Monthly Archives: September 2017

School Based Policing Needs a Revamp

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An edited version of this comment was published in the ‘NT Suns’ on 26 September 2017.

SCHOOL BASED POLICE PROGRAM NEEDS REVAMP

The reduction and diminishment of the once strong School Based Constables (SBC) program available to NT schools is regrettable. A strong element of support was offered to urban and some rural schools over the years through this program. Attached to high schools, each School Based Constable (SBC) had a number of feeder primary schools he or she attended. Constables would visit their schools to conduct Drug and Alcohol Education (DARE) classes with children. They extended their role to include stranger danger awareness and issues such as bullying. Children used to appreciate ‘their’ constable in a way that helped them build positive feelings toward police. In turn, constables learned a lot about community matters of which they needed to be aware. Many potential problems were nipped in the bud because of advanced awareness.

Sadly and with the passing of time, this program has been redefined and significantly dismantled. School Based Police these days are known as Community and Youth Engagement Officers (CYEOS). They are no longer based in schools but visit (a lot less frequently than in the past) from suburban and town police stations. DARE programs have lapsed, along with the contribution SBC’s made to the sharing of children’s learning and the development of their attitudes.

The ‘personality’ of this program, was such that while adults may have had adverse attitudes about police, their children were developing positive attitudes about the force.

The ‘community’ aspect of their revamped role, involves CYEOS in work that has to do with the safety and security of homes. This aims at crime reduction and dealing with issues confronting householders. While necessary, these activities stretch the officers and have meant less time being available for activities in schools.

A point of alarm is that the training of police to fill this particular role has been largely discontinued. It may not be long before the program, one of Territory significance and copied by state and overseas jurisdictions, will be extinct.

A police sponsored program, the Blue Light Disco, has been reduced in urban areas. The program was also been rationalised for schools within our remote communities. The emphasis on Blue Light Discos is a sad loss.
Not only has this program filled an important place in the lives of young people but in social and recreational terms, has given them an enjoyable, supervised outing. I believe in recent times there has been a rescheduling of some Blue Light discos.

The reinstatement of School Based Policing as it was previously organised would be a step in the right direction.

‘NEW’ IS NOT NEW

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This paper was published in edited form in the ‘NT Suns’ on September 19 2017.

 

  NEW IS NOT NEW

Educational ideas and changes are often presented to the public as being innovative and new. This is often not the case. Proposed changes are in fact there to have a great article re-introduction of old practices, previously discarded.

Within education at both schools and system levels of management, there is a fairly constant movement of staff. Those new to education in the NT, may introduce ‘new’ practices without being aware of their past use and history. This happens because there is little in the way of written and recorded NT educational history.

From time to time, those earning degrees, may study aspects of our Territory’s educational past. However, their dissertations and theses at best, find their way into the university’s library archive, often never seeing the light of day after they have been assessed and filed. This means they benefit no-one. The research devoted to their preparation and what they reveal is largely wasted.

When appointed CEO of Education in 2009, Gary Barnes observed to a meeting of school leaders that his job as incoming leader was not helped by the fact that we had no recorded and readily available history of education in the NT. He suggested that to understand educational history would help leaders in planning the way forward.

Any hope there might be some changes to overcome this deficiency have never occurred. Consequently, many educators who come to the NT remain blind to educational history. They make decisions and introduce policies without realising how much of their ‘new’ content is old hat. The following are a few of the policies that have been re-run:

• Regionalisation of educational management which has been on, off and on again several times since the late 1970’s.

• Introduction of Aboriginal languages into schools. Over time, bilingual education and other approaches have been embraced, rejected and re-endorsed.

• Developing programs for the study of languages other than English (LOTE) in both primary and secondary schools has had the same on again, off again, now on again history.

• Teacher training methodologies have been re-modelled so many times, that confusion has resulted.

• TAFE, VET and life education approaches are in a constant state of flux, posing huge challenges for schools, training institutions and students.

Innovation and change are important to grow educational systems and the schools they support. However, so too is consistency and predictability. Introducing, dropping, reinstating and changing focus by habit, is not wise. For the sake of stability we need to reflect on our educational history.

 

 

 

 

EXCURSIONS PROVIDE FOR KEY LEARNING

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An edited version of this column was published in the NT Suns on September 12 2017

 

EXCURSIONS PROVIDE FOR KEY LEARNING

While most formal education takes place in classrooms, learning opportunities beyond the ‘four walls’ can add to student development. The part excursions play in furthering awareness should be appreciated.

Excursions extend normal teaching and learning contexts and are planned to support development and knowledge of the world beyond school boundaries.

In primary school, the child’s first extended educational experience may be an overnight camp at school. By the time children are in year 3 or 4, excursions often extend to provide for overnights of one or two days at places away from home. Berry Springs Wildlife Park is a top end example of where children camp and learn about animals, birds and nature.

Children in upper primary years may spend up to a week at the Batchelor Outdoor Education Centre, Outbound Adventure at Wallaroo (on the Arnhem Highway) or at similar places. These programs build confidence, introduce students to new skills and allow them to develop a sense of living that goes beyond the home. Sometimes exchanges between schools take place, with students being able to learn about other places in the Territory, for example Katherine, Jabiru and other Territory towns and communities.

Extending knowledge

In recent years, senior primary students have travelled interstate on extended excursion programs. One of the most popular destinations is Canberra where the War Museum, Parliament House, the National Art Gallery and other places of significance are visited. Education officers working in each place offer key learning and understanding opportunities. Some school groups, while down south, also visit Australia’s snow fields.

Destinations for some primary and secondary school excursion groups include overseas countries as near as Indonesia and as far away as Japan.

‘Living’ learning

Excursions add value to learning, enabling students to extend their knowledge and understanding. After reading, visualising or being told about elements of the curriculum studied, they get to ‘live’ in these environments beyond home and school.

Learning outside the classroom enables students and staff to build on positive relationships. Often those participating come back to school with added appreciation and respect for each other. Excursions are exercises in team building. They certainly help those taking part to understand and know each other as people. They come at a cost to parents and often engage schools in fundraising. However, the value added to student learning outcomes makes the preparation and expenditure fully worthwhile.

Note: Extended excursions are often referred to as ‘camps’.

 

 

 

 

 

 

 

 

 

SCHOOL STAFFING A 40 YEAR OLD YO-YO

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Edited version published in the NT Suns on September 5 2017

 

SCHOOL STAFFING A 40 YEAR OLD YO-YO

It’s on again! For the past 40 plus years, the issue of class sizes has occupied the minds of educators. The subject is one that has dominated the thinking of parents, classroom teachers, principals and system administrators. Documenting the changes that have taken place in both primary and secondary schools, urban and rural over the years, would fill the pages of a large book.

The argument about class sizes grows from educational theory and classroom practice. It includes issues of student age and ability. It differentiates between desk based learning and more practical lessons requiring the engagement of specialist teachers and equipment.

The current Enterprise Bargaining Agreement (EBA) between the Department of Education and teachers is due to expire in October. Among changes being sought by the Australian Education Union (NT) is for Territory class sizes to be reduced from 27 to 25.

The NT Government became responsible for administering Territory Education in 1979. During the 38 years since, there have been innumerable expansions and contractions in class sizes. These changes have been endorsed as part of the process attached to policy management and shifts in educational priorities.

The staffing formula once used to determine teacher entitlement took one side of an A4 page. In recent years, that has changed. Calculating exact teacher numbers for schools is no longer a simple process. It is one that has been made more complex by the fact that student classification (including special teaching needs and behaviour management) is taken into account when determining staff entitlements for each school. What was a simple process is now a complex issue.

Practical matters also cloud staffing considerations. When teachers are absent, it is not always possible to employ relief staff to cover classes. There are generally more positions in schools to be filled than relief teachers available for employment. Relief teachers will not always accept employment because of travel difficulties and other problems.

When causal teachers are not available, groups may have to be split, with students adding to the numbers in other classes. For primary, middle and senior schools, teachers may have to forego release time.
Assigning specialist teachers to general classroom teaching duties is another ‘solution’, that while necessary, is certainly not desirable. It can mean program changes and students missing out on art, music, physical education and other specialised subjects.

It is one thing to develop a formula for class sizes and another altogether to make it work.