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What Works in the Loddon Mallee Region of Victoria
In late 2006, the What Works team was contacted by the Loddon
Mallee Regional Office of the (then) Victorian Department
of Education and Training. Loddon Mallee is a large Region,
extending from Bendigo north to the Murray River and all
the way to Mildura in the far north-west of the State. Koorie
Education was (and is) a priority area in the Region, and
preliminary discussions were held about local needs and ways
the What Works team could assist in 2007.
A presentation was then made to the senior management team
at the Region, outlining a suggested program over a period
of some months. Similar presentations were also made to Principals,
who were at the time engaged in a series of strategic planning
meetings.
A program outline was then agreed. Particular features included:
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Initially 22 schools were involved, in six clusters:
Swan Hill, Echuca, Bendigo, Robinvale, Mildura and Mildura
Primary School. (Mildura PS was a ‘cluster’ of
its own, because its whole staff was involved, in four
work teams.) For various reasons, three schools were
not able to complete the whole program.
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Most schools had a team of several teachers, together
with Koorie Educators Koorie Eduction Development Officers
[KEDOs] and community members. Principals were often
involved as well. A total of about 150 people took part.
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Teacher time release was provided by the Loddon Mallee
Region so that teams could be involved in cluster meetings.
The Region also provided venues, catering and so on.
The What Works Program provided everything else.
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The program was focussed on planning, implementation
and evaluation of strategic action in schools, using
the What Works tools.
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The use of appropriate data was a central aspect.
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What Works team members facilitated the process and
specialists were involved as appropriate.
Look
at the program…
The program was based on beliefs that:
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•Teams from schools working
cooperatively and actively to plan action to improve
educational outcomes for Koorie students is more likely
to prove effective than approaching the task individually.
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Professional learning and the potential to influence
positive educational outcomes for students is enhanced
if teachers have dedicated time to reflect and work together
and can build their learning, relationships and networks
over time.
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The resourcing of professional learning, including
materials, intellectual input, facilitation and program
management, should be of a high standard and relevant
to the purpose defined.
Look
at participants' evaluations…
These links will take you to more detail about what happened
in some of the schools.
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