Browse case studies: primary and secondary schools
There are 111 case studies from primary and secondary schools:
Note: all documents are in MS Word. Case studies are arranged alphabetically by school.
Aviation Studies across the Curriculum (Teacher Professional Leave)
Alexandra Secondary College and Alexandra Primary School (25 January 2006)
Rod Falconer and Simon Gillespie have developed through the Internet on Aviation studies suitable for an age range from Year 2 through to Year 10. They want to simplify teacher's search for resources in the area of Aviation/flight studies.
Energy Breakthrough (Exemplary)
Alpine Cluster: Myrtleford Schools; Bright, Wandiligong and Harrietville schools (14 February 2007)
The Cluster have promoted the inclusion of math, science and technology in a multi-domain unit that emphasises the development of team work, leadership and personal responsibility. This was designed around the RACV challenges set for Maryborough. The Program culminated in a celebration of student work within the local community with the winning entries competing at Maryborough. It is a collaborative project that requires students to act on their learning.
Achieving Together, Learning Forever (Exemplary)
Altona Secondary College and Altona West Primary School (17 January 2007)
Two schools are using the IDEAS process to provide a pedagogic framework and common vision for the merging of Altona SC and Altona West PS into a new P-9 College. Both school administrations saw IDEAS as a vehicle to establish a new entity under the Leading Schools Network that would be underpinned by effective and common pedagogic practice and a shared vision of our educational purpose.
"PoLT - Please Offer Lots of Traintracks" - A Cluster Approach (Exemplary)
Belmont Highton Cluster (19 June 2007)
Wanting to facilitate consistent, ongoing improvement in teaching approaches, strategies and thus student learning outcomes, the Cluster Educator, Steve Solomonson, has worked with Principals and School Leaders in seven schools to implement PoLT.
Assessment for Mathematics Learning: Year 6-7 Transition (Promising)
Benalla Innovations and Excellence Cluster (14 February 2007)
Year 7 Benalla College mathematics teachers wanted to gain information on the mathematics achievement of incoming Year 7 students. In particular, they wanted to: gain assessment information prior to mathematics instruction; identify high achieving students in mathematics, and identify low achieving students in mathematics. It was decided to assess all Year 6 students in mathematics at the end of the school year. This was so the Year 7 teachers would know their students' understandings and needs in mathematics at the start of the school year.
Teaching Maths at Year 7 and 8 for the Non Maths - Trained Teacher (Teacher Professional Leave)
Bright P-12 College (17 October 2006)
Bright P-12 College has a shortage of maths - trained teachers and recently relied on using teachers from other method areas. To assist in preparing these teachers, the College has trialled the use of the ICE-EM textbook. The ICE-EM project is a national curriculum, well sequenced and aims to raise the level of mathematical understanding of students to a national standard. It also aims to provide strong and structured support for teachers without a mathematical background.
Maths Matters (Exemplary)
Broadford Cluster (Broadford SC; Wallan SC; Wallan PS; Kilmore PSl; Broadford PS; Wandong PS; Willowmavin PS; Beveridge PSl; Upper Plenty PS; Pyalong PS; Tooborac PS (14 February 2007)
The Small Schools Cluster enlisted the expertise of consultant Michael Ymer who began the Small Schools two year journey to facilitate Professional Learning in the Numeracy classroom of teachers within the Small Schools.
Better Teaching, Better Learning (Teacher Professional Leave)
Broadmeadows Cluster (29 May 2006)
The focus is on learning - the development of curriculum practices relating to what students learn, how teaching facilitates learning and how all assessment tasks should contribute to learning.
Learning Beyond Words (Promising)
Broadmeadows Special Developmental School (14 February 2007)
In regular IDEAS PD afternoons teachers were able to identify common values through PD activities, often using visual picture cards (an IDEAS resource) and professional dialogue. Teachers identified their personal pedagogies and then looked for commonalitites that resulted in pedagogical statements.
Moderation of Literacy and Numeracy (Promising)
Broken Creek Cluster (15 January 2007)
The Broken Creek Cluster focussed on assessment and reporting. The Team felt that it has been difficult to have consistent teacher judgements because of the different philosophies that teachers have in regard to assessment and reporting, so they addressed this issue by having a common writing task for every school in the cluster to assess. For the numeracy moderation, schools had to bring in samples of a variety of tasks.
'Lost in transition' Moving senior students with disabilities towards increased opportunities and independence (Teacher Professional Leave)
Brunswick Special Developmental School (17 October 2006)
Teachers from an inner city Special Developmental School used their Professional Development Leave to look at ways of restructuring their curriculum in line with VELS. They developed units of work that integrated the VELS strands into a comprehensive and coordinated curriculum for the transition group of senior students.
Post Graduate Diploma in Special Education at Melbourne University (Teacher Professional Leave)
Bulleen Heights School (29 May 2006)
The Post Graduate Diploma in Special Education furthers Rosamund's skills and experience in special education with knowledge of the latest research available globally, historical perspectives and current practices, in order to lead and mentor teachers in special and mainstream settings. It increases the qualified Special Education Teachers at Bulleen Heights School, and within the Manningham Network and Templestowe Cluster.
Useful ways to teach interdisciplinary learning with information and communications technology (Teacher Professional Leave)
Bulleen Heights School (12 January 2007)
The Professional Leave Team endeavoured to link characteristics of the effective schools models - Focus on Teaching and Learning and Learning Communities. The decision to use the Interdisciplinary Learning Strand of the curriculum to achieve the project outcomes was directed by the opportunities offered to improve "thinking and learning" and by investigating a deeper understanding of how teachers and students can create successful outcomes as their knowledge, skills and behaviours are developed across the discipline boundaries.
Completion of Master of Education (Special Educational Needs) (Teacher Professional Leave)
Bulleen Heights School (24 April 2006)
Kirsty McLean was completing her Master of Education (Special Educational Needs) at Deakin University. Kirsty also completed her final two units, which were "Teaching Mathematics Successfully" and "Advanced Studies in Gifted Education".
Introducing the VELS in a whole school setting (Teacher Professional Leave)
Carwatha College P-12 (02 November 2006)
Theminy Carydias investigated how different schools including Government and independent primary and secondary schools, are looking at incorporating the VELS into their school contexts. The outcome of this leave was two products. The first was an outline of different whole school approaches to the VELS and the second was recommendations for VELS implementation at Carwatha College P-12.
Finding ways to enable a move towards 'One to One' access in ICT (Teacher Professional Leave)
Carwatha College P-12 (02 November 2006)
Mif Grubb wanted to see if the use of Personal Digital Assistants would help both schools and students improve the amount of access time to digital resources - that is move towards one to one access in ICT and to enable the creation and use of ICT rich applications.
Boys' Education (Teacher Professional Leave)
Carwatha College P-12 (02 November 2006)
Lachlan Noble's project concerned analyzing what the school system is doing to engage boys. This has involved visiting schools from all sectors, and meeting with researchers to discuss the programs that are in place. School and Department of Education and Training data reveal a real problem with boys' connectedness to school. Lachlan discovered that this is not a neglected issue. The diversity of strategies that have been implemented are diverse, and their results, while difficult to measure are very encouraging.
Creating and Supporting a Performance and Development Culture Resource File (Teacher Professional Leave)
Carwatha College P-12 (02 November 2006)
Anthony Paine used his TPL to investigate and develop Individual Teacher Improvement plans along with raising the profile and importance of a teacher effectiveness/continuous improvement culture within the school staff. A Performance and Development Committee was formed and a data base of tools and methods is being created with input from the Department of Education and Training, Innovations Branch.
Tribes in the Cathedral Cluster (Promising)
Cathedral Middle Years Cluster (14 February 2007)
Cathedral Cluster implementation of the Tribes Learning Communities Process (TLC) to improve student learning outcomes, student wellbeing, engagement and transition.
Peer Coaching (Teacher Professional Leave)
Cerberus Cluster - Sandringham Primary School, Mentone Girls Secondary College, Sandringham East Primary School, Cheltenham Primary School (02 November 2006)
Cerbus Cluster participated in the training program for Peer Coaching. Peer Coaching is a strategy for teacher improvement. The Program incorporates teacher reflection and peer observation. A confidential and trusting relationship is built up between the trained coach and the coachee, including the enhancement of communication skills and the development of more effective classroom behaviour and outcomes for teachers and students.
Sustainability in Schools Program (Other)
CERES Environment Park (18 January 2007)
The ultimate aim of Education for Sustainability (EFS) is to give students 'ecoliteracy' and help future generations become citizens who are environmentally, socially and economically responsible.
Mobile Robotics Station (Promising)
Cobaw Cluster (11 January 2007)
Cobaw Cluster are providing hands on experiences using computers and lego robots. Children are working cooperatively in pairs to program robots to complete tasks ranging from easy to difficult.
Follow-up of Primary Newly Arrived Students who had exited the Program to a mainstream school two or more years earlier (Teacher Professional Leave)
Collingwood English Language School (20 March 2006)
Anne Joiner and Juliette Haggett focused their TPL on the transition process of Newly Arrived students who had exited from the New Arrival program two or more years prior to the commencement of the project. The Project aimed to gain information about learning needs and achievements; CSF levels attained in mainstream schools; literacy needs; welfare needs; absenteeism rates and student self esteem and confidence.
51 Teaching and Learning Tools (Promising)
Corio and Norlane Middle Years Cluster: Corio Primary School; Corio Bay Senior College; Flinders Peak Secondary College; Norlane West Primary School and Rosewall Primary School (12 June 2007)
Key staff, curriculum and PD coordinators from each school, identified a shortfall of assessment strategies/tools when completing the Professional Learning package. The package had some samples but these were not user friendly or easily accessible. A resource of 51 assessment strategies/tools and graphic organisers was developed. Teachers were involved in PD of a selection of the strategies at a Cluster PD where 65 staff participated.
My Mentor & 1 (Exemplary)
Corio Shores Cluster/Corio South Primary School (12 June 2007)
My Mentor & I program involves older students working one on one with the same student for one hour per week. Students are matched with students of similar interests to work on self esteem, confidence, literacy and numeracy.
School-based action research for lifelong learning (Exemplary)
Dandenong Ranges Schools Network (02 February 2006)
Three Clusters work together as a network to develop reflective enquiry-based teaching practice, and stronger links between schools, students, teachers, parents and the Community.
VELS Curriculum for Specialist Settings - a Special Curriculum for Special People (Teacher Professional Leave)
Dandenong Valley School (26 April 2007)
The introduction of VELS, coupled with the desire to have a curriculum written specifically to meet the requirements of a school for moderate to severe intellectually and multi-disabled students aged from 5 to 18 with a broad range of needs, provided the motivation for this team to meet the challenge.
Democratic Learning - Building a Learning Cluster (Teacher Professional Leave)
Deer Park North Primary School (Deer Park/Albanvale Cluster) (24 July 2006)
The TPL focussed on the following: pedagogy and assessment; transition practices; creation of a shared learning network among Cluster middle years teachers; how the curriculum connects the goals of democratic learning and VELS; and school connectiveness, development of professional networks for shared understanding and improved practice.
Cluster Student Leadership Teams (Teacher Professional Leave)
Deer Park/Albanvale Cluster (24 July 2006)
Athena focussed the TPL on Student Leadership. Each year different teachers have had the responsibility of overseeing the management and leadership of the Program. Teams of students have had the responsibility of training the trainer, so that Grade 6 students take their skills into secondary school and Grade 5 students maintain their responsibility for the primary setting.
Schools As Community Facilities - Six Case Studies (Other)
Department of Education & Training (School Resources Division and Strategic Policy and Planning Division) (05 January 2006)
Six case studies from 'Schools as Community Facilities: Policy Framework and Guidelines'. There are many practical benefits of schools and communities sharing facilities including strengthened social networks, better use of facilities and more community involvement in young people's learning. The case studies are examples of the successful and innovative partnerships that exist between Victorian government schools and their local communities.
Teaching Level 4 Chemistry (Exemplary)
Doncaster Innovation and Excellence Science Project (11 April 2006)
Primary School Principals asked for assistance from the secondary college in the area of Science teaching for a number of the Level 4 teachers. The primary schools all chose a unit on Chemistry. The Science teacher, Vicki Spardanis, selected a series of Chemistry lessons that also focussed on good scientific method and active learning. At the conclusion of the Program teachers were interviewed. A booklet on teaching the experiments with guidelines for teachers was produced.
Building a Collaborative and Sustainable Learning Community (Teacher Professional Leave)
Dromana Cluster (02 November 2006)
The Team's project began as a chance to observe teachers and collaborate on developing innovative strategies, however, it evolved into something much bigger. The Team tackled the issue of improving the quality of information passed between Year 6 and 7 teachers by developing progress maps based around VELS. The Team also began compiling a file of great teaching ideas.
Colour and Movement: A 'Whole School' visual approach to Numeracy and Number Sense from Prep to Year 8 (Exemplary)
Drouin Cluster of Innovation and Excellence (27 February 2006)
The Program addresses numeracy from Prep level to increase children's number sense and confidence with number. It is rich in visual representations, student involvement with 'creating meaning' involving numbers, and creating/sharing through ICT. From tens frames at Prep, the Program uses arrays to improve students' understanding and enjoyment of basic number facts, fractions and early algebra (to Year 8).
Cluster Professional Learning Teams (Promising)
Echuca Cluster (11 January 2007)
The Cluster wanted to improve teacher professional learning and sharing as well as improved student learning and engagment outcomes. The Cluster comprises of three teams: Student Learning (Year 5-8); Student Wellbeing & Engagement (Year 5-8); and Student Transition & Pathways (5-8).
RuMAD? (Are You Making A Difference?) (Exemplary)
Education Foundation Australia (14 February 2007)
ruMAD? is a values-focused, student-led, experiential and inquiry-based curriculum framework for the middle years. It is a curriculum that starts from students' values and interests and at the very core is guided by the students' values and visions. It is also a teaching practice that is responsive to student learning styles needs.
Student Leadership (Promising)
Elwood 'Village of Learning' Cluster (15 January 2007)
Leadership 4 ALL! student leadership conference. For students to practice leadership through action. The Project facilitated collaboration between primary and secondary teachers, teamed with community partners to address students' authentic learning opportunties to improve features of the local physical and social environment.
Student Mentoring: Sport Leadership (Promising)
Flora Hill Cluster (04 March 2007)
The Cluster wanted to provide Grade 5 and 6 boys with the opportunity to work with positive role models (Year 10 PE Mentors) to develop Leadership Skills and Sports Coaching confidence. The intention was to equip the mentees with the knowledge, skills and confidence to plan and implement sporting activities for other primary students back at their own schools. The added bonus of the program was the Transition benefit of increased familiarity and engagement with Secondary College facilities, staff and students.
Teaching and Learning (Promising)
Forest Hill Cluster (15 January 2007)
The Forest Hill Cluster is aiming to provide a model of excellence in student learning, through the integration of the PoLT principles and assessment tasks in a curriculum that provides a learning environment that is conducive to student engagement.
Focus on Frankston: Fostering connectedness to the Local Community and Enhancing Literacy throughout the Cluster (Promising)
Frankston Cluster (04 March 2007)
The Frankston Cluster schools worked together to explore, connect with and write about their local community. In doing so the teaching and learning of literacy was enhanced and positive relationships between staff, students and the community were cultivated.
Sands throughthe Hour Glass, So Are The Habits Of Their Minds (Teacher Professional Leave)
Fulong Main Cluster (St Albans Meadows PS, Albion North PS, St Albans South PS, St Albans Heights PS, St Albans SC (01 August 2006)
The Furlong Main Cluster's challenge was to support Middle Years teachers in sharing ideas and developing an understanding of the Habits of Mind. Their goal was to give students tools and thinking strategies enabling them to be effective problem solvers.
Bilingual Exchange in Deaf Settings (Teacher Professional Leave)
Furlong Park School for Deaf Children (03 November 2006)
The Team wanted to explore best practices in bilingual language teaching and delivery for deaf students in a school for the deaf.
The research, development and implementation of an Auslan linguistic assessment tool for pre-school and primary age children (Teacher Professional Leave)
Furlong Park School for Deaf Children (03 November 2006)
The project aimed to develop an assessment tool to track the current Auslan (Australian Sign Language) skills of all students. Linda also aimed to include this procedure as an ongoing assessment protocol to track development in signing skills.
Capturing the Culture - Extending the Dimensions (Exemplary)
Glendal Primary School and Glenallen Special School (02 February 2006)
This pilot project developed as a shared vision between two school communities to enrich learning and teaching. The initiative involved teacher exchange between two schools from mainstream and specialist school setting. Each school developed four goals to be specifically addressed during the teacher exchange week.
Positive Behaviour Support implementation: A case study for a child with Angelman Syndrome (Teacher Professional Leave)
Glenroy Specialist School (16 June 2006)
This case study explores the usefulness of the Positive Behavioural Support (PBS) approach in achieving meaningful behaviour change and to improve the quality of life for a child with Angelman Syndrome. A functional assessment was conducted to determine the purpose of his inappropriate behaviours and then appropriate interventions implemented.
Developing Social Competencies through Physical Activities (Promising)
Golden Square Cluster (11 January 2007)
The cluster addressed the social and emotional competencies of its students through physical activities - games. They attended a PD with Wilson McCaskill from the Game Factory.
Grimshaw Kids Leadership (GKLT) (Exemplary)
Grimshaw Innovations & Excellence Cluster (23 November 2006)
Grimshaw Cluster aimed to improve the leadership skills of students and develop another strand to connect the nine schools in the Cluster.
FOCUS Sessions and Building Connections Sessions (Promising)
Grimshaw Innovations and Excellence Cluster (23 November 2006)
Grimshaw Cluster want to provide a forum for communication and sharing between cluster schools. The Cluster want to encourage teachers to celebrate their knowledge and achievements whilst also providing time to form links and strengthen bonds with other teachers.
Battle of the Brains (Exemplary)
Grimshaw Innovations and Excellence Cluster (23 November 2006)
The aim of the Grimshaw Cluster's Battle of the Brains Program was to continue to encourage the Middle Years students in our Cluster to think creatively. We also continued to strengthen the link between cluster schools and help to make the transition from Primary to Secondary more comfortable.
Starting Right 2 (Promising)
Grovedale Cluster (27 February 2006)
Grovedale Cluster are developing classroom culture and relationships by using the first 7 days of school year program (Prep-Year 8). By holding off from any formal learning in the first seven days of school and focussing on activities that relate to the five components of Starting Right 2; LEARNING Together, Looking At Me, Our Room, Learning How To Think and Switching On To Learning.
The Effects of a Direct Instruction Program on Numeracy Outcomes (Promising)
Hamilton Cluster (12 June 2007)
The Cluster wanted to reduce the percentage of students below the national mean so they introduced the Direct Instruction comprehensive Maths program designed around the Australian National Maths Curriculum profile.
The Effects of a Direct Instruction Program on Numeracy Outcomes (Promising)
Hamilton Innovation Excellence Cluster (27 February 2006)
All students in Years 5-8 in the Hamilton Innovation Excellence Cluster are undertaking Elementary Maths Mastery. It is a Direct Instruction comprehensive Maths program designed around the Australian National Maths Curriculum Profile.
'I've got that Somers Feeling' - Please Explain! (Teacher Professional Leave)
Hastings West-Park Primary School and Somers School Camp (19 December 2006)
Somers School Camp staff wanted students to reflect on their personal growth during their camping experience. The TPL 1 team researched qualitative assessment. Our TPL 2 team embarked on a mission to develop a range of tools that would assess our program, improve our reporting and optimise the children's ability to reflect.
Embedding Essential Learning Experiences in the Classroom (Exemplary)
Highvale-Wheelers Hill Innovations and Excellence Cluster (15 January 2007)
The Cluster wanted to develop the learning capacity of students by embedding essential learning experiences in our classrooms.
Digital Learning Portfolios (Promising)
Hopkins Cluster (12 June 2007)
The Cluster wanted to explore the potential of Digital Portfolios to capture evidence of student learning. Professional development was run, equipment was purchased and lent out to schools. The Team visited schools outside their Region to view portfolios and had inter cluster school visits and peer tutoring across the cluster.
Professor Peter Sullivan supports open-ended questioning, trajectory planning, student tracking and moderation throughout eight cluster schools (Promising)
Kangaroo Flat Cluster (04 March 2007)
Teachers throughout the cluster were supported in planning trajectory, open-ended lessons with in-school visits made by Professor Peter Sullivan. During the project teachers were provided with additional time and resources to implement engaging, open-ended lessons and put into practice student numeracy tracking from Grade 3- Year 8.
The development of a negotiated curriculum model (Promising)
Kew Cluster (16 June 2006)
The Cluster is investigating ways of enhancing student engagement through giving students greater input into determining their curriculum and fostering greater ownership of their learning.
Online Domino Robotics (Exemplary)
Knox Northwest Cluster: Bayswater PS, Bayswater West PS, Boronia West PS, Bayswater SC (11 April 2006)
The Cluster began to develop school community priorities, teaching and learning methodology, leadership programs and school infrastructure that support Online Collaborative Mentoring initiatives.
Kyabram Schools Transforming Learning Initiative (Teacher Professional Leave)
Kyabram Secondary College and Kyabram Primary School (17 October 2006)
Kyabram Secondary College and the Kyabram Primary Schools (Haslem Street and Dawes Road) school councils have agreed to the development of a P-12 school within the township. We investigated: school design (architecture) implications for teaching and learning; school organisation in a seamless P-12 environment; and development of student focused communities or neighbourhoods attuned to stages of learning.
Student Leadership Annual Conference (Promising)
Lyndhurst Cluster (15 January 2007)
The Cluster are developing the leadership skills of selected students in Years 5-8 to model to all students in the cluster of schools.
Labsite (Promising)
Macedon Cluster (11 January 2007)
The Labsite is a teacher professional learning activity which involves teachers, teaching and planning collaboratively with the aim of improving an aspect of their teaching practice. Teachers use PoLT Component Mapping data to identify an aspect of their teaching practice which they wish to improve.
Promoting Relational learning through Values Education (Promising)
Maroondah North Cluster (11 April 2006)
The Cluster is keen to demonstrate how teachers can further develop/facilitate improved relationships to promote student learning without implementing a new program. On a more global scale, the Cluster's goal is to create communities rich in 'social capital' where all children have opportunities to achieve success emotionally, academically and socially.
Rich Task Development (Exemplary)
McKinnon Innovations and Excellence Cluster (16 March 2006)
McKinnon Cluster wanted to improve student engagement in the Middle Years. At the same time the Cluster wanted to give teachers a chance to work in cross-curricular teams using a wider range of teaching approaches with a flow-on effect in their classrooms.
Developing the integration of effective ICT practice across the curriculum (Promising)
Merri Cluster: Brauer College, Warrnambool Special Developmental School, Grasmere, Woodford and Merrivale Schools (12 June 2007)
The Team wanted to introduce teachers and students to a range of technologies to embed effective ICT use, tools and strategies across the curriculum.
MYTIE IntelŪ Teach to the Future Project (Exemplary)
Middle Years Templestowe Innovation and Excellence (18 April 2006)
The Cluster wants to increase the use of ICT in the middle years area and to unify planning documentation across the five Cluster schools so that teachers are empowered in the use of elearning and improved student engagement.
Teaching Reading Recovery at a Specialist School (Exemplary)
Mildura Specialist School (16 March 2006)
Teaching Reading Recovery Program to students with a intellectual disability. Lessons were individually designed for each student, suiting the student's learning abilities and needs. Lessons often required repetition, simplicity, moderation and a variation of teaching methods and materials for each student.
Developing the Compass Award Program in Years 5 to 8 (Teacher Professional Leave)
Milgate Primary School and East Doncaster Secondary College (12 January 2007)
The Team developed the Compass program. The Compass program starts in the middle years of primary school and continues in Years 7 and 8. A manual was written to guide students, teacher mentors and parents undertaking the program. The long term goal was that students would stay with the Program for four years.
How student data can drive reform (Teacher Professional Leave)
Mirboo North and District Schools' Cluster Group (20 March 2006)
The members of the Maths Group spent time specifically concentrating on common fractions. At meetings, many ideas and activities were shared by group members. The Team also devised a Cluster test that looked specifically at common fractions. The test was made up from material from Year 5 and Year 6 maths activities. The test showed that most students have a good, basic understanding of common fractions but struggled to apply this knowledge.
Coaching for Purposeful Planning (Promising)
Moe Cluster (27 February 2006)
Moe Cluster agreed to explore the use of a common planning tool as a catalyst to further enhance teacher pedagogy and improve student learning. Over two years, staff have been introduced to and trialled aspects of the Thinking Oriented Curriculum and Habits of Mind. Following this knowledge and skill development staff requested coaching and discussion forums where they could be shown ways to incorporate these into their current classroom practice.
PoLT Professional Learning (Promising)
Mooroopna Cluster (14 February 2007)
The Cluster implemented PoLT in all schools by providing focussed professional learning opportunities for staff in all Cluster schools and poviding opportunities for staff to share their knowledge and skills acroos the Cluster to further develop links across schools, both Primary and Secondary.
Community/Environment Professional Learning Team (Teacher Professional Leave)
Mordialloc Cluster: Aspendale Primary School, Aspendale Gardens Primary School, Chelsea Primary School, Edithvale Primary School, Mordialloc College (02 November 2006)
Anne Grigg, Barbara Hallinan, Peter Horne, Barb Sharp and Danielle Adam have defined the goals of the project as looking at resources available throughout the cluster and sharing of those resources. The resources that were sought and shared included; units relating to the unique environment in our area (wetlands and beach), contact people available and relevant projects. The sense of camaraderie that was fostered and developed throughout the leave and across the cluster has proved hugely beneficial to all cluster schools.
4Cthinker.com (Teacher Professional Leave)
Mt Eliza Cluster (03 November 2006)
Pamela Munroe Smith, Natasha Crooks, Craig Brumley, Christine Taylor and Bill O'Brien decided that following a cluster conference a need emerged for an efficient avenue to disseminate information, with supporting resources for teachers, and supporting their focus of developing Critical, Creative, Caring and Competent Thinkers throughout the cluster. The Team developed a web site that provided a resource for development of the 4C's for the Mount Eliza Cluster.
Personal and Social Learning Curriculum for students with Special Learning Needs (Teacher Professional Leave)
Mt Evelyn Special Developmental School (08 February 2006)
The Team focused on creating a Personal and Social Learning Curriculum that was functional, meaningful and relevant for students with intellectual disabilities. The recent introduction of the Victorian Essential Learning Standards greatly impacted on the creation of this document where the Team ensured the VELS learning experiences, format, philosophy and terminology was incorporated.
E-Learning (Maths and English) (Exemplary)
Murray Valley Cluster: Yarrawonga Secondary College, Yarrawonga Primary School, Rutherglen Primary School, Rutherglen Secondary College, Chiltern Primary School, Sprinhurst Primary School, Wahgunyah Primary School and Tungamah Primary School (04 March 2007)
By working together towards a common goal and against a number of adversities, this cluster of schools have developed a very successful model of an e-learning program based around maths and english for Middle Years students, which we believe paves the way into education in the 21st century. It is based on sound educational research and implements initiatives and best practice of the Princliples of Teaching and Learning. We are very proud of the program and its outcomes for both students and teachers.
Healthy Catchment Communities' Program (Exemplary)
Murrindindi Cluster: Yea High School; Yea Primary School; Highlands Primary School; Flowedale Primary School; Kinglake Middle Primary School and Kinglake West Primary School (14 February 2007)
This Program aims at practically enhancing and reinforcing student awareness of their local environment, their place within it, and how they can make a difference for all. It engages primary and secondary Murrindindi Cluster schools, and local environmental education organisations, in developing professional development, teacher resources, and student experiential learning packages, across the theme of 'Healthy Catchment Communities'.
Peer reflection/Mirror Mirror (Teacher Professional Leave)
Murrumbeena Primary School, McKinnon Primary School, Ormond Primary School, Valkstone Primary School, McKinnon Secondary College (05 December 2006)
Representatives from the schools within the McKinnon Cluster undertook a training program in peer coaching. It involved coaching skills for successful teaching, resulting in the possibility of mutual reflection and developing strengths in teaching practices. These skills and ideas were taken back to their individual schools.
Reporting and Assessment for Learning Team (Teacher Professional Leave)
Narre Warren South P-12 College (05 December 2006)
Gary Bolch, Sui-Kim Howlett, Indra Walia, Christine Davey-White, Cheryl Gates, Carmel Sheedy and Susan Stoneman want to raise student achievement by engaging all teachers, students and parents as active participants in the assessment process. The main focus has been on developing assessment strategies that are formative. Formative assessment is about using the information gained to improve learning.
An online syllabus will change the way to teach (Teacher Professional Leave)
Noble Park English Language School (19 December 2006)
An online syllabus will change the way curriculum is delivered in a language school. It will improve the quality and consistency of teaching, promote sharing and provide teachers with the structure they need in a constantly changing environment.
Peer Coaching Training and Implementation (Promising)
Noble Park Keysborough Cluster (15 January 2007)
The aim is to support and encourage teachers in their efforts for continuous improvement of their classroom practice, to provide teachers with data and professional feedback in a neutral, non-threatening manner and to support action research as a viable, commonplace means of professional learning.
The Travelling Story - a journey through the minds of a couple of hundred country kids (Exemplary)
Otways Cluster (14 February 2007)
The Cluster mean to re-connect the school communities in a cluster that has been without a Cluster Educator for 18 months. Without the connecting links, initiatives like I&E, PoLT, VELS, run the risk of being diminished through lack of teacher interaction and the exchange of diverse experiences.
Visual Storytelling Project (Exemplary)
Red Earth Cluster in collaboration with the Victorian College for the Deaf (02 February 2006)
Students of the Red Earth Cluster are working with Year 7 to 10 students from the Victorian College of the Deaf project to create a bilingual resources (spoken and written English and signed in Auslan) for students in Years Prep-4.
J.O.T. (Jobs Out There) (Exemplary)
Rochester Cluster (16 March 2006)
Rochester Cluster wanted to provide the first vocational experience for students. Through this the Team aimed to develop the relevance of school to students and to increase the level of engagement pupils have through their early years of secondary school.
To investigate the relationship between Teaching Approaches and Student Learning (Teacher Professional Leave)
Rubicon Outdoor Centre (20 March 2006)
Helen Godfrey and Sue Steel want to deliver improved student outcomes due to the pedagogical knowledge process and practices of the teaching team. They would like to modify the curriculum design and programs to incorporate Rubicon's Values.
PoLT Professional Learning (Exemplary)
Seymour Cluster (14 February 2007)
The Cluster are looking at the development of the Performance and Development culture within their schools and Cluster through providing opportunites for staff to participate in professional learning.
Forward Thinking (Teacher Professional Leave)
Seymour Cluster Education (08 February 2006)
Seymour Cluster want to improve student learning outcomes, student engagement, teacher expertise through professional development, modelling, discussion, curriculum development and exploring the importance of the Thinking Curriculum directly linked to VELS and POLT.
The effect of Interactive Whiteboards on teacher, teaching and learning, student learning and engagement (Exemplary)
Shepparton Cluster (15 January 2007)
Since its inception in 2005, the Shepparton Innovations and Excellence Cluster has endeavoured to do its part in leading the way towards providing Middle Years students and teachers with innovative and engaging curriculum that will enable all to become co-learners.
Roundtable Assessment ()
Sherbrooke Community School (02 February 2006)
Roundtable Assessment is a public demonstration of student learning. The public or panel consists of 3-5 members, usually a peer, teacher, parent and a Community member. It is the place where students are able to clearly describe to an audience, the deep understanding and knowledge they have obtained. Students are expected to improve their work habits, quality of work, self-confidence and self-reflection.
Learning through Mentoring (Promising)
South Springvale Innovation and Excellence Cluster (10 April 2006)
The Cluster have established three Cluster Professional Learning Teams: School Partnerships; Community Partnerships and Parent Partnerships. In each partnership the Cluster are providing teachers and students the option to be involved in mentoring/coaching opportunities by establishing strong links with cluster teachers and community organisations in order to share knowledge, skills and ideas for innovative programs.
Reforming Mathematics Curriculum in Years 7, 8 and 9 (Promising)
Strathbogie Cluster (14 February 2007)
The Cluster improved student engagement and teacher pedagogy in Mathematics by using a more hands-on, open ended investigations and greater use of ICT in classrooms.
Emotional Intelligence - Empowering and Educating School Communities (Teacher Professional Leave)
Sunbury/Diggers Rest Network (20 March 2006)
The Team developed an interest in the implications of Emotional Intelligence for school communities. The aim of their TPL was to research and develop an educational framework for Emotional Intelligence and to link with and build on a current research initiative by Swinburne University 'Centre for Neuropsychology' into Emotional Intelligence in a school setting.
Cluster strategic planning and Annual Implementation Plan (Exemplary)
Tallangatta Cluster (14 February 2007)
The Tallangatta cluster has used the Department of Education strategic planning process to identify its goals, targets and milestones for the next four years. From this the cluster has an annual implementation plan.
Keys to Success (Promising)
Traralgon Cluster (27 February 2006)
Renamed Keys to Success, an adaption of the You Can Do It program (Michael E. Bernard) into the secondary school. This involved training of staff in the concepts and language; adaptation of key documents such as classroom management plans and school policies relating to student management to align with the Program and then a launch of the Program into both campuses simultaneously a the beginning of 2006.
Enhanced Transition Program (Exemplary)
Upper Kiewa Innovations and Excellence Cluster (15 January 2007)
The Cluster focussed on Improving Primary-secondary transition by: giving primary students increasing exposure to secondary school life during years 5 and 6; giving year 7 teachers exposure to the primary classroom environment and encouraging imitation of best practices; forming a 'Buddy' relationship between each student in year 6 and a year 9 student; and increasing the level of interaction of students from the various feeder primary schools prior to them beginning year 7.
Broadford cluster middle years best practices mentoring program (Teacher Professional Leave)
Upper Plenty Primary School, Broadford Primary School, Broadford Secondary College, Wallan Primary School (08 February 2006)
The Broadford Cluster established common goals to research pedagogy. This provided an opportunity to build on and expand existing current strategies used in promoting literacy and numeracy in middle years.
Rural Schools Transition Program (Promising)
Wangaratta Innovations and Excellence Cluster (14 February 2007)
The Cluster wanted to improve the transition process of students from small rural schools and 'at risk' students from city schools to Wangaratta High School.
To explore the impact of meeting regularly, to read, write and talk about aspects of our professional work (Teacher Professional Leave)
Warragul Cluster (09 June 2006)
The Team aimed to explore the value and impact of three areas: professional reading, professional discourse and professional writing as communication tools for teachers to share their knowledge. The Team planned to develop their skills of professional writing, learn how to better articulate and communicate our practice and develop ways to coach and mentor other teachers in their schools.
Focussed Feedback Walk (Promising)
Warragul Cluster/Macedon Cluster (11 January 2007)
The Focussed Feedback Walks are a series of organised and highly structured collaborative enquiry "walks" by colleagues and 'walkers' in order to identify evidence of professional progress and success of professional learning activities and for planning for future professional learning activities. PoLT Component Mapping data and other pedagoglogical foci can be used for this process.
Develop a whole College (P-10) curriculum to improve teaching and learning (Teacher Professional Leave)
Weeroona College (29 May 2006)
The Team at the College would like to improve areas such as student learning, engagement and connectedness. They have developed two alternative curriculum models.
Trees, Paws and Claws - Authentic Learning at Zoos Victoria (Exemplary)
Werribee Open Range Zoo (25 January 2006)
The Trees, Paws and Claws Discovery and Learning program facilitates students' understanding of the issues surrounding the loss of local wildlife and habitat. Students and teachers are provided with the opportunity to connect with wildlife that previously lived along the Werribee River corridor.
Re-living the national narrative - an investigation into Australian History using the performing arts. (Exemplary)
Western Edge Youth Arts (14 February 2007)
Our history is closely linked to our identity. What is the Australian national narrative and how can we investigate it actively so that we create our own relationship to it? How can we start to understand the interface of Aboriginal and European culture? A performing arts approach opens the door to 'powerful learning'.
The Use and Abuse of Power (Exemplary)
Western Edge Youth Arts (14 February 2007)
Bullying is based on the abuse of power. The development a broader understanding of how power can be used to oppress people in conjunction with a drama based, peer-led anti bullying program to raise awareness and change behaviour. Peer education makes this a powerful strategy.
Bring the Colosseum to Life. An investigation into the values of Ancient Rome using the performing arts. (Exemplary)
Western Edge Youth Arts (14 February 2007)
Ancient Roman civilisation is part of the bedrock of European culture but what were the values underlying this civilisation? This Program used innovative creative arts techniques to bring Roman culture alive for Year 7 secondary students. A complex docu-drama form was used in a performance to Primary students.
Understanding Literacy within an ESL context (Teacher Professional Leave)
Western English Language School (17 October 2006)
The research conducted by Vecihe Yegen set out to better understand the literacy practices and needs of the Southern Sudanese Dinka community living in the Western Region of Melbourne, so that language and literacy teaching of these students can be better informed.
Pre-literate Student and Family Support (Teacher Professional Leave)
Western English Language School (24 July 2006)
Judith focussed on strategies for ESL/Literacy and school adjustment for students with severely interrupted schooling.
Pre-literate Student and Family Support (Teacher Professional Leave)
Western English Language Schools (24 April 2006)
Judith Byrne wants to improve the outcomes of the pre-literate students and to better prepare them for the mainstream. The main goals have been to accelerate literacy development, discipline, establish healthy eating and provide homework support. WELS continues to receive requests from exit schools asking for literacy strategies and support for students who are struggling with the demands of the mainstream classroom.
Footprints - teachers/students and life skills in the middle school curriculum (Teacher Professional Leave)
Western Port Secondary College (19 December 2006)
The introduction of VELS, coupled with the desire to have a curriculum written specifically to meet the requirements of a school for moderate to severe intellectually and multi-disabled students aged from 5 to 18 with a broad range of needs, provided the motivation for this team to meet the challenge.
Holistic Educational Learning Model (HELM) - Navigating Educational Change in Castlemaine (Teacher Professional Leave)
Winters Flat Primary School and Castlemaine Secondary College (11 August 2006)
Both the Community Class and the Barkers Creek programs are the result of a strong and evolving collaboration between parents, teachers and school leadership. There has been a shared need at both schools to inspire and support change within state school communities. The Community Class at Winters Flat Primary School and Barkers Creek Pilot Programs of Castlemaine Secondary College have developed through careful management and consolidation of the parent devised Holistic Educational Learning Model (HELM).
Enhancing Student engagement via embedding the Principles of Learning and Teaching into Rich Assessment Tasks (Promising)
Wodonga Phase 1 Cluster (14 February 2007)
Teachers are identifying and reflecting on effective learning and teaching via the use of the Principles of Learning and Teaching auditing tools. They are utilising this information to develop effective teaching and learning strategies to enhance student engagement and learning outcomes.
Young Citizens Curriculum Leadership Day (Promising)
Wodonga West Urban Cluster (14 February 2007)
The Cluster ran a Curriculum Leadership day for 50 students from four schools. Teachers and students of Years 5-9 from cluster schools participated in the activities and learned together. Students gave feedback on preferred learning styles and their opinion on a range of activities. This is a unique form of professional learning because of the range of students and teachers who participated and observed the results.
Werribee Town Centre Streetscape Beautification Study (Exemplary)
Wyndham Innovation and Excellence Cluster (18 April 2006)
The Cluster involved students in an authentic and rigorous educational task that helped to develop a sense of active citizenship. Wyndham's Quality Community Plan Environment and Sustainability committee wanted this information to assist in informing and supporting Wyndham City Council and the community in relation to use of art and vegetation in business districts.
Radio Shows - live and pre-recorded (Exemplary)
Wyndham Innovation and Excellence Cluster (15 January 2007)
The Project involved presenting one hour radio shows live on SYN FM 90.7 on a weekly basis for a term and pre-recording eighteen 20-minute radio shows using Audacity software. It was to give the students an authentic educational task that provided them with a real audience. They gained a very realistic insight into the radio industry. SYN FM has an audience of 60,000 listeners. This project has a very positive impact on the personal growth of the students involved.
Hot House and Hot Cottage (Promising)
Yarram Secondary College (27 February 2006)
The purpose of the Program is to develop pedagogical practice and in conjunction, design a complementary teaching and learning facility, that is stimulating, motivating and engaging for both students and teachers. The Yarram Hot-House and Hot Cottage will be purpose built indoor/outdoor learning spaces, rich in ICT and with structure and furnishings that consider student comfort, space and choice, and visual stimulation - designed to develop 'locally grown' and exemplary teaching and learning activity. The pedagogical philosophy of the Hot-House espouses the development of team work and independent learning.
