The range of professional learning that supports the development of EALD teachers and raises the awareness of the needs of EALD students The new English as an Additional Language or Dialect Manual (December 2011) and the ongoing support provided by the EALD Executive Officer and other officers within the Literacy and Numeracy team The refugee programs that support an emerging need in student support. In analysing the feedback on what is missing in the provision of EALD services the issues raised can be categorised into four main groups: Funding and Resourcing. Central Office Support. Training and Professional Learning for teachers. Assessment and Curriculum. The strongest concerns/issues were raised in relation to funding and resourcing of EALD students and programs. Participants highlighted the inadequacy of the overall level of funding as being the most significant issue. Other issues raised in this category included: the need for increased support for Preschools increased support for student transition more time for students in IECs increased funding for interpreters the potential for schools (Principals) to dilute EALD support by redirecting resources to other areas. the area of Professional Learning and Training there was strong consensus that all EALD teachers should be TESOL qualified as well as having access to further training and professional learning. Increased knowledge of current practice in other states was also raised by some participants. In the area of Central Office support concerns were raised around the disbanding of the ESL Reference Group, the loss of Early Childhood Educator positions, and the need for greater support for Preschools. Assessment and curriculum concerns were not strongly articulated by participants, though the updating of moderation materials was raised along with improved data analysis tools. THE LPR PROCESS AND SUBSEQUENT FUNDING OF STUDENTS Participants identified some benefits/strengths of the current LPR process including: the LPR process helps EALD teachers identify EALD student needs and is a good base assessment of language skills the process is a system wide and moderated process the LPR process encourages good communication between EALD and mainstream teachers LPR make mainstream teachers more of EALD student strengths and weaknesses the LPR process is generally well understood by EALD teachers. In analysing the feedback on the concerns about the LPR process and subsequent funding of students the issues raised can be categorised into three main groups:
The range of professional learning that supports the development of EALD teachers and raises the awareness of the needs of EALD students The new English as an Additional Language or Dialect Manual (December 2011) and the ongoing support provided by the EALD Executive Officer and other officers within the Literacy and Numeracy team The refugee programs that support an emerging need in student support. In analysing the feedback on what is missing in the provision of EALD services the issues raised can be categorised into four main groups: Funding and Resourcing. Central Office Support. Training and Professional Learning for teachers. Assessment and Curriculum. The strongest concerns/issues were raised in relation to funding and resourcing of EALD students and programs. Participants highlighted the inadequacy of the overall level of funding as being the most significant issue. Other issues raised in this category included: the need for increased support for Preschools increased support for student transition more time for students in IECs increased funding for interpreters the potential for schools (Principals) to dilute EALD support by redirecting resources to other areas. the area of Professional Learning and Training there was strong consensus that all EALD teachers should be TESOL qualified as well as having access to further training and professional learning. Increased knowledge of current practice in other states was also raised by some participants. In the area of Central Office support concerns were raised around the disbanding of the ESL Reference Group, the loss of Early Childhood Educator positions, and the need for greater support for Preschools. Assessment and curriculum concerns were not strongly articulated by participants, though the updating of moderation materials was raised along with improved data analysis tools. THE LPR PROCESS AND SUBSEQUENT FUNDING OF STUDENTS Participants identified some benefits/strengths of the current LPR process including: the LPR process helps EALD teachers identify EALD student needs and is a good base assessment of language skills the process is a system wide and moderated process the LPR process encourages good communication between EALD and mainstream teachers LPR make mainstream teachers more of EALD student strengths and weaknesses the LPR process is generally well understood by EALD teachers. In analysing the feedback on the concerns about the LPR process and subsequent funding of students the issues raised can be categorised into three main groups:
eald_review_report_2_april.docx