Browse case studies by region: Barwon South West
There are 17 case studies from Barwon South West Region:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Belmont High School - 'A Move to Post Industrial Age Schooling' (Teacher Professional Leave)
Belmont High School (09 January 2006)
Using Teacher Professional Leave and Leading Schools Fund time, the team's research formed a strong basis for Middle Years transformation. The team travelled widely, visiting schools and talking with experts. The team recognised the importance of sharing their knowledge and experience with colleagues.
"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.
Colac College IDEAS journey (Exemplary)
Colac College (17 January 2007)
Two years ago staff at our school collectively agreed that we lacked a school vision and direction. We needed to develop a collaborative process if we were to improve student outcomes, particularly in literacy and numeracy. Through a sense of team, and using the IDEAS concepts, we believed that we could firmly develop the commitment to agreed whole school pedagogical principles.
IDEAS Journey (Exemplary)
Colac College (12 June 2007)
Staff at Colac College collectively agreed that they lacked a school vision and direction. Staff needed to develop a collaborative process if they were to improve student outcomes, particularly in literacy and numeracy. Through a sense of team they believed that they could firmly develop the commitment to agreed whole school pedagogical principles.
Real Life Forensic Science (Teacher Professional Leave)
Colac High School (11 August 2006)
Peter Jeans focused his TPL on developing specific subject knowledge in the area of forensic science. Peter developed further resources that could be used by any science teacher to teach forensic science at a middle school level, particularly tasks that involved information technology skills.
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.
Whole School Curriculum Innovation and Transformation (Teacher Professional Leave)
Corio West Primary School (08 February 2006)
Educational transformation was taking place at Corio West Primary School. The essential team goal was to make professional transformation in educational pedagogy as whole school, as level teams and as individual teachers. To achieve transformation, innovative curriculum was developed to encompass Principles of Learning and Teaching (PoLT) and the IntelŪ Teach to the Future Program which is the basis of our integrated curriculum.
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.
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.
Recognising and extending learning in a music ensemble and organising a new music teacher network. (Teacher Professional Leave)
Matthew Flinders Girls Secondary College (09 January 2006)
Ross Lipson and Richard McLean explored ways to recognise and extend the learning taking place in Sweethearts, a music ensemble that performs in professional contexts, as well as making contacts with other teachers who were developing alternative approaches to student musical performance.
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.
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.
Chooks in School (Exemplary)
Torquay Primary School (02 February 2006)
Torquay Primary School developed a Sustainable Garden in which chickens are utilised to recycle all organic waste generated in school (food scraps and weeds). In turn a herb and vegetable garden has been developed using the waste products of the chickens.
Developing a Whole School Approach to ICT (Teacher Professional Leave)
Warrnambool East Primary School (08 February 2006)
Jackie (Teacher Librarian) and Liz (Year 4 Teacher) expressed interest in developing a whole school approach to ICT. Teachers had already undertaken numerous PD sessions on the Thinking Curriculum and ICT skills. Jackie and Liz used the IntelŪ Teach to the Future program to create a professional development program for staff which incorporated both of these aspects.
