Maximising In-country Experiences
Amrita Chandra
Manager, Strategic Planning
International Education Division
Maximising In-country Experiences
1. About the pilot
2. What’s different about this model?
•
A five phase model
3. Evaluation findings
Maximising In-country Experiences
How do we move from here to here?
Discretionary
One offs
Short term
More systemic
but ‘scattergun’
Maximising In-country Experiences
Strategic
Coherent
Sustainable
About the Pilot
• DEECD/ AEF Partnership Agreement to provide study
tour subsidies for teachers and principals
• Tailored study program developed and piloted involving
10 schools
• Pilot was evaluated to capture impacts on individuals and
school level impacts at 4, 7 and 11 months
Maximising In-country Experiences
About the Pilot
“This new model of study program was seen as
an impetus to internationalising education, which
begins with supporting the workforce to develop
the necessary knowledge and skills required to
expand students’ perspectives and intercultural
competencies”
Maximising In-country Experiences
About the Pilot
School characteristics/ criteria
•
Commitment to internationalising education agenda, building
intercultural understanding and enhancing language learning
•
Commitment to developing enduring and reciprocal sister
school relationships
•
Willingness to form/ work as a cluster within or across
networks
•
Willingness to navigate and problem solve the challenges
inherent in delivery on this agenda
Maximising In-country Experiences
Objectives of the Pilot
• 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.
Maximising In-country Experiences
One–off, Discretionary
Individual participation
Strategic, Coherent, Sustainable
Team approach, led by principal and
teachers with abilities to lead change
Incidental
Planned and deliberate
Individual school
Cluster/network/region
Unconnected/ limited
connections to strategic plan
Seen as an impetus to
internationalising education
Knowledge building,
observational, school visits,
cultural component
Pre-matching with sister school,
joint professional learning, school
placement (shadowing, teaching,
observing), homestay
One visit
Ongoing relationship with sister
school, return visit
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
PREPARATION
1. Identification of participants – 1 + 2
2. Set up of Project Board – schools, Region, IED
3. Determine objectives
4. Work with AEF to tailor in-country program
5. Pre-matching with potential partner schools - AEF
6. Professional learning and pre-departure briefing –
PISA, AusVELS, basic language and intercultural
Maximising In-country Experiences
PREPARATION
Criteria for individual participants
• Demonstrated interest in developing cultural
understandings of [x] country
• Potential to lead a team in the development of
curriculum initiatives related to the Asia region
• An understanding of the Internationalising
Education agenda
• A minimum commitment of 2 years to the project
Maximising In-country Experiences
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
INITIAL VISIT
1. Orientation
2. School visits and observation
3. Relationship building with partner schools
4. One day professional learning forum on predetermined topics of mutual interest
5. School placements – teaching, observation,
shadowing
6. 3 night homestay
7. Visits to significant cultural sites
Maximising In-country Experiences
INITIAL VISIT
Professional Learning Program
INITIAL VISIT
A Demonstration Lesson
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
INTERIM PHASE
1. Reflection as a group and measurement of immediate
impacts against objectives – Project Board and school
level
2. Sharing with colleagues and school community
3. Strengthening of language provision, Asia studies in the
curriculum and school policy and planning documents
4. Follow ups and ongoing communication with partner
school
5. Further PL, e.g. L21CSV, ICT capacity building,
language learning
6. Planning as a group for return visit – revisiting objectives
INTERIM PHASE
http://www.asiaeducation.edu.au/default.asp
INTERIM PHASE
http://studiesofasia.wikispaces.com
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
RETURN VISIT
1. School visits and placements (teaching,
observation, shadowing)
2. Consolidation of sister school relationships
•
Agreement reached on collaborative teaching
and learning activities, including virtual and
actual exchanges
•
MoUs and 12-14 month Collaboration Plans
3. Professional learning forum - use of ICT (webex)
4. Additional focus areas: languages, special
schools
5. Visits to significant cultural sites
RETURN VISIT
Maximising In-country Experiences
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
SUSTAINABILITY PHASE
1. Continuing to engage with more staff and school
communities
2. Curriculum changes, e.g. strengthened language
provision, integration of Studies of Asia/
internationalisation
3. Implementation of action plans with sister schoolsongoing communication and learning with partner
schools
4. Planning for reciprocal visits – teachers/ prins/ students
5. Ongoing PL and leadership development – at individual
school and through network forum
Summary of Impacts – Individual Level
 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.
Maximising In-country Experiences
Impacts – Whole School and Community Level
 School policy and planning documents
 Leadership development and ongoing professional learning
 Curriculum planning
 Sister school relationship
 Strengthening of language programs
 Student to student connections
 Parental and School Council engagement
 Closer relationships and partnerships with network schools
1 PREPARATION
2 INITIAL VISIT
3 INTERIM PHASE
4 RETURN VISIT
5 SUSTAINABILITY PHASE
Maximising In-country Experiences
Monitoring impacts of the in-country experience
PREPARATION
• Gather baseline – Asia literate schools rubric
INITIAL VISIT
• Capture immediate impacts – reflection against
objectives and any other impacts observed
INTERIM PHASE
• Monitoring – quarterly progress updates
• Reflection and sharing with other schools
RETURN VISIT
• Capture immediate impacts – reflection incountry
SUSTAINABILITY
• Reassess against baseline, e.g. 12, 18, 24
months on– Asia literate schools rubric
• Most Significant Change workshop as a
group
For more…
The full evaluation report is available on the DEECD Research
Register, at:
http://www.education.vic.gov.au/researchinnovation/researchreg
ister/default.htm
Maximising In-country Experiences
For even more!
Amrita Chandra, Manager Strategic Planning, International
Education Division
Ph 9651 4560 or chandra.amrita.a@edumail.vic.gov.au
Lu Hong Shen, Senior Project Officer, International Education
Division/ Eastern Metropolitan Region
Ph 9637 3947 or shen.lu.hong.l@edumail.vic.gov.au
Maximising In-country Experiences