Bowraville Central School

Key features

Moving from welfare to a curriculum focused school.

School context

Bowraville is situated in the North Coast Region midway between Coffs Harbour and Kempsey. Bowraville Central School (BCS) is a K-10 school with 309 students. Students from an Aboriginal background comprise 12.9% of the school population. BCS expanded to enrol students in Year 11 in 2007.

As a result of a significant level of socio-economic disadvantage, Bowraville has been identified as a priority community by the NSW Premier’s Department. The Bowraville Community Alliance (BCA) involves a partnership between the school, local government, the Aboriginal community, business organisations and the wider community to address local issues and to initiate and drive community improvement. In 2004 BCS was awarded the inaugural Cohesive Community School Award which recognised the innovative model of community and school development.

What was the school aiming to achieve?

• engagement of students K-10 by creating and supporting quality teaching and learning
• engagement of students K-10 by linking parents and community as partner

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Engage students K-10 by:

• creating greater opportunity for student success
• empowering students to take greater responsibility for their learning
• increasing opportunity for staff professional learning with a focus on quality teaching and learning
• creating a more flexible school structure
• engaging the whole school community to create a learning community

Thereby addressing the following identified needs to:

• improve literacy and numeracy outcomes
• raise expectations of students, community, staff and parents
• improve self esteem of students
• increase retention Years 5 -8 and decrease the rate of students leaving in Years 9 and 10
• reduce absenteeism
• lower suspension rates and incidence of violence
• increase participation of parents and community.

The improvement process

Creating and supporting more flexible school structures

The PAS program provided additional staffing to facilitate team based professional learning (TBPL). The school timetabled regular teachers’ professional learning time for all staff. The focus of teacher professional learning (TPL) was the Quality Teaching framework which was organised into manageable chunks. Teacher learning and reflective journals were implemented to document TPL and encourage the process of reflection on teaching practice. Enrichment programs, authentic assessment tasks, three-way interviews and tutorials were also introduced.

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Establishing learning and community centre

The establishment of the learning and community centre aimed to provide a learning environment that would cater for the whole school community. It was seen as a professional learning resource for the whole school community, as well as providing access and programs for students at risk. Access to the learning centre has provided parents and community members with professional learning, accreditation and employment.

Introducing a whole school life skills and personal development focus

The school developed a whole school student support program in Years 7– 10 to focus on identified common issues. A life skills program and mental health programs were also implemented. The school also implemented student portfolios, School to Work diaries and three way interviews to improve student and parent expectations and prepare students for the workplace.

Linking parents and community as partners

The school has created many opportunities for parents and the community to engage with school. The need to actively engage the range of community support organisations led the school to play a central role in the establishment of the BCA. It is hoped that this support will result in sustainable change in the life opportunities for BCS students.

Improvement of student learning outcomes

"The PAS program has given us the opportunity to think and act outside the square." (Teacher reflective diary)

In a difficult and challenging workplace TPL historically focused on behaviour and welfare issues. Staff morale was a factor and the staff often did not have the enthusiasm to be engaged in TPL after hours. To move from welfare to a curriculum driven focus, the school adopted Hawley and Valli’s 8 Principles of Effective Professional Development. They highlighted the following elements of effective TPL which should:

• be driven by the difference between goals and student performance
• involve teachers in the identification of what they want to learn
• be primarily school based
• provide learning opportunities that relate to individual needs but are organised around collaborative problem solving
• be continuous and supportive, information rich, have theoretical understanding and be part of a comprehensive change strategy.

State wide testing and analysis of Basic Skills Test (BST), English Language and Literacy Assessment (ELLA) and Secondary Numeracy Assessment Program (SNAP) data was the evidence based catalyst to direct the K-6 enrichment program, authentic assessment and tutorials.

What were the results?

TBPL has been the catalyst in the move from a welfare to curriculum driven school. Initially this program was driven by the PAS funded K-6 co-ordinator focusing on quality teaching. The weekly timetabled allocation of regular TBPL has led to the empowerment and the increased capacity and confidence of the staff involved. TBPL has evolved over the past four years from co-ordinator directed to teacher expert directed. A culture of leadership has evolved with individuals in every team taking a leadership role.

Staff satisfaction has improved considerably in the four year involvement with the PAS program. This has been verified by Quality of School Life survey data. A 2005 staff survey demonstrated the teacher belief that TBPL is effective in delivering quality TPL which enhances staff morale. A culture of professional learning and increased professional dialogue is now evident in the school.

There has been a steady decrease in behaviour referrals, suspensions and critical incidents during the past four years translating into improved learning outcomes for students K – 10.

2005 Basic Skills Test – Year 3 results greater than state average in literacy and writing.

2006 Basic Skills Test – Growth rate greater than state average in literacy and numeracy.

BST results reflect the numeracy focus of the enrichment program, which has had a numeracy focus for the past two years. Seventy five per cent of matched students demonstrated growth of one or more skill bands. Thirty three per cent of matched students demonstrated growth of two or more skill bands.

2006 ELLA demonstrated an excellent value added component for Year 8 – twice that of the region (school average 3.7, state average 1.9). This was particularly strong for Aboriginal students who improved by 7.6, the boys in this cohort achieving a gain of 10.3. All Aboriginal students improved above state average growth across all aspects of literacy.

2006 SNAP results demonstrated that Year 8 students recorded the highest value added component in the region and considerably above state average (SA 2.45, region 2.6, BCS 4.03). Aboriginal students improved by 7.1, boys 4.3 outperforming the girls, 3.6.

The involvement of the BCA in the first Comprehensive/Whole of Community Shared Responsibility Agreement in Australia is a significant achievement due in part to BCS involvement and commitment to BCA.

2006 Bowraville Central School was awarded National Quality Schools Award for School Improvement.

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Essential resources

• principal vision and exemplary leadership
• a committed, professional and enthusiastic staff who have been open to a process of significant change
• excellent casual teachers who have been actively involved in all programs and who have developed as teacher experts
• exemplary community interagency support and the success of the Bowraville Community Alliance.

Reflections

"TBPL has allowed us to work with our colleagues to enhance and upgrade our skills professionally and work together creatively to improve learning, class and school morale and encourage a positive outlook".

"It was wonderful to be directed by Stephanie on developing a whole year numeracy program for each Stage. I had been reluctant to give up use of text books for mathematics".

Future directions

• Staff enthusiasm for TBPL is universal and teachers continue to meet in teams in 2007 to enhance their professional learning.
• The enrichment programs will continue with a focus on the space strand of mathematics.
• Student portfolios and School to Work initiatives, authentic assessment, interviews and presentations will be maintained within the PAS program.
• PAS resources will be utilised to support the commencement of Year 11 in 2007.

Contact: Malcolm McFarlane, Principal