All case studies in Whole School Improvement
There are 99 case studies of Whole School Improvement:
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.
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.
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.
Thinking Curriculum (Promising)
Ashwood Innovation and Excellence Cluster (11 April 2006)
The Ashwood Cluster is aiming to provide a model of excellence in student achievement, through the integration of Higher Order Thinking Skills and Thinking Curriculum strategies in Middle Years' classrooms throughout the six cluster schools. The Cluster aims to improve student learning outcomes, improve student participation in the middle years and provide a learning environment that is conducive to student engagement.
Balnarring Primary School P-6 Spelling Program (Teacher Professional Leave)
Balnarring Primary School (03 November 2006)
Fiona Forrest and Heather Goddard researched ways in which to enhance teachers' classroom practice and teaching performance in the area of spelling. The extensive research, reading and discussion they undertook with experts in the field confirmed and reinforced many of their beliefs; it has also lead to changes in their pedagogical practice. Both now have a much greater understanding of what children require to become competent spellers.
Driving Numeracy Change (Teacher Professional Leave)
Balwyn Primary School (08 February 2006)
The Team investigated best practice in Early and Middle Years Numeracy to enable them to drive change within the Numeracy Program. The Team's focus was on gaining strategies to help develop the skills and knowledge of the staff, to enable them to gain confidence in implementing the Numeracy program in their classrooms. The Team also aimed to educate the parent community further about numeracy teaching and learning strategies, with the outcome of promoting student confidence and improving overall attitudes towards mathematics.
Barwon Valley School: increased motivation and respect (CeLL School) (Other)
Barwon Valley School (25 November 2005)
Barwon Valley School, which serves more than 145 students with disabilities from age 5 to 18, is dedicated to ensuring they all develop the skills to succeed in life, which is underpinned by the shared belief that they can. The school has a team approach where teachers, school support officers and therapists work together with students and their families to assist students to reach their full potential.
Pedagogy: Embedding Environmental Studies in an Essential Learning Framework across the school (Teacher Professional Leave)
Bentleigh West Primary School (03 November 2006)
Leonie Brown, Dawn Colcott and Bernadette Russell focussed on the design and writing of in-depth, real life learning problem-solving units of work which result in high level student learning across the school. It is intended that boys' writing and girls' mathematics will also improve. These will be on-going professional development for teachers within and beyond the school, using Greening Australia's Toolbox For Environmental Change.
Breaking Through: a program to reduce bullying (Exemplary)
Bouverie Centre (17 December 2004)
The Bouverie Centre developed an interactive theatre-based program for teachers and counselling staff to explore victimisation, and bullying and promote greater acceptance of diversity. The award-winning program took a whole-school approach and offered a range of strategies.
Managing Effective Leadership Feedback (Teacher Professional Leave)
Broadford Secondary College (26 October 2005)
Glen Cooper wants to develop clear communication lines for all the members of the leadership team to feel they are working in the same direction. Templates with a specific framework were designed so each member of the Leadership team had to set their goals and plan their term. This ensured that their focus could be shared with their team.
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.
Three schools on a Journey (Exemplary)
Broadmeadows West Primary School; Jacana Primary School; Westmeadows Heights Primary School (04 March 2007)
The Team are rejuvinating and moving the schools forward towards provisioning and amalgamation through the IDEAS process. They are developing a shared identity in creating a new shared school community. This allows them to present a consistent approach in their teaching and learning practices.
Changes are everywhere! (Exemplary)
Bundoora Primary School (14 February 2007)
The school's priority was to develop a coherent platform for a school vision to be formed that would underpin student engagement and well being throughout all programs and year levels.
Organisational Health (Teacher Professional Leave)
Burwood East Primary School (21 December 2005)
The Team visited schools which have an exemplary standard in Organisational Health processes. They adopted the PDSA 9 Step Improvement Plan as seen at Roxborough Homestead Primary School.
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.
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.
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.
To investigate innovative and engaging curriculum and pedagogical practices in schools involved in teaching 'Students at Educational Risk' (SAER) (Teacher Professional Leave)
Caulfield Park Community School (03 November 2006)
Steve Kearney and Lara Thornton wanted to conduct extensive research into the operating pedagogies and curriculum programs currently in use to engage and develop academic and social competencies in students at educational risk (SAER). Both were particularly keen on learning more about innovative programs that foster community within schools, with particular emphasis on looking at schools which are using Restorative Justice practices in establishing their school culture.
Central Highlands Wimmera Local Administration Bureau (Exemplary)
Central Highlands Wimmera Region (10 November 2004)
Central Highlands Wimmera Region implemented a service to streamline the performance of administrative tasks to reduce the workload of principals in small schools. The establishment of the Local Administration Bureau has been invaluable for smaller schools.
Implementing a Whole School Approach to Higher Level Thinking Skills (Teacher Professional Leave)
Chatham Primary School (24 July 2006)
The Team wanted to ensure that every student was engaged, challenged and their learning styles catered for through a whole school approach to providing a curriculum that targets thinking skills, creativity, problem solving and confidence to deal with technological advances.
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.
Revitalisation of Middle Years at Colac College (Teacher Professional Leave)
Colac College (07 December 2005)
Ronice Knight and Fiona Jellie explored the options for improving engagement of Middle Years Students. They conducted professional reading reviews, visited a number of schools and attended a variety of conferences and professional development activities. A Middle Years Model for Colac College was developed.
A Culture that Promotes Positive Behaviour (Teacher Professional Leave)
Copperfield College - Sydenham Campus (01 September 2005)
Belinda McGee's aim is to examine current practice and initiate a change in the way we articulate behaviours by focusing on positives. She will then start to compile strategies and activities that promote positive behaviour, and work with other teachers at the Sydenham Campus to build this culture.
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.
Continuous School Improvement: (Literacy and Student Engagement) (Teacher Professional Leave)
Courtenay Gardens Primary School (03 November 2006)
Four teachers from Courtenay Gardens Primary School investigated high performing schools in Australia and overseas and used what they'd learnt to develop their own continuous school improvement strategy.
Investigating a whole school approach to thinking curriculum (Teacher Professional Leave)
Craigieburn Primary School (03 October 2005)
Jenny Murrihy, Nicole Smith and Kelly Morrow wanted to research best practise, collect, collate and formulate findings from other schools in the area of Thinking Curriculum. This was identified as a priority for their school through the school data.
Improving Pedagogical Practice (Teacher Professional Leave)
Cranbourne Secondary College (03 November 2006)
Kelly Meikle, Hilary Baxter, Debbie Shreiber and Jackie Taylor aimed to have a direct impact on pedagogy to improve student outcomes. The Team is driving on-going pedagogical change through mentoring and team teaching, and the newly established PEEL Professional Learning Team.
A cluster of tribes: Tribes Learning Communities (Promising)
Creating a Highpoint Cluster, Schools for Innovation and Excellence (10 November 2004)
To address low engagement and achievement, Highpoint Cluster committed to introducing Tribes Learning Communities, a whole school approach that establishes a positive culture for learning and human development. In a gradual process, teaching and non-teaching staff are receiving Tribes training, helping them to focus their teaching and set clear objectives.
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.
Maths Program P-6. Scope and Sequence Chart and Related Activities including teaching strategies. (Promising)
Echuca East Primary School (09 June 2006)
Developed a Maths program throughout the school, to provide sequential development of mathematical skills and concepts at each CSF level. These charts have been extended to include Nelson units relevant to the outcomes for the term and other activity and assessment ideas. This is supported by a database/activity register which enhances the teaching and learning of maths throughout the school. The Team encouraged the use of activity based learning and open ended tasks.
Tribes: a new way of learning and being together (Exemplary)
Echuca West Primary School (10 November 2004)
Echuca West Primary decided to take a 'whole-student' approach to learning and development by introducing Tribes. Organised around Mutual Respect, Attentive Listening, Appreciation and the Right to Participate or Pass, Tribes has empowered students to work together and interact positively. The approach has created a positive and inclusive culture.
Capturing Teacher Expertise through IDEAS (Promising)
Eltham High School (14 February 2007)
Eltham High School has a unique culture and a large number of highly experienced teachers who are likely to retire in the next five years. The school entered the IDEAS project to capture, articulate and transfer the culture and the teachers' expertise before they left. The School also wanted to set up a framework to align school processes and procedures and to improve student learning outcomes.
An Integrated Approach to the Reporting and Assessment Process (Teacher Professional Leave)
Eltham Primary School (10 July 2006)
To implement a whole new approach to Reporting and Assessment by integrating the use of student portfolios, student lead three way conferences and the new student report card.
Improving School Engagement using IDEAS (Promising)
Erinbank Secondary College (15 January 2007)
The School is attempting to improve student connectedness and engagement to staff and the College. They are attempting to identify and implement school-wide pedagogy that is consistent and engaging for all students with a view to improving student learning outcomes.
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.
Restorative Practices - Implementation in a School Setting (Teacher Professional Leave)
Eumemmerring College (02 November 2006)
Roxy McGuire used her TPL to research the theoretical framework behind Restorative Practices (RP). Roxy did this by visiting schools where RP has been implemented and provided recommendations to Endeavour Hills College on a best practice model for implementation of RP at the Campus.
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.
Authentic Assessment Tasks for the Thinking Curriculum (Teacher Professional Leave)
Forest Street Primary School (26 October 2005)
The Team from Forest Street Primary School chose to focus on revisiting the Thinking Curriculum Scope and Sequence. Through close consultation, with all staff, they produced a Resource Book which allows for reflection and review of the Thinking Curriculum Program at the school.
From CSF to VELS what were we Thinking? Implementing Thinking Skills through VELS - Applications in English (ICT), Maths, Tutorial, and Languages (Teacher Professional Leave)
Frankston High School (19 December 2006)
This case study was three-fold. Initially developing an understanding of Victorian Essential Learning Standards (VELS), the next phase was to conduct an audit of current curriculum and finally developing practical and explicit applications for incorporating thinking in; English (ICT), Maths, Tutorial, and Languages.
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.
To provide an integrated environmental education which empowers students to be involved in a sustainable future (Teacher Professional Leave)
Glenrowan Primary School (12 January 2007)
Glenrowan Primary School is involved in Sustainable Schools facilitated by CERES. TPL has enabled us to develop policy, planning and implementation documents to support this. Environmental Education is integral to the whole school curriculum as part of the Essential Learnings. Teachers are developing rich tasks to support higher order thinking. There is an action plan to develop this initiative over the next 2 years.
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.
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.
Changing how behaviour is managed in schools from punitive to restorative (Teacher Professional Leave)
Hamilton North Primary School (29 November 2005)
In 2004 Jane Langley made a commitment to enhancing the development of behaviour management skills at Hamilton North Primary School. She believed that it was essential for a school to build successful positive relationships in a cohesive school community where the focus was on students taking responsibility for their own behavior.
Whole School Change: Investigating 'Best Practice' (Teacher Professional Leave)
Hampton Park Secondary College (20 November 2006)
Amanda Ferra and Tristan Lanarus developed a project which involved investigating 'best' practice. Both looked at Curriculum, Teaching and Learning, Assessment and Reporting, Timetabling, Attendance Systems and Performance and Development programs. Amanda and Tristan visited a range of schools and met with key educational personnel such as Ron Lake and Wayne Craig. A range of recommendations were drawn from this and a presentation made.
Linking Up - a whole school approach to strengthening relationships within our College community. (Teacher Professional Leave)
Hampton Park Secondary College (03 November 2006)
Janne Dempster, Cirro Ferra and John McLoughlin developed a Tribes Training Action Plan which outlines how they intend to share their learnings with staff this year. The Team found that teachers who are prepared to trial 'Tribes' lessons and adopt 'Tribes principles' in their schools/classrooms are achieving positive outcomes with regards to student engagement and student management.
The development of a Whole School English Program aligned with the Victorian Essential Learning Standards (Teacher Professional Leave)
Heany Park Primary School (18 January 2007)
Following the development of the newly developed strategic plan, the Team needed to audit the existing school based English program against VELS and ensure that their planning documentation was relevant. Both also decided to review their program implementation strategies to ensure that best practice in curriculum delivery is observed.
The development of a Whole School Mathematics Program aligned with the Victorian Essential Learning Standards (Teacher Professional Leave)
Heany Park Primary School (18 January 2007)
Following the development of the newly developed strategic plan, the Team needed to audit the existing school based Mathematics program against VELS and ensure that the planning documentation was relevant. They also decided to review the program implementation strategies to ensure that best practice in curriculum delivery is observed.
Creating Pathways and Branching Out (Exemplary)
Hillcrest Secondary College (14 February 2007)
The School us developing a common language to facilitate the transition into Education Provision. This language has allowed the school to engage in skillful discussion about teaching and learning practices within their school.
Kambrya College: taking the risk to let go - the learning community (CeLL School) (Other)
Kambrya College (25 November 2005)
A large and growing Year 7 to 10 school in the outer eastern suburb of Berwick, Kambrya College is striving to 'move from being an effective college to a college of excellence in all areas of its life' - a school where students can attain the 'knowledge, skills and attitudes that demonstrate high levels of achievement enabling them to be lifelong learners (adaptable) and effective, successful and happy participants in the international (global) community'.
Switch On . Shine: IDEAS in action at Kealba College (Promising)
Kealba College (04 March 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.
Co-operative Schools Achieving More (COSAM) (Teacher Professional Leave)
Koo Wee Rup Primary School, Tooradin Primary School, Bayles Regional Primary School (03 November 2006)
Kim Lawrence, Ruth Holland and Jacinta Gunton have developed a document that outlines the content expected to be taught and the expected level of achievement at each level. They have addressed the need of consistency in assessment by developing an assessment timetable, and giving teachers clear, statements that detail what students are expected to achieve in each level. The plan is to moderate their assessment in light of the Victorian Essential Learning Standards.
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.
We're on the same page (Exemplary)
La Trobe Secondary College (14 February 2007)
Teachers needed to know how to 'like' and 'trust' each other and rediscover 'who they were', 'who their students were' and 'how to engage them'. Through this evolved their 'own real identity'. They developed an 'effective' school wide pedagogy to suit 'their' uniqueness. Teachers developed a meaningful 'vision' and set of 'values' that has led to school renewal.
The role and impact of the primary welfare officer (Teacher Professional Leave)
Lalor North Primary School (20 March 2006)
Primary Welfare Officer Georgina Bonzos explored her role by carrying out an investigative study and literature review. She also shadowed other Primary Welfare Officers and was able to gain useful insights into the way which they dealt with absenteeism, engagement and community involvement.
Getting some IDEAS (Promising)
Lalor North Secondary College (14 February 2007)
The school addressed connectedness, shared values and common pedagogical principles. This was done by developing a new school vision, based on the values that the school shared across the school community. This was intended to help create a more cohesive community, develop a renewed sense of purpose and lead towards a school wide pedagogy.
Whole school improvement with a specific focus on Middle Years (Teacher Professional Leave)
Lalor North Secondary College (23 August 2005)
Middle Years teachers Rae Maxwell and Julie Lee used their TPL to focus on literacy and community involvement. They visited a number of schools to look at different programs, developed a professional development framework for teachers at their school, and trialled a new program. Their community involvement initiatives included working with nursing homes and on environmental projects.
Thinking for the Future (Exemplary)
Lalor west PS (02 August 2005)
When staff identified a number of issues affecting student achievement, Lalor West Primary decided to take a whole school approach to teaching and learning. The approach included introduction of: the Thinking Curriculum, a Thinking Scope and Sequence, quality processes and the Adult and Student Capabilities program.
Investigating the Primary Years Program in the International Baccalaureate (Teacher Professional Leave)
Lloyd Street Primary School (03 November 2006)
Neil Smith, Jenny Dew, Helen Granek, Janis Stevens and Janet Williams investigated the Primary Years Program inquiry learning approach as used in other schools and assess its suitability and adaptability to their current school philosophy and approach to learning. As a result of the investigation staff has decided unanimously to embrace the philosophy of Primary Years Program - Inquiry Learning.
Restorative practices -They're well worth the time! (Promising)
Maffra Primary School (29 August 2005)
Dealing effectively with bullying in schools is a major challenge for us all. Finding practical ways to solve or reduce the problem is important. Maffra Primary have implemented a 'Restorative Justice' appoach to resolving conflict - and it's working. To find out more about the approach they took, read on.
Seven sVELte school teachers summarised VELS and survived (Teacher Professional Leave)
Malvern Primary School (19 December 2006)
Working across the primary school levels the Teacher Professional Leave (TPL) team audited the current curriculum. By examining current practice the TPL team was able to align the implementation of Victorian Essential Learning Standards (VELS) into curriculum planning.
Thinking to Learn Learning to Think (Teacher Professional Leave)
Mansfield Primary School (26 October 2005)
Meg Densley and Catherine Johnson produced practical curriculum guides to assist staff in the planning and implementing of thinking curriculum inquiries at various levels. The experience and knowledge gained was used to mentor other team members in implementing further inquiries.
Learning together to build a bright future (Exemplary)
Meadow Fair North Primary School (14 February 2007)
The School is working together to improve the effectiveness of their learning community by aligning theirr beliefs and understandings about pedagogy. By articulating, commiting to and reflecting on their agreed practice the school aims to meet the learning needs of their students and staff.
ESL Learners (Teacher Professional Leave)
Meadowbank Primary School (26 October 2005)
Margaret Gray studied ESL Learners in the Mainstream school setting and the development of an effective Whole School Approach as well as professional development strategies to inform staff at Meadowbank Primary School and Campmeadows Primary School. Margaret believed that a joint approach between the two school settings would develop valuable links and a shared expertise.
Authentic Rich Projects (Teacher Professional Leave)
Melrose Primary School (26 October 2005)
Maree, Rachel and Sonya developed a framework/proforma for planning units of work. Over 2005, 3 units of work (per unit levels) have been developed based on the Inquiry-Based Rich Project Model.
Thinking Curriculum Resource - Developing deeper levels of thinking and application (Teacher Professional Leave)
Milgate Primary School (20 November 2006)
Creating a 'Thinking Curriculum Resource' that aims to provide teachers with a wide repertoire of thinking tools and strategies to support and develop skills and activities with an inquiry-based approach to learning across the whole school.
'Implementing a Whole School Approach to Literacy' (Teacher Professional Leave)
Mill Park Secondary College (05 October 2005)
Anthea Pearson and Jaclyn Curnow focused their TPL to explore literacy strategies and provide support to classroom teachers by modelling practices and developing a curriculum to enhance literacy.
VELS in the Middle Years (Teacher Professional Leave)
Mill Park Secondary College (Middle Years Campus) (18 January 2007)
The College needed to conduct an audit of the current curriculum practices and processes in Middle School to align them with VELS.
Spelling and Assessment and Reporting - including Portfolios (Teacher Professional Leave)
Mont Albert Primary School (10 April 2006)
Glenda Kelly and Glenys Williamson wrote a whole School Spelling Program and a new report and Portfolios. Spelling: both reviewed current teaching practice and existing policy and developed new policy which included consistent teaching approaches. Assessment: reviewed current assessment and reporting practice. Developed new report format and Portfolio of annotated work samples.
The Impact of Early Adolescence on Relationships and Learning (Teacher Professional Leave)
Moonee Ponds West Primary School (03 October 2005)
The team have been monitoring student engagement and motivation via the annual Student Attitudes to School Survey. They found that a small percentage of students indicated feeling disengaged. By undertaking this research they gained a greater insight into their students.
Engaging Boys (Teacher Professional Leave)
Murtoa College (26 October 2005)
Jacqueline Moore initial project focussed on ways of engaging boys in their learning, but this broadened to include creating a positive school culture with an emphasis on improving safety and learning for the school community.
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.
Linking Pedagogy to Space: Teaching for the Future within an Innovative Building Design (Teacher Professional Leave)
Oak Park Primary School (21 November 2006)
Working with Oak Park Primary School's new building design, as set by the Department of Education and Training, the Team has researched and investigated how to best use the building space to create an environment that will sustain future directions and embrace changes in Education.
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.
Roxburgh Homestead Primary: build skills and confidence first (CeLL School) (Other)
Roxburgh Homestead Primary (25 November 2005)
With its stated mission of empowering students 'to make informed decisions, to reach their potential and contribute within a global society', Roxburgh Homestead Primary School recognises, as one teacher simply put it, that computers 'are just part of today's kids' world . (and) We have put the commitment in because that is the future for our kids. It may be a new staff focus, but it's just normal for them, and that's our challenge'.
Developing Social Competencies in the Primary School (Teacher Professional Leave)
Rye Primary School (03 November 2006)
Michelle Venturin and Helen Scalora developed a whole school lesson continuum related to social competencies for teachers and students within their school, giving demonstration lessons in grades, presenting at a cluster forum, taking staff professional developments, implementing programs for students and publishing information in the school newsletter.
Same Sex Attracted Friendly Environments (SSAFE): What Schools Are Doing (Other)
Sexuality Education Policy and Project Development, Targeted Initiatives Unit, Department of Education & Training (DE&T). (24 November 2005)
Case studies from seven schools on how they have covered issues of sexual diversity including: bullying and harassment, homophobia, an inclusive curriculum and whole-school strategies to support Same-Sex-Attracted (SSA) students.
Adopting Middle Year Strategies to Engage Students in their Learning (Teacher Professional Leave)
Seymour Technical High School (25 January 2006)
Galina Georgios and Rosemary Grubelnik want to improve collaboration and cooperation between teachers within the same year levels to create a team approach for more efficient and effective planning, teaching and learning. Both want to motivate students and to show them that skills learned can be transferred across learning areas.
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.
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.
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.
Harmony Week - a teaching and learning program to celebrate diversity (Exemplary)
Stawell West Primary School (10 November 2004)
Students and staff at Stawell West Primary designed a teaching and learning program to celebrate Harmony Week. They organised an Artist in Residence program and worked with the artist to plan and design a school mosaic.
Wellbeing Tracking System (Promising)
Strathfieldsaye Primary School (15 January 2007)
The Team are setting up an intranet tracking system that provides tracking for all students and information for staff across all relevant areas of Student Wellbeing. It also includes a forum option for staff to post questions/share ideas and successes.
Introducing Professional Learning Teams (Promising)
Swan Hill College (16 March 2006)
Jan Blackman introduced ten PLTs each with a different focus - ranging from ICT, quality tools to targeting gifted and talented students. All teaching staff were invited to join a PLT.
Improved student outcomes through the use of Thinking Tools and Multiple Intelligences (Teacher Professional Leave)
Tarwin Valley Primary School (12 January 2007)
The Team's focus was to increase their understanding and trial aspects of the Thinking Curriculum. They shared their successes with the staff, beginning the implementation of a common language and a whole school approach to integrating the Thinking Curriculum through planning and teaching.
Let's All Think Together: Whole School Assessment of Thinking Skills (Teacher Professional Leave)
Tecoma Primary School (12 January 2007)
Planning for the whole school, scenarios were developed that allowed for a uniform assessment of thinking skills at all levels.
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.
Development of a Best Practice School Wide Literacy and Numeracy Assessment Strategy (Teacher Professional Leave)
Wattleview Primary School (12 January 2007)
Fiona researched options for literacy and numeracy assessment tools to provide information for individual students' learning needs in a whole school model. This project was undertaken as the Victorian Essential Learning Standards were being introduced into Victorian schools. This change impacted enormously on how teachers viewed their assessment processes.
Footprints - teachers/students and life skills in the middle school curriculum (Teacher Professional Leave)
Western Port Secondary College (19 December 2006)
Our new pastoral care system links a small group of students with a core teacher within a collegial learning team. The “Footprints” teacher stays with the group throughout their middle school years and provides them with a VELS friendly personal development/health curriculum.
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).
Wodonga High: get the gear in place and the practice will follow (CeLL School) (Other)
Wodonga High School (25 November 2005)
Walk the corridors and open spaces of the mix of old and new buildings at Wodonga High and you cannot help but be struck by the pervasiveness of information and communications technologies throughout the school.
'Thinking Skills' embedded in a small school environment (Teacher Professional Leave)
Yaapeet Primary School (09 November 2005)
Claire White has been looking at how the "Thinking Skills' will help the children learn and strategies for improving ways of learning. A trip to Torrensville, South Australia, initiated the idea, as they appeared to be obtaining good results with their programs.
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.
Improving Literacy Skills through THRASS (Teaching Handwriting Reading And Spelling Skills) (Teacher Professional Leave)
Yarrawonga Primary School (26 October 2005)
The Team at Yarrawonga Primary School want to improve their support of students learning in reading, writing and spelling. They consolidated their understanding by visiting other schools and conferencing with their staff.
Capable Kids - Developing Social Competencies in Years 3/4 (Teacher Professional Leave)
Yarrunga Primary School (26 October 2005)
The Team at Yarrunga Primary School wanted to improve the personal and social development of their Year 3 and 4 students. Through programs and practices they assisted their students to learn a range of skills to enable them to become active, responsible, productive members of our community.
