Preparing pre-service teachers for rural appointments

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Kathy Jenkins, Linley Cornish

Pre-service teachers need to be prepared to teach in both rural and urban contexts. Preparation to teach multi-grade classes in rural schools is excellent preparation for teaching any class, including urban single-grade classes. Based on our previous research and experience, we designed a unit to prepare our pre-service teachers for the issues they may face in their employment and especially in rural schools, including multi-grade teaching, coping with isolation, working as a casual teacher, and communicating with parents and caregivers. There are significant issues that are distinct in rural and urban contexts, including how metrocentric departmental policies can emphasise the rural/urban divide.

Download pages 14-27 Preparing pre-service teachers for rural appointments

Learner agency and assessment for learning in a regional New Zealand high school

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Jennifer Charteris

Assessment for Learning (AfL) pedagogies can have a significant impact on student learning and achievement. This paper reports on data from a study of four teachers and 48 student participants within a regional high school. An inquiry approach to teacher professional learning is explored through an AfL lens, in particular, how teacher feedback for professional learning can be nuanced and dialogic. The research draws from one reflective dialogue interview where a teacher explores student voice data to consider her learners’ perceptions of how they learn and of the classroom learning practices of feedback, feedforward and self-assessment. The paper addresses learner agency as an important aspect of curriculum implementation for teachers and assessment for learning for students.

Download pages 2-13 Learner agency and assessment for learning in a regional New Zealand high schooll

A partnership aimed at improving Health and Physical Education at a rural school: Impacts on pupils, university students, teachers and academics.

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Judith Miller, John Haynes, Jim Pennington

Challenges and benefits arose when a rural school and a neighbouring university formed a partnership with the aim of improving the school’s Health and Physical Education (HPE) program. The HPE programs were enhanced through two joint research projects. The first research project had two facets, including an evidence-based curriculum for Physical Education in the school, and a remediation program for children identified through the coordination testing process. The second research project was designed to investigate students’ Health Education knowledge and explore any behavioural changes in and around nutritional choices. Both the projects were conducted as mutually productive partnerships within the school, resulting in beneficial changes for the school, the university and for the multiple participants. For the school, the Physical Education curriculum and pedagogies were modified and for students identified as requiring remediation, a multi-partnered intervention program was implemented. Students, teachers, parents and pre-service teacher education students benefited from the movement intervention program. The health education curriculum was enhanced when the school developed a social marketing approach to facilitate health-related decisions for pupils, teachers and ancillary staff. The university changed their pre-service teacher education curriculum, teaching methods, and achieved stronger research based outcomes by partnering with the school across both projects.

Download pages 56-72 A partnership aimed at improving Health and Physical Education at a rural school: Impacts on pupils, university students, teachers and academics.

Editorial

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Sue Ledger, Aaron Drummond

Welcome to the second edition of the Australian and International Journal of Rural Education (AIJRE) for 2015. We are pleased to offer our readers a range of articles to stimulate discussion and creative thinking around the issues facing rural and remote learners, educators and institutions broadly grouped into areas related to relationships, overcoming isolation and curriculum.

Download page 1 Editorial

Rural Voices Gather in the City

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A prominent K-12 Queensland school principal and a number of leading academics will this week attend a conference at Deakin University’s Geelong Waterfront campus to discuss the future of rural education policy in Australia.

Calen District State College and Society for the Provision of Education in Rural Australia (SPERA) President, Mr Brian O’Neill, will be one of several notable and passionate educators and leaders to address the two-and-a-half day SPERA conference in Geelong.

“Australia is a large country, and much of it is considered rural, regional or remote,” said Mr O’Neill.

“While significant numbers of Australians tend to live in and around capital cities and that’s where the bulk of service delivery including education occurs, there remain communities of people who live in small country towns; people who have families and need access to health care, education, the internet and so on.”

“The annual SPERA conference is an opportunity for people who are passionate about education and our rural and remote communities to come together to discuss the challenges, opportunities and innovations inherent in our day-to-day lives.”

Titled Mapping Education Policy Landscapes: Rurality and Rural Futures, conference keynote speakers will include Australian Rural Health Education Network Chair Professor Sabina Knight, Charles Darwin University Centre for School Leadership Director Mr Gary Fry, Department of Education and Training (Queensland) Director-General Dr Jim Watterson, Charles Sturt University Professor of Education Jo-Anne Reid and Victoria University College of Education Professor Marie Brennan.

The 2015 SPERA conference is supported by the Centre for Research in Educational Futures and Innovation at Deakin University, the National Centre for Student Equity in Higher Education at Curtin University, the Department of Education and Training (Queensland), Teachers Mutual Bank, Regional Express (Rex), the Diocese of Toowoomba Catholic Education Office, Faculty Magazine, the Isolated Children’s Parents’ Associations (NT and QLD) and Oxford University Press Australia & New Zealand.

“Through our keynotes, our book launches and paper presentations, we will share new research, ideas and perspectives and discuss some of the more recent policy announcements and potential implications for education for those of us who don’t live in a capital city,” said Mr O’Neill.

“I look forward to the national discussion that this year’s conference will initiate.”

ENDS.

Notes to the Editor:

The Society for the Provision of Education in Rural Australia (SPERA) links people with a diverse range of interests and training to promote the development of rural and remote education and training in rural and remote communities. SPERA emerged from a New South Wales in-service activity organised by Marie Dale in 1984 and has members in all Australian states and territories. The society holds a conference each year and produces regular newsletters and the Australian & International Journal of Rural Education for its members.

Media Contacts:

Mr Brian O’Neill, SPERA President – Mob: 0428 540 236, E: president@spera.asn.au

Dr Susan Ledger, SPERA Vice President – Mob: 0408 080 051, E: s.ledger@murdoch.edu.au

Image of four university students sitting on steps

City & Beyond

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Written by Josh, Caitlin and Damien Boccamazzo, and Brent Kealy

City & Beyond is a resource we created for rural students to help with the transition from high school to university. Rural students are at a significant disadvantage to their urban counterparts for primarily two reasons:

  1. Complete lack of information and resources, and
  2. Having no choice but to physically move away from family and friends.

This is problematic because:

  • A disproportionate number of former rural students drop out of university before the end of their first year, and
  • Rural students aren’t properly prepared for graduate recruiting and can’t compete with urban students.

These are problems we’re committed to solving. Ultimately, we want to provide rural students with the guidance to facilitate success so they can reach their potential.

How do we plan to solve this problem?
City & Beyond aims to offer insightful, detailed and practical advice based upon our own personal experiences. We’ve done the research, we know what works and what doesn’t, and we want to equip rural students with the knowledge and skills necessary to succeed.

We aim to comprehensively cover the five pillars of a successful university student:

  • Transitioning to university:
    • This covers the period between finishing high school and starting university.
    • This transition is often a period of rapid change and some guidance on a few key decisions will put students on the right track.
    • We will also include general advice such as: gap year advice, living away from home, selecting and starting university, cooking and diet, keeping fit, etc.
    • Arguably there is a greater emphasis on this period for rural students because they have to face choices and make a series of decisions that urban students do not.
  • Personal finance:
    • Students typically struggle with handling their finances, but with a little education and implementation, they can be a lot better off.
    • Rural students often have to spend more than their urban counterparts which puts an even greater emphasis earning and spending money properly.
  • Time management and organisation:
    • A student’s schedule is typically flexible and revolves around the university semester.
    • Often students have several competing commitments.
    • This creates unique circumstances and a workload that can be managed effectively if students know what they’re doing.
  • Study techniques:
    • While everyone has their own style, there are a few key principles to follow and proper advice can greatly accelerate learning.
    • The learning curve from a high school work load to a university one is often steep and can be unforgiving with fast turnaround in semesters.
    • Rural students typically have less guidance in developing good study habits.
  • Career preparation:
    • This is one area where rural students are often grossly unprepared due to lack of resources and information.
    • Getting in the right mindset and being equipped with the right tools can put students ahead of the pack. Especially given the tough graduate employment market.

Students right now will have immediate access to our advice through a free blog and subscription service.

In the future, we plan to develop:

  • Advanced learning through online video courses and interactive workshops;
  • Mentorship through one-on-one programs and 24/7 on-call service; and
  • Practical tools through templates, information packs and how-to guides.

Ultimately, we want to develop a community of people that will act as a comprehensive resource to bridge the information gap and eliminate the disadvantage suffered by rural students.

How can we make this work?
We’re hoping to reach as many rural students as possible by getting them to sign up to our subscription service accessible at www.cityandbeyond.com.au.

This allows us to:

  • Grow a network of likeminded people committed to helping each other out; and
  • Increase the level of feedback we receive. This ensures we are providing exactly the kind of information rural students need to succeed.

Our current service offering
A more concrete description of what we’re offering at this stage:

  • A growing database of information with five distinct categories – free and available to everyone
  • Subscription service where we deliver structured programs – free and available to everyone who signs up, and
  • 24/7 access to an online mentor – free and available to students who sign up.

This is what we plan to propose to schools in the beginning. As mentioned above, we hope to expand into video courses, full scale mentor programs, workshops, etc., and ultimately create a network of rural students acting as a comprehensive resource.

Who is behind City & Beyond?

Josh Boccamazzo
Graduated Albany Senior High School in 2008; final year law/commerce student at The University of Western Australia; starting graduate employment with Deloitte in 2016; two years of teaching at the UWA Business School; extensive internship experience; committee experience at UWA Business School.

Damien Boccamazzo
Graduated Albany Senior High School in 2011; final year commerce/mathematics student at The University of Western Australia; graduate employment with Ernst & Young starting in 2016; 12 months of experience in college and private tutoring; experience on advisory boards at the UWA Business School.

Caitlin Boccamazzo
Graduated Albany Senior High School in 2011; final year commerce/economics student at The University of Western Australia; graduate employment with Ernst & Young starting in 2016; 24 months of experience in college and private tutoring.

Brent Kealy
Graduated Geraldton Senior High School in 2008; final year law/commerce student at The University of Western Australia; graduate employment with PwC/Strategy starting in 2016; extensive leadership and committee experience at St Thomas More College and UWA Business School; over 18 months of professional work experience.

Image of Parliament House in Canberra Australian Capital Territory

Advance Australia Fair

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Written by Nathan Williams

In 2011, I was offered a sponsored place to the Annual SPERA Conference in Adelaide. Now I’m back! I’d like to open the doors of my home to you and why the conference is so important to me.

At the time, I was the first person in our family to attend university. As a young undergraduate, I commuted 600km return each week for two days of on-campus study, because the major I wanted to select was not available in my town. This was in addition to working for the Australian Government Department of Education, Employment & Workplace Relations (DEEWR), and enjoying spending Thursday, Friday & Saturday nights working at a Sizzler restaurant. In-between shifts and late nights waiting for friends to finish often consisted of a university reading or also adding a Certificate IV course into the mix – as you do.

The SPERA Annual Conference challenged my perceptions of ‘bush communities.’ I was astonished and impressed with the impeccable manners, high intellect and beautiful nature of a visiting delegation of students from a remote South Australian community. Teachers who presented were highly innovative, very creative under difficult circumstances, and offered authentic real-world learning for their students – in one case, turning a bankrupt school (and surrounding community) around to profitability in less than a year. The Government and researchers provided long-term statistics and data about why particular Australian-level decisions needed to be made soon to address crisis. A sponsorship reshaped my entire approach to valuing rural and remote Australia, new ways of teaching, and to demand political will for much needed change. The ability to learn, understand structural issues, develop professional networks, and undertake academic growth was priceless.

  • 60% of Australia’s working population are baby-boomers who will retire by 2020. Middle management positions will be in high demand.
  • CSIRO predicts a 70% reduction in annual rainfall across Eastern Australia. This will significantly affect small communities.
  • The New World Order is being challenged and our next generation must have teachers capable of nurturing strong critical analysis skills.
  • Irrelevant of geographic location, parents pay the same amount for their child’s education.

Where am I now? In only four years, I’ve enjoyed a time as the Queensland Young Volunteer of the Year, Advisor to the Prime Minister of the Solomon Islands, attended G20, and have completed my Master’s Degree.

Has the SPERA Annual Conference made a practical difference? Yes. I had the opportunity to petition then Prime Minister, Julia Gillard, and the tertiary sector to consider growing the number of satellite hubs for rural communities and to consider the whole-of-life. We now see satellite university hubs in many parts of Australia, access to the NBN, and universities allowing coursework to begin while students are still in the middle of high school. Imagine a remote community where young people kick off the red dust from their boots and enjoy the same social subculture that students in the city do, by attending a satellite campus near their town, whacking out that law or medicine textbook, eventually setting up businesses in that remote community offering services via video-link to the rest of Australia, and still being able to wake up at 5am to sheer the sheep!

In 2016, only five years later, I will embark on a PhD to design Australia’s first school-based de-radicalisation program. I want my legacy to be that I countered the controversial issue of violent ideology at the school-level.

The Walt Disney of Outback Australia is out there somewhere. They are a student – like me – who needs sponsorship to have their eyes opened to network, to learn, to grow and to return to make a difference in children’s lives.

“With courage let us all combine, to Advance Australia Fair.”

Image of University of Notre Dame students building a playground in red dirt

Notre Dame Pre-service Teachers contribute to the lives of the children in the Tjuntjuntjara Remote Community

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Written by Glenda Cain, The University of Notre Dame Australia

The Principal of the Tjuntjuntjara Remote Community School, Daniel Havelberg, has great praise for the ten The University of Notre Dame Australia pre-service teachers and staff who recently spent a week in the school and contributed significantly to the lives of the children.

Tjuntjuntjara is located in the Great Victorian Desert, 1400 kms from Perth. A unique partnership between the School of Education and the Tjuntjuntjara community has grown over the past three years and has provided an invaluable service-learning immersion. As stated by the Principal:

“The opportunity for pre-service teachers to experience and have exposure to the rewards and challenges of teaching in a remote context is extremely valuable. The pre-service teachers are able to spend time in the classrooms with students, talk to teachers, explore and learn about the community, while being supported by the teaching staff and Principal here at Tjuntjuntjara School and the staff from Notre Dame.”

The process of the visit from Notre Dame is well explained by the phrase here in Pitjantjatjara, Ngapartji Npapartji, meaning “I give you something, you give me something.” This process allows the school and community to gain by receiving the service of the pre-service students.

This year, in just four days, the students installed a new playground including soft fall sand, they painted classroom doors, cleaned out the sports and garden sheds, assisted with I.T. issues, repacked the cooking store room, sorted books in the library, fixed leaking taps, and more. This service to the school is invaluable; approximately six months of weekend jobs all done in just a few days. The visiting students gain a valuable insight into understanding and being aware of the cultural, physical, professional and personal rewards and challenges that come with remote teaching. The students spent time in classrooms, played with children, went on bush trips, ate Maku (witchetty grubs), slept under the stars in swags, spent time in the women’s centre and the community as a whole.

The Notre Dame pre-service teachers financed their own participation in this service-learning immersion that included a train trip to Kalgoorlie and then a 4WD adventure of 600kms to reach the very remote Tjuntjuntjara community. However, this expense was worthwhile, and the impact of the service-learning experience is captured in the words of some of the UNDA pre-service teachers:

“The trip to Tjuntjunjara far exceeded any expectations I had. It gave me an insight into how Indigenous Australians live, and what it is like to teach in a remote community. It opened my eyes to the difficulties that remote communities face, and gave me a greater appreciation of Aboriginal culture. The trip was unforgettable, and something I would love to experience again.”

 

“I volunteered to go to Tjuntjuntjara as I was hoping to find something new, to be challenged. Oh boy, did that happen! This trip challenged me mentally and physically, and it challenged almost all my preconceived ideas about the Aboriginal people and how to teach them in a Western classroom. I was completely ignorant of the differences between our cultures and this trip feels like an important first step in allowing me to become a more informed person and hopefully, a better teacher.”

It is experiences like these that will be shared at the School of Education Service-learning Conference to be held at the university, November 27th and 28th, 2015. More information about this inaugural event can be found on the Notre Dame website.

Image of a skull roses and candle depicting Love Never Dies play

German debut for CQUni Music Theatre graduate

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Obtained from CQUniversity Media newsletter and ABC Radio interview

CQUniversity Music Theatre graduate Paul Tabone will soon make his German debut in a return season of Andrew Lloyd Webber’s Phantom of the Opera sequel – Love Never Dies – in Hamburg’s Operettenhaus.

The lyric tenor, who attended CQUni’s Central Queensland Conservatorium of Music in Mackay, has been constantly employed in opera and musical theatre productions since graduating.

Still just 27 years old, Paul has performed at the Verona home of Luciano Pavarotti. For a ‘sold out’ Arena performance, he has shared the stage with operatic icons including Andrea Bocelli and Placido Domingo.

He has made his debut at the National Opera of Bucharest (Romania), Teatro Carlo Felice (Italy), and Teatro Del Giglio (Italy), and performed on Broadway (New York).

Paul grew up on a sugarcane farm, in the small town of Ingham, in Far North Queensland. He graduated from CQUniversity with a Bachelor of Music Theatre in 2009.

Since turning professional, he has performed with Opera Queensland and The Ten Tenors Tenorissimo and has worked with a variety of nationally recognised artists including Rhonda Burchmore, David Campbell, Kate Ceberano, Mercury Four and Guy Sebastian.

When Love Never Dies wrapped its Australian season, Paul decided to move to Europe to pursue his career and further study as a lyric tenor, in where else but Italy.

Inspired by (possibly the greatest tenor of the last century) Luciano Pavarotti, Paul headed overseas to commence study. He has studied with Internationally-renowned baritone Renato Bruscon and has studied in London, Wiesbaden, Milan and Florence.

Early in 2013, Paul auditioned for the Luciano Pavarotti Foundation in Modena Italy, a very convenient 15 minutes away from his current base in Reggio Emilia. The Foundation is directed by Signora. Nicoletta Mantovani (Maestro, Pavarotti’s wife and a prominent producer in Italy).

Signora Mantovani was won over by Paul’s talent and has provided him with invaluable support.

Paul was fortunate enough to be chosen by Signora. Mantovani as one of four tenors to sing at the world renowned Arena in Verona, where he performed alongside some of the most recognised opera singers in the world today, such as Placido Domingo, Andrea Bocelli and Ambrogio Maestri, to a crowd of around 20,000 people. This concert was broadcast with RAI 1 internationally to an audience of over 9 million people. Since then, Paul has traveled internationally and was fortunate enough to perform on Broadway at the New York City Centre in a tribute concert for Luciano Pavarotti, organised by the Foundation.

Paul has performed the role of Duca Di Mantova in Verdi’s Rigoletto in a brand new production for the Opera National in Bucharest, which premiered in August 2014 and was directed by Australian Stephen Barlow.

Paul also has performed the roles of Pinkerton (Madama Butterfly) for the Teatro Del Giglio (Lucca, Italy) and has performed Tony (West Side Story) at the Teatro Carlo Felice in Genova, Italy.

Since then, Paul has travelled internationally and was fortunate enough to perform on Broadway (New York) at the New York City Centre in a tribute concert for Luciano Pavarotti, organised by the Foundation. Paul performed the supporting principal role of Squelch in Love Never Dies in 2011 in Australia.

After successful Sydney and Melbourne seasons, the $9.8 million production was filmed by Universal Pictures International and is currently screening in cinemas and available on DVD & Blu-Ray in over 75 countries.

“I am so privileged to have been asked to again take part in this wonderful production. Australia has produced some of the best shows in the world, and this $9.8 million musical is no exception. Only this time, it will be sung in German in the wonderful Operettenhaus in Hamburg, Germany, with an exquisite international cast. It will be directed again by Australian Simon Phillips” says Paul.

“I have been living and performing in Italy for the last four years, and have been fortunate enough to work all over the world. However, this will be the first time I will perform in Germany. I am so delighted about this because I have had the opportunity to learn about my Italian heritage (as my mother’s parents are both Italian), but now, I will be able to learn about my German heritage, as my great-grandfather was German.”

Liebe Stribt Nie – Phantom II – will open on the October 15, 2015, at the Operettenhaus, Hamburg. For details, visit the Love Never Dies website.

Image of the Queensland State P-10/12 Administrators' Association logo

Queensland State P-10/12 School Administrators’ Association – a brief overview

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Written by Geoff Latta, State President, Queensland State P-10/P-12 School Administrators’ Association

The 81 current P-10/12 schools are scattered across our great State and are a very important part of its education history. Our schools are some of the largest and smallest in the State. In 1957, the number of secondary departments, forerunners to what we are now referring to as P-10/12 schools, had increased to 34. This was only three fewer than the number of state high schools at the time.

Currently our schools are made up of three P-9, 34 P-10 and 44 P-12 schools. Our association is very proud to represent all P-10/12 administrators in many forums and to keep promoting the uniqueness of our schools. Our councillors are dotted throughout Queensland; their role is to network with the P-10/12 schools within a given geographical area.

There are particular challenges associated with being a P-10/12 school. These challenges can equally be the strengths of the school. As an example, understanding and creating learning environments in which students can thrive as a 5 and a 17 year old is complex. While mapping out the learning journey from start to finish of primary and secondary schooling provides, I believe, a better understanding of the whole child and their needs.

The Queensland State P-10/12 School Administrators’ Association has a website, eight association newsletters per year and utilises emails to keep our members connected. Principals new to P-10/12 school can access our Principal Survival Kit which has been built up over years by experienced principals in our association.

P-10/12 schools also have the ability to be affiliated with our association. All individual membership and school affiliation fees are used to deliver services to represent and raise the profile of all P-10/12 schools and personnel across all levels of DET. Our association belongs to the members and we genuinely seek their involvement in all aspects of our operations at whatever level they would like to be involved.

Our association represents exceptional value for members and has experienced a surge in interest this year with memberships up by over 25%. I believe there a number of factors involved in this including; the hard work over many years coming to realisation, our Education Minister announcing funding for each Principal Associations’ president (We currently have 0.5 release time for the President’s position), new principals being appointed to some of our schools and the increased level of genuine consultation between the associations and Central Office at all levels.

If you are an administrator in a Queensland P-10/12 school, I hope you seriously consider joining our association and strengthening our ability to represent all P-10/12 schools.

Image of SPERA President Mr Brian O'Neill

Update from the President – Aug/Sep 2015

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Thank you for the positive comments regarding the July 2015 edition of the newsletter. Thank you to those of you who have contributed to this edition and to those of you who have indicated that you will be contributing articles in the future.

My vision for SPERA is to reach out and to form partnerships with other organisations that, like us, want to provide educational opportunities, innovative projects and experiences for children in rural, remote and regional parts of Australia. After all, our mission is to “link people with a diverse range of interests in education and training to promote the development of rural Australia.”

I see our role as going beyond preparing teachers to teach in rural areas and in providing quality education services in these rural contexts. We work to provide quality education, innovative practices, conduct research, prepare rural, regional and remote students for a diverse range of careers, including tertiary training and better preparing professional people in a range of occupations for employment in rural, regional and remote communities.

It is for this reason that I am proud to announce that one of our keynote speakers for this year’s SPERA National Conference is Professor Sabina Knight, the National Chair of the Australian Rural Health Education Network and the Director of the Mount Isa Centre for Rural and Remote Health.

We also have parallel sessions regarding “Strengthening partnerships in mental health promotion in rural communities,” presented by a team from CQUniversity Australia, Curtin University, Queensland Department of Education and Training and Queensland Mental Health; and “Living and working in rural communities: Preparation across the professions,” presented by teams from Griffith University and Charles Darwin University.

Within our SPERA membership, we now have an engineering student and a drama student. Both attended rural schools and are now attending regional universities.

I have invited kindred organisations to contribute articles to our newsletter so that we can develop an appreciation of their goals and activities.

The activities of the National Centre for Student Equity in Higher Education (NCSEHE), which is headed by our own Professor Sue Trinidad, are very much aligned with our own and I would like to see us developing a partnership in this.

These kindred organisations are very supportive of SPERA and our activities, including sponsoring presenters and pre-service teachers to attend our conference.

In this newsletter, we introduce the Queensland State P- 10/P-12 School Administrators’ Association. The majority of this association’s schools are situated in rural, regional and remote locations.

Thanks to the NCSEHE, we will be featuring Josh Arnold and Small Town Culture at this year’s conference. As a reviewer, I recently had the pleasure of reviewing a rural P-9 school, Yarraman State School, in the Darling Downs region. Josh Arnold has worked with this school in developing a school song, which was played at the assembly and the students sung with pride. Josh is an impressive man and is doing fantastic work with rural communities and in particular with the children. I also saw Josh in action at the ICPA (Qld) State Conference last year.

Our 2015 Conference Director, Jodie Kline, has provided an update on our conference and I would like to draw your attention to the fact that the closing date for the early bird registrations has been extended to Friday 25 September 2015. I remind you that this date is for the cheaper rate only and that registrations will still be open after that date.

As in previous years, our conference is being sponsored by SPERA member and rural school principal, Peter Shearer. Peter owns a vineyard and is a viticulturist. His label, Wykari of Clare, includes award-winning wines and will be available for order at a discounted rate at our conference.

We have commenced advertising for pre-service teachers to apply for scholarships to attend our National Conference. This will provide them with the opportunity to network, learn about the innovative practices that occur in our rural and regional communities and educational institutions. I would appreciate it if you could bring this opportunity to any pre-service teachers with whom you come into contact.

When I attended my first SPERA conference in 2011 at Flinders University, I met an impressive young man named Nathan Williams. Nathan was Bachelor of Education student at the University of Southern Queensland and was a recipient of a pre-service scholarship. Nathan has since graduated not only with his Bachelor’s degree, but with a Masters and will commence his doctoral studies next year. Nathan will be attending this year’s conference as a presenter, and he has contributed an article about his experiences since the conference, in this newsletter.

I am very grateful to the generous support to the following organisations for their sponsorship to enable preservice teachers to attend the conference:

  • Department of Education and Training (Queensland);
  • Catholic Education Office, Diocese of Toowoomba;
  • Teachers’ Mutual Bank;
  • Isolated Children’s Parents’ Association (Queensland); and
  • Isolated Children’s Parents’ Association (Northern Territory).

Congratulations to Lisa McAuliffe, a Bachelor of Education (Early Childhood) student at Curtin University who has been awarded the 2015 Broadley SPERA Award for Outstanding Regional Student, having excelled in her education subjects. This award is jointly presented by the Broadley family. Dr Tania Broadley is one of our respected members and is a member of the Journal’s editorial team.

In future editions, I would like to share the profiles of not only our Executive but also the profiles of you, our members. I invite you to write in and share your stories with us. I also intend to commence a section of the newsletter titled, “Looking back: reflections of rural education in the past.”

Image of the 2015 SPERA Conference flyer

2015 Conference Update

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Written by Jodie Kline, Deakin University – SPERA 2015 Conference Director

Mapping education policy landscapes: rurality and rural futures

Jo-Anne Reid (Charles Sturt University), Gary Fry (Charles Darwin University – Centre for School Leadership), Marie Brennan (Victoria University), Sabina Knight (Mount Isa Centre for Rural and Remote Health) and Jim Watterson (Director General – Queensland Department of Education and Training) will head up the program for the 31st National conference of the Society for the Provision of Education in Rural Australia.

Co-hosted by the Centre for Research in Educational Futures and Innovation (CREFI), Deakin University, this years’ conference will take place on the Geelong esplanade in the extensively renovated wool stores (1893) that now form the centre of the Deakin Waterfront Campus.

Keynote presentations will be coupled with performances by Josh Arnold of Small Town Culture fame and Geelong High students. The Deadly Dancers will be performing on Thursday evening, just prior to the annual conference dinner.

We are excited to have received a selection of high quality papers from education colleagues in all States and Territories, ensuring that the parallel sessions will be as inspirational as the featured addresses.

The new Editorial team for the Australian and International Journal of Rural Education (AIJRE) will launch the first invited symposium at the conference, featuring presentations from three of the journal’s recent authors and Warrnambool District principals have organised an exciting Q & A session, during which we can hear local perspectives on education reform.

The hope of the 2015 conference is to bring together a range of teachers, school administrators, teacher educators, academics, pre-service teachers, community and parents who are passionate about rural education.

The conference will be a key means of building and strengthening Australia’s rural network, and in doing so, draw together an increasing body of work focused on the implications of education policy and reform for rural students.

This is an opportunity to showcase the achievements of, and opportunities available to researchers, schools, parents and communities within a complex policy landscape.

We look forward to seeing you in Geelong for what is sure to be a fabulous conference, right in the middle of the region’s spring festivities!

Finally, SPERA would like to acknowledge that the present site of the Geelong Waterfront Campus is located on the land of the Wathaurong people. They are connected to these lands, have walked these lands, and continue to care for them and nurture them for future generations.

31st SPERA Conference

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Deakin University | Geelong Waterfront Campus: 4-6 November 2015

Confirmed speakers and guests include:

  • Jim Watterston (Director-General, Dept. Education and Training – Qld)
  • Jo-Anne Reid (CSU)
  • Sabina Knight (Australian Rural Health Education Network)
  • Josh Arnold (Small Town Culture)
  • Bernadette Walker-Gibbs (Deakin University)
  • Marie Brennan (Victoria University), and
  • Gary Fry.

A copy of the SPERA 2015 Conference Proceedings document is now available for download (6MB).

Deakin University’s Geelong Waterfront Campus is located on Corio Bay, in the central business district of Geelong. Originally built as woolstores in 1893, the buildings have been extensively renovated to create a modern and impressive campus centre.

The city of Geelong is a great place to visit during the summer. The city is home to many local beaches and parks, such as the botanical gardens, so you can enjoy every minute of the sunshine. Central Geelong offers a diverse range of cuisine, wine and activities ranging from cultural, recreational and family-friendly.

Greater Geelong is also famous for excellent surf beaches and an amazing wine region with plenty of opportunities to visit local cellar doors and taste some great Australian wines on offer. More information about Geelong, including how to get there, and how to reach Deakin’s Waterfront Campus, is available on the 2015 Conference page.

SPERA would like to acknowledge that the present site of the Deakin University Geelong Waterfront Campus is located on the land of the Wathaurong people. They are connected to these lands, have walked these lands, and continue to care for them and nurture them for future generations.
Image of SPERA President Mr Brian O'Neill

Update from the President – July 2015

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A great deal has been happening with SPERA and I am happy to highlight these activities in the July edition of our newsletter.

This year has heralded the introduction of our online journal – that is right, the Australian and International Journal of Rural Education (AIJRE) has gone online and our first edition was released on Wednesday 20 May 2015. We are fortunate in having an effective and efficient editorial team. Tania Broadley, Aaron Drummond, Paula Jervis-Tracey, Jodie Kline, Sue Ledger, Elaine Sharplin and Di Gardiner have all worked hard to transition the journal from a hard copy to an electronic one and I thank them for their diligence. It is no easy feat. If you have not yet received your AIJRE access details – that is, your unique logon and password information – please contact me so that I can ensure that you receive it.

The second activity in which your Executive has been engaged is the development of the new SPERA website. After a tender process, we engaged the services of WA-based design company, Lodestone. The new website is mobile-responsive, search engine optimised, and social media integrated, providing an improved user experience.

Alongside the website redevelopment project was the development of a new logo for SPERA. This new logo is featured in this newsletter and it is intended that a range of colours be used to colour code the various portfolios or sections of SPERA. For example, the sky blue version will be used for core SPERA business and administrative aspects, while an ochre version now represents the Australian Rural Education Awards (AREA). The new colour palette was cleverly derived from a photograph of rural Australia, building the landscape into the SPERA brand.

Jodie Kline, our 2015 conference co-ordinator, is working hard on developing a stimulating program for this year’s conference. This year our conference will be held at Deakin University’s Waterfront Campus in Geelong, Victoria, from Wednesday 4 to Friday 6 November. I am looking forward to catching up with you all in person.

There many wonderful and innovative things relating to rural education which are taking place throughout our country and some of these are featured in this newsletter. I encourage you to keep the good news stories coming as I want to help you to celebrate your successful projects.

Why not consider nominating an innovative project for one of the categories of the Australian Rural Education Awards? As my school was awarded an AREA in 2011, I know the buzz that results from receiving this acknowledgement. Actually, I attended my first SPERA conference in 2011 to collect the award on behalf of my school and I haven’t missed a SPERA National Conference or an International Symposium for Innovation in Rural Education (ISFIRE) since that time. The 2011 conference was held at Flinders University and was organised by Professor John Halsey. I couldn’t believe my luck; there I was meeting and having coffee with my heroes, the people whose articles I had read and admired – people like John Halsey, Colin Boylan, Elaine Sharplin, Simone White, Jo-Anne Reid, Maxine Cooper, Graeme Lock and Bill Green.

SPERA has amazing people as its members and they are people who do extraordinary things for education and rural education in particular. Two other such people are other heroes of mine, Professor Sue Trinidad and Dr Sue Ledger. Both ladies do amazing jobs and have provided me with terrific support ever since I joined SPERA. They epitomise everything that is so wonderful about our organisation.

Congratulations to Professor Sue Trinidad
Professor Sue Trinidad was recently presented with two awards in recognition of her outstanding contributions to education and for her continued contribution to her professional teachers’ association. Sue was awarded a Citation for Outstanding Contributions to Student Learning at the Australian Government’s 2014 Office for Learning and Teaching Australian Awards for University Teaching. Citations recognise and reward the diverse contributions made by individuals and teams to the quality of student learning. These awards are awarded to those people who have made a significant contribution to the quality of student learning in a specific area of responsibility over a sustained period.

Sue was also awarded an Outstanding Professional Service Award at the Professional Teaching Council of Western Australia’s (PTCWA) 2014 Presentation Ceremony. PTCWA awards for Outstanding Professional Service recognise the contribution to education in Western Australia, in a voluntary capacity to their professional teachers’ association.

Congratulations Sue, we are proud of you and thank you for your magnificent contribution to our profession!

Congratulations to Dr Sue Ledger and Murdoch University
Teacher educators play a significant role in society for they not only ensure the continuation of our profession, but by training teachers they also directly impact on the continuation of every other profession. Congratulations to SPERA Vice President, Dr Sue Ledger, and Murdoch University who were awarded the Australian Teacher Education Association (ATEA) School/University Research Award 2015 at the recent ATEA conference. Murdoch was presented the award in recognition of their commitment in providing high quality rural internships. Sue and Murdoch University, along with O’Connor Primary School, were awarded a SPERA Category 3 citation in the Australian Rural Education Awards in 2014 in recognition of the rural practicums and internships.

Well done Sue, we are proud of your contribution to our profession and thank you for your sustained work in providing quality rural teaching experiences!

Image of a microphone at a conference

Encouraging Regional Aboriginal Students to Pursue Health Careers

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Written by Bronwyn Ellis, University of South Australia

A conference aimed at encouraging regional Aboriginal students to pursue careers in health, held at the University of South Australia’s Whyalla campus early this year, was timely: it came just after the release of the latest Closing the Gap report, which revealed only limited progress in areas related to health and life expectancy between Indigenous and non-Indigenous Australians.

The event built upon the success of a similar conference that took place in Whyalla last year. Approximately 80 students in their final years from secondary schools across regional South Australia, along with their teachers, attended the Gidja Wongan Regional Aboriginal Student Pathways Conference (February 19-20). They came from schools in Cummins, Port Augusta, Whyalla, and as far away as Amata in the very north of South Australia.

They heard from a range of Aboriginal role models and leaders from diverse health career backgrounds.

There were also hands-on activities, including an art project.

Keynote speakers included Tyrone Toomey, an Aboriginal psychologist who provides counselling services and support for students and health professionals in rural and remote areas, and Ruth Wallace, an Aboriginal athlete who completed the New York marathon in 2014, and is working to improve employment prospects for Aboriginal youth. The conference showed young Aboriginal students the wide opportunities available to them as they consider their future plans.

As Ruth Wallace said, “It is all about setting your goals and the steps to get there and then with the support from people at these conferences and support from programs and family, they will reach their goals. When you do something different, uncomfortable, new or exciting you are living outside your comfort zone and you are growing and becoming confident, learning and developing in all different ways.”

The conference was organised by UniSA’s Department of Rural Health, the lead conference organiser being Research Associate Kate Warren, with Master of Ceremonies Zena Wingfield.

“The conference is designed to inspire those students who are nearing the end of their school years to consider pursuing careers in the field of health,” said Kate Warren.

“The latest Closing the Gap report is just one indicator of the importance and value of trying to promote health career pathways to students. The importance of encouraging school retention and enabling more Aboriginal students to complete their schooling and build career pathways is also what the conference aimed to help address.”

July 2015 Newsletter

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From the President
Mr Brian O’Neill

Welcome to the first edition of our newsletter for the 2015/16 financial year. A great deal has been happening with SPERA and I am happy to highlight these activities in this edition.

This year has heralded the introduction of our online journal – that is right, the Australian and International Journal of Rural Education (AIJRE) has gone online and our first edition was released on Wednesday 20 May. We are fortunate in having an effective and efficient editorial team. Tania Broadley, Aaron Drummond, Paula Jervis-Tracey, Jodie Kline, Sue Ledger, Elaine Sharplin and Di Gardiner have all worked hard to transition the journal from a hard copy to an electronic one and I thank them for their diligence. It is no easy feat. If you have not yet received your AIJRE access details – that is, your unique logon and password information – please contact me so that I can ensure you receive it.

The second activity in which your Executive has been engaged is the development of a new SPERA website. You won’t see it as yet but trust me that it is under way and will be worth waiting for. After a tender process we have engaged the services of WA-based design company, Lodestone. The new website will be mobile-responsive, search engine optimised and social media integrated, providing an improved user experience. We look forward to launching the new site later this year.

Continue reading SPERA Newsletter July 2015 (2MB)

Image of two scuba divers on either side of a whale shark

Student Teacher Draws on Scientific Experience to Lead Whale Shark Project

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Written by Murdoch University and Dr Susan Ledger

A Murdoch University education student is taking the lead on a whale shark tagging project which will see pupils from schools across WA follow the progress of several of the majestic fish. Dr Andrew Nield, who holds a PhD from Murdoch for a research project on the emu’s role in seed dispersal, will be guiding pupils from Karratha Senior High School where he is currently teaching under the Pilbara Cities Internship Program.

The Whale Shark Race Around the World project is being run by ECOCEAN in conjunction with the WA Department of Education, with the aim of engaging pupils in primary and secondary schools in science while giving them a taste of scientific research. As part of the project, several whale sharks which frequent Ningaloo Reef will be tagged and assigned to a participating school. Pupils from that school can then track their whale shark’s progress as it swims through the world’s oceans while learning about its biology and behaviour. The race begins on July 20 and ends on August 3.

Dr Nield said he was in a unique position to lead on the project in Karratha Senior High School having both tracked wildlife for his PhD and worked with the Australian curriculum as part of the Pilbara Cities Internship Program.

“This is a wonderful project for the pupils because it will bring alive the biological science we are teaching them,” said Dr Nield.

“It will offer some real life perspective to the information they read in their textbooks or hear in classrooms.”

“Many of the students will have seen or even swum with whale sharks during visits to Ningaloo. The project will help them to understand that tagging, monitoring and scientific research are key factors in ensuring whale sharks continue to visit this habitat.”

The pupils will be able to monitor the tagged whale sharks via a website and compare their progress against those of other schools. Pilbara schools Baynton West Primary, Tambrey Primary and Roebourne District High School are also taking part in the whale shark race around the world.

Dr Nield began his internship at Karratha Senior High School at the start of 2015. He is due to complete his teaching degree at the end of 2015 and hopes to remain as a science teacher in the area.

The Pilbara Cities Internship Program is managed by the Murdoch University School of Education under the direction of Dr Susan Ledger. It is a regional initiative funded by WA Government, Department of Education & Regional Development, Royalties for Regions and the Pilbara Development Commission – Pilbara Cities project.

The 12 month Murdoch Internship Program places high calibre science and math preservice teachers such as Dr Nield insitu in Pilbara Secondary schools with the aim of increasing their work readiness for rural contexts.

ECOCEAN is run by Murdoch University shark researcher Brad Norman.

Image of an aeroplane in the air flying past white clouds on a clear sunny day

South Australian Rural Students Take to the Skies

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Written by Bronwyn Ellis, University of South Australia

A small independent school in Port Pirie offers an exciting program that attracts students from many other schools.

The Mid-North Christian College, a non-denominational, co-educational, F-12 school of 260 students gives senior students the choice of Aviation Studies.

The program is available to any student who has a desire to enter the aviation industry. The Aviation Studies program provides a course of study to facilitate students to gain an insight into the aviation industry.

Aviation is an industry short on applicants because it is demanding. However, it offers a variety of opportunities. Some students may want to be challenged working at a high level of competency, while others may want to be a recreational pilot or may see this as the start of a career in aviation. The program caters for both avenues of entry into the world of aviation by providing experiences in both pilot training and engineering.

The course is conducted over two years with students completing 40 SACE credits in Years 10 and 11. Students attend one week per term (4 visits per year) of intensive learning, thereby accumulating the necessary hours of study for 20 SACE credits per year.

The pilot training is offered in recreational Aviation. The Engineering component is based on National Training Modules, giving students a good grounding in the type of work the Aviation Industry would demand. The skills gained carry over into many other trades because of the high levels required by the Aviation Industry.

The Mid-North Christian College obtains generous financial support from the Sir Ross and Sir Keith Smith Fund to assist with the costs of accommodation, pilot training time, engineering equipment and materials.

Image of a university science student in a laboratory looking at a sample

Allied Health Students get a Chance to Experience Research Projects in Regional City

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Written by Bronwyn Ellis, University of South Australia

Once again in the November to February period after examinations, a scholarship scheme run by the University of South Australia’s Department of Rural Health has enabled allied health students, mostly from the metropolitan area, to live and work in Whyalla for four or eight weeks. As well as giving them a taste of research and other project work, the scheme aims to encourage students to think about working in a rural area when they finish their degree.

Out-of-town students have their accommodation provided at the on-campus student village, travel costs are met, and they all receive a stipend of $375 per week.

The latest cohort worked on a wide range of subjects, including projects relating to suicide prevention, health promotion materials for older men, a work, health and safety management system for the local men’s shed, a review of computerised therapy supports for people with cardiovascular disease, and a project to track the location of graduates.

A video to accompany a community grant application was produced, involving the learning of many new skills by one of the students, master classes covered various skills needed by researchers, and students were also encouraged to write a health promotion article for online publication by the local press.

Many positive comments were made about the whole experience, with students valuing the learning experiences as “the real prize we walked away with.”

Windmill at sunset

October 2013 Newsletter

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From the President
Karen Noble

Welcome to the final newsletter for 2013. Following the recent AGM it is my pleasure to welcome new members to the SPERA Executive team and to thank those returning for another year of service.

As you will see from my Presidential report included in full in the newsletter, 2012/2013 has been a busy year for SPERA and together we should celebrate our many achievements. I would also like to especially thank our outgoing journal editor, Assoc. Professor Graeme Lock. His commitment to SPERA and the Australian and International Journal of Rural Education (AIJRE) has been commendable and very much appreciated.

Continue reading SPERA Newsletter October 2013 (1MB)

June 2013 Newsletter

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Welcome to the first edition of the SPERA Newsletter for 2013.  Our sincere apologies for the lateness of this.  We will endeavour to have the next newsletter out on schedule.

In this edition:

  • ISFIRE 2013
  • Pre-Service Educator Scholarship Winners Comments
  • ISFIRE Photographs
  • What Delegates thought of ISFIRE
  • WACUTS Program
  • AITSL Illustrations of practice
  • Innovation in Schools
  • AIJRE
  • Membership
  • SPERA Executive Contact details
  • Keeping in Touch
  • Applications for membership.

We welcome any articles, photographs or contributions relating to rural, regional and remote Australia.

As indicated in the Newsletter please find links to the first two Illustrations of Practice produced by SPERA for AITSL – now on AITSL’s website.

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00264

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00262

Continue reading SPERA Newsletter June 2013 (1MB)

November 2012 Newsletter

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Welcome all to SPERA’s November 2012 newsletter.

In particular I would like to note that Dr Karen Noble (University of Southern Queensland) is now the elected President of SPERA. Karen has included a welcome message for members.

Highlights include:

  • From the President: Welcome Message
  • SPERA Annual Report 2012
  • ISFIRE 2013 (note dates to 13-15 February 2013)
  • Conference 2012 Photographs
  • Pre-Service educator Winners and Conference Reports
  • AREA Award winner 2012 – Kingston primary School
  • Dr G Otereo and Prof J Halsey – workshop
  • SPERA Executive – overview
  • SPERA Executive – contacts and portfolios
  • Application for Membership 2013

Once again thank you to the editorial team lead by Michael Preece.

Continue reading SPERA Newsletter November 2012 (1MB)

August 2012 Newsletter

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From the President

SPERA once again has much pleasure in forwarding the August edition of our newsletter to you.   We trust you are all keeping well.

The main focus of the last three months has been finalising the organisation the 28th National SPERA Conference. SPERA is partnering with the School of Education, University of Southern Queensland, to host this year’s conference. In addition SPERA has been working in partnership with The University of Western Australia to host the third International Symposium for Innovation in Rural Education at the University of WA in February 2013.

Key contents include:

  • President’s Report
  • Pre-service Educator
  • Conference 2012
  • Training framework
  • Sidney Myer Rural Lecture
  • CESA Review
  • National Education Forum
  • ISFIRE 2013

Continue reading SPERA Newsletter August 2012 (2MB)

March 2012 Newsletter

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Welcome all to SPERA’s first newsletter for 2012. Already the year has been busy for SPERA with the Executive continuing or taking on new portfolios.

In particular I would like to highlight the role taken on by Dr Karen Noble (University of Southern Queensland) for hosting the 2012 28th SPERA National Conference at the University’s Toowoomba Campus from 26-28 September this year.

Highlights include:

  • REFA;
  • RRRTEC FInal Rreport;
  • TERRR Network and Rural Education WA;
  • AITSL Professional Learning Convention;
  • ISFIRE 2013 (note change of dates to 13-15 February 2013).

Once again thank you to the editorial team lead by Michael Preece including Tania Broadley; Brian O’Neill and Vince Connor.

Continue reading SPERA Newsletter March 2012 (1MB)

Newsletter November 2011

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The last 12 months have been busy ones for SPERA. This brief report attempts to capture the highlights and directions of our small but growing organisation over the past year. The report concludes by highlighting a number of areas that need attention as SPERA moves forward over the next 12 months.

Thank you to the SPERA Newsletter Committee:

  • Michael Preece – Editor
  • Tania Broadley
  • Vince Connor
  • Brian O’Neill

Continue reading SPERA Newsletter November 2011 (1.5MB)

Newsletter August 2011

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From the President

SPERA has much pleasure in forwarding the August edition of our newsletter to you. We trust you are all keeping well.

I hope you will be able to participate in the SUMMIT as the agenda looks extremely interesting.

Download the program: SUMMIT 2011 Rural Futures Matter: A Sustainable Australia.

The main focus of the last three months has been finalising the organisation of SUMMIT 2011. I would like to take this opportunity to remind you all our SUMMIT date which is 21 – 23 September 2011. SPERA is partnering with the Sidney Myer Chair (Prof John Halsey) Rural Education and Communities, Flinders University, to host this year’s conference.

Continue reading SPERA Newsletter August 2011 (1MB)

Newsletter April 2011

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From the President

It is difficult to believe we are almost half way through April already. I hope the year is going well for you.

The planning for SUMMIT 2011 is keeping the SPERA Conference Planning Committee busy as we head towards the SUMMIT dates 21 – 23 September 2011. There is an article in this Newsletter updating members on SUMMIT 2011 but briefly, SPERA is partnering with the Sidney Myer Chair (Prof John Halsey) , Rural Education and Communities, Flinders University, to host this year’s conference.

I hope you will be able to participate in the SUMMIT.

Continue reading SPERA Newsletter April 2011 (1MB)

Newsletter October 2010

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  • President’s Welcome
  • Summit 2010
  • Eye’s Wide Open – Meghan Clarke (Pre-Service Teacher Scholarship winner – sponsored by ICPA Queensland
  • Small Schools Matter – Prof John Halsey
  • Conference 2010 Photos
  • Dr Bruce Flegg – Conference 2010 Opening Address
  • Membership Form
  • 2010-2011 SPERA Executive

Continue reading SPERA Newsletter October 2010 (2MB)

Talbingo Clean Green Energy Park 2008

Australian Rural Education Award (AREA) 2008

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The Australian Rural Education Award (AREA) is awarded to an individual, institution, organisation or industry for a practical project or achievement which opens up education opportunities for rural people and demonstrates a commitment towards advancing the positive aspects of rural education.

The Australian Rural Education Award:

  • Acknowledges excellence in rural education
  • Recognises the achievements of an individual or group in a rural community
  • Endorses a positive image of rural education
  • Demonstrates a creative approach to meeting the educational needs of rural people

The 2008 AREA winner was Talbingo Public School, with their Clean Green Energy Park project.

Download the AREA Winner 2008 Clean Green Energy Park overview.