Annual Report 2007

Introduction
This report provides information about Port Hedland School of the Air and its activities and performance for 2007.

School Background
Port Hedland SOTA transmitted its first lesson on HF radio on 7th September 1964 and has since continued to serve Pilbara students who live at isolated locations related to the pastoral or mining industries, national parks management or Aboriginal communities. The school is one of five Schools of the Air in WA. It is accountable to the Director, Schools of Isolated and Distance Education and is serviced by the Pilbara Education District Office. The school’s programs and services are governed by the following ‘Purpose’, ‘Ethos’ and ‘Overarching Learning Outcomes’.

Purpose
‘Our purpose is to ensure that the geographically isolated students within our school develop the knowledge, skills, values and confidence to achieve their individual potential and contribute to society.’

Ethos
‘Port Hedland School of the Air provides a supportive environment, which exposes the students to a variety of experiences through a balanced curriculum. We work together to achieve personal and shared educational goals. Our school inspires us to continue to enjoy learning throughout our lives.’

Overarching Learning Outcomes (As outlined in the Curriculum Framework)
To ensure that all students:
• use language to understand, develop and communicate ideas and information and interact with others;
• select, integrate and apply numerical and spatial concepts and techniques;
• recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others;
• select, use and adapt technologies;
• describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions;
• visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options;
• understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it;
• understand their cultural, geographic and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia;
• interact with people and cultures other than their own and are equipped to contribute to the global community;
• participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others;
• value and implement practices that promote personal growth and well being;
• are self-motivated and confident in their approach to learning and are able to work individually and collaboratively;
• recognise that everyone has the right to feel valued and safe, and, in this regard, understand their rights and obligations and behave responsibly.

Enrolment Profile
Port Hedland SOTA caters for the educational needs of isolated students (K - 7) living in the Pilbara region of WA. During 2007, enrolments remained steady, ranging from 40 to 44 students, an increase on previous years. This enrolment consisted of a mix of approximately 25% Indigenous and 75% Non Indigenous students. Six Year 7 students graduated at the end of 2007. Enrolments for 2008 remain strong with the continuation of a strong ECE cohort.

Student Attendance
In 2007, 61% of students participated regularly in air-lessons via Centra. 9% of students regularly participated in air lessons via phone and 30% participated in air lessons irregularly or not at all. Many students were also involved in additional one-to-one teaching via the phone on a regular basis. Air-lesson attendance fluctuated throughout the year. As in previous years, this generally related to pastoral activities such as mustering.

The majority of students forwarded work for their teacher to assess, at an appropriate rate for the program with which they worked - a key method of determining attendance in our school. School attendance targets in 2007 were exceeded by Non Indigenous students with 93% (target 90%). They were not met by Indigenous students 63% (target 80% to fit with DET target). Strategies are in place to support students not returning work at a rate reflecting their true capabilities.

Attendance Rates
Non Indigenous Indigenous All Students
School 93% 63% 87%
State 94.2% 81.0% 93.1%

Staff Profile
In 2007, the school employed 7 teaching staff (includes STL and Principal) as well as a Registrar/ Library Officer. Staff movement resulted in two new staff for the beginning of 2007 – a Base Teacher and an Itinerant Teacher, as represented in the following table:

Staff Retention Rate
Total teaching staff 2007 7
Teaching staff retained from previous year 5
New teaching staff this year 2
Staff Retention Rate 71%

During 2007, the general staff attendance rate was high as indicated in the following table. This data does not include long periods of absence, as experienced by one staff member.

Average Staff Attendance Rate
Staff Type 2006 2007
Teaching Staff 99.1% 99.3%
School Support Staff 99.0% 97.5%
All School Staff 99.1% 99.1%

All teaching staff met the professional requirements to teach in WA public schools and are registered with the WA College of Teaching.

All teaching staff engaged in a minimum of eight days professional learning. This was supported by an average expenditure of approximately $1620 per staff member in 2007. Professional learning was within a wide range of areas including Making Consistent Judgements, Technology in Learning, Child Protection, Science, 4WD Training, Students at Educational Risk, Learning Difficulties, Aboriginal Education, SIS Reporting and Administration matters.
Partnership with Parents:
Port Hedland SOTA is proud of its strong partnership with its parents/families. The school supports families, not just students and this focus, along with the involvement of parents as tutors, enables parents to be fully involved and have an understanding of their child’s progress, successes and difficulties, as well as having a sound awareness of directions in education. Parent input into student programs and possible strategies for learning programs is considered essential and the norm.

Teachers work closely with tutors to provide the support that each child needs to progress at their individual rate. In doing so, teachers also give consideration to each family’s circumstance, ensuring that student programs are suited to the context of the learning environment. Our school recognises that the stronger the teacher/ parent partnership, the more that can be achieved for students, so this will continue as a guiding principle for all we do in future years.

The School Council meets to review the progress of school programs, set directions and consider feedback and issues from the school community. It consists of parent and staff representatives (the Principal). The amicable manner in which the Council operates, and the diligence of the representatives, ensured that the school and its community were again well supported in 2007.

The P&C Assoc. provides strong support through fundraising, as well as providing a forum for discussion and planning. Parent involvement in the teaching partnership ensures that interest in P&C remains strong. The support provided to the school by P&C is most valuable and very much appreciated.

A further demonstration of the strength of parent participation and sense of community is the large number of parents who attend activities such as camps, Home Tutors’ Seminar and the Christmas Concert/ Graduation. The effort in attending such events is not small, however consistently high levels of participation are demonstrated. Thankyou everyone for supporting the school through your attendance at such events.

School Programs and Value Adding
The school always aims to meet each student’s needs and to empower them to reach their individual potential. This is reflected in our ongoing school priority areas of “Students at Educational Risk” and “Meeting Individual Potential”.

Staff work in partnership with home tutors coaching and empowering each according to their context. Home Tutors’ professional learning is developed during a week long face to face seminar each year (value adding).

Staff meet as a team (Itinerant Teacher, Base Teachers and Support Teacher Learning) after every home visit and problem solve how to do the best by each student. This involves empowering each individual home tutor (value adding) to manage the teaching and learning process for all their students.

In recent years, staff have been working to replace the unsuitable Distance Education materials for our Indigenous students and to set in place more suitable processes, strategies and resources. This involves engaging and empowering both students and home tutors in the teaching and learning process. Our work has brought us from virtually no attendance and learning to 63% attendance and some learning (value adding). In 2008 we are taking steps to further extend this support. This initiative is reflected in our school priority area of “Indigenous Education”.

All students who gain selection to PEAC are encouraged to participate in “PEAC On-line” and teachers adjust their programs to accommodate this (value adding).

During 2007, SatWeb and later CENTRA (satellite-based) lessons were offered to students five days per week. Not all students are able to access this facility; however the school catered for these students by offering telephone lessons in its place. Class teachers facilitated SatWeb/ CENTRA lessons three days per week, with Music, Art, Indonesian and Scripture filling the remaining lesson times.

Curriculum materials developed for distance learners form the basis of many students’ programs. Whilst sound, they are one of many possible resources for student learning. During 2007, teachers continued personalising students’ programs to meet students’ needs. Program modification/ development included targeting a small area of need, catering for a particular learning style, mixing and matching materials to suit a student’s needs and completely designing programs when necessary. This requires a high level of collaboration between teachers, the itinerant teacher, the STL and tutors. The success of this collaborative process is evidenced by the achievement of students using programs tailored to their needs.

The role of the Support Teacher/ Learning (STL) has continued to be a vital role in 2007. The STL has been involved in a wide range of student program development, working very closely with teachers and the itinerant teacher to ensure a strong team approach. Work has continued in developing appropriate processes and materials to cater for our Indigenous students. The STL provides leadership and support for early identification of learning difficulties, development of strategies and learning programs, coordination of ancillary services and monitoring student progress (through the teachers).

The home visit program (value adding) was again very successful in 2007. Families received a high level of support through the three Itinerant Teacher visits and the one visit from each child’s class teacher. Families of two or more students received two-night visits from the Itinerant Teacher. Class teachers visited each of their students at least once (additional visits where there was a need for further support and program development). A different home visit program operated for indigenous families to better suit their needs and learning style. Whilst two styles of visit programs operated throughout the year, families across the school received equitable visit time. The current structure of the home visit program has provided appropriate and strong support for families within our school and will continue, with minor modification, in 2008.
The use of technology for lesson delivery, learning programs and communication continues has increase. Internet use has increased considerably and email is a major communication medium, both for students and adults.

Computers and peripheral hardware provided by the school. Computer support is provided through the Centra Helpline (Perth based). Software programs are available for loan by students. Many students’ learning programs include the integration of technology for a variety of purposes and outcomes. The quantity and complexity of tasks completed using technology has continued to increase across all year levels during 2007.

Home Tutors’ Seminar (value adding) is an essential part of the school program each year. In 2007 a number of Indigenous tutors attended for the first or second time. Guest presenters facilitated sessions on behaviour management and dealing with difficult moments. There was considerable time given for teachers to meet and share with their students’ tutors. Feedback indicated that the format and program was highly successful and relevant and tutors reconfirmed their view of such seminars being invaluable in supporting them in their role and developing working relationships. This view is also supported by the strong participation by tutors throughout the program. The opportunity for tutors to share their experiences and discuss school directions was also considered highly valuable. Home Tutors’ Seminar is recommended as a “must do” for all tutors, especially those new to the role and the school.

A vital part of the SOTA students’ program is social development (value adding). Isolated students need opportunity to be with peers and to develop skills associated with working in groups and with partners. During 2007, students had opportunity to participate in such activities through Home Tutors’ Seminar, two mini-camps, Ningaloo Adventure Camp (Yrs 3 - 7) and SOTA Muster (Yrs 4 – 7).

School Priorities 2007
1. Processes and Strategies
2. Independent Studies
3. Indigenous Education
4a. Individual Student Potential
4b. Students at Educational Risk

The above priorities were identified through school data analysis and community consultation. The first two priorities have been the focus of face-to-face opportunities, such as camps and home visits, though Centra lessons have also provided additional learning experiences. A need to use and internalise the use of processes and strategies appears to be an ongoing area of need across our student population and has been supported through a variety of strategies and opportunities. Our school emphasis is to enable all students to reach their potential, regardless of which end of the achievement spectrum students currently sit. Individuals are the heart of our school and therefore programs are aimed to reinforce this philosophy.

Student Performance Information
School families received a copy of the school’s assessment data in November 2007. This data was discussed at a Centra meeting with the school community and then at the November School Council meeting, with consideration being given to School Priority Areas for 2008.

A summary of that data (student achievement), as demonstrated by the school and WALNA testing results and also teacher assessment and judgement follows. This is, in most cases, framed in general terms, as it is difficult to break the data down into subgroups eg year levels, without the possibility of identifying students. This is due to the particularly small student cohort within the school. This also makes comparison from year to year very unreliable from a data measurement perspective, as each year’s results are a reflection of individuals, rather than a group. A larger cohort would provide a more reliable indication of the changes in benchmark results.

School Assessment
In 2007 our school only had 7 students in Years 3, 5 and 7. Therefore, in order to preserve student confidentiality, it is necessary to combine the Years 3, 5 and 7 results for reporting. The small cohort each year provides little value for comparing data from year to year.

Literacy
In Reading our students’ WALNA results were spread widely. All were above the benchmark. The MSE results showed all students achieving in the top 25% in relation to state norms. The MSE results are more in line with evidence that teachers have collected. WALNA results have been noted with regards individual students.

The WALNA Writing results were spread from just below the benchmark to the top 25% of the state. The MSE results correlated with this placing all the students in the top 52%. WALNA Spelling results again spread students
from below the benchmark to the top 25% of the state. MSE results placed all students in the top 47.5%.
Writing and Spelling have been identified as school priorities for 2008.

Results gained in the literacy areas of the ICAS Competitions (optional) also support positive achievement: English – 4 students with 1 Distinction and 3 Credits; Writing – 5 students with 3 Distinctions and 2 Credits and Spelling – 5 students with 1 Distinction and 4 Credits.

Indigenous students have demonstrated substantially lower achievement in all areas of literacy; however new programs and strategies continue to be developed and implemented with some success. A new emphasis has been planned for 2008 in an effort to better support Indigenous home tutors and empower them to tutor their students.

Numeracy
WALNA and MSE Maths results indicate that all students tested are above the state mean. It should also be noted that one student achieved a High Distinction and one a Distinction in the optional ICAS Mathematics Competition.

As with literacy, these results do not reflect the achievement of the Indigenous students who performed considerably lower than non-indigenous students in all areas of Maths. Once again, a targeted approach has been planned for 2008.

Science
Three strands of Science were assessed in 2007 using MSE materials – ‘Energy and Change’, ‘Natural and Processed Materials’ and ‘Investigating Scientifically’. The results reflected sound progress in Science, as students performed in the top 25% of the state for two areas. Students performed in the top 28% for ’Investigating Scientifically’. This was also supported by the ICAS Competition results: 8 students with 2 High Distinctions, 1 Distinction and 5 Credits.

Society and Environment
MSE assessment materials were used as the main source of information gathering for Society and Environment. The 2007 results indicate that students are in the top 37% of the state for all strands.

Health and Physical Education
Students performed above the state mean in the Health and Physical Education strand ‘Concepts of a Healthy Lifestyle’. Physical skills were assessed during camps and home visits and suggest that PHSOTA students are developing appropriately in this area.

Arts
The continuation of Visual Arts and Music via Centra assisted to maintain the profile of these areas. The ECE materials also provide structure for the inclusion of the Arts in students’ programs. Standardised assessment was not undertaken in these areas; however teacher judgement indicates appropriate achievement. Not all students participate in these lessons.

Technology and Enterprise
T&E activities are included in students’ programs and are frequently included in the home visit program. Many of the learning materials provide structure for the inclusion of T&E in students’ programs and opportunity has been taken during camps to expose students to this area. Formal assessment was not undertaken, other than teachers’ records, which indicate appropriate development in this leaning area.

LOTE
The continuation of Indonesian ‘on air’ assisted to maintain the profile of LOTE. Formal assessment was not undertaken in this area, other than the Indonesian teacher’s records. Not all students participate in these lessons; however those regularly participating achieve appropriate outcomes and compare well with students in the other Hedland schools.

Data Summary
The data collected by the school suggests that:
• Teaching and learning programs across the school are effective; however indigenous students performed significantly lower than non-indigenous students. New strategies implemented have improved performance but Indigenous tutors need further support. In 2008 we will extend the support offered by producing teaching and learning DVDs.
• WALNA and MSE testing results support each other and in most cases, teacher judgement.
• The very small student cohort affects the reliability of data collected; however data is compared with student performance as assessed by class teachers, to provide further comparison.

Determination of 2008 Focus Areas
In consideration of the data and discussion about the needs of our students, the School Council supported the introduction of two new Priority Areas for 2008 being:
• Writing and Spelling
• Personal Management

And the continuation of the following priorities:
• Processes and Strategies
• Indigenous Education
• Individual Student Potential
• Students at Educational Risk

Satisfaction
The school has enjoyed a very strong relationship with its community for several years. This has been very clearly communicated through feedback surveys and information gathering forums which have included discussion each year at Home Tutors’ Seminar (attended by the majority of the school community) and community discussion with the Director - SIDE twice per year, including during the school review process. In 2008, these processes will continue with additional information being gained through a triennial school community and staff survey.

In 2007, 65% of staff had remained at the school for four or more years. This further reflects a strong degree of satisfaction with their role and workplace, particularly seeing as Port Hedland is a “difficult to staff” location and traditionally experiences a high turn over of teachers.

School Budget
The school’s budget is presented to the School Council each year to endorse that priority areas are adequately funded. In 2007, the revenue available for allocation was $352,819. Whilst this appears significantly high for a small school, the cost of providing distance education programs is substantially higher than the per student cost of education provision in mainstream schools. This figure also includes a $100,000 IOSP grant for the provision of a bus for the school. Each year, the revenue is allocated to cover expenditure for operational, program, resource, staff development and building needs. This figure does not include staff salaries (paid through Central Office).

A summary of income and expenditure for 2007 follows:

Revenue: $
Opening Balance 11863
Contributions 1305
Donations (P&C and Other) 3460
Bank Interest 7409
School Grant 22771
CRF Grant 119321
Tied Grants 127565
Building Management Grant 49000
Camps 5940
Miscellaneous 4185
$352,819

Expenditure: $
Curriculum & Programs 26320
Building Management 30114
Home Visit Program 66466
Administration/Operational 18824
Technology 9161
Staff Development 13320
Camps & Seminars 46811
Reserve Transfers 37000
Miscellaneous 286
Balance carried to 2008 104517 $352,819

Concluding Comments
2007 was a year of strong progress for the majority of students. It was a difficult year in terms of staff illness, which impacted on the continuity of learning programs for some students. In saying this, school and state-wide assessment, as well as teacher judgement, provides evidence that appropriate teaching and learning was a strong feature of the school. Staff catered for a wide variety of learning needs, whilst considering the needs of home tutors as well.

The strong Indigenous student enrolment of recent years continued in 2007. As the traditional distance education learning materials are not suited to many of these students, the school continued to explore and implement strategies and programs to assist these students and tutors, whilst continuing to support the needs of non-indigenous students and tutors through a variety of programs and learning experiences.

PHSOTA is well placed to face the challenges and seize the opportunities that arise in 2008. We can look forward to further exploring strategies, processes, technologies and materials that support learning for each individual and further strengthening the collaborative processes that currently exist. 2008 has all the potential to be another very positive and productive year.

Malcolm Plester
PRINCIPAL

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