Maximising In-country Experiences

1. Maximising In-country Experiences

2. Maximising the In-country experience: Key Findings from the Pilot Amrita Chandra Manager, Strategic Planning International Education Division Maximising In-country Experiences

3. Overview • About the pilot • What’s different about this model? • A five phase model • Evaluation findings Maximising In-country Experiences

4. How do we move from here to here? Strategic Coherent Sustainable More systemic but ‘scatter-gun’ Discretionary One offs Short term Maximising In-country Experiences

5. 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

6. 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

7. 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

8. 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

9. What’s different about the model? Team approach, led by principal and teachers with abilities to lead change Planned and deliberate Cluster/network/region 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

10. A five phase model 1 2 3 4 5 Maximising In-country Experiences

11. PREPARATION Identification of participants – 1 + 2 Set up of Project Board – schools, Region, IED Determine objectives Work with AEF to tailor in-country program Pre-matching with potential partner schools - AEF Professional learning and pre-departure briefing – PISA, AusVELS, basic language and intercultural Maximising In-country Experiences

12. 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 of2years to the project Maximising In-country Experiences

13. A five phase model 1 2 3 4 5 Maximising In-country Experiences

14. INITIAL VISIT Orientation School visits and observation Relationship building with partner schools One day professional learning forum on pre-determined topics of mutual interest School placements – teaching, observation, shadowing 3 night homestay Visits to significant cultural sites Maximising In-country Experiences

15. INITIAL VISIT Professional Learning Program

16. INITIAL VISIT A Demonstration Lesson

17. A five phase model 1 2 3 4 5 Maximising In-country Experiences

18. INTERIM PHASE Reflection as a group and measurement of immediate impacts against objectives – Project Board and school level Sharing with colleagues and school community Strengthening of language provision, Asia studies in the curriculum and school policy and planning documents Follow ups and ongoing communication with partner school Further PL, e.g. L21CSV, ICT capacity building, language learning Planning as a group for return visit – revisiting objectives

19. INTERIM PHASE http://www.asiaeducation.edu.au/default.asp

20. INTERIM PHASE http://studiesofasia.wikispaces.com

21. A five phase model 1 2 3 4 5 Maximising In-country Experiences

22. RETURN VISIT • School visits and placements (teaching, observation, shadowing) • 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 • Professional learning forum - use of ICT (webex) • Additional focus areas: languages, special schools • Visits to significant cultural sites

23. RETURN VISIT Maximising In-country Experiences

24. A five phase model 1 2 3 4 5 Maximising In-country Experiences

25. SUSTAINABILITY PHASE Continuing to engage with more staff and school communities Curriculum changes, e.g. strengthened language provision, integration of Studies of Asia/ internationalisation Implementation of action plans with sister schools- ongoing communication and learning with partner schools Planning for reciprocal visits – teachers/ prins/ students Ongoing PL and leadership development – at individual school and through network forum

26. 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

27. 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

28. Monitoring impacts at each stage 1 2 3 4 5 Maximising In-country Experiences

29. Monitoring impacts of the in-country experience • Gather baseline – Asia literate schools rubric • Capture immediate impacts – reflection against objectives and any other impacts observed • Monitoring – quarterly progress updates • Reflection and sharing with other schools • Capture immediate impacts – reflection in-country • Reassess against baseline, e.g. 12, 18, 24 months on– Asia literate schools rubric • Most Significant Change workshop as a group

30. For more… The full evaluation report is available on the DEECD Research Register, at: http://www.education.vic.gov.au/researchinnovation/researchregister/default.htm Maximising In-country Experiences

31. 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