2006 Knowledge Bank Rich Picture Case Studies
Wellington Secondary College - The Girlfriends Program: Video Clips
Name: Lorraine Spiteri
School: Wellington Secondary College
Telephone no: 9547 6822 or 0411 512 385
Email: spiteri.lorraine.m@edumail.vic.gov.au
Case study focus
In this case study we would like to film and compile a series of video
clips that demonstrate that “The Girlfriends” program devised
by the Healesville, Red Earth, Yarra Valley and Environs Clusters is effective
with the disengaged students at Monash Secondary College and is therefore
effective in other settings with a similar cohort. We would like to show
that offering worthwhile options would allow for greater independence of
mind and show the girls that they are able to seek connections and support
from the wider community. It would enable them to have the confidence to
ask for help from suitable people when it is needed.
What aspect of best practice will be the focus of the case study?
Without good self – esteem, efficacy and without engagement, learning will not successfully occur. Engagement of students, in line with the PoLT principles, is the primary reason for this case study. By building a sense of community amongst these girls and by enhancing their social competencies we are planning to increase their engagement in their schooling. At present that is a problem for the teachers of these girls.
How does the case study intend to showcase or demonstrate best practice?
The material collected and the interviews of the girls involved would be available on DVD to support the dissemination of the ideas to other school settings with similar problems of engagement and would build on the materials already available from the above clusters.
Filming the pre and post interviews of these girls, allowing them to have computer access to people who will support them when they are in need will be a teaching tool for teachers as well as a way of enhancing the self esteem of the targeted girls in the case study. Other teachers observing these techniques will then have strategies in front of them that are immediate if they are deciding to pursue and do not require detailed Dr. Ruby Paine’s work in Generational Poverty indicates that with support these targeted students are at risk of failure in our school settings.
The form of the case study
The final product will be a DVD of film clips and an accompanying manual. We would like to house this material in a cluster web site as well and will be gaining the support of the Wellington Secondary College ICT staff to support this. It would then be available to anyone who accesses either the Wellington Cluster website or EDNA. A compressed format may be available for access through Knowledge Bank.
What multimedia and/or online tools have been used?
Engagement and benefits
As well as the film clips themselves which are very easy to become engaged in, the documentation will follow on and build on the work already produced by the Healesville, Red Earth and Yarra Valley and Environs Clusters. I will be supported by these cluster educators in working on this documentation. I have access to the ICT staff at Wellington and I know that they will support me in producing this material.
As part of the project, the teachers at Monash Secondary College will be
used as leaders in supporting the implementation of a similar project at
Wellington Secondary College and the dissemination of the knowledge gained
to other teachers inside and outside of our cluster. The film clips will
support the presentations. We will also have a list of supportive people
in our community that we will be able to draw on in the future. The DVD
would also be available to Monash Council and other councils as a way of
supporting the schools in their area.
Without engagement, it is hard for good learning opportunities to occur.
With this program we are planning to showcase how effective engagement can
allow for optimum learning to occur. Communication, people skills, the ability
to problem solve, and the ability to plan for their future are some of the
skills we envisage happening. We plan to show that by empowering disengaged
students, they are able to take responsibility for their own health and
physical well –being, make effective choices in life and employ a
range of coping skills.
- Students will see the filming as an indication that interaction between others can be successful and empower them for future learning.
- Teachers involved will have a valuable tool for using to reflect on their teaching (the interviewing techniques will be seen as an excellent tool for engaging students with limited literacy abilities.)
- Teachers on a wider scale will have access to them to use for their own development.
- They will be useful in a classroom with students in a demonstration of assessment for and as learning.
- Understandings of engagement will support PoLT as the modules are rolled
out in schools.
