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Meet the Team
The secondary support team from the
Goldfields District Education Office will provide support to schools
to enable them to provide meaningful & relevant educational
programs for all secondary students.
Our Roles and Responsibilities
Retension &
Transition - Participation Manager
The Participation Manager provides leadership
and coordination with the aim of achieving successful transitions
for 15 to 17 year olds who are ‘at risk’ of disengaging
from education / training / employment.
Responsibilities:
- Work with and provide advice to the District Director,
schools (government & non-government) with upper secondary
students (ie. Years 10, 11 & 12), local community groups/businesses/RTOs
(Registered Training Organisations) & local consultative committees
in order to create a Goldfields District Education & Training
Plan for 15-17 year olds who are ‘at risk’ of disengaging
from education/training/employment.
- Provide leadership, support and advise to ensure
the development and implementation of appropriate career &
transition plans and programs for ‘at risk’ 15-17
year olds. Monitor & assess the effectiveness of these plans
& programs.
- Liaise with students, their parents, schools,
businesses, RTOs concerning Form B: Application to participate
in a combination of Options and Form C: Application to Participate
in full-time employment for teens turning 16 years old in 2006.
- Approve or reject application Form B & Form
C on behalf of the State Minister for Education & Training.
- Provide information to the public on issues related
to the raising of the school leaving age as well as retention
and transition programs for ‘at risk’ 15-17 year olds
in the Goldfields region.
- Develop strong communication networks across the
Goldfields region with business, industry, agencies, schools and
other directorates concerning retention & transition issues
for ‘at risk’ 15-17 year olds.
- Liaise and build relationships with local businesses
and industry in order to foster work and career opportunities
for ‘at risk’ 15-17 year olds.
- Organise meetings/seminars/workshops for DET staff
and others on issues related to the raising of the school leaving
age and retention & transition programs for ‘at risk’
15-17 year olds.
- Attend professional development and other training/workshops/seminars
related to the raising of the school leaving age, retention &
transition, career counselling, youth work, etc.
- Identify, collect, monitor, and report relevant
data related to student participation & the raising of the
school leaving age.
- Establish systems to track and report on matters
related to Form A: Notice of Arrangements, Form B, and Form C.
- Manage the Goldfields RAT budget and identify
resource needs and funding sources for initiatives outlined in
the Goldfields District Education & Training Plan for ‘at
risk’ 15-17 year olds. Manage and coordinate local office
resources, travel and professional development.
- Provide leadership, supervision, performance management,
professional development, support, and advice to Goldfields Participation
Coordinators (PCs). Monitor PCs work & workloads. Assess school
referrals for PCs support and assign PC services to ‘at
risk’ teens as required.
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Retention &
Transition - Participation Coordinator
Participation Coordinators (PC) have been employed
in all districts across the state to support the Raising of the
School Leaving Age. This role will specifically comply with the
requirements of the Acts Amendment (Higher School Leaving Age and
Related Provisions) Act 2005.
Responsibliites:
- Working directly with 15 to 17 year olds who are
at risk of disengaging from education and/or training, on a case
coordination basis to support successful transitions.
- In 2006 the focus of PC’s will be to work
with students at risk of disengaging, who are turning 16 years
old.
- There is currently one PC appointed in the Goldfields
of which the proposed case load is 50 students (who are most at
risk of disengaging from education and/or training). Until another
PC is appointed (planned for October 2006), PC student support
will initially focus on teens within the Kalgoorlie City Cell.
- PC’s will provide intensive individualised
support and advice to those students identified as being most
at risk of disengaging and will broker access to other providers
offering the most relevant service to each individual’s
circumstances.
- Brokerage of transitions to a range of post school
options and with post school options providers, including further
education, TAFE and other Registered Training Organisations, apprenticeships
and traineeships, community-based programs, meaningful employment
or a combination of options is coordinated.
- The position develops and maintains an effective
network of youth, employment, education and training services
relevant to young people in the Goldfields.
- Career and transition planning, including an Individual
Pathway Plan is developed for each young person at risk of leaving
school early.
- Support Parents/carers/independent children in
completion of paperwork relating to pathways undertaken by students.
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Enterprise and Vocational
Education Coordinator
The EVE coordinator assists schools and districts
to develop quality and innovative VET in Schools programs
in schools to support and critically analyse such developments through
evidence based data collection.
The EVE Coordinator provides the link between schools. TAFEWA colleges,
Registered Training Providers (RTO), District Offices and the Department
in progressing VET in Schools policy and key initiatives including:
- VET in Schools programs generally.
- Promote apprenticeship and traineeship pathways.
- School Apprenticeship Links (SAL) program.
- School Based Traineeships.
- Encouraging schools to offer VET programs.
- Progression of innovative VET delivery approaches
that engage and maintain student’s participation.
- Liaising with schools, district offices and TAFEWA
colleges ensuring effective links are established and maintained.
- Assist schools in the implementation of the Career
and Transitions Framework and its application to the VET context.
- Providing practical support to schools in establishing
VET programs.
- Providing the link between industry, schools and
community agencies.
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VET / EVE Co-ordinator
for the NEA
The VET / EVE Co-ordinator for the NEA, assists
schools in the NEA to develop quality and innovative VET in
Schools programs in schools to support and critically analyse
such developments through evidence based data collection.
Responsibliites:
- Provide strategic VET/EVE advice and support to
all school sites within the NEA
- Provide strategic VET/EVE advice and support to
the NEA Area Director and Executive Principal.
- Provide assistance to site principals re strategic
VET/EVE planning and program implementation.
- Through Area Director (NEA) liaise closely with
ELLT Coordinator in developing and implementing VET/EVE programs
across the NEA and in developing and utilising linkages with RAT
and Ngaanyatjarra College.
- Develop and deliver a comprehensive range of VET
courses at school sites across the NEA for students and community
members.
- Facilitate professional development opportunities
for all staff within the NEA relating to VET in schools program.
- Promote student retention through the coordinated
development and implementation of a range of lifeskill education
programs.
- Duties as directed by the Area Director.
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Retention and Participation
Coordinator
The responsibilities of the Retention and Participation
(RAP) Coordinator in the Goldfields can be divided into two main
areas:
Attendance
- Assisting schools with the development of sound
processes and procedures for monitoring and follow-up of student
non-attendance.
- Convening an informal interagency Preventative
Panel to provide advice and assistance to the families of students
with poor attendance.
- In cases where non-attendance continues due to
non-compliance with Preventative Panel recommendations, convening
a formal School Attendance Panel (as per the Education Act 1999),
with a view to proceeding toward prosecution should non-compliance
continue.
Re-engagement of alienated
students
- Assisting schools with processes and procedures
that facilitate the re-engagement of alienated students.
- Active involvement in the development of flexible
learning options and alternative education programs for all students.
- Overseeing and monitoring exemptions from schooling.
- Facilitating the development of district-level
agreements and protocols with support agencies and employment
agencies to assist non-attending and alienated students.
- Convening School Discipline Advisory Panels to
consider applications for exclusion, and assisting excluded students
to find an appropriate alternative educational placement.
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Secondary Support Curriculum
Consultant
Resonsibilities:
- Curriculum support for all secondary teachers in
delivery of teaching and learning programs.
- Provision of professional learning regarding system
initiatives and where it all fits.
- Support for principals in provision of professional
learning that supports the School Accountability Framework.
- What are we trying to achieve?
(a question about outcomes, standards, benchmarks and targets)
- How well are we achieving it?
(a question about assessment, measures, analysis and judgement)
- What can we do to improve?
(“so what” question about evaluating, planning and
acting)
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Training Support Coordinator
Resonsibilities:
Providing training and / or support for:
- AIEOs participating in the Existing Worker Traineeship
program, in the town cell, north country cell and the NEA, in
conjunction with Carlisle TAFE.
- Playgroup workers, requiring training / support
to work in playgroups / early years settings in the NEA communities
- in conjunction with DCD.
- Teachers, Education Assistants and AIEOs working
with students with disabilities in NEA schools, as per the role
of the Visiting Teacher Inclusive Education (CIS).
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