The Glendyne Model: an evidence based evaluation (an evaluation of Glendyne Education & Training Centre Hervey Bay 2006)

Abstract

This document reports on research which was commissioned to explore the outcomes of the Glendyne Education and Training Centre. Major Key Stakeholders were approached and participated in the research. Literature in this field was reviewed showing paucity in research into this particular aspect of alternative secondary education. There are approximately 80 students currently enrolled at the Glendyne Education and Training Centre offering an alternative student-centred approach to learning for at-risk students in the region. Several decades ago, non graduating year 11 high school students could obtain jobs, join the military but today they are much more likely to be unemployed, involved in crime or imprisoned (Jeffries et al 2004 p. 64). Today at-risk youth often drop out of school or are excluded from mainstream high schools either for behavioural /learning disability reasons or to seek financial support as a result of family structures, support or opportunities (Jeffries (et al 2004). The aims of this study were to evaluate the ‘Glendyne educational model’ as implemented by the Glendyne Education and Training Centre (hereafter referred to as Glendyne’) as an alternative model of secondary education for ‘at risk adolescents’. Glendyne aims to address this with their mission of; removing barriers to education and to nurture the intellectual, physical, social emotional and spiritual development of young men and women. Findings support the proposition that the Glendyne is a model of excellence for alternative education for adolescents who are unable to achieve in mainstream secondary school systems. Academic standards were found to be appropriate for the learners. The fact that learning is strongly linked to personal development, social skills development and work readiness following supported community experiences, indicates that students are not being short changed nor are they being graduated with unrealistic expectations of their potential in the community. Respondents did however identify that not all students were totally reformed. It was identified that when a student became pregnant processes were available to support her during pregnancy and birth with processes to enable her return to school. For the few students who re-offended and were returned to the Justice system, support was also provided to facilitate continuation of their learning. Issues commonly dealt with by the Glendyne Centre include; family issues, relationship issues, academic issues, attitudes, inappropriate behaviours, self esteem issues, suicide ideation, sexual abuse, anger management, chroming/ drug misuse, homelessness (Krueger 2005). Following the success of the initial program the Glendyne model has been reproduced in another regional city( Bundaberg) Funding was received for support for a further 30 students in 2006. The centre won a National award for crime and violence prevention as recognition for the work with youth on the Fraser Coast. A 2005 Glendyne Report indicated that issues dealt with in the last part of 2005 by counselors, mentors and as a direct result of court appearances and Department of Communities input included past and present juvenile offenders (n-12), probation (n-22), drug diversion counseling (n-25), anger management programs (n-20) counseling (n-16). Major substance abuse counseling dealt with by the ATODS (In full) Drug Rehabilitation worker at Glendyne included tobacco (n-3), alcohol (n-9), marijuana (n-15), inhalants (n-15), amphetamines (n-3). Stated outcomes (Westpac final report 2006) for Glendyne Girls indicate the following; 18 students have returned to education or training, 1 student obtained an apprenticeship, 2 students are in detention, 2 have been or are pregnant, and 2 have either moved from the area or lost contact. The Hervey Bay Independent (Nov 11 2005) reported that Glendyne girls in their second year at the centre had been successful by winning an award at the Queensland Training Awards The Glendyne Indigenous youth worker was awarded the Queensland Training Award for the most outstanding Indigenous trainee in 2005. Little has occurred generally within schools to improve the situation regarding at-risk groups of students. This report has been compiled as a result of researchers from the USQ Wide bay Regional research Unit working closely with the school staff, parents and teachers to enable them to evaluate educational and personal support at Glendyne. All respondents (students, parents, staff and community members) commented favorably about the learning environment, staff commitment to students as individuals and student achievements. Notable was the overwhelming support of parents of students for the staff and centre and how it has impacted positively on student behaviour, learning and employability as well as overwhelming support and gratitude for the Principal. Addressed within the study were issues such as how is a culture of remediation constructed by teachers at the centre? How does the education obtained by students prepare them for society? Does the centre provide the instructional climate necessary to maximize the potential of the students? Does the centre fortify or undermine the potential of the students? The answer to each of the questions has been a positive one by all respondents regardless of their relationship with the Centre. It is difficult for educators of at-risk adolescents who are committed to social justice, educational equity and desiring to teach in a manner that develops mature educationally prepared and socially conscious students. It would appear that teaching at Glendyne requires an adaptive philosophy.