Strategic plan progress report 30 June 2015

Goal 1: A great start for children

Seventy-three and a half per cent of all Northern Territory approved education and care services had been issued with a quality rating against the National Quality Standards – higher than the national average of 66 per cent. Anula, Bakewell, Bradshaw and Larapinta preschools achieved a rating of ‘Exceeding’ the National Quality Standard — four of five Northern Territory preschools assessed to have been distinguished at this level, or higher.
Six Northern Territory More Early Childhood Teacher scholarship holders completed their early childhood degree qualification – four from long day care and two teachers. An additional 17 students continued their participation in the scholarship program.
Resources have been developed for educators and parents to support pre-literacy and numeracy strategies, and readiness for schooling. Nearly 1000 remote Indigenous families have been provided with high quality free picture books and coaching on the effective use of the books and oral language development for their children.

The Indigenous Education Strategy 2015-2024 was formally launched by the Minister for Education at Warruwi School on 1 May 2015. Key stakeholders have been briefed on actions under the strategy and projects across all elements have commenced.
With a focus on effective teaching of literacy and numeracy, the Progressive Achievement Tests (PAT) in Mathematics and Reading for Years 1 to 10 has been implemented in all Northern Territory government schools.
Schools have implemented the Australian Curriculum in English, Mathematics, History, Science; and Geography. A range of professional development activities were delivered to support implementation of the Australian Curriculum.
The School Enrolment and Attendance Measure (SEAM) is being implemented in all identified sites. A revised model continues to be implemented on Tiwi Islands and in Maningrida with an aim to expedite processes, timeframes and consequences in linking non-attendance to suspension of income-support payments. The revised model is being assessed to determine the level of success to inform future implementation.

With a focus on building a shared language across schools and creating a culture of improvement and success for students, Visible Learning continued to be implemented in Northern Territory schools. A range of ongoing professional learning programs were undertaken by teachers and school leaders across the Northern Territory.
Implementation of the recommendations from the Middle Years Review continued with schools working to support implementation of school-level actions.
A project commenced to improve the availability of data for users which will better place schools, regions and corporate areas in making informed decisions for continuous improvement.
Significant progress on the innovative service delivery agenda continued with the development and implementation of several industry led employment and post primary programs as part of implementation of the Indigenous Education Strategy.
Thirty Highly Accomplished and Lead Teachers are working in government schools.

Global School Budgets have been implemented in all Northern Territory government schools as part of increasing the level of school autonomy. Reports and tools to monitor expenditure are available to schools.
Six schools commenced operating as Independent Public Schools in January 2015 and a further nine schools formally applied to become an Independent Public School in 2016.
Key infrastructure projects commenced for two new schools, refurbishments, classrooms and extensions to support increased student enrolment demand including the construction of the new Henbury School and Northern Territory Open Education Centre.
Development of a strategic workforce planning framework continues and is being informed by national workforce data, and aligned with the Indigenous Education Strategy and Northern Territory Public Sector employment strategies.
Work continued on reforming the Education Act with the draft Education Bill released for public consultation in June 2015. Public forums were held in urban and remote locations, attended by approximately 100 people, and 23 online submissions were received.

The Northern Territory welcomed 200 new international students from 35 different countries. The students commenced their studies at Charles Darwin University and Northern Territory schools and joined more than 1800 students from 81 countries currently studying in the Northern Territory.
Further work was progressed on identifying logistical requirements for the establishment of a proposed centre for an English Language program in Timor-Leste.
The revised schooling implementation plan, under the Northern Territory Remote Aboriginal InvestmentNational Partnership Agreement (formerly Stronger Futures), was signed by portfolio ministers. The revised implementation plan aligns with A Share in the Future - Indigenous Education Strategy Implementation Plan 2015-17 and provides an outcomes focused agreement that acknowledges the significant reform needed to improve education outcomes for Indigenous students in the Northern Territory.
Work continued on developing tools to assist in the implementation of the national Vocational Education and Training framework to ensure secondary students are prepared for work when they leave school.

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