| Real Outcomes |
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IMPROVED OUTCOMES THROUGH THE PERFORMANCE EDGE APPROACH: |
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Support Services for Students with High and Additional needs: LSSE (2008 ongoing)
‘ BUILDING SKILLS AND EXPERTISE with a focus on RECRUITMENT, INDUCTION AND RETENTION.’
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This Action team was able to investigate and provide recommendations around current best practice in relation to the recruitment, induction and retention of Psychologists, Social Workers, Support Teachers and Speech and Language Pathologists within an educational setting. The research looked broadly both nationally and internationally and compared practice across the four professional groups. After an intensive ten week block of Action Research, recommendations were submitted including (but by no means exhaustively): |
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The establishment of new graduate positions for the Dept of Ed
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Agreement with a mainland university to establish Tasmanian student placements to encourage trained professionals from Tasmania back to Tasmania |
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Recruitment initiatives within the Colleges |
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Redefinition of conditions for these workers including Annual Leave, TOLI/Flex time, Professional Development |
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Equity in terms of pay scale and transition between levels
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Clarity around the Code of Conduct and Code of Ethics around each professional group |
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Support members to work at a systemic level within organisations and the Department; ie Early Years and Parenting, inclusion in organisation leadership teams, assistance in evidence based educational packages
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Facilitation of professional group identity and multi-disciplinary team cohesiveness
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These recommendations have become the basis of new directions for the Department within the Learning Services South East. Many of the initiatives have already been implemented. |
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Support Services for Students with High and Additional needs:
(2008 ongoing) |
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DIFFERENTIATED FUNDING ALLOCATION |
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This Action Team again met for an intensive ten week block within a rigorous framework. Recommendations emerging from the group have been subsequently implemented in part and have revolutionised the distribution of funds for disadvantaged students across the 46 schools across the Learning Services .The model is being reviewed widely to establish its suitability for statewide implementation. |
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ADDRESSING LEARNING STYLES IN THE PROFESSIONAL DEVELOPMENT OF EMPLOYEES’ |
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This team was able to redefine the nature and provision of learning programs for employees in the area of Gas Supply across Tasmania. From drivers, to gas fillers, administrative teams and service and supply teams, workers were able to promote, design and establish a user-friendly approach to their new learning with a larger visual component and a timely implementation. This team was able to generate significant and sustained cultural change and after a previously challenging year, moved from last in field to first in field nationally through the cultural and systemic benefits of the Action Teams. |
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ADDITIONAL INCOME STREAMS FOR THE NEM AND METERING GROUP’ |
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This particular team of twelve established a potential multi-million dollar additional income stream through international research and creative application. The team redefined its core purpose within Energy Corporation Two as a measurement and data collection centre. It subsequently established a metering service extending beyond electricity. |
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"School A" Department of Education |
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The Action Teams emerging from the process of deep listening, analysis, strategy design and research has impacted significantly on the culture at the schoolThe Insight SRC mandated measurement tools identified enormous growth within six months of introduction of the process in the areas of : |
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Supportive leadership: >200% improvement |
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Participative decision making: >500% improvement |
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Individual distress: >200% improvement |
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General satisfaction: >500% improvement |
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Staff have embraced the learning culture and several staff members are currently investigating opportunities through the Action Teams to complete post-graduate qualifications, including teaming to produce a Professional Doctorate |
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EVIDENCE OF STAKEHOLDER INVOLVEMENT THROUGH ACTION RESEARCH: |
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Department of Education |
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‘DEFINING THE NATURE AND LEVEL OF SERVICE ' |
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At the highest level, the development of a common and clear understanding by the Learning Centre required the involvement of : |
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All South Eastern School Principals |
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All South Eastern Staff supporting students with High or Additional Needs |
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Administrative and Corporate staff across the Department |
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Within the second strategic stream of Strategy design and implementation for the Support Services, the focus emerged as the establishment of strong and compelling ‘Connections’ to support learning. Agencies both within and beyond the Department are currently being approached through a range of Action Teams investigating opportunities with the desire to create synergies and optimise outcomes. |
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Energy Corporation Two |
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‘SERVICE PROVISION WITHIN NETWORK’ |
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The approach implemented by this team required face to face interviews with a core sample of key providers. After significant research, action researchers developed a questionnaire asking stakeholders to rate their experiences when interacting with the team. The clients and service providers embraced this opportunity to improve service and new systems and understandings were subsequently generated. |
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"School A:" |
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‘FROM RECOMMENDATION INTO EMBEDDED PRACTICE’ |
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Taroona High School has developed its own model for engaging stakeholders and embedding practice. Involvement by stakeholders throughout the process ensures real time knowledge and timely reflection and redirection. Taroona High has successfully engaged parents, the community, staff and students through its improvement process by applying this approach and supporting the learning through the generation of Individual and Team Improvement Plans for Staff and Students. |
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"School B:" |
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‘THE VILLAGE GREEN’ |
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Through the generation of a parent and community Balanced Scorecard and the establishment and nurturing of Action Teams emanating from this strategy, the community has committed to the development of a Village Green which provides a coalition of services ranging from medical to historical, mentoring, community education, legal and psychological . |
