Providing Education and Training for At Risk ... - Victoria University

The review processes that already exist in schools provide structures and processes forsystematic data collection on identification of individual students’ skill levels. Theyalso make explicit the effects that school practices, such as teaching methods and supportservices, have on improving learning outcomes. They provide evidence for allocation ofresources and direction for staff development priorities. In community agencies, directattention to agreed learning pathways is a powerful way to shape commitment tooutcomes.Principle 3: Program staff should be enthusiastic andprofessional in their involvementSchools placed considerable importance on the role of teachers in SL programs. It wasrecognised that the arrangements to cater for issues of relevance and individual need discussedin the previous paragraphs would be of little value if the attitude and approaches of the teacherswere not complementary.The qualities sought by the schools were well articulated by Box Hill Senior Secondary College:• positive but demanding of students;• relate well to students;• have clear expectations of students• make studies relevant to students; and• are committed to trying different ideas.Eumemmerring Secondary College invited teachers to submit expressions of interest forinvolvement in their Pilot SL program. Teachers were selected on the basis of their willingnessto embrace the values of relevance, caring, trust and raising self-esteem, which underpinnedthe Pilot program. They were also expected to practice flexibility in the context of their teachingteam.Most schools were aware of the need to provide SL staff with appropriate professionaldevelopment. Doveton Secondary College supported teachers through the provision ofprograms, which focussed on• accommodating student diversity in classes through appropriate design and teachingpractice;• assertive discipline (and commitment to implement its principles); and• determining warning signs of students at risks eg. substance abuse, family/peerbreakdowns.Doveton also provided teachers with support to refine their teaching practice through mentoringand coaching and an appraisal process. Other foci for professional development identifiedduring the Stage 2 interviews were competency-based education (Flinders Peak) and flexibleteaching styles at Hawthorn Secondary College. Recent discussions with program leadersfrom the Industry Enterprise Education Program (Patterson et al, 1997) reaffirmed theimportance of selecting motivated teachers who are flexible and able to connect with ‘at risk’students in concepts such as enterprise learning are to be included in the SL program (FlindersPeak).56