Rural

and Remote- Summary

The Rural & Remote Education Blueprint for action was developed in late
2013. It was determined that while a number of initiatives within the DEC
would contribute to providing children and young people with access to
inspiring and quality education that will equip them to live in and contribute
to, our complex and globalised society. While these initiatives will help to
improve the quality of education for children and young people in rural and
remote schools, evidence shows that more needs to be done.

Four areas of need have been identified to improve the quality of education
in rural and remote Schools. These four areas are:
Quality Early Childhood Education
Great Teachers and School Leader
Curriculum access for all
Effective partnerships and connections
Quality Learning for Every Community
Government funding will be allocated to community preschools and schools based on more equitable, transparent and needs
based funding models;
o A more equitable, needs-based funding model will be implemented for community preschools to support the achievement of
universal access.
o Increased funding will be allocated to rural and remote schools through a new, fairer Resource Allocation Model to reflect the
different needs of their students and the nature and location of their schools.
Rural and remote schools will be supported to collaborate in the development of an education strategy that best meets the needs
of their school communities;
o From 2014, education networks will be established in some rural and remote communities.
Quality Early Childhood EducationMore children in rural and remote communities gain the benefits of quality early childhood education in at least the year before
school;
o Vulnerable and disadvantaged children will have access to high quality and more affordable early childhood education.
o Departmental preschool services will better target areas of greatest need.
Early childhood education services are responsive to the needs of families in rural and remote communities;
o Specific strategies are in place to enable greater participation in early childhood education in rural and remote communities.
o Scholarships will be provided to build the capabilities of early childhood teachers.
o Support will be provided to encourage sustainable and flexible delivery of preschool services
Children in rural and remote communities enter kindergarten as confident learners;
o Transition to school statements will be introduced to strengthen information sharing between parents, early childhood
educators and schools.
o New initiatives will provide support for the Departments current distance education preschool.
Great Teachers and School LeadersGreat Teaching, Inspired Learning reforms build the capacity of teachers and leaders in rural and remote schools;
o Graduates from NSW teacher education programs will have the skills and personal attributes for teaching in rural and remote
schools.
o Incentives will be targeted to attract more of the best and brightest into teaching in rural and remote schools.
o Beginning teachers will receive quality induction, reduced teaching loads and mentor support.
o Teachers will be better supported by strategies and processes that allow for professional collaboration and conversations
about their teaching practice
Rural and remote schools have greater capacity to attract and retain quality teachers and leaders;
o The benefits of teaching in rural and remote locations will be actively promoted.
o A new range of incentives will be offered to attract and retain teachers and school leaders.
o More options will be available to develop the leadership skills of current and aspiring school leaders in rural and remote
schools
Distance and time are not a barrier to working and learning together;
o Teachers, school leaders and administrative and support staff in rural and remote schools will have access to quality
professional learning, mentoring and coaching programs.
o Teachers will have increased opportunity to experience real or simulated NAPLAN and HSC marking.
o Virtual faculties will be established for Learning and Support and ESL teachers linking them to experienced head teachers,
assistant principals and other expertise.
Curriculum access for allRural and remote students have improved access to a broad and quality curriculum;
o A virtual secondary school will be established, delivering quality curriculum to rural and remote students across the state.

Electronic curriculum documents and syllabus support materials will be developed to meet the needs of rural and remote
teachers.
o Processes will be strengthened to ensure smooth curriculum transition from primary to secondary school.
Gifted and talented rural and remote students have the same curriculum opportunities as students in metropolitan areas;
o New approaches will be developed to address the impact of isolation, distance and small peer groups on gifted and talented
students.
o New programs will be developed to give students access to and engage them in science, mathematics and agriculture courses.
o More options will be provided for rural and remote students to participate in State arts and sports programs and other
enrichment opportunities.
Rural and remote students have access to quality transition pathways from secondary school into further education, training or
employment.
o New partnerships will be developed between schools, TAFE NSW, universities, employers.
o Aboriginal students will be provided with additional support through personalised learning to achieve their aspirations as they
move into further training and/or work.
Effective partnerships and Connections
Teachers and school leaders have access to professional learning and expert advice so they can meet the learning and support
needs of every student;
o Professional learning will build the capabilities of school leaders and staff in creating and sustaining safe and supportive
school communities.
o Teachers will be supported with tools to assist them to personalise learning and support.
o Student Support Officer traineeships will be offered to engage youth workers in schools.
Schools are able to access specialist assistance for students whose needs are challenging or complex. 13.1 Specialist centres will
be established to bring together expertise and specialist staff;
o There will be more coordinated case management and planning for students with significant behavioural issues who are
enrolled in distance education.
State borders do not prevent students from obtaining the support they need;
o The Department will simplify bureaucratic processes to make it easier for schools to work across state borders.
o The Minister for Education will seek support from the Cross Border Commissioner and the Standing Council on School
Education and Early Childhood (SCSEEC) for schools operating near borders to be able to share education services.