staying on program

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Canterbury Boys High School

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A program to support ESL students in their transition fr

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Page 1: Staying On Program

Canterbury Boys High School

Page 2: Staying On Program

At your tables discuss some possible strategies. – 2 minutes

How can we engage ESL students, particularly refugees and international students, now that they must stay at school until at least age 17?

Page 3: Staying On Program

A program to engage and retain ESL and refugee students into the senior years.

Staying on Program

Page 4: Staying On Program

At a glance …… 491 students 400 LBOTE (mainly Arabic, Chinese,

Vietnamese, Indonesian, Bengali and Maori) 81.5% LBOTE 154 ESL (identified Phase 1, Phase 2 and

Phase 3 requiring ongoing support) 246 not requiring ESL support 25 Refugees 12 International students

2010

Page 5: Staying On Program

10 ENE made up of 21 students, all LBOTE and ESL.

3 international students and 5 refugees.

Why 10 ENE? ESL group, mostly made up of recently arrived IEC students needing explicit career support.

10 ENE – Target class

Page 6: Staying On Program

Students at UNSW

Page 7: Staying On Program

The ‘Staying On’ Program was a Sydney Region initiative, underpinning student success and providing equitable access to career information and support.

A joint Careers/ESL submission was successful. The program was to be supported by ASPIRE, UNSW.

The purpose of this initiative was to implement a program that encouraged the engagement of students and facilitated/accommodated the retention of students over the new leaving age of 17.

Staying On Innovation Grant

Page 8: Staying On Program

The HOW!

Our program was facilitated by Alexandra Giameos (Careers Advisor) and Nectaria Melas (ESL teacher).

We decided to implement the program as part of the school’s Post School Certificate Program. This ensured that students were engaged and attending school, with a focus on achieving ‘something’ at the end.

10ENE attended Maths, English and participated in other workshops when not with the ESL teacher and Careers advisor.

Program involved two full days of on-line surveys, reflection tasks, a variety of quizzes and discussions. Industry visits, TAFE and University workshops followed.

Our Program

Page 9: Staying On Program

What are some careers program initiatives that you are aware of?

Page 10: Staying On Program

Pre School Certificate – Pre program reflection, including Career Areas of Interest survey

Post School Certificate – Creating Future Pathways survey and reflection My Career Profile, Learning Styles tasks Multiple Intelligences test and reflection Job Search and My Future website quizzes and reflectionJob search, My Future and The Job Guide job investigations Resume writing Construction site visitUNSW and Randwick TAFE excursionsSign writing and manufacturing business visitPost program evaluation task Career Action Plan and student interviews

Program Activities

Page 11: Staying On Program

Students ‘on task’

Page 12: Staying On Program

What’s in it for me?

WIFM

Page 13: Staying On Program

Making connections with careers advisor Networking with outside agencies Adding value to ESL program Raising profile of ESL teacher in the school Getting a greater insight into Careers Education Providing greater opportunities in planning and

implementing excursions Creating a better/stronger rapport with ESL

students

Benefits for ESL Teachers

Page 14: Staying On Program

Improved learning outcomes for students - Students have an increased awareness of career choices and tertiary options.

Broadening careers knowledge and improving ICT skills

Narrowing achievement gaps (mainstream vs ESL) Engaging students post SC Retaining students post 17 years of age Clear career and study paths Written career plan

Outcomes for ESL Students

Page 15: Staying On Program

All students have stayed on. Increased awareness of tertiary course options and their

requirements. One student is repeating yr 10 to improve his chances of doing well

in stage 6. Increased visits to the careers advisor for guidance and actively

seeking more assistance from the ESL teacher. Student feedback from evaluation sheet:

◦ “I learnt that it is important to look at who I am first before choosing a suitable career”

◦ “I enjoyed getting to know and talking to real university students”◦ “I learned that my preferred learning style is ‘Visual’ “◦ “I enjoyed listening to the workers talk about their job and how

they got there”◦ “I now know about the different university and TAFE courses

available”

Outcomes for ESL students

Page 16: Staying On Program

This program was funded by $2500 grant. How can schools run similar programs without grant funding?

◦ Teaching and learning funds can be used for program and resources development

◦ ESL teacher flexible to come off classes to plan, organise and implement a program like this (still meeting needs of ESL students)

◦ Careers advisor has a flexible timetable, can support ESL/careers lessons

◦ Minimal cover needed (in lieus) for excursions as both ESL and Careers Advisor mostly on team teaching periods

◦ Students can fund own transport and food costs ◦ Schools can access local contacts, minimise transport time and

costs

Evaluation

Page 17: Staying On Program

Limited conversational skills for many students. Some absenteeism. Some difficulties in completing tasks due to language and

comprehension. Two days of on-line research, job investigations, tasks etc too

overwhelming. Excursions to follow in the next week, with a period allocation

for reflection after each excursion. Involve the Chinese CLO in the future to support students in

careers lessons. Have a morning tea to ‘formalise’ completion of program and

present students with certificates.

Evaluation/Challenges