Browse case studies: Teacher Professional Leave (TPL) - 2008
Through the Teacher Professional Leave (TPL) initiative, Victorian teachers can take up to ten weeks of professional leave to explore significant and timely innovative practices in their local educational context. Drawing on the collective professional learning of approximately 800 Victorian teachers per year, participants share what they have learned through submitting a case study to Knowledge Bank (for more details about TPL including how to apply, please visit the TPL website.
Note: all documents are in MS Word. Case studies organised alphabetically by school.
Enriching and Extending Student Learning Through the Use of Interactive Whiteboards
Aberfeldie Primary School
With a focus on enriching and extending student learning the team worked to discover, reflect and introduce Interactive Whiteboards as an effective teaching and learning tool. We completed several school visits with a view to observing best practice in the areas of ICT and curriculum innovation.
Embedding Reading to Learn Coaching and Mentoring – Investigating Literacy Improvement in the Middle Years
Altona College
This TPL focussed on developing a Reading to Learn (R2L) program within classrooms with a particular emphasis on Years 7-9. We investigated models of improving teacher understanding of R2L through coaching and mentoring. This led to identifying and clarifying literacy needs within Altona College and embedding Reading to Learn as part of the literacy program in 2009.
Strengthening Student Engagement and Literacy Learning
Auburn Primary School
We aimed to identify best teaching practices to support mixed abilities and catering for multiple student entry points in the literacy classroom. The action-research project focused predominately on three key areas of the literacy curriculum: using ICT as a teaching tool to strengthen and support literacy engagement, boys’ education and engagement, plus identifying and supporting gifted and talented students.
Inclusive language resources that foster communication, language and literacy skills for deaf children and their families
Aurora School
This project provided opportunities for teachers to develop skills in ICT, particularly in the area of film and editing aiming to recreate aspects of familiar, real life language situations, to equip children and families with language experience and skills they can use in everyday situations.
Connect 9: Rich, Real and Relevant Curriculum for Year 9 students
Baden Powell College
Organised around our project has investigated best practice to engage Year 9 students. We have designed a curriculum and program that incorporates learning in real life and promotes interdependence, independence and responsibility.
Preparing for the 21st century using I.D.E.A.S.
Ballarat Secondary College
The IDEAS project is a School Improvement process consisting of five stages: Initiating, Discovering, Envisioning, Actioning, and Sustaining.
Teacher Professional Leave has enabled Ballarat Secondary College to use the IDEAS process to position itself for the future by enhancing learning outcomes, valuing the work of teachers in their classrooms and enabling alignment between the work of teachers and the school’s strategic purpose.
Personalised Learning and flexible learning spaces
Bannockburn Primary School
This report examines different models of curriculum structure and pedagogical approaches at a range of schools the authors visited. They also share their findings on personal learning and in particular focus on how they have seen flexible learning spaces across different schools and how the spaces can be used to enhance teaching and learning.
Reading to Learn – A Literacy pedagogy for all teachers
Bayside College
This project investigated the Reading to Learn pedagogy, its implementation and effectiveness across various key learning areas in a secondary school setting. The primary objective was to close the literacy gap in the classroom while accelerating learning for all students at the same time.
Writing and Implementing Individual Learning Plans for Literacy and Behaviour Management
Bayswater West Primary School
This project investigated tools for writing and implementing Individual Learning Plans to improve Literacy and behaviour management across the school. Based on action research, professional development, individual and small group workshops, it enabled all staff at Bayswater West to effectively use Individual Learning Plans in their own classrooms.
Year 8 Curriculum Review
Beechworth Secondary College
Beechworth Secondary College has developed an integrated program to engage students at Year 7 level. In Year 8 students tend to disengage and their behaviour worsens as there is no choice in the curriculum. Students are in traditional form groups for the entire week. This project examines and develops the Year 8 curriculum delivery mode to increase student choice and therefore engagement.
Teacher Induction and Professional Feedback Strategies
Belgrave South Primary School
The project was to develop a comprehensive induction program and multiple sources of feedback for staff and students. It aimed to improve and acknowledge the importance of professional interaction and dialogue for staff and to enhance the learning and teaching environment. New staff entering the school also needed specific support as they began their professional journey at our school.
Improving Literacy in the Junior School through development of Oral Language Skills and the use of the Developmental Curriculum
Benalla West Primary School
This project investigated new ideas for improving the teaching of oral language skills to children in grades prep and one through language experience activities. We investigated assessment programs to enable us to plan and teach explicit language skills to these children.
Improving Student Literacy Outcomes
Benalla Primary School
This project reviewed and modified literacy assessment practice throughout the whole school, focussing on four areas: collection of appropriate data; consistency of the nature of the data; transition of data across the grade level; use of data to inform teachers to provide purposeful and explicit instruction to improve student engagement and learning outcomes.
Support Curriculum for Special needs students
Baringa School
This project was to primarily study different models of Special Education curriculum structures and develop a curriculum document to support VELs. Our aim was to address the needs of students in a special setting, with a particular focus on our own school.
Improving Mathematics Teaching and Learning by integrating highly reliable teaching procedures into maths sessions
Bairnsdale West Primary School
This project investigated the impact of teaching students to “Get their Knowledge Ready,” “Target their Vocabulary,” “Paraphrase and Visualise the Mathematics” and “Develop their own Self-talk scripts” for Mathematics sessions. Improved comprehension of mathematical concepts and language was evident in students through this process.
ICT, INTERACTIVE WHITE BOARDS and PEER COACHING
Berwick Lodge Primary School
The focus of our project was to develop teachers’ skills in planning and implementing curriculum using ICT rich tasks and tools, in particular Interactive Whiteboards (IWB). The proposal was to develop the skills of a small team of teachers who would then become ICT coaches for teachers in the following years.
Teachers, Parents and Students in Partnership, to Enhance the Learning Journey
Blackburn Lake Primary School
Teacher Ed Sharpe set out to explore the challenge of enhancing parent, teacher and student learning partnerships, through the running of ‘Partnership’ evenings within the school community. This involved families participating in a shared learning activity, with the view to reviewing their home reading and writing routines. Families were able to affirm their positive practices, set goals and trial new routines. Each family was given the opportunity to evaluate how things went and to ask questions.
“Stronger Start, Better Finish”: best practice in the early years of school
Boronia Heights Primary School
Three prep teachers examined different models of early childhood practice in an endeavour to incorporate exemplary elements into the prep program. Focus areas were transition and curriculum provision.
LET US TALK, WE’RE LEARNING FROM EACH OTHER. Making Oral Language a Major Component of the School Literacy Program
Boronia Primary School
This project investigated ways to increase the oral language opportunities for students in grades Prep to 2 (5-8 yrs). Based on a variety of sources, it found that by careful planning teachers could engage all students in rich and diverse conversational learning and bring about greater engagement in literacy activities.
Differentiation, VELS and Maths in the Middle Years Classroom
Broadford Secondary College
This project investigated new ideas for differentiating the maths curriculum in the middle years and improving the consistency of assessment against the VELS. Four specific strategies were developed and trialled and a model for planning for a differentiated maths classroom, based on a backwards planning design, was also developed.
Inquiry Learning – A Journey of Whole School Change
Camberwell South Primary School
We wanted to bring about whole school change in our approach to Inquiry learning that encapsulated thinking skills.
Empowering Reflective Learners through Portfolios, Values and Thinking
Carnegie Primary School
The project investigated new ideas for promoting reflection and learning, based on values education and thinking routines. This learning supported the development of student portfolios at Carnegie Primary School. The combination of values education, thinking routines and portfolios will empower students to become reflective learners.
A collection of effective resources for all teachers to ensure they can understand and teach literacy across the domains
Carrum Downs Secondary College
This project aimed to re-excite and resource all teachers to teach literacy across domains. This included an English as a second language (ESL) program to effectively teach students visiting from our sister-school in Japan, a literature circle resource package to support teachers in implementing literature circles in the classroom and a toolbox of effective literacy techniques.
Redeveloping Year 9 curriculum to provide students with more experiential learning
Carwatha College
This project investigated means to better engage our Year 9 students. Based on our own research within the College and exploration of other schools’ programs, we developed experiential learning activities that catered for the present curriculum in most Key Learning Areas.
Investigation of ASSESSMENT PRACTICES by the classroom teacher, to ensure curriculum and assessment practices go hand in hand
Caulfield Primary School
The focus of this case study is how to link an effective school curriculum structure with rigorous systems of accountability, by which school and student performance can be evaluated.
Introducing a ‘Learning to Learn’ program for middle years students within a local secondary network
Cheltenham Secondary College
This project investigated how the Alite ‘Learn to Learn’ program, developed in UK schools, could be incorporated into the middle years curriculum in Cheltenham Secondary College, Parkdale Secondary College and Mentone Girls’ Secondary College. Each of the three schools trialled different models of delivery of the program. This enabled each school to develop a practical strategy to embed the program for 2009.
Introduce E-Portfolios across the middle school as a tool for self assessment, reflection and student led conferencing
Cheltenham Secondary College
This project focused on introducing e-portfolios as a resource for both students and teachers in the middle school. Based on developments within our changing curriculum, it has been recognised as an appropriate tool for assessment, reporting and student reflection.
Re-engaging Year 9 – redesigning space and practice
Cohuna Secondary College
The project investigated alternative programs and structures for changing attitudes to teaching and learning at the Year Nine level. It involved students in planning a learning space and staff planning for future development.
Year 9 Learning Community ‘Active & Alive’ Program
Colac Secondary College
As part of a group Professional Leave application from staff across two campuses a new Year 9 applied learning program with community links and an integrated approach to teaching and learning has been researched and piloted. The program aims to improve student engagement through student centred learning.
Extending learners thinking skills and beyond
Coomoora Primary School
This project arose out of the need to extend the more able students. We researched and implemented a planning document for Victorian Essential Leaning Standards Levels 1 to 5. This incorporated the VELS Thinking Curriculum, various learning theories, thinking tools and a whole school approach to extension.
VCE Integrated Learning Program at Year 11 incorporating English, Psychology, Health and Media, using a Problem Based Learning (PBL) pedagogy
Corio Bay Senior College
This case study explores the implementation of a Year 11 Integrated/ Problem Based Learning Program, which aimed to address the issue of retention through boosting student engagement, and in turn, to improve student outcomes.
Developmental Curriculum at Corio South PS
Corio South Primary School
The Prep – Year 4 Research and Development Team had a focus for improved pedagogy and learning for students in the Corio/Norlane area through personalised inquiry based learning. I had a particular focus on Developmental Curriculum and our prep team have implemented it into the four prep classrooms at Corio South Primary School in 2008.
Personalised Learning through Inquiry
Corio South Primary School
This project focused on building the professional capacity of teachers at Corio South, developing new knowledge, skills and competencies, developing planning documents that aid explicit teaching and providing a shared vision for staff in Inquiry Learning. The TPL Team has worked towards developing an Inquiry Learning approach targeted at improving learning outcomes and engagement for all students.
From Paddock to Plate: An Inquiry unit of work into gardening and healthy living
Corio West Primary School
This case study details a school’s professional development journey that begins with the planting of a vegetable garden and the subsequent production of curriculum resources based on inquiry units of work. It also describes a parallel journey the school community collectively embarked on to promote good healthy eating and the community’s well being.
Raising our AIM in Literacy: Creating a whole school Literacy Resource (Folder) and approach
Cranbourne Primary School
This project investigated different literacy practices and resources aimed at improving Cranbourne Primary Schools AIM (NAPLAN) results in Literacy.
After visiting several like schools and observing their literacy blocks and classroom practices, we constructed a whole school literacy guide by incorporating strategies and programs that we felt would suit the needs of our school.
Improving student engagement and outcomes in mathematics years 7 to 9
Cranbourne Secondary College
This project investigated new ideas for improving student engagement by the introduction of hands on activities for the teaching of numeracy in years 7 to 9. Based on a variety of sources, including direct observations from other secondary schools and innovative practical professional development sessions, appropriate activity based approaches were found which improved engagement and numeracy outcomes among junior school students.
Improving ICT Classroom Practice
Crib Point Primary School
This project investigated classroom ICT practice and began developing an eLearning plan with a focus on teachers’ confidence to embrace eLearning. The team worked to evaluate, reflect and improve teachers’ ICT capabilities. Data was gathered from a number of sources with a focus on the ePotential ICT Capabilities resource.
Maintaining the Momentum in ICT - broadening teachers’ use of elearning within the curriculum P-6
Daylesford Primary School
The focus of the TPL project was to continue the development of the effective use of ICT in a medium sized rural Victorian school that began as part of the Creating electronic Learning Leaders (CeLL) initiative. Staff Professional Development targeted the use of ICT for purposeful teaching across a wide range of disciplines.
Improving Classroom and School Climate
Deer Park North Primary School
A team of two teachers representing different teaching teams, explored and developed their own approach to improving classroom climate and in conjunction with the school’s welfare team, began to develop a whole school discipline/welfare approach utilising the principles of ‘Restorative Justice’ and implementing curriculum programs in line with the Victorian Essential Learning Standards - Interpersonal Development Domain.
From Colleague to Coach - Becoming a Literacy Coach in Your Own School
Deer Park North Primary School
In 2008 my school was allocated a regional literacy coach. A .5 position was also created for a coach from within the school. I applied for Teacher Professional Leave to undertake the training that was being provided by DEECD. My coaching work was undertaken with the Prep/1 teachers, while the regional coach worked with the grade3/4s.
Exploring the use of Interactive Whiteboards as a tool to improve ‘Assessment As Learning’ practices and experiences
Deer Park West Primary School
Interactive Whiteboards (IWB) can be an ideal tool to assist in the provision of a learning environment that involves all and leads to powerful and purposeful learning opportunities. This case study explores how IWBs have assisted students in gaining a sense of being in control of their own learning, whilst also developing staff confidence and experience in using a variety of innovative assessment strategies.
Improving Student Learning by Building Capacity in Information and Communication Technology (ICT)
Delacombe Primary School
To investigate the effective inclusion of ICT into effective teaching and learning programs in a primary setting, with a emphasis upon classroom organisation and implementation. To increase the ICT skills of students and staff through a holistic curriculum approach.
Chat versus Chastise: Moving towards a Restorative Approach.
Doncaster Gardens Primary School
This project investigated the potential of a positive conflict resolution for teachers and students through Restorative Practices. Based on the Restorative Justice model used in the judicial system, harm is addressed and relationships mended through the use of conferencing.
Increasing student engagement through the effective use of eLearning tools in the classroom
Doncaster Secondary College
This project investigated eLearning tools and how they are used in the classroom. Teachers who are implementing innovative eLearning classroom practice were interviewed across thirteen schools in Victoria. Middle years classrooms were targeted with the focus on how the use of eLearning technologies increases student engagement.
Philosophy for Children
Doveton Heights Primary School
This project investigated the use of “Philosophy for Children’ integrated into our curriculum, to improve student well-being, engagement and thinking skills.
Teaching Thinking: Developing and enhancing student thinking, socials skills and engagement through Philosophy for Children
Eumemmerring Primary School
This project was aimed at introducing the Philosophy for Children into the curriculum in order to improve student engagement and develop thinking and social skills. It was based on researching and investigating the benefits of the Philosophy for Children program and sharing this knowledge with colleagues across the Doveton-Endeavour Hills Cluster Schools.
Refining ICT rich, inquiry based units of work through the development of sustainable professional learning teams
Dromana Secondary College
This project investigated an alternative way to develop professional leaning teams which would lead to an improved professional development culture and improved teaching practice through the delivery of inquiry based units focussing on the use of new technologies.
Aligning the Steiner maths curriculum with VELS
East Bentleigh Primary School
This project investigated creating a maths curriculum, aligned with VELS, to assist our teachers with implementing the curriculum, their recording of student profiles and accountability to the department.
Engaging students richly in mathematics using Information and Communication Technology (ICT)
East Bentleigh Primary School
This project investigated ways in which ICT can be used effectively in the classroom to engage students more richly in mathematics in the middle years. Through school visits, teacher shadowing and mentoring and research based internet investigations this project demonstrated that students are more highly engaged in mathematics with the use of interactive whiteboards and computers.
The successful merging of two primary schools
Eastona Park Primary School
This project investigated the process involved in merging two schools’ philosophies and curricula into one vision for the proposed new school.
Seamless literacy/numeracy curriculum P - 4
Eskdale Primary School
This project investigated current literacy pedagogy in the Early Years classrooms within the Tallangatta Cluster. Cluster schools were collaboratively involved in documenting current practise and future needs. Common documents were produced to facilitate seamless curriculum and provide consistency and synergy across the cluster, making the learning opportunities better for students.
Engaging and Inspiring Year 9 Learning
Eumemmerring College
This project investigated Year 9 engagement and learning by implementing programs to engage and assist in connectedness to school. Through school visits focusing on engagement and connectedness to school and their immediate community, we observed that the current teaching and learning practices were in need for change. A more engaging curriculum needed to be developed to assist in the continuation of learning and improved attendance.
Literacy in the Middle Years – Laying the Foundations for Success
Eumemmerring College Gleneagles Campus
The focus of this project was to investigate the options for improving the literacy levels of early secondary students, and making recommendations to implement strategies across the curriculum. After visiting a selection of primary and secondary schools, and investigating a variety of commercial and public domain programmes, the school introduced a Literacy Centre, a Teachers’ Toolkit and Literacy Strategic Plan.
Sustainable Futures – Helping Year 7 Students to become environmentally-minded at home, at school and in the community.
Fairhills High School
The project involved writing and implementing a unit of work for year 7 students titled ‘Sustainable Futures’ that would give students a hands on approach to sustainable living. Students look at the key areas of water, waste, biodiversity and energy and then create a project in one area of interest.
Improving Numeracy Attitudes and Outcomes for Students and Teachers P-4
Fairhills Primary School
Our project was to investigate ways to improve Numeracy teaching and student engagement in the Early Years. This linked into a project undertaken by the Middle Years team. Our aim was to have a consistent approach to the teaching and learning of Numeracy across the school.
Exploration into an alternative program for Year 9 that links the students with the community
Flinders Peak secondary College
The ‘Unite’ project investigates new ideas for improving the teaching and learning in Year 9. Based on a variety of sources, including visits to schools currently running alternative programs, it found that personalising the learning students undertake, including students in community linked projects, incorporating ‘real life’ and Problem Based projects will improve motivation, feelings of connectedness, attendance and learning for students and facilitators alike.
Online Resource that links local community recreation options for Intellectually Disabled and Autistic people and carers
Frankston Special Developmental School
An interactive student resource, parent blog and teacher program that enables students to experience a range of recreational and leisure activities, assist students develop skills and interests in Leisure and Recreational activities and encourages community input into alternative options for students with Intellectual disabilities and Autism.
Peer Collaboration for Improved Teaching
Great Ryrie Primary School
The focus of this study was to implement peer observation across the whole school as a source of professional development which developed a culture of professional dialogue.
Incorporating ICT and Sustainability into the curriculum to empower student learning
Greenslopes Primary School
This project investigates the development of a sustainable curriculum and sustainable school practices while incorporating an underlying ICT focus.
How does explicit teaching of comprehension strategies improve learning outcomes?
Grey Street Primary School
This project used an intervention model to accelerate students’ reading comprehension results from the 25 to 50 percentile into the 50 to 75 percentile. According to AIM online data gathered during the project, twelve of the 20 students in the intervention group achieved this outcome. The targeted group was Level Three students (Year Three and Four). These students received an extra 45 minutes of explicit teaching four times a week for two terms.
Enhancing Student Motivation through Interactive Experiential Learning (ieLearning) in the Middle Years
Grovedale College, Secondary School
This project investigated the potential impact on teaching and learning of increased active-based, ICT rich curriculum in the Middle Years classrooms. Classroom observations of current practise, coupled with staff surveys and data collation, allowed the team to decipher where and how innovative curriculum could be most effectively implemented.
Improving Engagement and Oral Language Through Inquiry P-6
Grovedale West Primary School
Seeking whole school change and improvement the Teacher Professional Leave team set out to investigate how to improve student engagement and skills across the school by increasing teacher capacity in new methods of curriculum delivery, - developmental curriculum / integrated inquiry, across all curriculum areas.
Boys’ Education – Engaging the inner beast in Literacy
Hastings Primary School
The project investigated ideas for engaging boys’ from grades 1-6 in literacy. There were many Professional Development seminars attended, school visits, trialling of ideas in our own school and further readings as we explored the topic, Boys’ Education – Engaging the inner beast in Literacy.
Laying the ePlanks for a Web 2.0 School – integrating emerging technologies to create a 21st Century Classroom.
Hawkesdale P12 College
Our focus is primarily to place e-planks in the floor of our school - to develop a pathway to creating an eSchool where innovative use of Information and Communication Technologies (ICT), including web 2.0 usage is used to its maximum potential for communication and connectedness to global communities.
Targeting School Improvement in ICT
Heany Park Primary School
This project investigated the process of establishing an ICT Learning Centre in a primary school. Direct observations were conducted in other ICT Learning Centres in primary school settings. Investigations into best practices in VELS ICT in a variety of schools in the Knox cluster in EMR and beyond were also conducted, to develop a Term by Term VELS ICT sequential program and support documentation for the future.
Engaging Students through Developmental Curriculum
Heywood Consolidated Primary School
This project investigated the ability of Developmental Curriculum to engage students in their learning, improve student attendance and develop their independent work habits and oral language skills. The project focussed on students in grades Prep to two, with specific attention being paid to the positive change to Koori students and boys.
Developing Effective Oral Language Approaches (DEOLA) within the curriculum at Horsham 298 Primary School
Horsham 298 Primary School
The DEOLA Project investigated the development of children’s oral language and social skills through research papers and in settings including direct observation in preschools and primary schools, parent forums, speech consultants and educational personnel. It was found that the development of effective oral language formed a basis for further success in all areas of learning.
Title: AHHA - Aiming High for High Achievers
Horsham West/Haven Primary School
Our project was to formally establish a process of identifying students of high intellectual potential from Years 3-6, thus enabling cohorts of students to be more effectively catered for within the classroom.
HUME 2008 TPL Knowledge Bank case studies
The First Week of School: child-centred strategies and support materials to enhance classroom management of individual differences during transition through the first week of schooling.
Huntingdale Primary School
This project investigated how boys and girls learn differently; an orientation program for both teachers and children. It enabled teachers to observe and appreciate the individual needs of children and the children to build a positive relationship as well as develop a sense of success and confidence as a learner.
Getting Started With Digital Portfolios
Jells Park Primary School
The corner stone of our TPL project was the strong belief that our current assessment and reporting procedures needed improvement to reflect our school emphasis on current technology, with Jells Park Primary School embracing the digital portfolio system of assessment and reporting to replace its current paper portfolio style.
How can we re-engage our students in grade 3 & 4 and re-excite connectedness with the school?
Karingal Primary School
The project investigated new ways of re-engaging the students in grade 3 and 4 by using a science and literacy based inquiry model of teaching. It found ‘The Primary Connections Program’ provided a vehicle for improved enjoyment of learning and connectedness with the school.
Best practises for engaging children in literacy and immersing them in a rich, supportive learning environment
Keilor Downs Primary School
This project investigated a new way to approach the Prep Literacy Block to best cater for the needs of all children. It was based on reflection of past practises and research and observations of current, innovative moves towards incorporating play into the curriculum. The project looked at the value of play in the classroom as well as how it can be used to direct and assess learning.
Today’s technology is tomorrow’s learning
Kew High School
The project looks at incorporating technology such as mobile phone cameras, Ipods, downloadable heart rate monitors, digital video cameras, MP3 devices and other GPS and tracking devices to develop higher order thinking and critical reflection in the practical setting.
Personalising learning – Changing pedagogy
Keysborough Springvale SC
This project focuses on improving teaching and learning at Years 7 & 8 by personalising learning to meet the individual needs of students and to build their learning confidence. It will also focus on changing pedagogy to maximise collaborative learning and increase connectedness to peers.
Developing a whole school Inquiry Learning curriculum to engage students and develop scientific concepts and sustainable practices
Kunyung Primary School
This project investigated the ‘5Es Inquiry Model’ (Engage, Explore, Explain, Elaborate, Evaluate) to deliver ‘hands-on’ multi-sensory student centred curriculum. At its core the inquiry embedded sequential scientific concepts, knowledge of and respect for the environment and resulted in social action supporting sustainable practices.
From Lone Rangers to the Dream team: How working together changed the way we plan
Lake Bolac College
The focus of our project was to combine the knowledge, ideas, skills, enthusiasm, experience and dedication of three teachers to improve student achievement in writing and mathematics.
The environment is our responsibility!
Lara Primary School
At Lara Primary School we encourage our teachers, students and the wider community to adopt sustainable practices.
Developing Effective Teams and Promoting a Positive School Culture
Lara Lake Primary School
We investigated the impact of the Leading Teams model on the development of a positive school culture. The model includes developing a Trademark, the feedback process and the use of action plans. We found that school’s who had implemented this model had observed a positive change in the culture of their school.
Developing the use of innovative Information and Communications Technology (ICTs) by staff and students at Lara Secondary College
Lara Secondary College
This project aimed to move teachers at Lara Secondary College from an emerging stage in their use of ICT to an innovative stage. Through this project we were able to effectively take advantage of staff enthusiasm to more fully exploit the power of ICT as a teaching and learning tool.
eLearning for engagement
Leopold Primary School
The TPL project involved looking at how we can re-fresh the school curriculum in Prep to Grade 6 through building teacher confidence and skills in eLearning. The project involved schools visits, staff and student surveys, blog creation, curriculum development, grant applications, staff Professional Development and learning from experts in the field.
Information Communication Technology & Rural Kids
Lismore Primary School
Our action research involved a team of four teachers spanning three schools across two regions, and focused on exploring and improving the knowledge and skills of teachers to ensure the latest Information Communication Technology could be made available for rural children to address rural disadvantage.
IWBer to IWBMer – Introducing Interactive Whiteboards to Milgate Primary School
Milgate Primary School
This project involved researching, sourcing and then introducing Interactive Whiteboards to Milgate Primary School. Its focus was on supporting teachers in using them so that in turn they would give students the opportunity to use them in the classroom to become more engaged.
Collaborative Teacher Learning – A Team Project
Mont Albert Primary School
This project aimed to introduce Collaborative Teacher Learning throughout the school. Teachers were to reflect on their classroom practice, pedagogy and student engagement in the curriculum areas of Literacy, Numeracy Music or Thinking Skills. Collaborative teaching allowed us to learn from and with each other and hence to enrich our teaching practice.
WERX: A program providing specific and intensive literacy intervention to students with a learning difficulty
Mooroolbark College
This project investigated new ideas for improving the teaching of literacy skills to students with a learning difficulty/dyslexia in years 7 and 8. In response to this, the WERX program at Mooroolbark College was created and implemented. The acronym stands for Writing Excellence and Reading in X Block.
Leading Numeracy in Year 7
Mooroopna Secondary College
This project was instigated to reduce the use of text book driven lessons and to investigate ideas for improving the teaching of numeracy to Year 7. Maths 300 activities and other open ended tasks were used to differentiate lessons to cater for a diverse range of students’ VELS levels at the three different schools. Common planning time by the Year 7 team of teachers (at each school), resulted in common, differentiated lessons being delivered and assessed.
A Unified Approach to LOTE –Italian Year 8 Curriculum
Mooroopna Secondary College
In response to the introduction of the Victorian Essential Learning Standards, the Italian teachers in Shepparton and Mooroopna decided to create a common Italian curriculum to serve all schools.
History Mysteries C.S.I. : An Inquiry Learning Model
Moriac Primary School
This project investigated the ways in which students relate to History and how it is taught in schools. Based on academic and in school research, an inquiry learning model was developed ( to provide an investigative model) in which students and teachers share a common understanding of language, purpose and procedure.
Leading from within: Building Teacher Capacity in Years 7, 8 and 9 in the quest to improve the quality of teaching and learning
Mordialloc College
Mordialloc College has in the last few years attempted to increase student engagement in Literacy and Numeracy through an innovative curriculum program where self-directed learning has become the “new normal”. In my TPL project I sought new ways of teaching numeracy to our Year 7 students as well as assisting other staff in a whole year level program.
Implementing the Victorian Essential Learning Standards via digital curriculum
Mount Beauty Primary School
This project looked at implementing VELS via digital applications. Our school designed digital curriculum on Easiteach software for levels 1 to 4 to be used on our Interactive White Boards. The project increased the staffs skill set in eLearning and digital applications and increased the student’s engagement levels in the classroom. Furthermore the project increased the schools learning environment and allowed our staff to present world’s best practice in the classroom.
Engaging year 9 & 10 students through Multimedia and real world experiences
Mount Beauty Secondary College
Students were invited to participate in the production of a series of documentary films based on the three year construction of the AGL Bogong (hydro electric) Power Development Project. In order to create their stories, students formed film crews. With the support of a professional film maker, school staff and AGL Project Management and sub contractors, students were able to engage in challenging ‘real world’ experiences. Completed stories were then available for public viewing at the Mt Beauty Information Centre.
With teachers, for teachers and by teachers - building curriculum knowledge and effective teaching practice in Mathematics.
Mount Evelyn Primary School
This action research project utilized teacher mentoring and coaching strategies that aimed to enhance teachers’ curriculum knowledge, teaching practice and student outcomes in mathematics for Primary aged students (5 -12 years)
SkillZ@Mullauna - An interdisciplinary, skill based approach to student learning at Year 9
Mullauna College - Secondary
SkillZ@Mullauna, is a program to engage Year 9 students (15-16 yrs) in their learning by developing their range of skills, challenging them with rich complex tasks and providing them with opportunities to work as individuals, in teams and with the wider community.
Inspiring Young Minds in the Middle Years through a collaborative team approach
Murtoa College
This project developed a collaborative team approach to design, delivery and evaluation of integrated inquiry based learning for students in the middle years. It used action research to create and refine sustainable practices that can be shared with other teams keen to create purposeful programs that link learning and cater for the individual student needs.
Tracking Students with Special Needs (Post School)
Nelson Park School
This was a joint project across Eastern and Western Regions of the Victorian Education Department. We investigated current tracking systems in Victorian Schools. The aim was to enable improved tracking of students with special needs, while providing data for further education provision and training needs.
Managing Autism Spectrum Disorder Students in a Mainstream Primary School
Newcomb Park Primary School
There are eleven students on the Autism Spectrum Disorder Disability program at Newcomb Park Primary School which has an enrolment of 186. It is important that the school can provide relevant programs and have a clear understanding of how these students learn. To support these students we have introduced many new strategies.
The GIFT Program: Improving engagement & connectedness of Year 9 students to school and community.
Newcomb Secondary College
The G.I.F.T Program was developed in an attempt to improve Year 9's engagement and connectedness with school and the community. Our TPL has been to develop two, one week Integrated Project programs for all Year 9 students at Newcomb Secondary College. We have called it the G.I.F.T program (Great Ideas For Tomorrow).
Closing the Gap: Improving Literacy outcomes using the Reading to Learn pedagogy
North Melbourne Primary School
This project investigated trialling Reading to Learn, a pedagogy that scaffolds reading and writing of different genres to improve literacy outcomes, in a Middle Years teaching team. Modelled lessons and a professional learning community increased teacher understanding and established the foundations to embed the pedagogy across the school.
Refreshing literacy learning using an IWB for a group of Level 3 boys.
Park Orchards Primary School
This project investigated a variety of Interactive Whiteboard (IWB) eteaching strategies to refresh attitudes to literacy learning and improve literacy outcomes for an identified group of Level 3 boys (8-10yrs) at Park Orchards Primary School.
“A Flying Start” – Year 7 Integrated Studies
Portland Secondary College
The project investigated, and trialled new curriculum, pedagogy and structural changes to year 7 to ensure a smooth Transition from primary school and to encourage student engagement. A trial of ideas and pedagogy was completed. A new integrated curriculum approach with fewer teachers and subjects will be adopted in 2009.
Implementing Developmental Curriculum in the Prep area to improve children’s engagement with learning
Rollins Primary School
This case study explores a play and project based way of learning (Developmental Curriculum) that focuses on the emotional, social, cognitive, language and physical domains as a way to engage children in more meaningful learning.
Integration of ICT in everyday VELS curriculum
Roslyn Primary School
This project investigated new ideas for improving the teaching of literacy skills to Preparatory grade children (4-6 yrs). Based on a variety of sources, including direct observations from pre-school settings, it found appropriately structured play-based approaches improved teaching literacy outcomes among young children
Integrated Curriculum ‘Throughlines’
Roxburgh Rise Primary School
This project investigated the use of Throughlines in the implementation of Integrated Curriculum programs across Victorian and Tasmanian schools. Based on a variety of school visits, professional reading and surveys conducted a Integrated Inquiry Scope and Sequence was developed to benefit the learning of students at Roxburgh Rise P.S. by ensuring that each dimension of the Victorian Essential Learning Standards were incorporated.
Restructuring professional learning teams to influence teaching practice and student outcomes
Somerville Primary School
This project investigated ways of how to strengthen our Professional Learning Teams through the introduction of protocols, organisation of meetings and goal setting. The Literacy Team was the model that was used to measure progress in this TPL project. Information was gained from a variety of sources including school visits, professional readings, staff surveys and the services of a professional Teaching and Learning coach.
Setting the climate for professional learning
South Oakleigh College
We wanted to establish a climate that inspires teachers to work collaboratively. Based on teacher feedback, I found that carefully structured protocols and reflective practice prepared a trusting environment for teachers to learn. In this environment, our team used ‘Backwards Design’ to create a responsive Pastoral Care program that was valued by students.
How can we reform our curriculum planning model to allow for VELS planning and implementation and the specific needs of students with special needs?
St Albans East Primary School
In this project we investigated a variety of curriculum models to then determine which curriculum model best fit the needs of our students and assisted us to effectively implement VELS. We visited exemplary schools, attended relevant PD which enabled us to share this knowledge back with staff to develop future curriculum directions of our school.
Creating a whole school ‘Developmental Numeracy Learning Framework’, according to the George Booker learning sequences
Strathmore North Primary School
Our project investigated the teaching and learning of mathematics, specifically Number, according to the George Booker sequence. We achieved this through the development and implementation of a “Developmental Numeracy Learning Framework”. Teachers are now planning and teaching maths sessions using a consistent approach from Prep to Year 6, with more of an emphasis on the individual learning needs of students.
Extreme Makeover- Transforming Learning Communities
Surfside Primary School
This action project is about the journey of two classroom based leading teachers who undertook the challenging task of investigating, understanding and implementing a strategic process of change to create whole school improvement. It involved collaborating and consulting with our staff, students and parent community to establish a shared vision for our school.
Best Practice Teaching Strategies in Literacy including Developmental Curriculum in the Early Years
Warburton Primary School
This project investigated the current best practice teaching strategies (worldwide) to improve literacy skills of Primary aged students. Based on a variety of sources, including, school visits, direct observations, professional development, research from the Internet and educational texts and discussion with a literacy coach. This project created a resource that acts as a ready reference for best practice teaching methods in Literacy.
Improving communication outcomes for students with an intellectual disability who have complex communication needs
Warringa Park School
The focus of this project was to develop the skills of the staff at Warringa Park School to better meet the communication goals of students. The alternative communication approach that was investigated and implemented was Aided Language.
Closing the Literacy gap while accelerating learning for “all” at the same time
Werribee Primary School
Our aim at Werribee Primary School was to embed a pedagogy within our school environment that promotes Literacy gains through scaffolded practices. The use of various genres incorporating both reading and writing were established across the curriculum from Prep - Grade 6 to reinforce this practise.
Teaching Maths in Post Compulsory Learning Communities
Western Heights College 8820
This case study outlines the process Western Heights College is planning to undertake to investigate innovative approaches to teaching mathematics and engaging students in the senior levels. They are also investigating how ICT can change their methods of teaching.
Identifying and Assisting Students at Risk
Wheelers Hill Secondary College
This project was undertaken to determine a working definition of the term ‘Student at Risk’ (SAR), make it relevant to our College environment and develop processes that made it possible to assist these SARs through more effective use of communication and programs .
Student Engagement and Connectedness through ICT Agents of Change
Woodville Primary School
This project investigated ways of engaging students using ICT to enhance their learning in literacy, numeracy and other curriculum areas.
Improving student engagement by Embedding ICT into the Curriculum and transforming the school culture in readiness for the Ultranet
Woodville Primary School
Our group project was based on ways that we could improve teachers’ skills and confidence in embedding ICT into our curriculum so that student engagement is improved as well as ensuring that our school is ready for the introduction of Ultranet. This has meant a major change in our school culture.
Getting smart with SMARTboards. Enhancing the classroom experience with the use of Interactive White Boards (IWB)
Woolthorpe Primary School
Our project was aimed at effectively developing and increasing our use of Interactive White Boards (IWB) to enhance student learning and Information Communication Technology (ICT) skills by improving teacher skills, efficiency and knowledge of IWBs, improving knowledge of and access to appropriate resources (communication & curriculum) and organising and developing ICT and IWB resources across the school.
Improving Reading Standards Across The School
Yarrawonga Primary School
When faced with poor performance data, Yarrawonga Primary School decided to investigate ways to improve reading performance across the school. This would be achieved by improving teaching expertise and practice in reading throughout the school. This was to be addressed through visits to other schools, modelling and support in classrooms as well as discussion about best practices.
Introducing Interactive Televisions in the Primary School Classroom – A hands on approach
Apollo Parkways Primary School
This project investigated the introduction of interactive televisions into the primary school classroom – as an alternative technology from the interactive whiteboard.
Could this technology deliver the benefits of interactive whiteboards whilst allowing for established pedagogy to be enhanced?
Developing and Running a Gifted and Talented Program
Lynbrook Primary School
Developing and running a withdrawal Gifted and Talented Program for grades 3-6 in the areas of Literacy and Numeracy
Developing a Teacher Resource Kit in the use of data, focussing on literacy, numeracy and thinking skills
Lyndhurst Secondary College
The first part of this project investigated multiple ways in which staff at Lyndhurst could collect classroom data with a view to improving student learning outcomes, with the focus on the use of data FOR learning. The second part of this project involved developing a resource database for staff at Lyndhurst Secondary College to access.
Building the capacity for success in boys’ education
Lyndhurst Secondary College
This project identified ways to refine and rebuild the way the curriculum is used to motivate and engage boys to improve literacy, numeracy and overall student connectedness. We focused on a variety of structures from curriculum and program design, right through to the development of effective teaching and learning strategies for ‘boys’ best practice.’
Embedding a Culture of Thinking
Malvern Central School
Effective thinking is at the basis of all true learning and builds a strong framework for future learning. This project investigated the Visible Thinking approach, based on Harvard University’s Project Zero Cultures of Thinking research, to promote and explore authentic interdisciplinary learning within the school.
An investigation into Inquiry Learning with the goal of incorporating inquiry throughout the curriculum at Malvern Valley
Malvern Valley Primary School
This project investigated inquiry learning in response to school data on student motivation. The project involved collecting information from a variety of sources, including literature reviews, direct observations and discussions with colleagues from schools at various stages of implementing inquiry learning. A VELS audit was also conducted on the current integrated topics as an impetus for change and to ensure the new model met VELS requirements.
Improving Whole School Teaching & Learning Practice in Mathematics
Mornington Primary School
The focus of our TPL work this year was on improving teacher knowledge and understandings so that it could motivate and inform improved classroom teaching practices
How can we use collaborative teaching practices and increased use of ICT to improve student outcomes in Year 7 Literacy and Numeracy?
Mt Eliza Secondary College
Action research was used to apply numeracy and literacy teaching & learning strategies to four classes of Year 7 students. Five classes remained as the control group. Student improvement data was used to identify the value of the learning strategies used. Monash University collaborated to assist with the management and evaluation of the research.
Empowering students to be successful individuals using the 16 Habits of Mind
Noble Park Primary School
This project was aimed at making student success a habit. Students and teachers have become consciously aware of developing the use of the 16 Habits of Mind as dispositions to achieve success.
Engage, excite, enhance with e.learning using Interactive Whiteboards
Parkdale Primary School
This project team investigated the introduction of Interactive Whiteboards into Prep-six classrooms across the whole school. The knowledge gained was shared with teachers who were encouraged to trial, reflect and demonstrate best practice use of IWB in their classrooms to engage students and enhance student learning.
Is Play the Way?
Rangebank Primary School
This project investigated implementing the Developmental Curriculum as a way of improving social skills amongst new prep children, creating a smooth transition into the prep program and learning environment which is engaging and motivational, and to increase literacy skills.
Restructuring and remodelling the delivery of literacy support for Year 7 students to improve literacy outcomes
Rosebud Secondary College
This project investigated ways of delivering effective literacy support to those students selected for literacy intervention. Primary school literacy delivery was investigated as were the models used in chosen secondary settings. Different models of delivery were investigated and different literacy resources were sought out and trialled to achieve better outcomes for students involved in our literacy program.
Implementation & Evaluation of the Year 9 Learning 4 Living Project
Rosebud Secondary College
This project investigated the effectiveness of the Year 9 Learning 4 Living program during its third stage; full implementation across the entire Year 9 level. Indicators such as attendance levels, student and teacher attitudes and academic results data were analyzed to make appropriate adjustments to the program in preparation for its implementation at the fourth stage in 2009.
Students at the centre: working towards personalisation
Sandringham College
My professional learning was about how to take the rhetoric of ‘personalised learning’ and put it into the classroom.
CURRICULUM FOR THE FUTURE-putting our students at the centre
Silverton Primary School
Our TPL team investigated different curriculum structures that demonstrated innovative exemplary pedagogical practices. Based on our findings we have enhanced and redeveloped a whole school curriculum approach that addresses a 21st Century Personalised Learner based around how students learn.
Development of Music Policy and Somers School Camp Specific Music Program
Somers School Camp
This TPL sought to write a music policy document, specific to Somers School Camp and develop a series of music lessons which were age appropriate for students in grade 5 and 6.
Student Wellbeing and School Connectedness
Southern Cross Primary School
The focus of our project dealt with the investigating and developing teacher understanding of how children engage with their school and take responsibility for their own learning. It found that incorporating philosophies such as Restorative Justice, TRIBES, Circle Time and Boys Education improved school engagement of boys across the school.
Exemplary Curriculum Using Interactive Whiteboards
Viewbank College
This project investigated ways of introducing new curriculum to Secondary Maths and Health classes primarily using the IWB software Easiteach, relevant Mathematics and Health websites and Geometer’s sketchpad software. The exploration of Computer Algebra Systems (CAS) Software was essential in the development of interactive documents for VCE Mathematics (resources attached).
Pathways and Transitions within a special setting
Yarrabah School
This project developed a formal student transition policy, protocols and resources to ensure a collaborative, structured approach between all stakeholders in supporting our students through the transition process.
Trill (Top Reads in Lang Lang)
Lang Lang Primary School
This case study is a charming account of how a small school implemented a ‘whole of school’ writing program, which encouraged their students to feel connected to a vibrant, cultural community beyond the boundaries of their own familiar town.
