Columboola Environmental Education Centre

Columboola Environmental Education Centre

Contents 1. Introduction... 3 1.1 Review team... 3 1.2 Contributing stakeholders... 3 1.3 School context... 4 1.4 Supporting documentary evidence... 4 2. Executive summary... 5 2.1 Key findings... 5 2.2 Key improvement strategies... 7 3. and improvement strategies against the domains... 8 3.1 An explicit improvement agenda... 8 3.2 Analysis and discussion of data... 9 3.3 A culture that promotes learning... 10 3.4 Targeted use of school resources... 11 3.5 An expert teaching team... 12 3.6 Systematic curriculum delivery... 13 3.7 Differentiated teaching and learning... 14 3.8 Effective pedagogical practices... 15 3.9 School-community partnerships... 16 2

1. Introduction This report is a product of a review carried out by a review team from the School Improvement Unit (SIU) at Columboola Environmental Education Centre from 8 to 9 September 2016. The report presents an evaluation of the school s performance against the nine domains of the National School Improvement Tool. It also recommends improvement strategies for the school to consider in consultation with its regional office and school community. The report s executive summary outlines key findings from the review and key improvement strategies which prioritise future directions for improvement. The schools will publish the executive summary on the school website within two weeks of receiving the report. The principal will meet with their Assistant Regional Director (ARD) to discuss the review findings and improvement strategies. For more information about the SIU and reviews for Queensland state schools please visit the SIU website. 1.1 Review team Noeleen Rowntree Peter McKenna Clare Grant Internal reviewer, SIU (review chair) Peer reviewer External reviewer 1.2 Contributing stakeholders The following stakeholders contributed to the review: School community: Three teachers, one administration officer, one unit support officer and one cleaner Partner schools and other educational providers: Five teachers from five visiting schools involved in five different programs Government and departmental representatives: ARD 3

1.3 School context Location: Education region: Boort-Koi Road, Columboola Darling Downs South West Region Year opened: 1992 Year levels: Prep to Year 12 Enrolment: Indigenous enrolment percentage: Students with disability enrolment percentage: Index of Community Socio- Educational Advantage (ICSEA) value: Nil Nil Nil n/a Year principal appointed: 2015 Full-time equivalent staff: 5.1 Significant partner schools: Significant community partnerships: Significant school programs: Miles Cluster, Tallebudgera Beach School, Toohey Forest Environmental Education Centre Cameby Downs Coal Mine, University of Tasmania Geo Science Australia Leadership and Wondrous Science Camps, Green Energy Lab (GEL), Certificate II Foundational Skills in Work and Vocational Pathways, 1.4 Supporting documentary evidence Annual Implementation Plan 2016 Explicit Improvement Agenda 2016 Investing for Success 2016 One Portal Bookings One School Professional development plans Headline Indicators (June 2016 release) Centre pedagogical framework Centre budget overview Curriculum synopsis School Opinion Survey 4

2. Executive summary 2.1 Key findings A positive learning culture is apparent. All staff members are committed to the vision and mission of the centre. The principal, teaching and support staff members all demonstrate and express a strong commitment to Inspiring students to LEAD Leadership, Environment, Achievement and Doing. The centre s 2016 Annual Implementation Plan (AIP) lists a number of priorities. These priorities do not yet have the clear, sharp narrow focus and explicit targets required for improvement. There is commitment by staff members to use data to improve practice. The centre is implementing system-wide data collection processes designed to measure centre performance regarding student visitation and visiting staff satisfaction. Time is allocated to analyse the data with the principal working as part of a team. The centre has yet to develop a plan for the systematic collection of data relating to the centre s Explicit Improvement Agenda (EIA) and student learning. The centre has a professional team of highly capable teachers. A model of shared leadership is implemented to empower teachers to develop their teaching knowledge and skills in priority teaching areas. One teacher is leading the development and implementation of a Certificate II Skills for Work and Vocational Pathways and a second teaching staff member is developing capability in teaching science to Prep Year 6 students. The centre has yet to develop a documented professional learning plan to support the priorities outlined in the EIA. There is a collaborative and supportive approach to discussing and improving teaching and learning. The teachers and principal provide feedback to each other regarding the teaching of new content and activities. The centre is yet to develop and implement a process to provide teachers with ongoing detailed feedback regarding the teaching practices identified in the pedagogical framework. A diverse range of programs is offered to meet the varying needs of schools A wide range of programs is offered on and off site accommodating the small and remote nature of the schools in the region. The teachers at the centre are familiar with and work within the school s shared curriculum expectations. LEAD is the common language used by all staff members to describe the learning focus for teaching and curriculum development. Processes to collect and utilise information regarding student learning, aligned with the curriculum learning intentions, are yet to be developed. 5

There is a commitment to improving the learning environment of the centre Accommodation and the centre grounds are being upgraded and renewed. All staff members comment on the range of enhancements that have occurred across 2015 2016. 6

2.2 Key improvement strategies Collaboratively develop and implement a narrow and focused EIA that is accompanied by targets, timelines, appropriate resourcing and Professional Development (PD) for all staff members. Develop and implement a data plan for the centre which ensures data is collected consistently, analysed and used in a timely, responsive manner and is aligned to the centre s EIA. Develop and document a centre professional learning plan to support the priorities outlined in the EIA. Implement a program of observation, support and feedback for centre teachers aligned with the pedagogical framework ensuring that the principal provides feedback to all teachers. Develop appropriate and meaningful strategies to collect and use information regarding student learning aligned with the curriculum learning intentions. 7

3. and improvement strategies against the domains 3.1 An explicit improvement agenda An existing four year plan had not been developed in the centre when the principal was appointed in July 2015. Staff members at the centre have collectively and purposefully identified the vision of the centre and designed different methods of working with schools and local clusters. This work provides the foundation for the 2017 2020 strategic plan. Teaching and learning programs are organised reflecting the strengths of each teacher. There is a unified sense of purpose and commitment from all staff members to the centre s collective vision of Inspiring students to LEADI and to improve the quality of teaching and learning within the centre. The centre s 2016 Annual Implementation Plan (AIP) lists priority areas of successful learners, teaching quality, high standards and engagement of partners. There has been some success with addressing these priorities, particularly in the areas of: successful learners who identify the centre s vision and purpose; diversifying centre offerings to include Science, Technology, Engineering, Mathematics (STEM) and senior schooling; and, engaging partners in developing working relationships with surrounding schools to improve learning outcomes for their students. These priorities do not yet have the clear, sharp narrow focus and explicit targets required for improvement. Teachers from visiting schools report significant student engagement and valuable learning development. The centre communicates clearly that it expects all students to learn successfully and has high expectations for students. Collaboratively develop and implement a narrow and focused EIA that is accompanied by targets, timelines, appropriate resourcing and PD for all staff members. 8

3.2 Analysis and discussion of data The centre is implementing system-wide data collection processes designed to measure centre performance regarding student visitation and visiting staff satisfaction. Student visitation data indicates 80 per cent residential visitation and 20 per cent day visit with approximately 30 per cent of students coming from multi-phased small schools. Visiting staff members satisfaction data is collated and analysed after each camp to monitor trends. Greater consistency in the visiting teacher response is noted in 2016. The centre collects information regarding the health needs of students from visiting schools prior to each program. This process is being extended to include the learning needs of students. The data collected will be utilised by the centre s teachers to adapt learning experiences to best meet the needs of students and the client school. The principal and teaching staff members express a commitment to the collection and analysis of data. Time is allocated to analyse the data with the principal working as part of a team. The centre has yet to develop a plan for the systematic collection of data relating to the centre s EIA and student learning. PD to build staff members skills in collecting, analysing and interpreting data is not yet apparent. Centre teachers informally monitor teaching and learning outcomes, collaborating to adjust teaching and learning for improved student learning outcomes. Develop and implement a data plan for the centre which ensures data is collected consistently, analysed and used in a timely responsive manner, and is aligned to the centre s EIA. Ensure professional learning opportunities to further develop data literacy skills are included in the centre s professional learning plan. 9

3.3 A culture that promotes learning The centre focuses on a belief that all students are capable of successful learning and design teaching and learning experiences accordingly. The principal places a high priority on developing and maintaining positive and caring relationships amongst centre staff members and with students and staff members from participating schools. A happy, optimistic atmosphere exists in the school and staff members attribute this to a culture of care, a team approach and collegial relationships. There is a high level of trust within the centre that is enhanced by the belief that leadership is a shared responsibility and that it capitalises on the strengths of all staff members to enhance teaching, learning and wellbeing for all students. Learning experiences are structured and demonstrate a high level of engagement. There is some evidence that students enthusiastically reflect on their learning and are aware of their learning objectives and the skills that they specifically develop as a result of the learning experiences. This is particularly apparent in the preparation for the high ropes activity. Feedback from participating schools is extremely positive. Schools comment that they value the high level of engagement by staff members from the centre in the planning process, including classroom visits. The detailed customisation of the program to align with classroom learning, and the followup that supports that learning over a sustained period of time, are valued. The principal has prioritised the improvement of the physical environment as integral to building a strong identity for the centre. All staff members comment on the many enhancements that have occurred, particularly in the past twelve months. Build on the processes that enable students to articulate their own learning goals and closely monitor their own learning. Utilise student reflection to inform future planning. 10

3.4 Targeted use of school resources The learning environment at the centre is welcoming for students. The grounds are in the process of renewal with centre resources funding major improvements to accommodation and grounds upgrades. The centre grounds are utilised to deliver the leadership and environmental programs. Investing for Success (I4S) funding of $5 000 has been used to increase the delivery of STEM-associated activities to students in small schools and remote centres of the South West Darling Downs Region and to assist Year 12 students to be successful. Centre teachers capacity for delivering Certificate II in Skills for Work and Vocational Pathways and in delivering STEM, including portable STEM-based activities for small and remote schools, are developed. There is an increase in the instructional hours delivered by the centre. The demographics of the region means improving student learning and deploying centre resources to the variety of small and remote schools, and to specialised targeted learning priorities, is problematic. The centre utilises a range of off-site learning spaces which takes the learning to the small school clusters across the region. An opportunity exists to consider a more strategic approach to the delivery of programs in small, geographically challenged schools. The centre staff members have a unique set of skills that support the developing improvement agenda. Workforce planning needs to be considered to maintain the centre s developing improvement agenda. The school budget aligns local and system priorities. The current bank balance is $279 277. Review the student instructional hours data to determine accurate and meaningful methods of interpreting and analysing the centre s capacity in deploying the use resources to small and remote schools. Develop programs to integrate student learning with opportunities to build capacity of staff members in small schools in specialised targeted learning priorities. Implement workforce planning management to support the implementation of the EIA. 11

3.5 An expert teaching team The centre has a professional team of highly capable teachers, including teachers who take an active leadership role through ownership and responsibility for specific program development. A model of shared leadership is implemented to empower teachers to develop their teaching knowledge and skills in priority teaching areas. One teacher is the leading the development and implementation of a Certificate II Skills for Work and Vocational Pathways and a second teaching staff member is enthusiastically developing capability in teaching science to Prep Year 6 students. The teaching staff members and principal are eager to expand their subject knowledge to learn how to improve on current teaching practices. Teachers are supported to access PD opportunities in key areas. The centre has yet to develop a documented professional learning plan to support the priorities outlined in the EIA. The teachers and principal at the centre have high levels of confidence in their individual teaching strengths. Learning programs are developed, which align with the centre s priorities, to allow teachers to maximise student learning in their strength areas. There is a centre-wide shared responsibility for student learning and success, and a commitment to the development of a culture of continuous professional improvement. The principal leads and models professional learning in the school, particularly in science. A formal structure to provide targeted feedback to teachers aligned with a narrow EIA is yet to be developed and implemented. The centre leadership team builds and participates in networked school relationships that support leadership development, including aspiring leaders programs and principal cluster groups. The principal ensures that opportunities are created for teachers to work together, to learn from each other s practice and to ensure that a culture of collaboration exists across all areas of teaching. Develop and document a centre professional learning plan to support the priorities outlined in the EIA. Implement a formal structure to provide targeted feedback to teachers aligned with a narrow EIA. 12

3.6 Systematic curriculum delivery The school has a coherent, sequenced plan for curriculum delivery that enhances the consistency of teaching and learning expectations. The plan has been developed with reference to the Australian Curriculum (AC) and refined collaboratively to provide a shared vision for curriculum. The teachers at the centre are familiar with and work within the school s shared curriculum expectations. LEAD is used by teaching staff members as a common language to describe the learning focus for their teaching, which demonstrates a consistency of understanding. Processes to collect and utilise information regarding student learning, aligned with the curriculum learning intentions, are yet to be developed. All teaching staff members provide examples of using the curriculum as a basis for ongoing staff discussions regarding the best way to maximise student learning and wellbeing. Visiting teachers report high levels of satisfaction with the current curriculum and the quality of student learning. Reporting processes aligned with the curriculum and designed to provide schools and students with information regarding the achievement of curriculum intentions are not yet apparent. The principal has focused the centre s attention and energy on the priority curriculum areas of leadership and environment which includes student learning outcomes in science and STEM from Prep Year 12. Teachers from participating schools highlight the quality of the program in robotics for students from Pre to Year 2 delivered at an off-site location. There has been a deliberate focus on the development of programs that are accessible, engaging and challenging for all students. There has been success in the implementation of a Certificate II Foundation Skills in Work and Vocational Pathways. This program has provided students with credits towards achieving their Queensland Certificate of Education (QCE). This positive value-added approach to student achievement includes Indigenous students and contributes to the Department of Education and Training (DET) closing the gap goals. Develop appropriate and meaningful strategies to collect and use information regarding student learning aligned with the curriculum learning intentions. Continue to review and refine the centre curriculum plan to ensure that the student learning is focused on the needs of students in regional schools. Explore methods to report student learning achievements with schools, students and parents. 13

3.7 Differentiated teaching and learning There is strong evidence of a commitment to ensuring success for every student and recognition that the time taken by students to complete tasks will vary according to the individual. It is apparent that staff members monitor the progress of students and that adjustments are made to the program to respond to the needs of the group. Program design incorporates orientation activities that enable staff members to quickly familiarise themselves with students and their individual learning needs. This monitoring and support was demonstrated by staff members scaffolding the literacy and numeracy needs of students engaged in the Certificate II Skills for Work and Vocational Pathways course to ensure successful outcomes for all participants. Centre staff members liaise with school staff members to gain understandings regarding students learning and medical needs. School staff members complete a detailed form documenting particular medical needs of students. There is not yet formal documentation regarding the learning needs of students. Staff members respond to the needs of students with a wide range of disabilities and tailor the necessary adjustments to the program offerings. The centre offers multi-aged programs for students who are gifted and talented in response to client requests. Expand the current student information form to include the documentation of student learning needs. 14

3.8 Effective pedagogical practices The principal and teachers recognise that highly effective teaching is the key to improving student learning throughout the school. A pedagogical framework has been collaboratively developed and combines the relevant elements of the productive pedagogies with experience-based learning. The principles outlined in the experience-based learning component were developed in an Australian Research Council (ARC) funded research project regarding the impact of student learning for sustainability with Queensland Outdoor Environmental Education Centres in 2008. The principal and teachers are familiar with the pedagogical framework and use the language of the framework to describe their teaching. Each teacher referred to different aspects of the framework. Engaging students in meaningful reflection to consolidate their learning is yet to be fully explored in the teaching process. The principal has collected and shared some literature regarding effective teaching practices. Performance Development Plans (PDP) for teaching staff members do not yet include PD focused on improving teacher knowledge in experience-based learning pedagogies. There is a collaborative and supportive approach to discussing and improving teaching. The teachers and principal provide feedback regarding teaching new content and activities. The centre is yet to develop and implement a process to provide teachers with ongoing detailed feedback regarding the teaching practices identified in the pedagogical framework. Implement a program of observation, support and feedback for centre teachers aligned with the pedagogical framework ensuring that principal provides feedback to all teachers. Review the pedagogical framework to narrow its focus to clearly identify the highly effective core teaching practices. Provide PD opportunities for all teachers in pedagogical practices and teaching strategies relevant to outdoor and environmental education. 15

3.9 School-community partnerships The principal actively seeks ways to build the identity of the centre through meaningful school and community partnerships. A formal agreement is established with Tallebudgera Beach School to support students at Stanthorpe and Kingaroy State High Schools with the Certificate II Skills for Work and Vocational Pathways. Geoscience Australia and the centre have a formal agreement established to engage students, teachers and the public in global navigation satellite systems. The centre identifies potential community partners based on their capacity to enhance provision for students across the cluster area and beyond. Partnerships include liaison with the manager of Cameby Downs coal mine who allows free land and water access for the centre and a commitment to deepen the current dam should it be required. The environmental officer has provided expertise as a guest speaker for relevant programs. Local farmers and business people contribute to the centre as required. The organisers of the Miles Beef, Belles and Bottle Tree Festival plan to host an astronomy campfire evening, sharing school resources and involving a large number of local families. Currently there is no formal contact with parents. The principal intends to form either a Parents and Citizens Association (P&C) or a local consultative committee to broaden the reputation of the centre and assist it with significant decision-making processes. The principal is exploring links with the local Indigenous groups with a view to including culturally appropriate knowledge in centre programs. There is extensive anecdotal evidence of positive relationships with visiting school communities. Feedback focuses on the willingness of the centre to collaboratively design optimal programs with schools that build effectively on classroom programs. This close working relationship enhances the professional learning opportunities for all participating schools. Formal processes to systematically monitor and review the impact of established partnerships on student learning outcomes are yet to be established. Anecdotal feedback describes the partnerships as positive. The principal has strong, meaningful relationships with other outdoor and environmental education centres in the local cluster and beyond. Links with Toohey Forest Environmental Education Centre have led to the use of the energy laboratory to provide programs locally which are much valued by participating schools. Establish a review process to monitor the effectiveness of the partnerships with local schools to determine their role in contributing to student engagement and learning outcomes, and to strengthen the identity of the centre. 16