Senior+Teams

Hello Senior Team

Current Focus: To provide senior secodnary support to NT schools with a SSABSA number. To assist senior school teachers with specific subject knowledge, curriculum information, pedagogical ideas and solutions and assessment advice, assessment plan approval and support with the writing of assessment tasks. To provide certification information in regards to AVETMISS and Datex as well as some SAMS support. To provide certification to senior secondary students on their completion of each semester and or year. To assist schools with Career advice and VET programs as well as provide support and advice.

Initiatives: New NTCE coming on line in 2009 with the PLP for Year 10 students. Year 10 becoming part of the Senior School. Federal Government Trade Training Centre initiative.

Delivery Agreement Link: Provide policy, coordination, quality assurance and advice in curriculum, pedagogy and assessment. Facilitate professional learning with teachers, educators and leadership teams within and across schools. Maintain links with Office of SACE to provide curriculum documents to meet the needs of NT senior years students. Establish and maintain procedures for student assesssment, reporting and certification. Monitor, evaluate, analyse and report on student performance.

Professional Learning Models and Use of Data: Provide SSABSA approved professional development materials to teachers, educators and leadership teams. Analyse data at beginning of each school year for each NT school with a SSABSA number.

Knowns and Concerns for 2009: The makeup of the team. The impact of running NTCE and new NTCE concurrently with what? staff. Developing Year 10 programs for use by senior students. TTC's. Introduction of PLP for the first year. Staffing formula and how to staff. How to fit in all the admin tasks with such a full agenda already - Exit Art; Artists in Schools (who wants this?); Enterprise Grants; Cert IV Career Advisors; Youth Business Awards; Liaison with SSABSA; TRIPS input etc; budget. Growing areas - flexible options - who takes on this role?

TLS needs and wants in 2009:

Communication and Information: How to keep up with all info - are we being informed?

Knowledge Creation: Senior Schools Audit - input - reflection tool - related data?

Structure: Yes please....

Professional Learning Models: Collaborative working with Collaborative Trial Site personnel and Remote Learning Agents (NTOEC/NTDLS). ET2's on the ground for urban regions?

Use of Data: Analysis of data completed at beginning of school year - no-one to discuss this with and therefore no improvements made in schools in regards to this data. Targeted subjects - no scope to fit into busy agenda's. Year 10 - analysis of NAPLAN Year 9 results in order to best utilise in regards to PLP and Year 10 success.


 * || **VALUE FACTOR** || **CHANGES + FUTURE DIRECTIONS** ||
 * **SENIOR YEARS TEAM** || ||  ||
 * Provide accurate, timely advice || 5 ||  ||
 * Support new and existing NTCE Coordinators, new and existing data operators and teaching staff in general || 5 ||  ||
 * Support non-performing staff || 3 ||  ||
 * Professional Learning – informing schools about Senior Years and School to Work processes || **4** ||  ||
 * Positive working relationships with clients and colleagues and stakeholders || ***5** ||  ||
 * Establish links through IDL (React) to work more productively and effectively with remote and rural schools || ***5** ||  ||
 * Employ graphic design and educational publishing on an ongoing basis || 3 ||  ||
 * Work with SSABSA to quality assure NTCE Certificate printing and end of year completion checks || *5 ||  ||
 * **SUBJECT PROJECT MANAGERS** || ||  ||
 * Provide Subject specific advice || 4 ||  ||
 * Analyse results at system, school and subject level || *5 ||  ||
 * Provide clarity re curriculum needs /implementation || *5 ||  ||
 * New NTCE/SACE advice || *5 ||  ||
 * Subject specific and NTCE resource and program support || * 5 ||  ||
 * Assessment plan writing, approval, exemplars (specifically with NT context) || ***** **3** ||  ||
 * Networks between subject teachers, including the use of learning communities || *3 ||  ||
 * Knowledge regarding subject colleagues || *1 ||  ||
 * Rescue package options || *5 ||  ||
 * Professional Learning – flexible learning options and possibilities || 4 ||  ||
 * Provide options to adequately deal with flexible programs || ***3** ||  ||
 * Provide advice and program exemplars regarding the PLP || ***5** ||  ||
 * Provide direction regarding Year 10 – moderation – timely contact || ***5** ||  ||
 * Provide Curriculum, Assessment and Pedagogy advice || ***5** ||  ||
 * Sharing of ‘stuff’ that is working in Year 10 and Stage 1 and 2 subjects || **4** ||  ||
 * Specialist subject support – needed now || ***5** ||  ||
 * NT specific moderation requirements || **5** ||  ||
 * Targeted subjects assistance || **4** ||  ||
 * Credibility of Senior Years service || **5** ||  ||
 * Tracking students – in regards to NTCE patterns and student destination survey || ***5** ||  ||
 * Audit of NT SSABSA schools at Stage 1 || 1 ||  ||
 * Encourage a school based person to be responsible for knowledge of flexible learning options || 1 ||  ||
 * certification officers || ||  ||
 * Certification advice and support – Datex || **4** ||  ||
 * Provide AVETMISS and Datex training and ongoing support || **4** ||  ||
 * Provide information in regards to VET competencies/modules and reporting || 2 ||  ||
 * Production and distribution of NTCE Wall Chart and Pattern || * 5 ||  ||
 * Produce Certification schedule in consultation with SSABSA || 4 ||  ||
 * Produce and distribute NTCE Fact sheets || ***3** ||  ||
 * Liaise with SSABSA in the production of NTCE Statement of Results || ***** **5** ||  ||
 * Planning and organising paper and printing for NTCE stationery and certificates || * 3 ||  ||
 * Reprinting of historical student documents || * 5 ||  ||
 * Provide Remote data support || * 5 ||  ||
 * **SCHOOL TO WORK** || ||  ||
 * Assisting Career Advisors in their Career development programs || **3*** ||  ||
 * Facilitating links between schools and industry, LCP’s and RICA’s. || * 3 ||  ||
 * Provide examples of packages regarding entry to specific careers || ***** **3** ||  ||
 * Provide work experience options information for remote schools || 2 ||  ||
 * **VET, ENTERPRISE AND VOC LEARNING** || ||  ||
 * Liaise with RTO’s and schools to meet SSABSA deadlines || * 5 ||  ||
 * Streamlining processes regarding VET credits – consistency for RTO’s and schools || 4 ||  ||
 * Assisting schools to set up VETiS programs and SBAT’s || 4 ||  ||
 * Assisting schools to coordinate VETiS || 4 ||  ||
 * Assisting schools to negotiate with RTO’s || 4 ||  ||
 * Assisting schools to choose the most appropriate VET curriculum that meets students needs and has potential job outcomes || * 5 ||  ||
 * Assist schools with subject knowledge, curriculum advice, pedagogy and assessment advice in relation to VET and vocational courses || * 5 ||  ||
 * Work with RTO’s, industry groups, LCP’s, E and T and DBERD on programs and initiatives for schools that provide school to work transitions || ***** **3** ||  ||
 * Manage the Enterprise Grants and Youth Business Awards. || ***** **5** ||  ||
 * Provide professional learning for teachers who have been successful in obtaining an Enterprise Grant || * 3 ||  ||
 * Provide professional learning for VET Coordinators, Career Advisors and RTO’s in relation to VETiS issues. || * 5 ||  ||
 * Conduct a detailed VETiS consultation with school management and E and T field officers to identify employment/enterprise opportunities in the remote communities. || 4 ||  ||
 * Manage the Enterprise Grants and Youth Business Awards. || ***** **5** ||  ||
 * Provide professional learning for teachers who have been successful in obtaining an Enterprise Grant || * 3 ||  ||
 * Provide professional learning for VET Coordinators, Career Advisors and RTO’s in relation to VETiS issues. || * 5 ||  ||
 * Conduct a detailed VETiS consultation with school management and E and T field officers to identify employment/enterprise opportunities in the remote communities. || 4 ||  ||