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English as an Additional Language (EAL) Program In 2010–11, the EAL Program continued to work collaboratively with schools to provide quality PL to improve learning outcomes for English language learners. Three one-day PL opportunities were provided in Hobart and Launceston. Participants, including various teachers and teacher aides, developed their understanding of: • equity, diversity and the need for differentiating teaching and learning outcomes for English language learners • the language learning principles underpinning EAL Program implementation • supportive learning strategies for English language learners. The EAL Program leadership team delivered timely PL to individual schools. EAL teachers engaged in learning on how to deliver effective PL in their school. A significant number of EAL Program teachers are now providing targeted PL in their schools. Teaching English as a Second Language in Mainstream Classrooms (TESMC) has been available for the past four years in Launceston and Hobart, with a minimum of 15 teachers participating at each centre. TESMC is an internationally licensed program that provides teachers working across the curriculum with successful classroom strategies for improving the learning of all their students. Aboriginal Education Program Direction for employee development opportunities in 2010–11 was provided by the implementation of Closing the Gap in Aboriginal Educational Outcomes 2010–2014 – A Tasmanian Strategy for Aboriginal Student Success through School Improvement. Employee development was targeted in the following priority areas: • readiness for school • engagement and connections • attendance • literacy and numeracy • leadership, quality teaching and workforce development • pathways to post-school options. Aboriginal employees attended national and state leadership workshops, and participated in PL related to the Early Years Learning Framework and the Australian Curriculum. They undertook Family Partnership Training and other courses designed to facilitate increased parent and community engagement. Employees participated in learning opportunities offered through Dare to Lead and the Stronger Smarter Institute. Schools and Learning Services worked with Aboriginal Education Services and the Aboriginal community to progress the development of personalised learning plans. Senior officers represented Tasmania on national committees and working groups, ensuring that the department is fully informed and able to meet its commitment to address, and report against, targets established by the National Indigenous Reform Agenda and the Aboriginal and Torres Strait Islander Action Plan. Aboriginal Education Services continued to support development in schools by providing advice, curriculum support and quality resources to enable schools to be places where Aboriginal culture and identity is increasingly understood, valued and affirmed. Students with Disabilities Program PL was targeted to meet school requests concerning disability learning, and was tailored to meet staff needs with delivery to small groups of staff, whole-of-school staff groups, and Learning Service-wide programs. Advice and support focused on ensuring access to appropriate curriculum, health and wellbeing, and building inclusive classroom practices. Key areas of PL included: the use of using assistive technology, physical and wellbeing issues, vision impairment support, and general curriculum/ learning aspects. Tasmanian Academy The Tasmanian Academy has continued to give a high priority to the PL of its staff with access to programs available through the department and the regional Learning Services. Similarly, Academy staff access appropriate PL programs available through Shared Services. Occupational health and safety requirements are a priority area for both teaching and non-teaching staff—participating in training as on-campus responsible officers, as first aid officers, and as fire wardens. Another priority area for all Academy staff is administrative training for the transition of the colleges to new policies, systems and processes. Staff have accessed ICT training from a number of providers including the Skills Institute. The Academy’s own Flexible Learning Network and flexibility project officers have provided training in a range of e-learning areas. PL options have been provided for Academy teaching staff around their teaching performance, including training for the implementation of the new Academic Integrity Standard (from the Tasmanian Qualification Authority) and the development of the Academy’s Quality Assurance policy and requirements. The Academy’s Learning, Teaching and Assessment Team has facilitated subject specific PL for teachers, including PL to support implementation of the national curriculum. Staff involved in the delivery of VET subjects have participated in PL activities relating to the Australian Quality Training Framework (AQTF). A number of staff are undertaking the Certificate IV in Training and Assessment. A current post-Year 10 project is providing leadership, mentoring and cognitive coaching training to senior leaders and teachers in the Academy as part of a leadership program. Individual staff (teaching and non-teaching) have accessed a range of professional development activities from external providers. 46 Required Reporting – Employee Development Programs
Tasmanian Polytechnic In 2011 the Tasmanian Polytechnic provided services to teachers and delivery teams around the state focused on quality teaching and learning practice, and flexible and e-learning-based delivery. The professional learning (PL) team involves teachers in exploring and reinforcing the Polytechnic ethos of ‘flexible, applied, connected and supported learning’, supporting teams in meeting the requirements of national training packages, and the regulatory obligations of the AQTF. Certificate IV in Training and Assessment At the end of May, approximately 300 teachers were enrolled in the Certificate IV in Training and Assessment, including 95 staff who are upgrading from an earlier version of the qualification. The Certificate IV is also provided to staff teaching VET in colleges and schools that partner with the Polytechnic as their training provider. Beginning teachers A suite of regular sessions for beginning teachers is provided in each region, covering organisational induction, orientation to teaching in the Polytechnic, and PL workshops focused on quality teaching practice skills for new teachers. Individual coaching/mentoring and team-specific support Many activities have been provided—from formal workshops or presentations to ‘at-the-elbow’ mentoring sessions. Requests in 2011 included: • Learning design and engaging teaching in automotive, health and wellbeing, community services, tourism and hospitality and creative arts. • Problem-based learning in primary industries and community services. • Assessment practice and resource development in foundation programs, business services, engineering and creative arts. • Behaviour management in trades, foundation programs and IT. Vocational competence To assist teachers and teams to meet the vocational competence requirements of the AQTF, the PL team coordinates an Industry Skills Scheme that supports teachers in building their vocational skills, knowledge and currency. The scheme provides funding for various activities, including return to industry, work shadowing, expert in residence, and industry and professional mentoring. Work placement A comprehensive, web-based resource kit to support teachers, students and employers undertaking structured work placements as a key component of their vocational training. Skills Tasmania has indicated that this will become the authoritative resource for work placements in vocational programs for all RTOs in the state. Flexible and e-learning PL has a major focus on supporting teams to adopt more flexible modes of delivery, with particular emphasis on embedding e-learning tools and technologies as part of a blended approach to quality teaching and learning. Key areas of support in 2011 include: • course development through learning management systems such as WebCT and Moodle • implementation of wikis as course platforms • integration of participative technology (such as YouTube and Facebook), virtual worlds (such as Second Life) and e-portfolio platforms (such as Mahara) into course design • rich media development, particularly video • skill development in e-learning tools such as smartboards, smart pens and iPads. Registration The PL team has supported the Polytechnic’s successful transition into the Teachers Registration Board’s system of registration—making the Polytechnic the first VET organisation in Australia with registered teachers. Bachelor of Education (Applied Learning) To support the move into teacher registration, the PL team initiated the development of a customised tertiary teaching qualification, and worked closely with UTAS (the selected provider) to develop and accredit the course. The target for the initial cohort of enrolments was 50-60, however it was anticipated that in excess of 180 teachers (including approximately 160 from the Polytechnic) would commence in first semester in July 2011. Required Reporting – Employee Development Programs 47
Page 1 and 2: Department of Education Annual Repo
Page 3 and 4: Contents About this Report 2 Depart
Page 5 and 6: Department at a Glance
Page 7 and 8: changes to what is currently taught
Page 9 and 10: Educational Performance Services (E
Page 11 and 12: Clients Licensed child care service
Page 13 and 14: Workforce Whole of department as at
Page 15 and 16: Age of principals and assistant pri
Page 17 and 18: Pre-Compulsor y and Compulsor y Edu
Page 19 and 20: Schools participating in Launching
Page 21 and 22: 2008 LiL Cohort, Reading Performanc
Page 23 and 24: Child Care Direction The Child Care
Page 25 and 26: RTBCTG is complemented by Smarter S
Page 27 and 28: National Assessment Program - Liter
Page 29 and 30: Commentary • Tasmania’s 2011 re
Page 31 and 32: Commentary • Tasmania’s 2011 re
Page 33 and 34: Direction Major Initiatives Retenti
Page 35 and 36: Qualification for Teacher Registrat
Page 37 and 38: Direction Major Initiatives Learnin
Page 39 and 40: The Digitisation Program continued
Page 41 and 42: Work and Life Skills stream. Of the
Page 43 and 44: Employment Workforce in summary The
Page 45 and 46: Teachers 5 Required Reporting - Emp
Page 47: Employee development programs Learn
Page 51 and 52: Goal 2. Physical Access: All school
Page 53 and 54: Public Access to the Department Com
Page 55 and 56: Statutory and Non-statutory Bodies
Page 57 and 58: Other Annual Reports Tasmanian Libr
Page 59 and 60: with other services providers such
Page 61 and 62: Allport Library and Museum of Fine
Page 63 and 64: Tasmanian Home Education Advisory C
Page 65 and 66: Notices about home education were p
Page 67 and 68: In addition the board inspected Lam
Page 69 and 70: Climate Change The department’s l
Page 71 and 72: Pricing Policies/Administered Payme
Page 73 and 74: Major Capital Projects Summary of m
Page 75 and 76: Building the Education Revolution -
Page 77 and 78: Building the Education Revolution -
Page 79 and 80: Capital Investment Program Bridgewa
Page 81 and 82: Contracts and Tenders Summary of pa
Page 83 and 84: Contractor Location Description Eco
Page 85 and 86: Other Contractor Location Descripti
Page 87 and 88: Statement of Comprehensive Income F
Page 89 and 90: Statement of Cash Flows For the yea
Page 91 and 92: Notes Notes to and forming part of
Page 93 and 94: Note 1: Administered financial stat
Page 95 and 96: Note 2: Significant accounting poli
Page 97 and 98: Polytechnic were brought under the
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2.9 Net assets received under a res
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2.13 Assets Assets are recognised i
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2.18 Foreign currency Transactions
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Output group 2 Post- Compulsory Edu
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Output group Capital Investment Pro
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Note 4: Explanations of material va
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6.2 Grants 2011 $’000 2010 $’00
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7.4 Grants and subsidies 2011 $’0
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9.3 Property, plant and equipment,
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9.4 Other assets (a) Carrying amoun
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Note 12: Reserves 12.1 Reserves 201
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13.2 Reconciliation of net result t
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Note 14: Financial instruments 14.1
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14.4 Comparison between carrying am
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16.9 Administered receivables 2011
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Superannuation Certificate Financia
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Auditor-General’s Report Financia
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Appendices PHOTO TO COME 131
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Corporate Services Performance meas
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GOAL 3: High quality education and
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Raising the Bar Closing the Gap (RT
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The Tasmanian Academy is accountabl
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GOAL 5: Vibrant, inclusive and grow
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GOAL 6: Dynamic, creative and inter
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GOAL 7: Acknowledgement of the righ
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GOAL 8: Open and accountable govern
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Abbreviations and Acronyms AAS AASB
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Contact Details Postal Address: Dep
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S Schools Registration Board 64-65
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Department of Education

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