A9 Analysis of agency performance

The Directorate made significant progress towards achieving strategic and operational priorities identified in the Strategic Plan 2010-2013: Everyone matters and the 2012-13 Priorities. There were four priority areas identified in the Strategic Plan and the Priorities: Learning and Teaching; School Environment; Student Pathways and Transitions; and Leadership and Corporate Development.

Learning and Teaching

Strengthening curriculum practices

In 2012-13 our key action areas were to:

• implement the Australian Curriculum in identified learning areas
• assess and report student progress using the Australian Curriculum Achievement Standards
• implement the National Quality Framework for Early Childhood in all preschools
• personalise learning by differentiating the curriculum and using flexible curriculum delivery
• provide student-centred, inclusive and industry standard vocational education and training programs.

In 2012, the Directorate worked closely with selected ACT public primary and secondary lead schools to produce exemplar assessment tasks and work samples in all phase 1 learning areas for publication by ACARA. The assessment tasks and work samples guide teacher judgement on assessing student achievement.

ACT teachers and curriculum officers continued to be involved at all levels of Australian Curriculum consultation and development. In 2013 all ACT K-10 public schools were teaching and assessing the phase 1 Australian Curriculum: English, mathematics, history and science learning areas.

For the first time all ACT K-10 public schools assessed and reported student progress using the Australian Curriculum Achievement Standards associated with each of the phase 1 learning areas in 2013. This included the development of a new system reporting template and brochure explaining changes to parents and carers.

In 2013 the Directorate in collaboration with the Catholic and Independent education sectors released a revised ACT Australian Curriculum Implementation Plan. The plan anticipated publication of the phase 2 Australian Curriculum: Chinese, Italian and Geography learning areas.

In 2013, all ACT public preschools offered 15 hours of education per week, in the year before formal schooling in line with the National Partnership Agreement on Universal Access to Early Childhood Education.

Public schools experienced consistent growth in preschool enrolments from 2009 to 2013 (Figure A9.1).

Figure A9.1: Preschool enrolments in public schools, 2009 to 2013

Source: ACT Education and Training Directorate, February census 2009-2013

To support the rollout of universal access to preschool education, the Directorate provided scholarships for teachers to upgrade their qualifications and prioritised the recruitment of qualified early childhood teachers in preschools. From 2009 to April 2013, 92 teachers were offered teacher scholarships in early childhood education.

All preschool units completed an annual Quality Improvement Plan to conduct self-assessment against the National Quality Framework for early childhood education and care. Preschool units in ACT public schools adopted a more transparent approach to delivering preschool education, creating opportunities for rich collaboration with children, families and the community. This approach supports and promotes the sustained delivery of high quality early childhood education in all public preschools.

The initial eight ACT public school preschool units completed the 20 week assessment and rating process between March 2012 and April 2013. Those preschool units were: Lyons and Narrabundah Early Childhood Schools, North Ainslie Preschool, Hackett Preschool, Harrison Preschool, Calwell Preschool, Hawker Preschool and Kingsford Smith Preschool. Five preschool units were rated at Exceeding National Quality Standard, one preschool unit rated at Meeting National Quality Standard and two preschool units rated at Working Toward National Quality Standard.

The Directorate developed differentiated and flexible learning options for students. The Directorate developed an online Virtual Learning Academy as a flexible learning space. The Directorate also established a Gifted and Talented Liaison Officers Network across ACT public schools and provided 15 teacher scholarships in the Certificate of Gifted Education.

The success of language programs offered or supported by the Directorate in schools is reflected in a steady increase in student enrolments in the four priority Asian languages since 2009. Similar trends have occurred in French, Italian, Spanish and German.

A number of public schools participated in the 2013 Languages Perfect World Championship in order to provide their students an opportunity to practice Asian and European language skills.

Box A9.1: Amaroo School wins the 2013 Language Perfect World Championship in the ACT

Amaroo School won the Championship in the ACT and also placed ninth globally for French out of 833 schools.

In 2013, 70 students from years 9 and 10 enrolled in vocational education and training CIT Short Courses. The courses provide an introduction into different vocational pathways. Courses included:

• Introduction to Hairstyling
• Caring for your Pets
• Start Your Engines – Introduction to Engineering and Automotive
• Avatars and Animation – Basic games design.

In 2013, 40 vocational education and training teachers were fully funded to undertake the Certificate IV in Training and Assessment at the CIT.

Raising standards in literacy and numeracy

In 2012-13 our key action areas were to:

• use data to identify student need and implement targeted programs to improve student learning
• further strengthen literacy and numeracy leadership
• use coaching and mentoring to increase teacher capability.

The Literacy and Numeracy Strategy 2009-2013 continued to guide the development of teaching and leadership capacity in public schools. The use of data to support decision-making has delivered high quality literacy and numeracy programs. Twenty-one specialist literacy and numeracy teachers worked as field officers to support teachers to improve student outcomes in literacy and numeracy across ACT public schools.

The Directorate delivered financial literacy professional development to 507 teachers across the public and non-government sectors under the ACT 2012 – 2013 Helping Our Kids Understand Finances – Professional Learning and MoneySmart Schools National Partnership. Four public and two non-government schools became MoneySmart lead schools under the agreement, adopting units of work provided by the Australian Securities and Investments Commission.

On 21 December 2012, the ACT Government signed the National Partnership Agreement on Improving Literacy and Numeracy that replaced the previous National Partnership Agreement on Literacy and Numeracy. The new National Partnership on Improving Literacy and Numeracy will contribute to the effective use of evidence-based approaches to improve the performance of students in participating schools. This includes Aboriginal and Torres Strait Islander students and students from disadvantaged backgrounds who are falling behind in literacy and/or numeracy development.

In 2013, there are 17 public, 14 Catholic and four independent schools participating in the National Partnership on Improving Literacy and Numeracy. The National Partnership will facilitate achievement of the following outcomes:

• improved student performance in target groups in literacy and/or numeracy in participating schools
• monitoring and analysis of student performance to facilitate the identification of areas where support is needed and where improvement has occurred in participating schools
• improved capability and effectiveness of literacy and/or numeracy teaching in participating schools.

ACT students continued to demonstrate improved results in literacy and numeracy across all year levels and domains in NAPLAN 2012. On average ACT years 7 and 9 students' achievement was approximately 12 months ahead of national results for the same year groups in numeracy (Figure A9.2).

Figure A9.2: Mean scale score in reading, writing and numeracy for years 7 and 9, NAPLAN 2012

Source: Australian Curriculum, Assessment and Reporting Authority, 2013, National Assessment Program - Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy National Report 2012

ACT students in years 5 and 9 achieved higher mean scores in reading and numeracy than students in other jurisdictions (Figures A9.3 and A9.4).

Figure A9.3: Mean scale score in reading for years 5 and 9 by jurisdiction, NAPLAN 2012

Source: Australian Curriculum, Assessment and Reporting Authority, 2013, National Assessment Program - Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy National Report 2012

Figure A9.4: Mean scale score in numeracy for years 5 and 9 by jurisdiction, NAPLAN 2012

Source: Australian Curriculum, Assessment and Reporting Authority, 2013, National Assessment Program - Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy National Report 2012

Closing the learning and achievement gap for Aboriginal and Torres Strait Islander students

In 2012-13 our key action areas were to:

• use personalised learning strategies for all Aboriginal and Torres Strait Islander students
• increase pathway opportunities and year 12 completion rates of Aboriginal and Torres Strait Islander students with particular focus on transition planning
• support and promote Aboriginal and Torres Strait Islander students to participate in post-school education and training
• strengthen data systems and analysis to further improve Aboriginal and Torres Strait Islander student achievement and attendance.

The Directorate continues to be committed to personalised learning for every student and undertook a number of initiatives to improve educational outcomes of Aboriginal and Torres Strait Islander students. Throughout 2012, the Directorate distributed information and resources to schools and delivered information sessions about the implementation of personalised learning plans. Schools have reported greater collaboration and consultation with Aboriginal and Torres Strait Islander parents and students when developing personalised learning plans.

While the NAPLAN results for Aboriginal and Torres Strait Islander students in the ACT were higher than the national NAPLAN results (Figure A9.5), there remains a gap between Aboriginal and Torres Strait Islander students and their non-Aboriginal and Torres Strait Islander peers. The 2012 NAPLAN data indicates an increase in the proportion of Aboriginal and Torres Strait Islander students achieving at or above the national minimum standards in year 7 and year 9 writing and numeracy compared to 2011.

The Directorate acknowledges there is still work to do to close the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Aboriginal and Torres Strait Islander peers.

Figure A9.5: Mean scale scores of Aboriginal and Torres Strait Islander students in reading, writing and numeracy for years 3, 5, 7 and 9 in the ACT and Australia, NAPLAN 2012

Source: Australian Curriculum, Assessment and Reporting Authority, 2013, National Assessment Program - Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy National Report 2012

The Student Aspirations Program Coordinators worked with Aboriginal and Torres Strait Islander students to support them to reach their potential through successful completion of secondary school and progression to further education, training and employment options. As of May 2013, a total of 137 students were participating in the program. In 2012 the Directorate conducted interviews with 124 Aboriginal and Torres Strait Islander students from year 9 to year 12 to explore their post school options.

Each year, high schools and colleges can apply for funding under the Directorate's Tutorial Support Scheme. The purpose of the funding is to support schools in their implementation of programs designed to enhance Aboriginal and Torres Strait Islander student engagement with learning, improve literacy and numeracy skills, provide extension or enrichment activities, and support students to complete assessment tasks. In 2012, $226,500 was allocated to public high schools and colleges for tutorial support.

Schools can apply for supplementary funding to support students from kindergarten to year 6 who are at risk of disengaging from school. Schools use this funding to provide additional support in the classroom.

The Directorate continued to deliver the leadership program, Accepting the Challenge – Improving learning outcomes for Aboriginal and Torres Strait Islander students. This leadership program is for principals, deputy principals and aspiring leaders and is designed to increase the capacity of school leaders to improve outcomes for Aboriginal and Torres Strait Islander students and strengthen the understanding of issues impacting their engagement with education. In 2012, a total of 133 principals, deputy principals and school executives participated in workshops

The Directorate continued to build connections and relationships between schools and Aboriginal and Torres Strait Islander families and communities with a focus on school attendance. To assist in this, the Directorate has undertaken the development and implementation of improved attendance reporting systems for all Aboriginal and Torres Strait Islander students from year 7 to year 12.

There has been improvement in year 12 attainment rates for Aboriginal and Torres Strait Islander students in ACT public schools (Figure A9.6). The percentage of Aboriginal and Torres Strait Islander students achieving a Year 12 Certificate in 2012 was 86.2 percent, compared with 80.4 percent in 2011. The percentage of Aboriginal and Torres Strait Islander students receiving a nationally recognised vocational qualification in 2012 was 55.2 percent compared with 51.8 percent in 2011.

Figure A9.6: Percentage of Aboriginal and Torres Strait Islander students receiving a Year 12 Certificate and a nationally recognised vocational qualification

Source: Board of Senior Secondary Studies, ACT Education and Training Directorate

Improving teaching standards

In 2012-13 our key action areas were to:

• support all schools to use the National Professional Standards for Teachers for feedback and reflection on performance
• enhance teacher capability to adopt new ways of teaching and learning including the use of new technologies
• build teacher understanding and capability in responding to the learning needs of students from diverse cultural backgrounds.

Improving teacher quality is a priority for the Directorate. In the reporting period, the Directorate introduced enhanced strategies to support whole of career continuous improvement through the development of a revised leadership framework.

Continual development in the three domains of the National Professional Standards for Teachers – professional knowledge, professional practice and professional engagement – is included in expectations of performance for all classroom teachers. During the Annual Professional Discussion, the principal reviews performance and development in these three domains with each teacher individually. The Standards are used to identify teachers demonstrating outstanding performance in the three domains. If successful, a teacher is awarded an additional pay increment.

During the reporting period, teachers participated in trialling certification processes for the Highly Accomplished Teacher and Lead Teacher Standards, undertaken by the Teacher Quality Institute. This rigorous evidence based process relied upon the National Professional Standards for Teachers to articulate excellent practice.

The Standards are integrated into the selection process for a newly created, classroom based promotional position in schools. Executive Teacher (Professional Practice) is a promotional position for teachers with a focus on modelling exemplary classroom practice, coaching and mentoring teachers and leading professional learning programs to build teaching practice. The rigorous selection process for these positions involves assessment of applicants' portfolios of evidence for exemplary classroom practice resulting in improved student outcomes, observations in the classroom and an interview with a focus on school leadership capabilities.

Under the improved pathways into teaching reform, ACT public schools recruited associates from the Teach for Australia Program in 2011, 2012 and 2013. These associates were placed at Erindale, Canberra, Hawker and Lake Tuggeranong Colleges, Calwell, Belconnen, Lanyon and Melrose High Schools and Kingsford Smith School.

The Directorate recruited applicants through the Teach Next program in 2012 and 2013. Amaroo School, Lanyon, Stromlo and Melrose High Schools and Lake Tuggeranong College each received a Teach Next participant to fill areas of teacher shortage in physics, chemistry, general science, technology and LOTE.

The Directorate implemented improved teacher workforce planning and management processes through reforms to the classroom teacher salary scale. The current Enterprise Agreement also facilitated increased school-based decision-making in staffing processes. To further enhance school-based resource management, procedures were developed in partnership with 23 public schools implementing school autonomy through participation in the Empowering Local Schools National Partnership.

As part of the national reform of early childhood education and care and to promote higher quality services for children and families, the Directorate offered employment in early childhood settings to appropriately qualified staff only.

The Directorate is centralising ICT for all schools to ensure reliable access to ICT to support the adoption of new technologies in every school. All ACT teachers have single sign on to Australian Digital Curriculum content repositories that include over 17,000 pieces of digital curriculum content as well as best practice examples of integrating ICT into teaching and learning. The InSPIRE associates program identified five leading teachers in ICT integration across P-12 and developed their capabilities to share and promote the uptake of ICT across schools. ICT workshops were coordinated with both Microsoft and Apple to develop best practice in the use of mobile technologies and applications in the classroom. The Directorate has also invested in access to an online ICT skills program that provides just in time access to all public school teachers and students to ICT self help videos across a wide range of software and devices including iPads, Interactive Whiteboards, Adobe and Microsoft.

The Directorate promotes a whole school approach to addressing the needs of students with English as an Additional Language or Dialect (EALD), and to developing teachers' awareness of the needs to take into account the cultural and linguistic needs of students.

Companion House continues to provide schools with information and support for students with refugee backgrounds.

EALD students' English language proficiency levels are assessed and this is used by schools to plan for individuals and whole school approaches to meeting the needs of students from diverse cultural backgrounds.

School Environment

Building excellence in disability education

In 2012-13 our key action areas were to:

• build teacher capability to develop and implement individualised learning plans for all students with a disability
• provide professional learning that targets cooperative and collaborative team approaches to supporting students with disabilities
• ensure students with a disability have a clear support strategy in place at all transition points
• support and promote people with a disability to participate in post-school options, including vocational education and training.

The Directorate provided an early intervention program to 392 students experiencing developmental delays and disabilities from 2 years of age until entry into kindergarten. The percentage of parents and carers satisfied with their children's progress in early intervention placements was 100 percent in 2012-13. Ninety-eight percent of ACT public school students with disability accessing special education in mainstream and specialist schools had individual learning plans developed.

The Directorate has introduced a series of Disability Education Online Learning Programs for teachers. These six modules are internationally recognised as supporting leading practice and utilise a 'train the tutor' model which will lead to self-sustainability. Two of the modules have been rolled out to school leaders and Disability Education Coordinators with 24 trainers facilitating training to 90 staff in the 'Dyslexia and Significant Reading Difficulties' and the 'Speech, Language and Communications Needs' modules.

A Service Agreement between the Directorate and Therapy ACT established in 2011 continued to provide Therapy Assistants in schools in the reporting period. The Directorate commenced the development of a Service Agreement with the Health Directorate to support the medical needs of students in schools. A new model, 'Healthcare Access at School' was developed and is being trialled.

The Directorate continued implementation of two initiatives under the More Support for Students with Disability National Partnership:

• professional learning for Disability Education Coordinators continued to build the capacity of schools to meet the needs of students with disability
• development of the online training package for all school staff on the Disability Standards for Education 2005 continued in partnership with the University of Canberra.

In 2013, the Directorate developed the Transition Action Plan. This Plan provides teachers with guidelines that can be used to support students with disability and their families to transition from one education setting to another. House With no Steps continued to provide students with disability in years 9 and 10 the opportunity to participate in either Work Experience or a non-vocational social placement. This program provides students and their families with an understanding of career pathways and choices, social options and an opportunity to relate their school learning to life experience.

These initiatives were priorities under the Excellence in Disability Education in ACT Public Schools Strategic Plan 2010-2013.

The Directorate successfully developed a number of partnerships (including through Positive Partnerships and Therapy ACT) to coordinate workshops for families of students with disability. The workshops will be an ongoing initiative. The Directorate and Therapy ACT Governance Group was established to consider improving ways to work collaboratively to support families, students and schools.

Improving school environments to support contemporary teaching and learning

In 2012-13 our key action areas were to:

• implement a single education network (SchoolsNET) in all ACT public schools
• support students to use their personal mobile technologies to enhance their learning
• design, construct and upgrade schools by:    
  • opening Franklin Early Childhood School and Bonner Primary School
  • completing the expansion of Red Hill, Majura, Macgregor and Duffy Primary Schools
  • completing the upgrade of fire protection at every school
  • completing the installation of solar powered generation systems at all schools
  • completing the Tuggeranong Sustainable Living Trade Training Centre.

The Directorate supported student learning through the provision of learning technology and personal learning devices including improved computer access for students in primary schools and interactive white boards in all teaching spaces. In addition, web conferencing training and support was delivered (including webcams and headsets) to principals and staff from over 65 schools. A new library system 'Oliver' was implemented across all schools.

Stage 3 of the connected learning communities (cLc), the Directorate's virtual learning environment was trialled during term 2, 2013 in a small number of schools. The trial resulted in the development of an enhanced website, MyLearning that provides a collection of teaching and learning resources to improve learning outcomes and communication with students.

Advancement of personalised learning through differentiating the curriculum and using flexible curriculum delivery was a priority during the reporting period. To achieve this, a year 7 and year 8 Virtual Learning Academy in the physical sciences was established. The Academy is designed to improve differentiation for high academic ability students across ACT public schools. Work was also undertaken in preparation for a year 9 and 10 Virtual Learning Academy in a semester 1, 2013 pilot in the general sciences across four schools.

Franklin Early Childhood School and Neville Bonner Primary School were opened for the start of the 2013 school year. Franklin Early Childhood School comprises early childhood education and care services for children aged from birth to 3, with preschool to year 2 primary provision. The school is able to provide childcare services for 120 children and cater for 300 preschool to year 2 students. The school caters for children across the Gungahlin region.

Neville Bonner Primary School is a preschool to year 6 school catering for students in the north Gungahlin suburbs of Forde and Bonner. The school has been named after Sir Neville Bonner and includes Aboriginal and Torres Strait Islander people's artworks in the school landscape and school buildings. An Aboriginal and Torres Strait Islander Cultural and Learning Centre has been provided as part of the school.

The expansion and upgrade of Red Hill Primary School was completed and ready for use in term 4, 2012. Expansion and upgrade works are continuing at Macgregor, Majura and Duffy Primary Schools and are scheduled to be completed for the 2014 school year.

Engaging students

In 2012-13 our key action areas were to:

• maximise opportunities for students to participate in and influence their learning programs
• implement whole school approaches to student wellbeing and positive school cultures
• strengthen data systems and analysis to improve participation, attendance and retention of disengaged and at risk students.

The Directorate promoted opportunities for students to participate in and influence their learning programs through the completion of the initial phase of aligning individual learning plans and personalised learning plans with Pathways Planning. Students in years 6, 9 to 12, were engaged in the Pathways Planning process.

The second Student Congress was held on 28 May 2013 at the Hedley Beare Centre for Teaching and Learning. The focus of the congress was building a safe and supportive school environment from a student's perspective. At this meeting the congress also presented the Minister for Education and Training with the first Congress Executive Report. The Student Congress Executive also spoke at the Directorate's Leadership Conference. They focused on their vision for ACT public schools and contribution to the improvement of education in public schools.

Box A9.2: CareersXpo 2012

Twenty-one students in years 7 and 8 were enrolled at three achievement centres in semester 1, 2013. Achievement Centres support students at risk of disengaging from learning through a focus on intensive academic and social skills to build their confidence and competence.

Thirty-three year 9 and 10 students were enrolled in the CONNECT10 program at Dickson College, Lake Tuggeranong College and University of Canberra College Lake Ginninderra in semester 1, 2013. The program supports students to re-engage with schooling and to explore training or work options.

The Directorate employed a Student Engagement Officer and a Family Support Officer to enhance engagement of Aboriginal and Torres Strait Islander students and families with education across ACT public schools.

The Directorate supported a number of other initiatives such as The Cottage, Anglicare Youth Education Program and Galilee Day Program through funding or staffing the programs.

The Directorate is developing an Engaging Schools Framework that will:

• provide a common language and shared frame of reference for all stakeholders who play a part in supporting schools to engage all students in the ACT (including teachers, schools, community organisations and government)
• identify, promote and share examples of good practice and effective strategies drawn from international research and the practical experiences of public schools in the ACT
• support the development of an approach to guide schools and their communities to implement good practices.

The framework identifies four areas of good practice within schools that create an engaging school environment. These areas are: Strengthening relationships; Valuing, understanding and having high expectations of every student; Enriching connections with communities; and Building engaging school cultures. The Directorate will work with schools and external stakeholders in 2013-14 to develop responses to the framework.

ACT public schools continued work on increasing attendance of student with improved attendance rates of students in years 9 and 10 achieved during 2012 compared with 2011 (Figure A9.7).

Figure A9.7: Student attendance rates, 2011 to 2012

Source: ACT Education and Training Directorate, unpublished data

Engagement strategies in public schools have seen a steady increase in the apparent retention rate of students from year 7 to year 12 from 2007 compared with the Australian trend (Figure A9.8).

Figure A9.8: Apparent retention rate from year 7 to year 12 of ACT and Australian students in public schools, 2007 to 2012

Source: Australian Bureau of Statistics: National School Statistics Collection Table 64a

Student Pathways and Transitions

Improving secondary education in ACT public schools

In 2012-13 our key action areas were to:

• Review and refine the School Improvement Strategy to take into account the specific context of secondary school environments
• Support innovative teaching in classrooms and across schools through the sharing of best practice.

The School Improvement in ACT Public Schools Directions 2010-2013 continued to guide the network approach to school improvement and strengthen the current School Improvement Framework during the reporting period. The ACT incorporated the National School Improvement Tool within our School Improvement Framework in 2013. The tool was developed by ACER and endorsed by all jurisdictions to introduce a nationally consistent set of elements for the evaluation of teaching and learning practices.

In order to continue the Directorate's focus on improving secondary education in ACT public schools, specific projects were progressed through school and network improvement priorities. Projects included the development of secondary school partnerships to improve student access to online learning in literacy, numeracy and Indonesian language.

The Secondary Schooling Innovation Fund provided three rounds of seed funding for 10 projects to support secondary schools to develop innovative approaches under the Excellence and Enterprise, Advancing Public Schools of Distinction framework. Each network received seed funding for projects such as:

• The Tuggeranong Network Big Picture Academy
• South/Weston Network Inspirational Science and Mathematics Project
• the Year 10 Science, Mathematics and Related Technologies (SMART) Program
• the Belconnen Connected Project.

Project Leaders from round one funding shared their programs with the Directorate at the ACT Public Schools Innovation Showcase held on 3 September 2012. Projects showcased included:

• The Year 10 SMART Program
• South/Weston Languages Hub
• Gungahlin Connected
• Belconnen Connected
• Tuggeranong Network Big Picture Academy.

ACT public colleges provided creative and innovative learning environments and projects to their students. Dickson College students undertook an innovative project whereby students designed and developed an unmanned airborne vehicle for which they won the award from the Australian Computer Society.

Box A9.3: Dickson College wins award for the Unmanned Airborne Vehicle program

In the reporting period, six new INSPIRE associates were selected from across ACT public schools to conduct research and deliver professional development programs for teachers across the system. The professional learning was grounded in contemporary practice and promoted innovation in learning and teaching across the Directorate.

ACT public schools hosted 105 Australian School Based Apprentices (ASBAs) in 2012, exceeding the target set by the 100 ASBAs in the Education and Training Directorate initiative. ASBAs achieve a nationally recognised vocational qualification by combining paid work and training as part of their education program. Along with ACT public schools, the number of ASBAs continued to grow in the ACT Government Directorates from 400 in 2009 to 500 in 2012 (Figure A9.9).

Figure A9.9: ACT Australian School-based Apprenticeships 2009-2012

Source: Training and Tertiary Education, ACT Education and Training Directorate

Supporting successful transitions for all students

In 2012-13 our key action areas were to:

• strengthen the engagement of students, parents and carers in transition planning
• develop and deliver a case management approach for young people at risk to increase retention and attendance in education
• support the Re-engaging Youth Network Boards to develop partnerships
• improve school and system monitoring and analysis of student participation and attendance.

To support successful transitions for all students, the Directorate provided a number of initiatives for ACT public schools. Examples of these include the Work Experience program, Alternative education programs, Careers Advisors, Transitions and Careers Officers and the CareersXpo and Post School Options Xpo.

The proportion of year 12 graduates employed or studying after year 12 has been steadily increasing over the years. In 2012, 93.5 percent of 2011 year 12 graduates were studying or employed compared with 92.6 percent of 2010 graduates studying or employed in 2011 (Figure A9.10).

Figure A9.10: Percentage of year 12 graduates employed or studying, 2009 to 2012

Source: Budget paper No. 4 2012-2013

The Directorate also developed the Career Education policy to support improved access to career education and guidance. Collaboration with the Career Advisors Association NSW and the ACT and Career Development Association of Australia occurred to provide professional learning for careers advisors and teachers. The Deanne Reynolds Career Development award for excellence in the provision of career advice in schools was established and Career Advisors participated in the Career Advisors Mentoring program.

The Directorate continued to sponsor two Aboriginal and Torres Strait Islander trainees in connection with the construction works for Neville Bonner Primary School and Franklin Early Childhood School. The trainees were engaged through an external registered training organisation and were placed in the Directorate's central office and with the construction manager for the Neville Bonner Primary School project.

Improving skills and workforce development

In 2012-13 our key action areas were to:

• strengthen our relationship with all training providers through improved management systems
• implement skills reform initiatives to ensure greater quality, transparency, efficiency and access to training in the ACT
• develop an evidence-based forecasting model to ensure flexible and responsive management of VET
• support the Learning Capital Council to provide timely advice to government on tertiary education
• implement the VET in Schools Strategic Plan
• improve access to career education and guidance.

The Directorate continued skilling the workforce through initiatives under the National Partnership Agreement for the Productivity Places Program (PPP). In the ACT in 2012-13, approximately 1,173 qualifications were successfully completed. As of 30 June 2013, 875 participants continued working towards completing their qualifications.

The ACT continued to lead the nation in the proportion of the working age population with a non-school qualification. The ACT had the highest proportion of vocational education and training (VET) graduates who were employed or in further study after training in 2012 at 92.2 percent. This compared with the national average of 88.0 percent.

From December 2011 to December 2012 there was a 13.5 percent increase in the number of apprentices and trainees in training in the ACT. This increase compared with a 1.6 percent increase nationally for the same period. ACT's excellence in training was recognised nationally with the ACT Apprentice of the Year winning the Australian Apprentice of the Year award in 2012.

Box A9.4: ACT Apprentice of the Year wins the Australian Apprentice of the Year Award 2012.

During 2012-13, the Directorate made significant progress in the development of the ACT Vocational Education and Training Administration Records System (AVETARS). Upon implementation, the new system will streamline processes for all stakeholders of funded VET initiatives in the ACT. In addition, the new system will support greater transparency through enhanced data collection, management and reporting on VET activity.

During the reporting period the Directorate developed stage 1 of a modelling and analytical tool known as the FINE (Forecasting of Industry Needs and Entitlement) model. This model will help inform the evidence-base of the ACT Skills Needs List, combining the various quantitative and qualitative components to identify skill needs in the ACT.

The Directorate continued to support the Learning Capital Council to provide advice to the ACT Government on tertiary education. In 2012, the Council presented a paper to the ACT Government proposing a comprehensive strategy to attract national and international students to Canberra. The StudyCanberra initiative has been developed and funded by the ACT Government to support the growth of the Territory's international education sector, recognising the key role of all providers across the sector in cementing Canberra's reputation as the learning capital of Australia. This new initiative will see enhanced collaboration between tertiary education providers, business and government. StudyCanberra will be implemented from 2013-14 and will be managed by the Chief Minister and Treasury Directorate.

With the development of StudyCanberra a large part of the role of the Learning Capital Council has been completed. It has ceased meeting and has been replaced by a series of Vice Chancellors' Forums. These forums are chaired by the Chief Minister with the first being held on 7 June 2013.

Leadership and Corporate Development

Strengthening leadership and system support

In 2012-13 our key action areas were to:

• use the National Professional Standard for Principals for feedback and reflection with school leaders
• strengthen induction, coaching and mentoring for school leaders and managers
• advance improvement in management and use of data
• further develop transparency in school funding
• support school leaders to implement new human resource processes.

The Directorate continued to prioritise development of leadership capability for school leaders and managers through the incorporation of the National Professional Standard for Principals into the Directorate's Leadership Framework. The Framework is used for all school leadership selection processes.

The Directorate improved the integrity of data in the school administration system, MAZE. Change management procedures were established and a formal approval process for change implemented. Protocols for regular checking of user access rights were also developed and implemented.

Data quality statements and metadata for Directorate data were developed and provided to users of data as part of data dissemination activities. Examples included data submissions for the 2013 Report on Government Services and the 2013 release of the MySchool website.

The Directorate continued to improve school-based human resource processes. All 23 partner schools in the empowering ACT schools worked collaboratively to build, trial and refine human resourcing models. This included schools engaging in local teacher selection and refined teacher transfer processes. Approximately 300 staff were trained for school-based selection panels. Procedures were developed to implement new human resource procedures for all schools in 2013.

In 2013, all public schools implemented the same human resource procedures for the selection and recruitment of staff developed during Phase 1 of the empowering ACT schools initiative in 23 schools in 2011 and 2012. In 2012, professional learning for new and acting principals focussed on aligning new and existing tools for staff development and feedback.

Strengthening culture and values

In 2012-13 our key action areas were to:

• support all staff in their development
• ensure every employee receives effective, continuous and constructive feedback
• support and promote respect, equity and diversity in our workplaces
• support all staff to further develop cultural competency.

The Directorate incorporated the ACT Public Service Values and Signature Behaviours into the Directorate work environment. The values are integrated into the Directorate's new Strategic Plan developed in 2013. The adoption and promotion of the values contributed to further improving workplace cultures throughout the Directorate.

In 2012, The Directorate provided a range of professional development for principals and teachers focusing on Aboriginal and Torres Strait Islander education and cultural competency.

The Directorate, in partnership with Reconciliation Australia, launched its second Reconciliation Action Plan 2012 – 2014 in December 2012. This second plan builds on achievements of the inaugural plan, launched in 2010. The plan reflects the Directorate's ongoing commitment to reconciliation and continuing respect for the custodians of the land in which we teach and learn, the Ngunnawal people, their ongoing culture and contribution to the ACT community.

Implementation of the Respect, Equity and Diversity Framework across the Directorate continued during the reporting period. This included ongoing induction training for new Respect, Equity and Diversity Contact Officers who were identified in all schools and within central office. Twelve trained Conflict Coaches continued to be a resource for the early detection and support of workplace conflict.

Guided by a culture of continuous improvement and valuing staff, the Directorate supported professional development through initiatives such as:

• mentoring of staff and provision of access to appropriate professional development
• a focus on timely and relevant professional guidance in response to expressed need
• regular team meetings to plan efficient utilisation and prioritisation of resources
• formal and informal opportunities for performance management direction including written feedback to coincide with performance management meetings
• incorporation of ACT Public Service values into meetings and performance review conversations.

Fostering productive partnerships with families and key stakeholders

In 2012-13 our key action areas were to:

• strengthen opportunities for parents and carers to influence their children's learning programs and contribute to education more broadly
• engage with business and community partners, government agencies and other education providers to expand educational and training opportunities
• increase opportunities for Aboriginal and Torres Strait Islander people to contribute to decision making in education and training.

The Directorate continued to strengthen community partnerships in order to support student learning and to encourage broad community input into public education and training. Strategies included parent representation on key Directorate committees, including the Disability Education Reference Group and the Safe Schools Taskforce. The Directorate also held regular meetings with representatives of the Aboriginal and Torres Strait Islander Education Consultative Group and the ACT Council of Parents and Citizens' Associations throughout the reporting period.

In progressing the ACT Public Service Employment Strategy for Aboriginal and Torres Strait Islander People, the Directorate targeted an increase in Aboriginal and Torres Strait Islander staff within the school assistant classification.