General
Kimberley School of the Air commenced operation in 1960 at the RFDS base at the Derby Airport, eventually transferring to Derby District High School and in 1981 to it's own building. The school was officially opened in 1982. At this time the school received it's own frequency 5850 eliminating interruptions to air lessons that were then shared with RFDS emergencies and general business.
The school, rapidly expanding in enrolments and staff, was given a second and third building in 1987 and 1990. A second frequency, 6925, was also added in 1990. Sharing common grounds with Derby District High School, the school is now one of five Schools of the Air, within the Western Australian Department of Education Schools of Isolated and Distance Education (SIDE). KSOTA moved into a new, purpose built and designed facility in 2002.
Personnel
The KSOTA staff profile varies according to student numbers, but currently includes the Principal, 11 teachers, a registrar and full time school officer. Our student population stands around 58, although this figure fluctuates during the wet season. Thirty percent of our current enrolment are Aboriginal students. Among our current staff, KSOTA has a specialist STL(Support Teacher for Learning), ITO(Information Technology teacher)and a music teacher .
School Priority areas For 2006
Literacy remains a major school focus.
Students at risk with learning difficulties or disabilities are all targeted through individual education plans that seek to address each student's individual needs.
Applied Computer Technology for Learning - Integration of computer skills into all learning areas,via SatWeb lessons.
Socialisation & Communication- Home Tutor Seminar, Camps, School Communication-SatWeb, phone, fax, Email.
Summary of School Plan Initiatives for 2006
Reading: Continue Running records and building student profiles based on the PM Reading focus.
Technology: Continue to purchase and roll out of Pentium IV computers and printers to all new families during the year, after Satellites have been installed by Optus.
Arts: Retain existing programs of Music.
This school recognises that children learn developmentally and is thus committed to a developmental approach to facilitate the student achievement of learning outcomes.
In this context, SOTA teachers facilitate a developmental learning cycle for their students, involving:
- assessment/diagnosis- planning & programming
- program implementation
- review / monitoring
Planning and Programming
To ensure students achieve positive learning outcomes teachers are required to plan learning programs for all students.
This is expected to involve collaboration with each student's home tutor and, where appropriate, other stakeholders: such as students, parents, support officer(STL), teacher/s, external agencies, principal etc.
These programs act as a guide for home tutors in implementing correspondence programs. Within the context of the individual needs of students, teachers develop learning programs for their students that embody the Curriculum Framework and the School Development Plan.
Implementing Learning Programs
Teachers support home tutors and students in the implementation of learning programs through the engagement of students and stakeholders in the learning cycle.
This is achieved through:
- curriculum planning and programming- assessment and monitoring of outcomes
- correspondence materials production and/or modification as needed
- reporting on student progress to stakeholders
Key points of implementation and support are:
- regular and timely contact by telephone, fax and email- home visits (minimum 2 per annum per family)
- participation at seminars & camps
- visits by students and tutors to their school in Derby
Assessment and Monitoring
As part of the programming process, teachers plan for student assessment and monitoring on an on-going basis.
Other whole school assessment and screening takes place too. The STL analyses this data and provides feedback to teachers and other stakeholders as required.
Liaising with and Reporting to Home Tutors and Students
Teachers maintain regular and timely telephone and face-to-face contact with home tutors and students for the purpose of:
- supporting program planning and development- supporting program implementation
- student assessment & monitoring
- pastoral care of students and, where appropriate, home tutors
Feedback to Tutors
Student work submitted for assessment (set work) is returned with a written report. Teachers also engage in an ongoing dialogue with home tutors to provide feedback and share ideas and information. Formal written reports are also provided to parents each semester.
Returned student work usually includes a personal letter to children from their teacher along with motivational prizes, stickers, certificates etc.
Home Visits & Camps/Seminar Participation
To facilitate the achievement of student outcomes in a SOTA distance education context, home visits, school visits and camps / seminars are essential settings for the successful delivery and review / monitoring of learning programs - including home tutor support and training.
As detailed in a SOTA teacher's job description, all teachers are required to participate in the planning, programming, implementation and review of these strategies / events.
All community members are strongly encouraged to attend these invaluable, fun filled and community building events.
Home Visits
Home visits by teachers are crucially important events for the delivery of learning programs and experiences - and for home tutor training.
They are also crucially important relationship and community building events.
Home visits provide teachers with the face-to-face opportunity for:
- Parents
- Home Tutor
- STL
- Principal
- Other teachers as required
Planning and Implementation of Learning Programs:
1. Develop and implement suitable learning programs for distance education students.
2. Provide tutorial support for students and home tutors including appropriate lesson guides.
3. Determine strategies and programs to meet individual needs through an evaluation of student performance and other sources of information.
4. Facilitate learning programs using a range of alternative instructional systems including, but not limited to, the use of SatWeb.
5. Facilitate the organisation, planning and evaluation of broadcast "Air-Lessons" through the medium of computer linked to satellite.
Student Assessment and Reporting:
6. Monitor and interpret student achievement in relation to learning outcomes.
7. Monitor and report on the progress of individual students to parents and for school administrative requirements.
8. Liaise with colleagues and representatives of external agencies (where appropriate) concerning the comparability of student assessments.
Community Interaction and Liaison:
9. Liaise with teaching staff on matters related to educational programs or school
administration
10. Liaise with and provide support and advice for students, home tutors and parent supervisors in relation to the development and implementation of learning programs and behaviour management.
11. Liaise with external agencies regarding the special needs of students.
12. Participate in the planning, implementation and review of seminars and camps.
13. Visit off-site locations as student and school needs dictate. (SOTA teachers require an 'A' class drivers licence and are required to travel in remote locations)
Student Management:
14. Plan and assist home tutors to implement strategies to manage student behaviour and motivate student interest and participation in learning.
15. Identify and implement, wherever possible, appropriate management strategies
to maintain an educationally appropriate, safe and secure learning environment for students.
School Planning and Administration:
16. Contribute to the development and maintenance of the school plan.
17. Maintain awareness of school management structures and operating procedures.
The Support Teacher for Learning offers extensive professional support to teachers by working directly and collaboratively with them to:
- assess students- diagnose learning difficulties
- develop individual education plans (IEP's) to address identified needs
- develop / modify correspondence materials & teaching aides
- review IEP's as part of a learning cycle
- provide training & support to teachers/home tutors/parents as identified
- liaise with outside agencies (ie. OT, speech therapists, psychologists, social workers etc)
The STL also provides field support to teachers for the above.
The STL is a Teaching position attached to the Centre for Inclusive Schooling but located at KSOTA.
Information Technology Officer (ITO)
The ITO has responsibility for, and plays a key school leadership role in, the following information technology areas:
- Students
- Teachers
- Home Tutors
- Administration
