Page 3020 - Week 10 - Wednesday, 17 October 2007
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sector are challenging, engaging and connected to students’ needs and interests; that action inquiry and learning, connected to systems priorities, is a focus of professional development for college teachers; that executive teachers see educational leadership as their primary role; that an operational agreement is drafted between the CIT and the department to identify and articulate opportunities and define procedural arrangements; that opportunities to enhance the relationship between the college system and broader educational and business communities are identified, fostered and acted upon; that all colleges maintain registered training organisation status; that students complete their year 11 and 12 courses in flexible ways and in flexible locations; that colleges are driven by a systems approach under the umbrella of the ACT colleges plan; and that colleges work collaboratively to market public education across the ACT.
These targets are supported with action plans which spread responsibility for the supervision and implementation of the activities across the whole college sector. These plans identify activities for principals, school leaders at bands B and C and level l teachers. Progress towards achieving the outcomes of the ACT colleges business plan is monitored on a monthly basis at college principal sector meetings and through principal professional appraisal.
There have been a number of significant achievements already enacted throughout 2007. A transitional officer position has been trialled at the Canberra college and its cluster high schools to assist the movement of students between years 10 and 11. The transitional officer is a high school teacher from one of the priority enrolment area high schools attached to the college. This teacher works with students from the high school in their year 11, making links between them, their teachers and their new environment.
High school teachers comment that this has broadened their understanding of the college sector and allowed them to take their new knowledge back to high school settings to share with their colleagues. In terms of the impact of students so far, the evidence suggests that this program is working effectively to reduce the dropout rate between years 11 and 12 for those students involved in the trial project. This is also being trialled in Copland college and its cluster high schools, and an evaluation of the pilot program is being finalised.
The review noted the need for students to make a seamless transition between school and the broader community. The department is working with the University of Canberra to identify areas of innovation which will be of benefit to college students. This will build on the strong collaboration that already exists between Lake Ginninderra college and the university.
Three colleges in southern Canberra have formed the Brindabella collegiate and are developing a number of collaborative strategies, these reflecting the desirability of flexible opportunities for students, greater consistency and understanding about teaching and learning, and system-wide initiatives focused on renewal and improvement. A common timetable has been introduced and staff have met for professional development. Principals and executive staff of the collegiate meet regularly and an executive conference was held at the beginning of 2007.
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