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Information Pack INFORMATION PACK SKYLINE EDUCATION FOUNDATION AUSTRALIA PROVIDES INTENSIVE SUPPORT TO GIFTED AND ACADEMICALLY TALENTED STUDENTS FROM DISADVANTAGED BACKGROUNDS, FOR THE FINAL TWO YEARS OF THEIR SECONDARY EDUCATION. HELPING STUDENTS DREAM BIG SKYLINE INFORMATION PACK 2019 2 CONTENTS About Skyline and the Skyline Program - Skyline's role and mission - Skyline's Theory of Change - How does the Skyline Program work - What does the Skyline Program provide - Program and reach Program Components School/ Student Tallies 2006 - 2019 2018 Evaluation Results Skyline Social Return on Investment Our Students Education Partners Grants; Significant, Major & Key Donors Every Donor The Skyline Board Contact details 3 SKYLINE INFORMATION PACK 2019 Dweck (1986) found that girls showed a tendency toward low expectations, avoidance of challenge, ability attribution for SKYLINE failure, and debilitation under failure. Thus, gender differences in motivational and personality patterns emerge as central issues to consider in explaining achievement patterns. Fear of success may cause some females to believe that they may be rejected by EDUCATION their peers or appear undesirable to the opposite sex if they are too competent or successful (Horner, 1972; Lavach & Lanier, 1975). 1. p64 Skyline has a gender policy such that it will ensure that the overall FOUNDATION number of female enrolments does not fall below 50% in any 3 years. AUSTRALIA & SKYLINE’S ROLE & MISSION Our vision is that gifted and academically talented students from financially and socially challenged backgrounds reach their full potential and our mission is to empower VCE students to thrive THE SKYLINE through education and personal growth in a caring community. These high potential students may be at risk of – leaving the school system early to support themselves, siblings PROGRAM and their families – not aspiring to realise their full potential. In most cases, Skyline .......................................................................................... Program graduates are the first in their family to complete secondary school or to transition to tertiary education or a career pathway that would see the cycle of entrenched THE SCENARIO disadvantage broken Education is fundamental to human endeavour and possibility. Research has shown a direct correlation between educational – ‘falling through the cracks’ as they typically deal with financial attainment and the enhancement of a person’s potential and their hardship, emotional and other familial challenges quality of life. It is a pathway to advancement and opportunities, – intellectual under performance in order to fit in socially or and not only enriches and improves personal lives but benefits created by a failure to see their own potential due to self- communities, societies and countries. esteem and self-belief issues or non-engagement caused by lack of intellectual stimulation For gifted and talented students who show enormous potential – getting least attention at school because their potential is seen yet are caught in a cyclone called social and economic as requiring less support than those below average disadvantage, the disadvantage scenario in its many guises presents an often insurmountable barrier to finishing their The Foundation fulfills its mission for this student cohort through education, pursuing a career and moving beyond their the unique Skyline Program. The Skyline model is a strong circumstances. evidence based program, developed initially by John Cheetham in partnership with the DOXA Youth Foundation in 2001. In 2004 Skyline Education Foundation Australia was founded by Skyline Education Foundation was founded off the back of the visionary, education psychologist the late John S Cheetham, previous program, however it was not until 2006 when the who understood the power of education to change the life of a organisation was re-badged as Skyline Education Foundation child – in particular, a student with the intellectual ability to make a Australia that John, with a group of passionate supporters, major contribution to the world, but little or no ability to change the offered the Skyline Program to gifted and academically talented, circumstances of their background. disadvantaged government school students. SELF ESTEEM Since that inaugural year 99% of the 170 students who have "Even in the face of success, gifted students may suffer from a graduated from the Skyline Program (end 2018), having lack of self-esteem to the point where they believe that they are completed their VCE studies, have transitioned to tertiary studies not as clever as others might think they are and so constantly or careers of choice. fear being "found out". 1. Literature Review on the Education of Gifted and Talented Children, developed Ongoing research continues to add further information and evidence for The Commonwealth Department of Education, Training and Youth Affairs by to enhance the program and the outcomes for students. Professor Miraca U.M. Gross, BEd, MEd, PhD and Bronwyn Sleap, BEd, MEd (Gifted Education).2001, p63 The Foundation also advocates more broadly for disadvantaged gifted and academically talented students in Victoria and the GENDER & SELF ESTEEM educational changes needed to identify and support them in For girls, levels of self-esteem appear to be crucial factors in achieving their potential and fulfilling their dreams through academic and career development. Studies have consistently education. reported more positive self-concepts and higher levels of self- esteem among career-oriented women.... Probably of even greater importance is that academic self-concept consistently has been THE FACE OF DISADVANTAGE shown to influence academic success, career choice, and test By definition disadvantage is a circumstance, or set of multiple performance (Eccles, 1987). challenges that limits success. Out of respect for our mission, and the students we aim to support, we use the word sparingly. SKYLINE INFORMATION PACK 2019 4 "There is currently great concern in educational circles as to underserved populations of gifted students. These include HOW DOES THE PROGRAM WORK? disadvantaged gifted students from minority racial groups; gifted The Foundation primarily partners with Government secondary girls; gifted disabled students; and underachievers." 1. ibid p10. schools identified as having a low ICSEA* value i.e. schools that have a high population of students from low socio-economic- education circumstances. These schools believe in the value of the work of the Skyline Foundation for the aforementioned cohort SKYLINE'S THEORY OF CHANGE of students, and choose to nominate students they believe to Skyline's Incorporation of Theory of Change principles illustrates have high potential who without the Program may not otherwise the influence of continuous critical reflection on our work and fulfil that potential. impact. (Refer illustration page 5) * The Index of Community Socio-educational Advantage (ICSEA) is a scale of socio-educational advantage that is computed for each school, based on the level of educational advantage or disadvantage that students bring to their academic studies. 5 SKYLINE INFORMATION PACK 2019 INITIAL CONTACT students whilst undertaking the Program. The Program Manager or a program coordinator makes contact with selected schools, and introduces Skyline and the Skyline 2. FINANCIAL REIMBURSEMENT AND SUBSIDY Program to the Principal and teachers. Committed schools Reimbursement or subsidy of educational expenses incurred wanting to participate with us in the Program nominate student/s by students (school levies and fees, textbooks, uniforms, distinguished as meeting Skyline’s criteria. The school also materials and academic requirements, travel and excursions) nominates a coordinating teacher who will be the primary person that would otherwise further impact families, already with whom Skyline will liaise, notwithstanding the companion disadvantaged. teacher chosen by the student once inducted. 3. TRANSFORMATIVE LEARNING EXPERIENCES STUDENT SELECTION Students attend unique Skyline & educator partner designed Nominated students undergo rigorous assessment to identify personal growth and development masterclasses, vocational suitability, which takes into consideration: seminars and residential courses, all of which are undertaken outside school hours and provided at no cost to students from - Academic ability to undertake the 2 year program, i.e. within within the funding allocation per student. the top 10% of their year 10 cohort, at the end of semester one, and or giftedness. Being ‘gifted’ can be understood as The Skyline Program's transformative learning experiences the potential for high or exceptional ability, while ‘talented’ combines facets of conceptual, analytical and disciplined is the actual demonstration of outstanding performance and thinking, and education and career guidance with respectful achievement. care of the individual & their circumstances, and equips students of high potential to survive, thrive and lead in an ever- - Socio-economic status and familial circumstances changing educational and economic landscape. Students are also asked to undertake ACER’s AGAT 9 online The sessions are intended to inspire, encourage and assessment followed by an interview, in conjunction with the empower students to companion teacher, one of Skyline’s program coordinators and often one or more Board members. - Develop quality skills, confidence and self-belief to manage and overcome financial and
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