Browse case studies by region: Western Metropolitan
There are 51 case studies from Western Metropolitan region:
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Ding Dong Dell, teachers unravelling VELS - Progression Points and Standards Now understood very well! (Teacher Professional Leave)
Aberfeldie Primary School (01 August 2006)
Unravelling VELS - creating an easily understood and workable whole school
planning document in English and Mathematics levels 1-5.
Listening With Our Eyes - Integrating Reggio Emilia Philosphy (Teacher Professional Leave)
Albanvale Primary School (01 August 2006)
The Team have been investigating the inspiring pedagogy of the Reggio Emilia
philosophy in order to further enhance student learning through oral language
and classroom programs.
Ideas Develop Energy, Alignment, Satisfaction (Teacher Professional Leave)
Albanvale Primary School (01 August 2006)
The Albanvale Ideas Team looked for effective ways to align school wide
pedagogy and increase staff morale.
Ideas for School Revitalisation (Promising)
Albanvale Primary School (17 January 2007)
At our school we were concerned about the lack of an aligned school wide
pedagogy and how this was impacting on staff morale and teaching and learning
outcomes. Whilst students and parents were positive in their feedback about
the school, teachers often pursued their own personal teaching pedagogy.
Thinking - Truly, Madly, Deeply (Teacher Professional Leave)
Altona Meadows Primary School (01 August 2006)
Researching and inquiring into the variety of Thinking Models on offer,
was the initial task of a Professional Learning Team at Altona Meadows.
The Team's emphasis was on ascertaining the most appropriate model for each
grade level and then providing training, mentoring and support for the staff
as they implemented the VELS Thinking Domain.
Teaching for Asian Awareness at Year 8 (Teacher Professional Leave)
Altona Secondary College (24 July 2006)
The aim of Michelle's project was to design curriculum and teaching materials
that would result in a broadening of their awareness and knowledge of the
Asian region at Year 8 level, with a particular focus on India.
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.
RACV Energy Breakthrough - Building a better car or three wheels are better than four (Teacher Professional Leave)
Avondale Primary School (17 October 2006)
Working across three Grade 5/6 classes, Travis Carrick and Joe Scarfo, wanted
a high interest approach to Fitness, Health, Technology and Science. How
to do this and prepare a team capable of competing in the RACV Energy Breakthrough
Challenge was the task they set themselves?
How do you know your students are thinking? (Teacher Professional Leave)
Braybrook Primary School (20 November 2006)
Working with students from Grade 3-6, Gabrielle McSweeney used three tasks
to assess Student Thinking and after analysis of the results set up student
profiles as an ongoing assessment record.
To play or not to play, that is the question! (Teacher Professional Leave)
Cambridge Primary School (01 August 2006)
Whilst visiting several schools and play programs across Melbourne, Jenny
Costello needed to discover what made an exceptional Play program. The answers
that she found are now being incorporated into the programs at Cambridge
Primary School and are supporting the language needs of the children.
An apple for the teacher: does this feed the need? (Teacher Professional Leave)
Cambridge Primary School (01 August 2006)
The Albanvale Ideas Team looked for effective ways to align school wide
pedagogy and increase staff morale.
Transdisciplinary Unit Development (Teacher Professional Leave)
Caroline Springs College (24 July 2006)
The Team are developing transdisciplinary units for Years 7 and 8 that follow
directly on from integrated units currently being delivered in Years 5 and
6 and leading to the development of units at Year 9. The focus is on staff
cohesion in planning and implementation of units of work, student engagement
and consistency in teacher expectations and delivery across classes and
KLA's.
Quality Learning Australia - School improvement (Teacher Professional Leave)
Coburn Primary School (01 August 2006)
The Team undertook the Quality Learning Australia Program after a Diagnostic
Review revealed there was a need to improve numeracy and literacy achievements,
staff organisational health and students' connectedness to school. The results
further indicated a need to improve the effectiveness of our school programs
in engaging students. While participating in the Program the Professional
Learning Team in the P-2 area have implemented some of the Quality Tools
into their classrooms with noticeable impact.
The Journey - A Good School to a Great School (Teacher Professional Leave)
Deer Park North Primary School (01 August 2006)
Researching and analysing student outcomes provided a Professional Learning
team at Deer Park North with an opportunity to evaluate the effectiveness
of programs to ensure maximum student learning.
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.
Considerations for supporting Deaf students with educational interpreters (Teacher Professional Leave)
Derrimut Heath Primary School (24 July 2006)
Genevieve Douglas participated in the Pedagogy Network and completed a Graduate
Certificate in Education. To complete these programs Genevieve undertook
action research linking pedagogy with her interest in numeracy.
The VCE Data Service: The Story Behind the Numbers (Teacher Professional Leave)
Essendon Keilor College (01 August 2006)
This project investigated the VCE Data Service and how it can provide genuine
feedback to promote reflection and improve teaching.
Classroom Climate is not just Air Conditioning (Teacher Professional Leave)
Essendon Keilor College (Niddrie Campus) (01 August 2006)
Transforming Learning (UK) provides on-line surveys, which give staff an
opportunity to find out about their classroom climate from the student perspective.
The process encourages teachers to design action plans, which directly relate
to the improvement of learning outcomes for students.
Peer Coaching - Opening the Door to Learning (Teacher Professional Leave)
Essendon North Primary School (01 August 2006)
Working as a Peer Coach, Helen Otway from Essendon North Primary School
has piloted an onsite Professional Learning program to support powerful
integration of ICT in the classroom. She has supported staff with developing
ICT rich lessons and units.
Investigation and implementation of the Thinking Curriculum (Teacher Professional Leave)
Essendon Primary School (24 July 2006)
The Team introduced a new method of planning units. This was based on the
Lane Clarke inquiry approach and incorporated the Habits of Mind and VELS
statements. This method of planning has been trialled by three areas and
will continue to be reviewed and modified.
Lacking Performance? Need a lift in outcomes? See what Assessment can do for you! (Teacher Professional Leave)
Essendon Primary School (01 August 2006)
When faced with adequate but not exceptional school performance data, Essendon
Primary School faced a choice. Continue current approaches and be satisfied
with meeting State benchmarks or utilise assessment for, of and as learning
and raise the bar.
VELS+TRIBES_PYP = High Performing Learners (Teacher Professional Leave)
Footscray Primary School (01 August 2006)
With the implementation of the Victorian Essential Learning's, Footscray
Primary School identified curriculum reform as an important area to address.
The Teacher Professional Leave Team headed by Deb Godsell, Janet Doherty
and Ken Schmak took up this challenge.
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.
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.
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.
School Culture, Student/Staff Wellbeing/Engagement (Teacher Professional Leave)
Glen Devon Primary School (24 July 2006)
Mary O'Brien focussed on social-personal learning; Student Engagement -
through environmental "hands on" programs or activities; social skills developed
through the TRIBES program.
IDEAS (Promising)
Glen Orden Primary School (17 January 2007)
We were identified as a school with performance issues. Our staff survey
indicated a lack of goal congruence; there was little in the way of whole
school planning. Teachers operated in isolated teams and there was no moderation
of assessment within teams or across the school. A group of motivated teachers
indicated a willingness to develop a No Blame culture and Parallel leadership
within the school and formed the IDEAS School Management Team to lead the
school through the IDEAS process.
Switch On . Shine: IDEAS in action at Kealba College (Promising)
Kealba College (17 January 2007)
A school Diagnostic Review in 2004 identified a strong need for us to develop
shared vision and common understanding of what constitutes effective teaching
and learning in our context. The school was also embarking on district provision
talks and it was important to enter these discussions with a clear understanding
of the school's culture and direction. The IDEAS process promised the opportunity
for us to undergo change in a culture of no blame and to build on successes
already evident in the College.
'Tell Us We Care' - Developing Social Competencies (Teacher Professional Leave)
Keilor Down Primary School (01 August 2006)
A diverse Learning Team at Keilor Downs Primary School looked at creative
methods of integrating social competencies into the classroom.
Beyond Dunno - Communication across the domains (Teacher Professional Leave)
Keilor Downs Primary School (01 August 2006)
The Keilor Downs Primary School Team, recognising the importance of communication
skills for student success in school and life, focussed on ensuring important
language skills were systematically planned, taught and monitored.
Pedagogy - Student portfolios (Teacher Professional Leave)
Kingsville Primary School (24 July 2006)
The Team focussed on portfolios as an authentic assessment tool. Student
portfolios have been identified as a productive means of showing the progression
and stages of student learning.
Social Workers can impact upon children and staff and improve the learning experience for everyone! (Teacher Professional Leave)
Mackellar Primary School (11 August 2006)
To complete her Bachelor of Social Work, Jane Healey used her Teacher Professional
Leave to undertake a placement at the Royal Children's Hospital. She gained
experience in critical reflection, and further insights into the personal
and social aspects of student learning.
Creating OLAR - an Oral Language Activity Room (Teacher Professional Leave)
Newport Lakes Primary School (01 August 2006)
Following their research into Oral Language, Tammi Cordell and Denise O'Shea
worked to set up an Oral Language Activity room based on dramatic play,
and art and craft at specific activity stations.
Flights of Imagination: Creating Tomorrow Today (Promising)
Point Cook Primary School (17 January 2007)
Two years ago we set about a process of whole school improvement.We believed
our school was fantastic but our data indicated poor alignment between the
perceptions of staff, students and parents. The school had grown dramatically
in a short period of time and there had been significant staff and structural
change. We believed that goal congruence, a shared school vision and agreed
pedagogical principles would enhance teaching and learning.
Do we value our values? (Teacher Professional Leave)
Spotswood Primary School (01 August 2006)
As the Student Welfare Coordinator at Spotswood Primary School, Anne McNaughton,
developed a 'start-up' Values Program that would see each class in the school
making the school values 'real' for them.
Does your Numeracy program add up? (Teacher Professional Leave)
Spotswood Primary School (01 August 2006)
A small school investigated how to improve numeracy. Three key components
were identified - consistency, assessment and resources.
Life-long Values for Effective Learners (Teacher Professional Leave)
St Albans Heights Primary School (24 July 2006)
The Team have introduced Habits of Mind (HoM) and You Can Do It (YCDI) as
a response to the need within the cluster for a shared language and to provide
students with the HoM necessary to become successful learners.
Becoming an independent learner; e-portfolios and the Student Learning Journey (Teacher Professional Leave)
St Albans Secondary College (01 August 2006)
Working with Year 7 students at St Albans Secondary College, teacher Mark
Micallef guides 200 lifelong learners through their personal learning journey
using digital portfolios; but with a twist - the student is the Manager!
Improving our teaching in the middle years (Teacher Professional Leave)
Taylors Lakes Secondary College (24 July 2006)
The Team wanted to improve their individual understanding of pedagogy, best
teaching and learning practice and to give them time to implement what they
discovered in their classroom and embed it into curriculum they developed
at Year 9 in English and SOSE.
Have no fear, transforming learning is here! (Teacher Professional Leave)
The University High School (01 August 2006)
The Professional Learning Team team researched and designed a staff development
and review system with a view to establishing a culture of critical reflection
and ongoing learning for staff and improved outcomes for students.
The Visy Cares Junction Centre (Promising)
Victoria University (11 January 2006)
The Visy Cares Junction Centre will be a purpose-built, one-stop information,
referral and support service for young people in the inner and wester region
of Melbourne. It will allow easy access to a range of co-located and integrated
services for young people aged between 12 and 24 years.
Pedagogy: A reflective Account (Teacher Professional Leave)
Wembley Primary School (24 July 2006)
Sofia's focus was to explore best teaching practice. It was more an opportunity
to investigate best practice beyond one's own classroom, which is not always
possible in school situations.
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.
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.
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.
LOTE Classroom Ideas (Promising)
Western Region LOTE teachers (02 February 2006)
An opportunity for professional development for LOTE teachers as well as
an opportunity to share knowledge and skills with others with the main objective
to raise the profile of LOTE in schools
Living in 2030 - an experiment in Survival (Promising)
Williamstown High School (20 October 2006)
The '2030' unit was written collaboritively by three teachers in cooperation
with a non-for-proft community group called Global Green Plan. The Unit
aims to educate middle year students about what life may be like in coming
years if we do not switch to more sustainable ways of living. For one week
families volunteer to exist with 50% less water, gas, electricity and petrol
than they ordinarily consume. This very unique experience is documented
through a student video diary which is used as a teaching tool for the community.
How can Improved Student Outcomes be supported by Integrated Curriculum? (Teacher Professional Leave)
Williamstown High School (08 February 2006)
Adrian Berenger focused his TPL on the relationship and interdependence
of pedagogic reform to the school organisational framework, and how the
reform agenda defined under Flagship 1 of the Ministerial Blueprint is dependent
on the distribution of resources.
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.
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.
