1. Supporting successful student engagement and retention in the senior secondary years A collection of practical ideas for school leaders keen to improve student engagement and retention Principals’ Workshop

2. A joint initiative of the Office of Schools, NSW DET and the NSW Secondary Principals’ Council

3. Principals’ Workshop - Outline 1. Background to the project 2. The latest info on retention 3. Familiarisation with the ideas booklet 4. Workshop activities

4. Background to the project Joint initiative of Office of Schools and NSWSPC Information gathering from schools Development of booklet with practical ideas and snapshots of school programs Office of Schools workshop, January 2008 Workshops with principals during 2008

5. Why focus on engagement and retention? Year 10 is no longer a sufficient ambition for young people Students who do not complete Year 12 or an equivalent vocational qualification are now more likely to experience restricted work and limited further educational opportunities over their lifetime They are also more likely to experience periods of unemployment Research shows that increasing completion of schooling raises the level of economic growth, reduces poverty and can improve health and crime outcomes

6. Why focus on engagement and retention? 15-19 Strategy “Young adults need to be fully engaged in education, training or skilled employment...” “We are committed to increasing retention rates...”

7. Why focus on engagement and retention? State Plan Priority S5 – “More students complete Year 12 or recognised vocational training” Target – “Increase the proportion of students completing Year 12 or recognised vocational training from 82.5% to 90% by 2016”

8. Current situation – national Participation in learning and work in 2007 Teenagers (all 15-19 year olds) 51.7% 18.4% 16.1% 6.7% 3.5% 3.7% Close to 86% of teenagers are studying full-time or working full-time Source: How young people are faring 2007 – Dusseldorp Skills Forum

9. Current situation – national Participation in learning and work in 2007 School leavers (2006) In 2006, 54% of school leavers from the previous year continued on to study at university, TAFE or in other forms of education 24.4% 17.2% 29.8% 12.0% 9.0% 7.7% Source: How young people are faring 2007 – Dusseldorp Skills Forum

10. Current situation – national Participation in learning and work in 2007 Young adults (20-24) More than 75% of Australia’s young adults are in full- time work or study 51.1% 26.4% 10.4% 3.5% 8.5% Source: How young people are faring 2007 – Dusseldorp Skills Forum

11. Current situation – national Participation in learning and work in 2007 Teenage unemployment Teenage unemployment has fallen and part-time work has increased over the past 20 years Source: How young people are faring 2007 – Dusseldorp Skills Forum

12. Current situation – national Participation in learning and work in 2007 Percentage of early school leavers not fully engaged in learning or work A much smaller percentage of Year 12 leavers were not fully engaged in learning or work, compared to Year 11 and Year 10 school leavers Source: How young people are faring 2007 – Dusseldorp Skills Forum

13. Current situation – national Participation in learning and work in 2007 Proportion of school leavers not fully engaged varies between states Approximately 29% of NSW school leavers were not fully engaged in learning or work Source: How young people are faring 2007 – Dusseldorp Skills Forum

14. Current situation – DET – Years 7-12

16. DET – Year 10-12 apparent retention rates, full time students, by region 200520062007 Hunter/Central Coast56.656.355.9 Illawarra and South East 60.058.858.5 New England 65.061.164.9 North Coast61.459.759.7 Northern Sydney 90.189.287.9 Riverina 56.856.857.8 South Western Sydney 70.671.571.2 Sydney 85.284.084.3 Western NSW 59.057.254.5 Western Sydney 71.272.872.4

17. Factors affecting student retention Major research report released in 2004 – Staying on at school: Improving student retention in Australia Identified several key dimensions to the process of school completion or early leaving: – the characteristics or attributes of each individual student – the context in which the individual student is operating – the disposition of each student towards school completion or early leaving – the outcome of the process Booklet pages 8-9

18. Factors affecting student retention “Statistical modelling of factors affecting retention at an individual level brings out the impact of successful learning on retention...” “Failure to establish meaning in the curriculum or to build satisfactory teaching relationships reduces the possibility of successful learning …” Staying on at school: Improving student retention in Australia, Executive summary page iii Booklet pages 8-9

19. Factors affecting student retention “Successful learning … is the most important intrinsic motive for staying on at school.” “The focus of policies aimed at promoting higher levels of retention needs to be on the quality of programs, quality of experiences and quality of learning in schools.” Staying on at school: Improving student retention in Australia, Executive summary page iii Booklet pages 8-9

20. The report also identified key areas for action at the school and system level: – Culture of learning and achievement in schools – Culture of learning and achievement in schools – Quality school learning experiences and programs – Quality school learning experiences and programs – Ongoing monitoring of student progress – Ongoing monitoring of student progress – Early intervention – Early intervention – Quality parent communication and participation – Quality parent communication and participation – School-based student support services – School-based student support services – Alternative pathways – Alternative pathways – Monitoring of transition outcomes – Monitoring of transition outcomes – Return to study and other re-entry programs – Return to study and other re-entry programs – Improved careers education and guidance – Improved careers education and guidance Staying on at school: Improving student retention in Australia, p.153-155

21. Looking at it from the school’s point of view Booklet page 10 Individual student characteristics Gender, SES, culture, language, religion, ability, disability etc Local context Home and family, peers, local community State, national, global context Demographic, economic, social, educational conditions etc Personal life experiences Positive/negative, constructive/ destructive create Dispositions and predispositions towards school and work which play themselves out at school School characteristics School climate and culture Quality of teaching and learning Curriculum offerings and pathways Nature of student body School type, size, location Teaching and support staff Student welfare and support Quality of relationships & leadership Resources, facilities, policies School- community relationships Ability to influence over time Ability to significantly influence over time SCHOOL CONTEXT AND CHARACTERISTICS STUDENT DISPOSITIONS AND PRE-DISPOSITIONS PERSONAL CONTEXT OF EACH STUDENT The role of the school in long term student engagement and retention Ability to significantly influence all of the time

22. Looking at it from the school’s point of view School characteristics School climate and culture Quality of teaching and learning Curriculum offerings and pathways Nature of student body Engagement in school Engagement in courses of study Academic and school achievement Future plans re: education and work Attendance, participation, behaviour, attitudes towards school/teachers Application, class participation, class preparation, homework Literacy/numeracy proficiency, academic grades, academic progress Plans to complete school, do further study, undertake training, get a job, career aspirations through such indicators as these which can be affected by Actions at the school and system level to create positive change and are reflected in such things as School type, size, location Teaching and support staff Student welfare and support Quality of relationships & leadership Resources, facilities, policies School- community relationships Ability to significantly influence all of the time SCHOOL CONTEXT AND CHARACTERISTICS ASPECTS OF ENGAGEMENT AND PARTICIPATION INDICATORS OF ENGAGEMENT AND PARTICIPATION

23. Looking at it from the school’s point of view What are you going to do with those things you can influence right now? Actions at the school and system level to create positive change that can result in which can then lead to Positive impacts – Negative impacts – No impact at all School completion – TAFE or training – Getting a job – Leaving early Significant influence and impact ACTION AT THE SCHOOL AND SYSTEM LEVEL POSSIBLE EFFECTS END RESULT

24. What the 40 schools said… 10 key principles for schools 1.Aim high – Establish a strong culture of high expectations, high engagement and high achievement – Focus on students, staff and parents 2.Plan ahead – Engagement and retention as a school priority 3.Make it a package deal 4.Start early and build strong foundations – Critical role of primary schools –Years 7-10 as a solid platform for future success – Quality Teaching, Literacy, Numeracy Booklet pages 14-16

25. 10 key principles for schools 5.Offer choice and flexibility – Broad flexible subject choice, including VET – Appropriate subject selection in the first place –Role of technology and partner schools? 6.Provide personal attention – Whole school focus on personalising education – Focus on each and every student – Ensure extensive tracking and data analysis – Strong welfare and support systems 7.Get them to school – and keep them there – Extensive monitoring and follow up of attendance – Provide extra-curricula programs and leadership opportunities that capture their interest

26. 10 key principles for schools 8.Develop and support your staff – Positive staff culture that places students first – Targeted professional learning and support – Encourage the best from staff 9.Make connections – Strong parent partnerships – Links to partner schools, other schools, TAFE, business and industry, local community 10.Keep your eye on the ball – Maintain your focus – Importance of data, student exit surveys etc – Engage with student voice – Its all the little things that matter

27. The booklet contains a range of ideas for improving retention in schools Important strategies for Years 7-10 Specific strategies for Year 10 students Specific strategies for Years 11-12 at the whole-school level Specific strategies for Years 11-12 at a personal level

28. Plus snapshots of some initiatives currently operating in schools If you are interested in any particular initiative, please contact the school direct HSC support Attendance Expanded curriculum Traineeships and apprenticeships Subject selection Mentors and advocates Personalised support Vocational Education Targeted programs Students at risk Student leadership development Improved engagement and retention

29. Principals’ workshop activities

30. Activity 1: Identifying the problem areas 1. 1. With the help of the worksheet, examine your school data on retention and identify: (a)The trends in your retention figures (b)Major problem areas as reflected in the data (c)Major problem areas based on your own knowledge of your school. 2.What possible reasons are there for these problems? 3. What year groups and individual students need to be targeted? 4.Group discussion and information sharing

31. Activity 2: The ten key principles 1.Work through the ten key principles and rate your school against each dot point using the following key: Yes, we’ve got this fairly well covered  Not one of our strongest points – maybe we could do more in this area? 2. 2. If you had to nominate three of these ten principles as the absolute essential foundation building blocks to successful student engagement and retention, which ones would you choose? 3. 3. Compare your choice with those of the person next to you. Discuss with them the thinking that lay behind your decision. Booklet pages 14-16

32. Activity 3: So what about Years 7-10? 1.Work through the list of dot points for Years 7-10 using the following key: Going really well, we’ve got this covered! Going OK but we could do more  Not applicable to my situation   Not going well at all! 2. 2. Look at those items you have marked with. Share one of these highly successful strategies with your colleagues. 3. 3. What future action might be required in 7-10? Are these the critical years? Booklet pages 16-17

33. Activity 4: Year 10 subject selection and transition into Year 11 1. 1. What are the main problems you currently have with Year 10 subject selection and transition into Year 11? List these down. 2. 2. What are you doing right now? How is it going? Use the worksheet and the following key: Going really well, we’ve got this covered! Going OK but we could do more  Not applicable to my situation   Not going well at all!  Not doing this but it has interesting possibilities Booklet page 17-18

34. Activity 4 (continued) 3.What do you need to do? Which ideas in the booklet might be of some assistance here? 4.Group discussion: What are some of the things that other schools do really well? What information and resources can you share? Booklet page 17-18

35. Activity 5: Action in Years 11-12 at the whole-school level 1.Work through the list of ideas for Years 11-12 at the whole-school level using the following key: Yes, we already do this and it’s going well Yes, going OK but could do more  Not applicable to my situation  Not going well at all  Not doing this but it has interesting possibilities 2. 2. Group discussion and information sharing – What future action might be required here? Booklet pages 18-19

36. Activity 6: Action in Years 11-12 at a personal level 1.Work through the list of ideas for Years 11-12 at a personal level using the following key: Yes, we already do this and it’s going well Yes, going OK but could do more  Not applicable to my situation  Not going well at all  Not doing this but it has interesting possibilities 2. 2. Group discussion and information sharing – What future action might be required here? Booklet pages 19-20

37. Activity 7: So where to next? 1.Examine your conclusions about Year 7-10. What needs to be done? 2.Examine your conclusions about Year 10 subject selection and transition into Year 11. What needs to be done here? 3.Examine your responses for Years 11-12 at the whole-school level. What needs to be done? 4. 4. Examine your responses for Years 11-12 at the personal level. What needs to be done? 5. 5. Use the worksheet to develop an overall statement of what action is required across your school.

38. engagement?participation?retention? So where to next to achieve increased