I refer to Teacher Development Schools (TDS), and I ask:
(a) how many TDS were there in 2016;
(b) how many TDS were there in 2017;
(c) how many TDS are there currently;
(d) how many TDS are planned for 2019;
(e) will the Minister please advise the areas of expertise and number of TDS focussing on each area of expertise for:
(i) 2016;
(ii) 2017;
(iii) 2018; and
(iv) planned for 2019;
(f) how many TDS professional learning events were held for teachers in:
(i) 2016;
(ii) 2017;
(iii) planned for 2018; and
(iv) planned for 2019; and
(g) For each part of (f)(i)–(iv), will the Minister please provide the area of expertise each event focused on?
Hon Sue Ellery replied:
The aim of the Teacher Development School (TDS) initiative is to ensure that expertise is shared and applied across schools and the system. In addition to TDS, the Government supports a number of programs that encourage shared learning and best practice between schools. This includes:
the Department’s professional learning support for schools across Western Australia, which is provided by consultants from the Statewide Services Centre, school-based experts, the Leadership Centre; and external agencies;
teachers sharing learnings and best practice through Connect, the Department’s online communication system; and
online professional learning that is delivered to teachers through Saba and video conferencing. Saba is an online learning environment available to all Department of Education schools. Collaborative workshops delivered on Saba can be either attended in real time or after the event via the playback link.
(a) 69.
(b) 69.
(c) 44.
(d) 35.
(e) (i)–(ii) Note: Many TDS have more than one area of expertise.
|
FOCUS AREA |
2016 | 2017 |
|
Arts |
5 | 5 |
|
Early years |
13 | 12 |
|
English |
15 | 15 |
|
English as an additional language or dialect |
3 | 3 |
|
Health and physical education |
4 | 4 |
|
Humanities and social sciences |
9 | 9 |
|
Languages |
3 | 3 |
|
Level 3 regional school support (small schools with multi-aged classes) |
2 | 1 |
|
Mathematics |
10 | 10 |
|
Science |
11 | 11 |
|
Special educational needs |
13 | 14 |
|
Senior secondary, engagement, vocational education and training (VET) |
2 | 2 |
|
Technologies |
10 | 10 |
(iii)–(iv) Note: Many TDS have more than one area of expertise.
|
FOCUS AREA |
2018 | 2019 |
|
Arts |
2 | 2 |
|
Design and technologies |
2 | 2 |
|
Digital technologies |
12 | 12 |
|
Early years |
4 | 4 |
|
English |
7 | 7 |
|
English as an additional language or dialect |
1 | 1 |
|
Health and physical education |
2 | 2 |
|
Humanities and social sciences |
2 | 2 |
|
Languages |
11 | 2 |
|
Level 3 regional school support (small schools with multi-aged classes) |
1 | 1 |
|
Mathematics |
7 | 7 |
|
Science |
2 | 2 |
|
Science, Technologies, Engineering and Mathematics (STEM) |
9 | 9 |
|
Special educational needs |
2 | 2 |
(f) (i) 605.
(ii) 482.
(iii) As at 16 March 2018, 107 had been planned. This number will increase progressively throughout the year as TDS receive more requests for support. It is common practice for TDS to develop professional learning in response to school and network needs.
(iv) No events are yet planned for 2019. TDS will plan their events for 2019 as part of completing their operational plans for the 2019 school year.
(g) (i)–(iii) Focus area for each event. One event may include more than one focus area.
|
FOCUS AREA |
2016 | 2017 | 2018 |
|
Arts |
28 | 39 | 3 |
|
Digital technologies |
0 | 0 | 20 |
|
English |
165 | 119 | 19 |
|
English as an additional language or dialect |
20 | 15 | 1 |
|
Early years |
100 | 118 | 16 |
|
Health and physical education |
17 | 26 | 6 |
|
Humanities and social sciences |
35 | 33 | 1 |
|
Languages |
18 | 22 | 27 |
|
Mathematics |
78 | 85 | 11 |
|
Science |
99 | 67 | 3 |
|
STEM |
43 | 34 | 14 |
|
Special educational needs |
87 | 62 | 1 |
|
Senior secondary, engagement, VET |
43 | 27 | 0 |
|
Technologies |
62 | 62 | 1 |
(iv) No events are yet planned for 2019. This number will increase progressively throughout the year as TDS receive more requests for support.