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B . Ambrose SCHOOL DEVELOPMENTCOMMITTEE

A . Melling COMMUNITYPARTICIPATION

P . Hamilton MANAGING STUDENTDGO's BEHAVIOUR

R . Bennetts CARING SCHOOLJ . Phillips ENVIRONMENTU . Pugh

P . ChamberlainV . Herbert PRIORITY SCHOOLSS . Williams PROGRAMMEW . Reid, D . Pugh

R . Bennetts PARTICIPATION ANDJ . Phillips EQUITY PROGRAMME

D . Rodney ABORIGINAL LIAISON

S . Cornish TRANSITIONA . McManus PRIMARY - SECONDARY

M . Fletcher PRIMARY EXTENSIONAND CHALLENGE

F. HarrisD . Lynch LANGUAGE

V . Marshall

B . Tester EARLY CHILDHOODEDUCATION

. Marshall LANGUAGE RESOURCER . Moen CENTRE

J . Wilks EDUCATIONALSUPPORT

E . Vallelonga ENGLISH AS ASECOND LANGUAGE

D . Skidmore MATHEMATICS

J . Jashari MATHS CENTRESJ . Neale

L . Johnson SCIENCE ANDSCIENCE CENTRE

R . Stewart MIDLAND EDUCATIONCENTRE

P . Fisher LIBRARY SERVICESL . YoungC . Scott

REGIONAL OFFICEI . Robbins ORGANIZATIONAL

SUPPORT

J . Pettitt MORLEY SENIORHIGH SCHOOL PROJECT

R . Miller GUIDANCE SERVICESD . Thornton DGO's AND GO'sB . Towler

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The following information should be considered with thecontinuing/modified/deleted details in the 1986 RegionalPlan :-

1 . Peer Support Project PEP (Wanneroo SHS initative)

2 . BLIPS

ELICMITEY

REGIONAL PRIORITIES/INITIATIVES 1987

3 . Leadership Development - Senior Masters

5 . Regional Professional Development

6 . ESL to be modified

7 . Community Participation MSD - uncertain

10 . Music Programme to be initiated

11 . Morley SHS Project completed

12 . English and Literacy Transition Years 3/4Pilot Programme

4 . Professional Development (Schools Commission) todiscontinue

8 . Caring School Environment Project completed

9 . Mathematics Centre(s) Project to discontinue

13 . Beazley Implementation - Unit Curriculum (top priority)

14 . Transition Primary to Secondary to be modified

15 . School Development Officers

Ar-~-7 -21

k

v

REGIONAL REVIEW 1986

(INFORMATION FROM 26TH/27TH MEETING)

ACTION

RATING

RANKING

WORKING PARTY

* CO-ORDINATOR

DDDDD 721

0DD0DD0D

[Revision-Aims R.S .S . - School Working Courses for Survey School P .D . Inservice/ Visual H .O . & R .O . RegionalCommunication, Conditions - schools - Needs and R.S.S . Regional Communication Connnunication- Priorities/HERO, Brochure open plan leadership, Review Earlier Advisors - finding out Cell Structureetc. School (i .e . Aug 1987) induction, directions

Development, (including ongoingSelf Esteem/ Regional extras Facilitation,Pastoral Care allocation and unit curric .,

resources) Comm . Part .,Curric . Imple .,Eng ./Lit .,Trans . Ed . SuppInteg . R .S .S .meet ., comm .,res . etc revis

*Jill *Bill , *Ian *Mike *Denise *Jeff *Fred *IanSue Alison Don P Don P Don P Ian Denise S MikePeter Ian Jeff Fred Ian Don P Jeff Bronwyn

Laurie Barry Faye Vanessa DeniseHelen Steve Alison FayeBronwyn Jan Jan Denise S

Rob Bill ValRob

" Group needs to beinformed regardingthe whole Unit Curr-iculum concept .ASAP 1

O

0 Look at the most effectivemode of implementing newcurriculum . n-7~...

0

0 Facilitating and problem solvingskills to be an on-going focus

\ for both schools and R.O . personnel

Develop further the communication networkneccessary to improve generalist (cell adviser)support of the specialist at initiating andfollow up stages of contact .

0

P.D . for RSS team - ProcessSkills . i~

Provide appropriate programmes todevelop R.S .S . facilitation skills .(Management team) .

0 Discuss non-participating schools -R .S .S . Strategies .

0

0 Retain soc 1 committee/calendarand pink flamingo

O

Professional Development ofMSD's .

0 For working party to update RegionalAdministration Files .

Induction - a processwhich allows the group (old& new) to debate and inter-nalize issues .(?H .O . induction)

O

Streamline teams meeting into RSScommunication.

0 Continue Concernssessions at RSSmeetings .

t0 R .S .S . meeing structure`to encompass feedback onprocesses people are in-volved in (not the 2-minreport) but an occasionalfocus .

0 Information on\degree of uptakeof communityparticipation.

What Advisory Staff need :Inservicing in - interpersonal skills

- facilitation skills- time managementd~~ - metaplan skills

g

f 0

Professional develop to provide info .and skills to enable advisers to beeffective in work with school e .g .Unit curriculum, Ed . SupportIntegration.

" Train all regional support staff to takeup the initiative of Community Participation(Someone needs to take responsibility forthis in-servicing)

4

- INDUCTION

0

0 Make provision at R .S .S . meetingsfor forward planning informationto be shared ("Planner") .

0 System of committees to aidplanning e .g . Management, Social,Language . . .

MSD's must be informed - accurateand promptly .,---------

0 Take up of new initiatives anresponsibilities by advisers atschool level e .g . integ . of ed .supp . unit curriculum etc

Formal inductionmeeting - documentinvestigation, etc .

" Sheet of "I liners" for R .S .S .report - not elaborate written-eport .

0 Information for RSS on B .L .I .P .Ssubmission and Literacy 5-3 focus .

0 Arrange professional development forMSD's to allow effective S .D .workshops . _

0 Arrange forregular infor-mation sessionsfor English/Lit .3/4 transition .

0 PD sessionon UnitCurriculum .

Inform the RSS team regardiLang . 3-5 schools and proposedprogramme .

P.D./INSERVICE REG. ADVISORS- ONGOING

FACILITATION, UNIT CURRICULUM, COMMUNITYCURRIC., ENGLISH/LITERACY TRANSITION ED SUPPORTIMPLEMENTATION .

" Arrange P .D . for RSS staffon Unit Curriculum .

PARTICIPATION,INTEGRATION,

" R .S .S meetings, communication,responsibilities etc revised.

0 Mid-year Review = planning (lateFull inform- 0 Provide an early opportunity to clarify August)

specialist/generalist role .ation oncurriculum

unitO An M .S .D . to take on the 0 End of year Session = Review of

with the responsibility of co - " Design PD programme focussing onoperations .

opportunity ordinating the in-servicing skills .to participate of other M .S .D.'s on new

process

in issues initiatives - Not the samedebate . person all the time . I Continue "buddy system" for new advisors .

Run workshops for new principals,senior masters/mistresses and key

I LEADERSHIP COURSES, S .D . COURSES, SELF ESTEEM / PAST . CARE FOR SCHOOLS

Regionally based i/s in S .D . and F .P .S .for admin . and teachers in primary andsecondary .

Induction of new and/or graduate teachers toregioneg . workshops, ",checklist" for Principals?

Construct "leadership skills" workshops(ongoing) for principals/deputies .

Identify the needs of theschools from the schoolsbefore Regional Review/Regional Priorities set .

Canvass schools for their toppriorities before the lateAugust planning review - inorder to develop Regionalpriorities .

Recommend Regional Extra toLanguage to use in trialling .

Make self esteem a regionalpriority and appoint aregional extra to work inthis area .

0 Commit the resources of theRegion to our identifiedpriority areas .

Science adv . becomes science/maths - inlight of MITEY project running for 1 year

linking of maths/long thru this prog .will provide additional resources tolong and early childhoos area .

Work in selected cell schools-network onwards K-2 Language inmathematics/ELIC maintenance

i(catch up) .

network outwards on year 3/4 transition

0

Distribute diaries for the next year in October .

REGIONAL PRIORITIES / CELL STRUCTUREALLOCATION PEOPLE COMMITTEES WORKLOAD I ( 0 Use of regional extra in music - is

it supporting an initiative?Complementing other priorities???

the links between supporte .g . guidance - R .S .S .

Survey R .S .S . for real and notperceived needs (primary andsecondary) for P .D . sessions .

Take up the notion of canvassingschools to determine the resourcingof priorities . Where did Music comefrom?

10 Planning priorities in relation

to MSD's special tasks so as tominimize time constraints andunreal expectations .

0 Share positive feedback from all sources with team a .s .a .p .)

SURVEY SCHOOL NEEDS AND R .S .S . REVIEW EARLIER(e .g . AUGUST 1987)

INC . REG . EXTRA ALLOCATION AND RESOURCES

Compiling overview of events in schools to facilitateschool based yearly planning .

Establish regional priorities that can be developedand maintained well considering resources of personneland funds .

r

Hold the "review" before decisionsare made on appointments (advisors,regional extras) for the next year .

Form working party to consider methods of R .S .S- school communication - "N .E .R .O .", Brochure,Videos .

R .S .S . - SCHOOL COMMUNICATION INC . N .E .R .O. BROCHURE COMMITTEES FUNDING

- a good "in" for advisersI Continue N .E .R .O . - increase secondary input

- retain advis . responsibility for finding articles

rN .E .R .O . Newslette r - distribution secondary inset,teacher needs vs our needs, committee to investigate .

- nameReplace personal R .S .S . brochure / teacher with staffroom poster include- phone number

photo???

Clear statement to schools of services,and personnel to be cont . . . from R .O .for 1987

Advisors make early personal contact \with teachers new to their cell schools .

A review of the relevance of the programme forH .O . P .D sessions .

H.O . AND R.O. COMMUNICATIONFINDING OUT DIRECTIONS

H .O . directions - How will they impinge on our operationsfor 1987?

f In the new H .O ./R .O . relationships work towardsstrengthening channels of communication .

WORKING CONDITIONS - OPEN PLAN

rIncrease awareness of the distracting effect of"gossip" in an open plan office .

specialist/generalist dilemma - can only react to school'sneeds - no time to be pro-active .

Potential to encourage dependence on Regional Office stafffor tasks that should be school responsibilities .

Lack of time - no time for consultation with classroomteachers .

- no time for classroom teachers to be activelyinvolved in planning/implementation .

Too many competing concerns - teachers can't cope with rangeof demands in terms of S .D . - as well as to teach! .

Poor morale of some school staff .

Limited view of "Education" .

P .D . demands = 20% of time .

Need for additional management skills .

Lack of creativity .

Head Office 1987, R.S .S . cell, Specialist .

Cell schools and R.S .S . advisor having a similar interest .Head Office uses and abuses good will of R.S .S .

Comes upwith priorities - "The regions will do it" But no "readies" .

Lack of knowledge from "Head Office" of the needs, expect-ations, demands of schools on Reg . Resources .- Mismatch of what is to be and What Needs to be .

In-House continual development of Regional Personnel .

Lack of understanding of school development by some schools .Lack of information, knowledge of all R .S .S . memebrs onoperation of certain other R .S .S . personnel .

Greater demand on time, resources, personnel . Too thinlyspread at times - need consolidation .

Maintenance of process skills .

When working in schools .Lack of communication school staff, Principal and advisor .

2

WHAT ARE THE FACTORS THAT SUPPORT OUR WORKAND CAN BE IDE[JTIFIED AS STPJM4GTHS?

R.S .S . team spirit - based on freedom to share problemsand successes .

Team work .

Endorse strengths from mid year review.

Positive attitudes.Motivation of staff .

Develop facilitation skills in School Personnel andIndependence .

School development schools having a focus forprofessional development .

Self-Diagnocis and planning by School Committees .

School Development Goals .

Peer support physical and intellectual .

Other people to refer to get needed information fromsuggest teachers content .

Highly professional expertise provided by team whenworking on koint projects .

Sharing of ideas and processes, approaches . When aparticular school is involved because you're not theonly person who knows that school .

Support available from other R.S .S . members - rightfrom the top - down .

[ 9 An expectation of good service provided by the region.[

Working with schools where rapport/credibility[

has been established .

WHAT ARE THE FAC1`ORS TBAT BMEER OUR WORKAND CAN BE IDENTIFIED AS CONCERNS?

(2+3) WHAT ARE THE FACTORS THAT SUPPORT OUR WORKADD CAN BE IDENTIFIM AS STRENGTHS?

WHAT ARE THE FACIMS THAT HINDM OUR WORKAND CAN BE IDENTIFIED AS ?

" Lets me know what is happening in this region (vital " Time to service large number of schools (greater linkfor Head Office people) . with RSS important depends on tugs on other directions) .

" Awareness of others :skills, programmes, leading to " P .D . still missed the mark .potential for integration and joint effort .

" Need for continual contact with other people working in" Effective Professional Development H .O. and NERO . schools which you are working with .

" United approach to Regional Priorities - not just " Not effective Professional Development H.O. and NERO.your 11 baby ~~ .

" Coordination of resources available to individual schools .

3 . " Access to Discretionary funding - relief days . " Role not defined in relation to Regional S .S . . . not ableto utilize resources efficiently .

( " Shared concerns . " Diffuculties in coping with an open plan office .[ " Support of other professional staff .[ " The co-odinator team approach . " Feeling of "guilt" about some cell school needs because[ " High morale of MSDs (Group) - "Team spirit" . of specialist responsibilities .[ " Group support for individual efforts . " Concerns about personal status vs common goals .[ " High morale amongst R .S .S . team.[ " Supportive people to work with/for . [ " Head Office bedouins (unplanned ambushes) .

[ " Head Office Influences -" Generalist role - being involved in number of tasks . ( o Delays in decision making." The degree of expectation is high - the N.E . Region ( o Priorities .

has a reputation of being innovative . [ o Functions Review.[ o Funding .

" Respected by clients . [ " How fears are needlessly fueled by inconsistent Head Officeactions . (planned and unplanned)

[ " Getting to know some schools and their staff relatively ( " Head Office - low morale on us .[ well . [ " Lack of provision of resources to support H.O. priorities .( " Ownership of a cell of schools . [ " Functional Review -[ " Staying with the same cell school over period of time . [ Communication of findings seen to be by word of mouth in an[ " Being identified in the schools as "their "cell" person" . [ ad hoc manner . Planning for 1987 therefore seems to be a

[ problem .[ " Local knowledge (advisers know their way around) .( " Ccanpetency of personnel . Schools which see our No 1 (or 2) priority as their No 18 .

[ Schools in which one works that are not far down the track( in school development .

R .O . concern with "process' vs school concern with 'product' .

(3+4)t WHAT ARE THE FACTORS THAT SUPPORT OUR

WORK AND CAN BE IDENTIFIED AS STRENGTHS?WHAT ARE THE FACTORS THAT HINDER OURWORK AND CAN BE IDENTIFIED AS COQ?

( e Validation of ideas and actions through discussions . Principals who espouse school development but in fact work

Democratic thrashing out of issues (e .g . School Policy) [ the other way .

( - sense of "issue" not "status" . Obstructive Principals (will not debate/discuss the issue[ o Sounding board for ideas and directions . [ with whole staff) .

[ e Principals whose words of agreement don't match their[ e Co-ordinated/Planned. [ actions .

Information sharing amongst the R.S .S . team.[ - "keeping aware" . [ e Communication.[ e Sharing of subject strengths . [ o Lack of communication - direct and to the point .

R .S .S . meetings to share information . [ * Lack of communication at times amongst R .S .S .[ e Difficulty in achieving total (expectation too high)

[ e Flexibility in use of working time - ability to plan, [ co-ordinated effort in a school between all advisory( investigate, follow-up . [ services .[ * Lot of prof freedom - i .e . "Roan to move prof ." .[ * Encouraging ideas, innovation and professional freedom, [ e Taking on too much .[ allows for maximum "ownership", involvement "Risk taking" . [ e Expectations from schools that they all deserve at least

[ one bite (or 2) of the cake .

[ e Pupil free days at the same time .[ * Pressures of time .[ e Expectations from schools that they all deserve at least[ one bite (or 2) of the cake .

[ R .S .S . - Personal [ R.S.S - Communication

[ 9 "Team Spirit" . [ e Interactive communication with fringes .[ e Close Interaction . [ e Communication between advisors not always aware of what's

[ e Sharing : ideas Expertise . [ going out with others . How?( e Support from and communication with others in R .S .S . [ * Communication - sub-cammi.ttees

[ - priorities[ R.S .S . - Management [ - isolation

[ 9 R.S .S / G.O. cells .( * Networking : Support, information . [ e Support of newies to "generalist" role.[ o All levels are supportive . [ * Communication i .e . Induction of new members during the

[ year .Variety of skills .

[ School Relations[ R.S .S . - Schools

[ e Communication at classroom teacher level?[ 0 Ease communication schools - Reg . Office e g . requests [ o How much responsibility for school development?-cell schools .[ needs,?'s, etc .

L

CONT . . . R.S .S . - Schools

" Facilitation role with schools ." Rapport with particular schools .

R.S .S . - Professional Development

Being up to date with progresspublications .Ability to grow in the role of "Consultant" .P .D . support esp 'generalist role" .Professional Development .High standards of Prof . Development .

on new

Effective use of R .S .S . personnel .

Team spirit .

Co-ordinated approach at all levels .

Cell organisation .

Development of rapport with cell schools .

Facilitator/ Consultant role .

Positive feedback from "consumers" .

Regional identity, image and presence .

Innovative approach .

Regional leadership .

NERO publication .

materials and

[ CONT . . . School Relations

[ Role Conflict/Time Management

WHAT ARE THE FACTORS THAT HINDER OURWORK AND CAN BE IDENTIFIED AS CONCERNS?

Commitment to R .S .S . - Prof . . . .Setting priorities - time

- service demandsConflict between commitment to cell schools vsrole - time management .Conflict between commitment to cell schools vsrole - how schools see our expertise .

Feel I

specialist

specialist

Conflict between cell responsibility and specialist role .

Diminishing P .D . funding .

Maintenance of Regional identity, image and presence .

Sub - group Co-ordination .

Resource distribution.

[ " Schools not participating in the R .S .S .[ " Am I doing enough in my cell school - how do I know?[ could do more, but what?[ " What worth do schools see in the R .S .S .?[ " Re active role .

Group 1

Unit Curriculum Years 8 - 10- Transition 7 - 8 .Community Interaction .English and Literacy 3/4 .(D)-Philosophical Debate with Principals re schooldevelopment --* (S)-Skills for intending facilitators-i (F .I .)-Facilitate Issues - 0 ACTION

REGIONAL PRIORITIES ONGOING SUPPORT

Peer support project .Unit curriculum .

aa

Facilitators' Process skills .School development .

Music . * Comm . Participation .Creative lang . person (P .S .P .) * Science transition .Language 3/4 . * Transition 7 - 8 .M .I .T .E .Y * Health - maintenance .

Maths centres - maintenance .0 E .L .I .C . - maintenance .

Group 2

School Development Process . 9 Mitey .English and Literacy .Unit Curriculum .Community Interaction .

Group 3

School Development Process - a B .L .I .P .S ., E .L .I .C . (Early Childhood Document) and M .I .T .E .Y .- principals and deputies 9 Health Education .- senior masters a Peer Support Programme .- senior assistants (Class II)? * Music Programme - Regional Extra .

incorporating facilitator's process skills . * Regional Professional Development .

REGIONAL PRIORITIES

Group 4

LANGUAGE 3 to 5 . (using ELICBLIPS)(E .C .E . - Co-ord . Committee)UNIT CURRICULUM- Beazley - implementation .- Transitional (S .D .C .'?)PRIMARY ENGLISH SYLLABUS .SCHOOL DEVELOPMENT- Management Skills- Leadership skills- Primary and Secondary (S .D

Groin - 5

philosophy & practise -

Task Force)

School Development Process and Facilitator- leadership development .- personnel deployment .- financial management .- community resource utilization .Unit Curriculum and Transition .Literacy 3 - 5 .B .L .I .P .S . K-3 .Community Interaction .Self-Esteem in the School Community .

Skills

ONGOING SUPPORT

Music Regional Pilot Programme . (4 S .H .S .E .L .I .C . top-up K-3 (BLIPS)(Roz SteeleHealth Ed . Syllabus (Rob Stewart)Community Interaction .Transition 7 - 8 (See Unit Curric . - Reg .Counselling - for Unit Curriculum . . .Regional P .D . (Government schools-only) -

All other priorities to be continued except- Maths Centres- Morley S .H .S . proj .

Community Interaction .S .D . Committee .Managing Student Behaviour .P .S .P .P .E .A .C .

-Aboriginal liaison .ELIC Support K-3 .Ed . Support?Science and Centre .Reg . Office Org . Support .Unit Curriculum and Transition .P .E .P . Support .Midland E .C .B .L .I .P .S .Language .Mathematics .Language R .C .Library Services?Music Support .Guidance Services .

& contributing P .S .'s)

Priority)

(Noreen Biffin)

Group 1

Group 2

Group 4

roup

What should be the AIMS of- the Re& . -Office (R . S .S .)?

The needs of client groups and undertake a leadership(add phrase) .Clarify "curriculum planning" .Combine aims 2 and 6 in one statement . Include the"implementation", "monitoring" and "evaluation'

role by

terms

List of Aims (7) is too long and should be more precise .Aims need to include input into Head Office initiatives -policies, - curriculum development .

Include all present aims .Add to aims R .S .S . self support and P .D . (including moralemaintenance) .

What tasks, activi ties etc . should we engage in to achieve the aims?

Group- 1

Identify needs of clients .Workshops - administration, teachers, parents .Train school facilitators .Establish regular contact with schools Year meetings

E .C .E . workshopsN .E .R .O . newslette r

Assist schools in writing submissions .P .D . of advisers - related to regional priorities .Co-ordinating broader contacts in the field -specialists from interstate overseas .Use 'regional extras' for school based projectsregional priorities .Support to principals/executive staff in leadershipProvide support to graduate teachers ; teachers new

visiting

and to support

roles .to region .

Meeting and Planning with Project Teams .Seeing where new initiatives fit into submissions .Revise format of NERO Newsletter - shorter, focus on 'What'sHappeningGroup work, organization and presentation .Look at implementation of curriculum at P .D .Understanding new initiatives .Continue N .E .R .O . Newslette r - More emphasis on what is happeningin other schools, programmes being undertaken, implementation of

School visits . Cell contacts .Acquire facilitation skills .

P .D . . .(lots/loads of . .)1 . Drop word "planning", use "development ." (tocess Skills) nitty-gritty-practical, needs based .4 . Add . . ."with schools" .5 . Delete "readily accessible" and "facilities" .

Management committee to ensure functioning of R .S .S . Meetings,

8 . R .S .S . for R .S .S . members "support"/encouragement .P .D ., Reviews .

Group 3 Regional Initiatives/Priorities .Inservicing of M .S .D .'s on new curriculum material . e .g . HealthSyllabus in 1986 .1 . Explanation of "curriculum planning" . Making sure teachers are cognized of all implications of change .3 . Linked to 1 .

6 .Format for M .S .D .'s to keep abreast of what other M .S .D's are

Insert "planned, coordinated" before ;"implementation of doing - Projects in schools .initiatives . . ." Project teams/Interest Groups report regularly to R .S .S . M .S .D's .

effective Library use by teachers for children .Helping schools uphold/amend library systems .