State Award Submission Cover Sheet
State Award Submission Cover Sheet Title of Submission ‘The Computer May Say No, But Not At Parkhurst State School’ Maintaining Innovation in a 21st Century Digital Learning Community.’ School/s Parkhurst State School District Central Coast District Region Fitzroy-Central West Queensland Region Key Contact Person Name Moira Downes Position Head of Curriculum Phone Number (07) 4924 6555 Mobile Phone Number 04 0712 9994 Email Address mdown20@eq.edu.au Principal Name Lyle Walker Phone Number (07) 4924 6555 Email Address lwalk37@eq.edu.au or the.principal@parkhursss.eq.edu.au Please nominate the Showcase category for your project. Showcase Award for Excellence in the Early Phase of Learning Showcase Award for Excellence in the Middle Phase of Learning Showcase Award for Excellence in the Senior Phase of Learning Showcase Award for Excellence in Inclusive Education Showcase Award for Excellence in Leadership Showcase Award for Excellence in Innovation Showcase Award for Academic Excellence Showcase Award for Excellence in Community or Industry Partnerships Submission Overview “A new way of doing something, radical and revolutionary, advanced, introducing something new, ahead of the times, forward looking, being or producing something like nothing experienced or created before, the creation of new ideas or things; ahead of current thinking, introduction of new ideas or methods, a generation of new or improved processes introducing an object as if it were new”. These definitions of innovation characterise Parkhurst State School’s capacity to deliver and sustain a quality, future focused curriculum through digital pedagogy whilst engaging its clients and skilling its workforce for a rapidly changing global environment. Our learning community is different to other schools. We anticipate the future and facilitate teaching through tomorrow’s technologies today. OPTIONAL multimedia items for State Award Submissions ONLY: (For further information see guidelines appendix L) If included, please nominate () To be supplied on one compact disc with the hard copy. Multimedia items are not required electronically. Personnel Involved in the Project Lyle Walker (Principal) Moira Downes (Head of Curriculum) Venetta Jones (Teacher) Verity Coleman (Teacher) Roberta Dricoll (Teacher) Pascale Levacher (LOTE Teacher) David St Henry (Music Specialist Teacher) Kim Wakelin-Gray (Teacher) Hayley Farry (Teacher) Karen Hawtin (Teacher Aide) Michelle Gadsby (Teacher Aide) Averil Gooding (Teacher Aide) Fiona Haynes (Administration Officer) Marg Hannan (Teacher) Ben Huxham (ICT Technician) Diane Carroll (Teacher Bernice Cuffee (Teacher) Jan Lawton (Teacher) Louise Quirk (Physical Education Specialist Teacher) Sharon Tomkins (Teacher) Peter Donavon (Teacher) Anne Kerley (Teacher) Heather Stovold (Teacher Aide) Liz Bickey (Teacher Aide) Rynell Russell (Administration Officer) Remember the following when submitting: Submission required in electronic copy version first for checking by EDs and then hard copy, once signed off. Maximum five pages of submission information and 10 pages of appendixes (excludes the cover sheet and project summary) Minimum font size of 11 points The following appendix items must be included: a signed supporting statement from the Principal a signed supporting statement from the Parents and Citizens‟ Association a statement from any other person or organisation with an interest in the submission is optional ENTERING YOUR STATE SUBMISSION 1. Ensure you have enclosed all compulsory information by completing the Entrants’ Checklist in appendix E. 2. Ensure the principal signs this submission form. 3. Send your State Award Submission to your Regional Coordinator for feedback and signoff by the Executive Director (schools) by 24 June 2009. 4. State Award submissions due to the Showcase Project Manager by 26 June 2009. SIGNATURE/S OF PRINCIPAL/S ______________________________________________ Date Friday June 05th 2009 To be completed by the Executive Director (Schools) after completion of the checklist: I support this submission and its entry in the Showcase Awards for Excellence in Schools 2009. This submission meets the requirements set out in the Executive Director‟s Checklist. Signature of Executive Director (Schools) Date ________________________________ _________________ All submissions remain the intellectual property of the Department of Education, Training and the Arts. If a submission uses material from a source not covered by Department of Education, Training and the Arts licenses, permission for use of that material must be sought prior to entry of the submission and written proof of permission must be included in the submission. Description Parkhurst State School has emerged as an innovative 21 st century learning community committed to making smart classrooms smarter and the achievement of quality outcomes for its students. Within eighteen months staff have undertaken an immense paradigm shift in their thinking, pedagogy and application of a range of Information and Communication Technologies (ICTs) to maintain the school‟s forward momentum and focus on forecasting and facilitating learning for the future. Parkhurst State School is not unlike many other schools drawing on a wide range of socio economic and cultural backgrounds, students disengaged from learning, a large scope of teaching backgrounds and experiences, limited funds and an eclectic mix of buildings and facilities. As a team, decisions and priorities are made to live and breathe our united vision of Tomorrow‟s Teaching and Technology Today through strategic resource acquisition, workforce skilling and catering for the needs and interests of our students. Quickly a shared philosophy of „expectation, not invitation‟ was adopted to align teaching practices and establish high expectations for quality teaching and learning. A culture of „all in and no one left behind‟ was harvested and embedded. Non threatening learning environments facilitated „dabbling‟ and risk taking. Likewise, staff committed to ensuring that no computer or ICT related device would ever say no in their day to day facilitation of learning. The Parkhurst State School workforce team are committed to continuous improvement through focussed reflection, ongoing design, and alignment of our vision to practice. Education Queensland‟s corporate vision of „Clever, Skilled and Creative‟ is living and breathing in every classroom. Collegial sharing and a deprivatisation of practice had become the norm with other schools adopting our model to initiate change at their sites. Conversations became focused around ICT challenges, new discoveries, „ah hah‟ moments and new learnings. Our staff quickly established themselves as facilitators, mentors, coaches and leaders in their own fields. Telephone calls and emails regularly came our way for specific advice, troubleshooting and support. The pedagogical licences were being attained thick and fast … our teachers were learners craving, like Oliver Twist for more. We were emerging in the eyes of other schools as innovators. The Smart Classrooms Professional Development Framework firmly established for staff personal agendas for learning. Innovation is characterised by … a new way of doing something, radical and revolutionary advanced, introducing something new ahead of the times, forward looking, being or producing something like nothing done, experienced or created before, the creation of new ideas or things; ahead of current thinking, introduction of new ideas or methods, a generation of new or improved processes introducing an object as if it were new. At Parkhurst we seek new ways of doing things, forecast to be ahead of the times, adapt our pedagogies to be contemporary and introduce new things to our students as if they were new. We often find it difficult to articulate exactly why we are innovative, different and unique to other schools because it is now embedded in our daily practice. Visitors often comment on everyday, new and exciting devices that support teaching and learning, but to us they are „yesterday‟s technologies‟. There are no barriers and blockers that promote innovation. Every resource acquisition has a purpose for learning and a positive impact on pedagogy. The Professional Standards for Teachers Framework shapes what we do and how we do it through ongoing reflection. Key emphases are the construction of relevant, connected and challenging learning experiences, rich literacy, numeracy and language programs, flexible, inclusive and innovation learning experiences and the integration of a range of ICTs that promote social development. Staff are committed to their own professional practices with all professional learning directly enhancing pedagogy and student learning. Staff challenge each other and engage in rigorous conversations around pedagogy and technology. We are at the stage where we no longer emphasise the digital but converse on pedagogy. The digital has become embedded and seamless. Some members of our teaching team have transformed in their pedagogy from being digital natives to becoming digital immigrants in a rapidly changing digital environment. Class sets of Ipods to store audiobooks, podcasts, vodcasts and projects, a variety of exergaming devices to make our Smart Moves ICT savvy, robotics and the much loved bee bots are now commonplace in classrooms. Away went the TVs, DVDs and CD players replaced by teacher Ipods to store digital media. Activotes and Active Expressions are valued tools that teachers and children cannot do without. The humble Friday Spelling and Number Fact Tests became something our students looked forward to with much anticipation and excitement. Kahootz and Gamemaker have our some students developing their own games. Teachers would find it challenging to teach in classrooms without IWB (Interactive White Boards) let alone other new acquired technologies to support teaching and learning. Teacher mark books are electronic and collected data has meaning. Our Music Innovation Centre is accessed by other schools and we are a Pilot for Release Two of OneSchool. SharePoint manages our information and makes announcements. Our Staffroom is paperless and transaction is automated. The priorities within the 2009 Professional Development agenda are embedded in school strategic planning documents, curriculum overviews, teacher planning and classroom practice. We acknowledge our students are digital natives, screenagers, and from generation cut and paste and as teachers we are challenged to accommodate and cater for the growing needs of this evolving technology driven generation. Beyond the school context our learners interface with a range of commonplace and everyday technologies that enhance their lives. As teachers, we create seamless classroom environments drawing upon these technologies to increase connectedness, links between the school and home, promoting active engagement, promoting substantive conversation, a problem based curriculum and social support. Our Preparatory Year students are living parts of their shared stories and picture books, through green screening. Year Ones now fly around the school on magic carpets and our Year Fives are superheroes. Multimedia is now at some amazing new heights. Jamtrax and Audacity compose soundtracks for multimedia projects. Staff and students take on personas via avatars, delivering their learning in new, exciting and engaging ways. We now work smarter and not harder. Wikis, blogs, forums, virtual classrooms and real time online chats are common place in classrooms. The Learning Place makes our large world smaller and now has more daily hits that ebay and YouTube. Our classrooms are worldly, real and richer for these experiences. Our collective and growing confidence has realised our vision of „Tomorrow’s Teaching and Technology Today‟ that appears visually on our school signs and website to reinforce our commitment to the future, innovation and quality student learning. Teachers are enthused, competent, excited and real first learners. The speed of change has been fast but continues to be craved. „Why not ?‟ and „How ?‟ are common questions amongst staff and students as they seek new and better ways to do new things. At Parkhurst State School it is our teaching that is innovative. The range of technology tools, devices and resources accessed by staff and students to compliment teaching and learning is what makes us distinct from other schools. Carol Beer, a famous character from Little Britain has became an unofficial member of our staff with her catchphrase of „The Computer Says No !‟ echoing in classrooms. We are collectively determined that no computer or other ICT tool would ever say „No !‟ at Parkhurst State School. We have in a very short time span emerged as a 21st Century Learning Community engaging staff and students in productive pedagogy using tomorrow‟s technologies. This submission is not recognising a standalone innovative project, but a change in culture and sustained innovation throughout the school by a range of leaders and learners. At Parkhurst State School we are cognisant of the need to future proof our practices to promote and deliver sustainability to ensure the school‟s forward momentum. In 2009 our workforce has increased by 15% as a result of a 30% growth in student enrolments. The recruitment of staff joining our workforce has become strategic through targeted selection. An emphasis is now on the need for new staff to have a demonstrated or pre existing commitment to the school‟s vision and their own professional learning agenda. New teachers to our school in 2009 have joined the staff already having an ICT Certificate, Pedagogical Licence, or commitment to attain this year. Processes are in place to sustain the school‟s innovative culture and practices. Strategic planning promotes focused resource purchasing and professional learning. All staff are committed to and engage in collegial sharing, peer coaching and mentoring to support their colleagues and maintain the school‟s forward momentum. Parkhurst State School is highly regarded as a leader in delivering high quality teaching and learning maintaining an innovative culture, whilst supporting onsite and external professional learning. All stakeholders within the Parkhurst State School community work together and reflect through appreciative inquiry as a key strategy to monitor outcomes and strive for improvement. Our school community are committed to transformational learning and school wide renewal to initiate real and purposeful change and deliver quality outcomes for student learning and teacher professionalism The Federal Government‟s Building the Education Revolution and National School Pride Programs are timely initiatives to further advance the school‟s agenda to deliver 21st Century Learning through high quality teaching, as articulated in our school‟s vision. As a school community we now do our core business of teaching and learning differently, think and act innovatively and never let technology get in the way of quality teaching by seeking out alternative and new ways to do old and new things smarter. In 2009, Parkhurst was short listed by Regional Office Staff and eLearning Branch personnel as one of three Queensland schools to attend the Microsoft Innovative Schools Asia Pacific Forum in recognition of the school‟s innovative teaching and learning culture and embedded school wide use of ICTs. As a result of the forum, Parkhurst has been invited to submit an application to join thirty other schools worldwide as Pathfinder Schools in Microsoft‟s Innovative Schools Program. If successful, this program will provide access to Microsoft‟s human capital, evolving technologies and quality professional learning opportunities to further enhance our pedagogies and improve student learning outcomes. Connection to QSE – 2010 and/or Education and Training Reforms for the Future All Queensland State Schools strive for excellence in learning and preparing their students for lives beyond the school for careers yet to be created in an ever expanding and changing world. Parkhurst State School lives, breathes and actions this systemic vision and direction on a daily basis through delivering quality teaching and learning to develop smart learners of the twenty first century. We recognise our students as being „digital natives‟; the „generation cut and paste‟ or „screenagers‟ and have ensured our curriculum offerings equip them with not only the skills they need today but for the future. All staff strive and are committed to ensuring the individual needs of all learners are catered for within our unique community. The ongoing delivery of high quality, authentic teaching and learning, with the integration and innovative embedding of a wide range of information and communication technologies (ICTs) has allowed the school to cater for the full range of needs of our learners. This is evident throughout the school from our Preparatory Year Students‟ early immersion in literacy utilising Ipod technologies to provide a consistent model for language learning to our Indigenous students‟ consolidation of writing concepts utilising multimedia and game making software to effectively sequence their ideas to our Music Innovation Centre extending the range of musical gifts and talents of learners through music composition, beebots and robotics to cater for the technically minded, the use of GPS technology to reinforce spatial concepts in our middle school classes and adaptive technologies for students with special needs. At all times, achieving quality outcomes for all students across the full spectrum of schooling is our goal. Our vision of „Tomorrow’s Teaching and Technology Today‟ aligns with DET‟s vision of „Clever, Skilled and Creative‟, fostering a safe and inclusive environment that supports staff and student risk taking, creativity and innovation. At Parkhurst State School, a strong emphasis exists on the individual, catering for the diverse range of learning styles, abilities, cultures, social and emotional needs, and backgrounds that exist in all classrooms. Our Schoolwide Curriculum and Assessment Plan is revitalised and renewed each year to accommodate for changing school and system wide initiatives and priorities as well as responding to the diverse, changing and evolving needs, knowledges and skills of our students whilst aligned to the school‟s vision and values. Students deemed to be „at risk‟ through periods of absenteeism or not engaging are catered for individually through active, hands on learning, modified programs, information and communication technologies The recent Building the Education Revolution (BER) and National School Pride Programs has provided our school with the opportunity to establish 21st Century learning environments and facilities that align to our vision and commitment to a quality, futures focused learning and teaching agenda. Strong, established partnerships exist between our „feeder‟ secondary school, cluster state schools, our adjacent University, other government agencies and nearby industries and businesses. Our workforce is called upon regularly to facilitate a range of curriculum, pedagogy and ICT related professional development and training for colleagues and peers within our cluster, district, region and state. Staff recently represented Queensland nationally at the Microsoft Innovative Schools Asia Pacific Forum, following Parkhurst‟s selection as one of three „innovative‟ Queensland schools. Staff are encouraged to take ownership of their own learning, development and training agendas, seeking out new learnings that will enhance their work and deliver quality learning outcomes for students. Every member of the teaching team is regarded as a leader, mentor and facilitator of learning for others, displaying commitment outside school hours to professional develop their colleagues. By the end of 2009, all teachers would have attained their ICT Pedagogical Licence. Outcomes Our outcomes are not about ICTs but how ICTS have impacted on a number of areas as a result of our commitment to innovation. Student Outcomes Students continue to express increased satisfaction regarding what they learn and how they learn. In 2008 student outcomes were flagged as dramatically above state and like schools means for the past two years. In 2008 parent satisfaction increased to be above state and like school means with specific reference to the schools commitment to developing technology skills. Student Case Study One Shosshiana aged twelve years. Shosshiana is a long term student of Parkhurst State School and has experienced much transience between our school and one within an Indigenous Community in our Region. Two years ago, staff deemed Shosshiana and her two younger siblings to be „at risk‟. Shosshiana‟s literacy and numeracy skills are currently below National benchmark with dramatic improvement noted over the past two years. Shosshiana was known to be regularly absent and truant from school. The introduction of interactive technologies in all classrooms in late 2007 has resulted in more engaging pedagogies that have „caught‟ Shosshiana‟s interest and inspired her to attend school everyday. Shosshiana herself openly credits her regular attendance to the technology she is allowed to “touch and use for her learning. School is a cool place to come to.” This attitude has been transferred to her two younger siblings who also now attend school regularly. Shosshiana is a true digital native, a hands on learner, is ICT savvy and shows great confidence in using ICTs to learn. Shosshiana quickly acquires the skills needed to navigate a range of new technologies and has been instrumental in providing staff skilling sessions, particularly in their use of peripherals and other hands on devices. Student Case Study Two Harley aged twelve years. Harley is a Year Seven student who enrolled at Parkhurst State School two years ago following a spate of ongoing suspensions for inappropriate behaviour from a neighbouring school within our Cluster. On his arrival to Parkhurst, Harley openly declared that he „hated school and hated learning.‟ Harley‟s enrolment at Parkhurst coincided with the introduction of interactive whiteboards in all classrooms. This schoolwide initiative was instrumental in contributing to the dramatic change in teacher pedagogy and immediately captured Harley‟s attention and directly contributed to the dramatic change in his outlook to his education, attitude and learning. Over the past two years, Harley has not been suspended and reports that … „Learning is very different to his other school. My teachers are very clever and they teach very differently. Our whiteboard explains things better for me.” This year, Harley has become a member of our Student Council and provides classroom support for early years teachers as part of his role. Learning Environment and School Climate Student satisfaction of their learning environment continues to rise and continues to be consistently above state and like schools means. Students have recognised the interest teachers take in the learning. Parent and carer satisfaction regarding the learning environment, learning opportunities and individual interest in student learning is above state and like schools means. Students are happy to come to school and learn. Disciplinary absences have decreased and general attendance has improved due to the dynamic nature of classrooms. Students have flagged their satisfaction regarding the school climate and the behaviour of their peers to be above like schools mean. The disengaged are engaged and the non attendees now attend. Schoolwide Outcomes In 2008 our school achieved its first AAA rating, in recognition of advanced infrastructure, commitment to professional learning and ICT integration, resource acquit ion and innovative approaches to learning. Parkhurst State School received district and regional acknowledgement of collective onsite innovative practice through referrals to other state school and the recent hosting of the regional eLearning conference. In November 2008, interest in our school became international with Promethean United Kingdom showcasing our digital learning and pedagogy through a videography for worldwide audiences. Our staff and students were acknowledged worldwide for their best practice. Visit www.parkhursss.eq.edu.au/icts.htm to learn more ! Pedagogy Students are highly satisfied with teaching for the past two years being above like and state school means. Satisfaction has increased every year regarding computer technologies and its integration. Parents are increasingly satisfied with the quality of teaching and standards of work expected. Resources All stakeholders believe Parkhurst State School is well equipped with opinion being above state and like schools. There is great satisfaction regarding student access to computer technology and the internet. Students have expressed their satisfaction regarding resources, access to computers and the internet. Staff are highly satisfied with their access to a range ICT resources. Satisfaction regarding ICT maintenance is again above both means. Supporting Evidence School Opinion Data Media Clippings Promethean Videography Enrolment Data AAA Rating Enrolment Data Photographs Letters of Support 2008 Regional Showcase Winner Case Studies Attendance Data Queensland Microsoft Innovative Schools Representative Staff Professional Learning and Training to Foster Innovation As Learners As Leaders/Facilitators ActiveUser Group ActiveUser Group Regional eLearning Conference Regional eLearning Conference Pedagogical Licence Training Microsoft Innovative Schools Forum „UnConference Sessions‟ OneSchool Release Two Pilot Principal‟s eLearning Practicuum Mackay Regional eLearning Conference Microsoft Innovative Schools Forum Pedagogical Licence Facilitation Promethean Enhanced Modules Multimedia/Chromascreening Appendix 1 Education Queensland Data – Student Opinion Survey Appendix 2 Education Queensland Data - Parent Opinion Survey Appendix 3 Education Queensland Data - Staff Opinion Survey Enrolment Data Cohort Progression Data (By Percentage) Pre/p to Year 1 to Year 2 to Year 1 Year 2 Year 3 2005 -5% -6% 3% to 2006 2006 -19% -23% 0% to 2007 2007 13% -20% -11% to 2008 2008 33% 22% 20% to 2009 Year 3 to Year 4 Year 4 to Year 5 Year 5 to Year 6 Year 6 to Year 7 3% -5% -6% 0% -13% -9% 0% 6% -16% -29% -23% -14% 29% 26% 44% 17% Appendix 4 Promethean Videography and Media Clippings Promethean Videography Link www.parkhursss.eq.edu.au/icts.htm Appendix 5 Smart Classrooms News Stories and Staff Achievements Parkhurst State School teacher team includes 15 teachers in fulltime, part time and specialist teaching capacities. In 2008 all teachers committed to attaining their pedagogical licences. Fifty percent of staff have achieved licence level with the remaining 50% of staff committed to submit their licences at the end of Semester One, 2009. Appendix 6 2008 Showcase Regional Award & ICT Index Report Appendix 7 Letters of Support – Parkhurst State School Principal and P&C Appendix 8 Letters of Support – Glenmore High School Principal & Dean of CQU Appendix 9 Letter of Support – FCW Regional Technology Manager Appendix 10 ICTs in Action at Parkhurst State School Visit www.parkhursss.eq.edu.au/support_information.htm to learn more !
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