 year old students in 65 countries. Victoria 512 Objectives of the in-country study program to China 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. 3

4 A five phased model PREPARATION INITIAL VISIT INTERIM PHASE RETURN VISIT SUSTAINABILITY PHASE The in-country components Initial Visit - February Return Visit - November Shanghai Orientation and cultural immersion Presentations by current industry and educational experts Visits to high performing PISA schools Suzhou Shared professional learning forum Shadowing of school leaders Observation of teaching practice and school organisation School based personnel involved in a 3 day home stay experience with their partner schools Beijing Visit to dual pedagogy, bilingual kindergarten 3e International School Visit to HANBAN teaching and learning resources for Mandarin Suzhou Joint planning with partner schools Shadowing and school visits, including special schools Shared professional learning forum focused on use of ICT to facilitate sustainable school to school partnerships Signing of MOU EMR/ Suzhou 4

5 What s different about the model? Discretionary One offs Short term More systemic but scattergun Strategic Coherent Sustainable What s different about the model? One off, Discretionary Individual participation Incidental Individual school Unconnected/ limited connections to strategic plan Knowledge building, observational, school visits, cultural component One visit Strategic, Coherent, Sustainable Team approach, led by principal and teachers with abilities to lead change Planned and deliberate Cluster/network 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 5

6 Lindsay Bates Serpell Primary School Summary of the impact 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. 6

7 Janet Gale Camberwell Primary School Impact: whole school and community level School policy and planning documents Leadership development and ongoing professional learning Curriculum Sister school relationship Strengthening of language programs Student to student connections Parental and School Council engagement Closer relationships and partnerships with network schools 7

8 A summary of school activity Sister schools Ongoing communication Teacher visit Student visit Student/ Classroom collaboration Teacher collaboration 1 SZ to Vic * Vic to SZ 2 3 SZ to Vic 4 Vic invite sent 5 6 Vic invite sent 7 Vic invite sent 8 SZ to Vic 9 Vic invite sent 10 Justine Mackay Canterbury Primary School 8

9 Debra Gibson Ashwood College Camberwell High School s story Curriculum and leadership changes as a result of the in-country experience Curriculum initiatives for Year 9 students Sister school relationship (teacher and student exchange) 9

10 Jillian Laughlin Camberwell High School Implications at system level The model has been adopted by other regions in Victoria The evaluation of the pilot is continuing The model has gained recognition statewide, nation wide Recognition in China and by international critical friends 10

11 Our experience tells us An in-country experience can be a powerful catalyst for change, however oneoff individualised experiences are unlikely to yield a return on investment. Cross level school teams enable change to be led from above and supported at the operational level; involvement of the principal is a key success factor Sustainable school to school relationships begin with person to person contact Professional learning should be reciprocal, sharing the strengths of both systems Technology offers new opportunities for shared learning between teachers and students A cluster/ network approach facilitates sharing and deeper engagement High level involvement from DEECD is important in facilitating government to government relationships that support the school level relationships. 11

12 Q&A 12