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2006 Initially our inquiry was broad ranging in response to a perception that students recently arrived from different parts of Africa needed to have.

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Presentation on theme: "2006 Initially our inquiry was broad ranging in response to a perception that students recently arrived from different parts of Africa needed to have."— Presentation transcript:

1

2 2006

3 Initially our inquiry was broad ranging in response to a perception that students recently arrived from different parts of Africa needed to have support for their wellbeing. This was due to the increasing numbers of students enrolling from the Adelaide Secondary School of English. After a survey of staff to map wellbeing concerns, it was clearly identified that the gap between the literacy levels of these students and their future study and career aspirations was a matter of immediate need. The inquiry question then was refined to: “How can we as a staff help to reduce the gap between literacy levels and future career aspirations for students from different parts of Africa, excluding South Africa?”

4 Woodville HS Demographics Western suburbs, surrounded by Manufacturing industries High levels of socio-economic disadvantage including highest socio economically disadvantaged area in SA 60 % school card Very multicultural with (over) 47 different cultural backgrounds.

5 African Students by Country of Birth COUNTRY OF BIRTH NO. OF STUD ENTS Sudan13 Congo10 South Africa9 Liberia7 Sierra Leone7 Ethiopia5 Somalia3 Zimbabwe3 Burundi2 Eritrea1 Guinea1 Rwanda1 Total62

6 Place the following on the map EgyptSierra Leone SudanSwazi LiberiaBotswana Chad Congo EthiopiaSouth Africa Malawi Uganda Somalia Algeria KenyaGuinea

7 Major Homelands of our new arrivals

8 Frustrated Teachers

9 Whole School ESL Data

10 2006 WOODVILLE HIGH SCHOOL AFRICAN STUDENTS - TERM 4 IDAgeCountry Of BirthAspirationsESL ScaleYear Level 06018415CongoArmy/ Pilot/ Soccer410 05021717LiberiaPilot/ Art410 06014115EritreaPilot/ Army510 05021815LiberiaFlight Attendant510 05031719RwandaChild Care510 06030916Sierra LeoneActing/ Flight Attendant510 06019415Sierra LeoneFlight Attendant/ Model710 06016417SudanCommerce/ Social Worker710 06014215South AfricaGraphic Designer/ Dancer810 05021620LiberiaPolice411 05030918BurundiAuto Mechanic/ Acting511 05031918CongoNurse511 05031617LiberiaDentist/ Soccer511 05031818CongoAuto Mechanic/ Health Science611 06015816LiberiaSoccer611 06016018SudanAccountant611 05031315Sierra LeoneCustoms Officer711 05027615Sierra LeoneArchitect/ Interior Designer811 06021319Sierra LeoneAir Force811 06030417SomaliaPhysiologist/ Medicine811 04015616South AfricaAccountant811 05027817ZimbabweCommerce/ Business312 05030519ZimbabweAuto Mechanic412 04015218SudanSoccer512 04027718EthiopiaSoccer612 04016017South AfricaPsychologist612 05017417Sierra LeoneDoctor812 04026516South AfricaPolitics/ Law1012

11 The negative impact on staff wellbeing of feeling inadequate to cater for the high levels of literacy needs of recent arrivals The power of data to provide insights into student learning needs and to assist in the identification of priorities for professional development The large gaps between the literacy levels of many students recently arrived from different parts of Africa and their further study and career aspirations That a site should be wary of addressing only one aspect of wellbeing. Rather, the focus could be on something as particular as literacy (cognitive dimension) but must be considered against a backdrop of other wellbeing dimensions. Insights:

12 Recommendations for 2007 Look at different models of ESL funding That we have pre SACE bridging ESL classes Whole staff T&D in the new ESL in the mainstream and/or accelerated literacy courses A leadership position focusing on ESL/recent arrivals Wider exposure to career and learning pathways

13 2007 Inquiry Question: How can we close the gap between the ESL scales of students from different parts of Africa and the ESL scale needed fro schooling success and the impact of this gap on well being. What structures and pedagogies best close the gap?

14 Structures adopted from recommendations. ESL coordinator appointed Literacy support centre established and staffed by ESL teachers. TESMC (teaching ESL students in mainstream classrooms) focus for professional learning Career advice and pathways for students and parents.

15 SCOPE OF THE PROJECT Whole school approach linking a number of initiatives towards the common goal guided by our inquiry question. Phase 4 Well Being Project TESMC course ESL Literacy support room Innovative Schools Project (ESL transition case studies and mentor) Adelaide Secondary School of English Transition program International Students

16 To help with our inquiry, we decided to use a quality learning tool – PDSA. PDSA (Plan, Do, Study, Act)

17 STEP 1: 2 issues for improvement stood out: -literacy levels of African students -quality of teaching practice

18 STEP 2: Current state: many African students failing literacy Desired state: close the gap between the ESL literacy levels of African learners and their high aspirations.

19 Needs of clients both students and teachers of African students investigated. Student needs – Community needs

20 Lotus Diagram-Quality Learning Tool

21 Indicators of performance identified. Two highlighted: -students success rates -student and staff perceptions and analysis. What do we want to measure?

22 Fishbone Diagram Quality Learning Tool Influences that effect the gap between ESL literacy levels of African learners and their high aspirations.

23 Inter Relationship Diagram TRAUMA DISLOCATION INTERRUPTED SCHOOLING LIMITED SCHOOLING UNREALISTIC ASPIRATIONS (2,1) (3,0) (2,2) (1,3) (0,2) *Our Inter relationship diagram showed DISLOCATION and INTERUPTED SCHOOLING as the driving forces of the issues.

24 Interrupted Schooling Socialisation Relationships Trauma Family Dislocation Migration process (lack of documentation) Support

25 More information required from our African students eg history of schooling, family situation, experience of trauma, similarities and differences between different African groups. Findings……….

26 AFRICAN STUDENT Interview - Joel Please note: The interview links are currently being investigated. Please check back later

27 SUPPORT MECHANISMS Multicultural Youth ARA SYC – Youth central (homework centre) Multicultural swimming lessons Parks Health SHINE SA classes for girls & boys on health and relationship issues. MRC – Migrant Resource Centre (transition of new arrivals)

28 AFRICAN STUDENT Interview 2A - Kauch Please note: The interview links are currently being investigated. Please check back later

29 Kauch’s Story…….. Realisation that computers are vital to learning Australian government is good insisting new arrival students learn computing skills 87 students in his year 8 class in Africa

30 Woodville is a large school with lots of different subjects He met many African students who spoke Swahili and one in particular who happened to be from his own tribe to whom he could speak Dinka. This made him very happy The buddy system was helpful He got more help from teachers which gave him confidence to tackle assignments on his own He was taught to research. Kauch’s Story……..

31 Hard living here without his immediate family but even harder when he speaks to them because it makes him sad and distracts from his schooling Appreciates how his uncle took care of him Big problem for African kids not having family here to support them Kauch’s Story……..

32 Kauch’s Aspirations be an accountant own a car get money a wife help others - from similar backgrounds

33 AFRICAN STUDENT Interview 2B - Kauch Please note: The interview links are currently being investigated. Please check back later

34 Success Story…. Improved ESL scale Successful completion of SACE Received the Academic Excellence Award for Stage 2 Tourism Increased self confidence and exceptional relationships with peers and staff Focused on future goals Active member of his Catholic Parish and is nurturing and involving young men in youth programs in the local church community.

35 2008 an on going process……


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