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All case studies in Professional Learning

There are 211 studies in Professional Learning:

Note: all documents are in MS Word

Masters of Psychology - Counselling Placement (Teacher Professional Leave)

Alexandra Secondary College (21 December 2005)
Bronwyn Howell wanted to develop effective counselling and assessment skills, and to gain a more complete understanding of the services that Child and Adolescent Mental Health Service is able to offer.

Aviation Studies across the Curriculum (Teacher Professional Leave)

Alexandra Secondary College and Alexandra Primary School (25 January 2006)
Rod Falconer and Simon Gillespie have developed through the Internet on Aviation studies suitable for an age range from Year 2 through to Year 10. They want to simplify teacher's search for resources in the area of Aviation/flight studies.

Thinking - Truly, Madly, Deeply (Teacher Professional Leave)

Altona Meadows Primary School (01 August 2006)
Researching and inquiring into the variety of Thinking Models on offer, was the initial task of a Professional Learning Team at Altona Meadows. The Team's emphasis was on ascertaining the most appropriate model for each grade level and then providing training, mentoring and support for the staff as they implemented the VELS Thinking Domain.

Learning Spaces as Inspired by Pedagogical Research (Teacher Professional Leave)

Altona Secondary College (21 December 2005)
Rebecca Quinlan attended a pedagogy course (PEDNET) which allowed Rebecca to further explore the purpose and use of learning spaces within the school and the research that has been conducted into this.

Improve Outcomes for VET delivery (Teacher Professional Leave)

Ararat Community College (26 October 2005)
Chris Wentworth wanted to gain further qualifications to enhance the delivery of the VET course he has been team teaching. During this time he gained a certificate III in Furnishing - Cabinet Making Stream and a certificate IV in Workplace Assessor.

New directions in Mathematical Learning (Teacher Professional Leave)

Ararat Community College (26 October 2005)
The Team at Ararat Community College wanted to redesign the Maths Curriculum for Years 7, 8 and 9. They did this by planning and resourcing Mathematics to reflect current best practice. Challenging and supporting teachers to reflect on their current practice and increasing engagement and improving student outcomes, particularly for boys.

Models of Curriculum Planning for 'The Standards' (Teacher Professional Leave)

Armadale Primary School, Malvern Central School, Lloyd Street Primary School (12 December 2006)
The professional learning team, crossing three cluster schools, researched and developed quality units of inquiry. Teachers were supported in the implementation of 'Victorian Essential Learning Standards' (VELS) through an 'Inquiry' approach which challenged current teaching and learning practices.

Higher Order Thinking (and) Information Communication Exploration (Teacher Professional Leave)

Auburn Primary School (24 July 2006)
The Team investigated the use of metacognitive approaches to the classroom, including Literacy, Integrated Studies and Information Communication Technology.

Best Practices in Australian Schools (Teacher Professional Leave)

Bairnsdale Secondary College (01 September 2005)
The Educational Leadership team at Bairnsdale Secondary College sought to visit and see first-hand the best practices in schools in each state throughout Australia. There were four goals: best practice pedagogy; school organisation to support learning; collection and use of data to inform and improve learning, and use of ICT to improve learning.

Integration of Literacy, Arts and Technology using Multimedia in the Classroom (Teacher Professional Leave)

Bairnsdale Secondary College (26 October 2005)
Wayne McCunnie trained staff in the mechanics of the Kahootz program and then use it as an additional or alternative way to tell a story. He found it useful in three key areas: as a method of planning a written piece of work; as the final written product and combine animated sequences with video footage.

Personal Digital Assistants (PDAs) as a learning platform in the primary school setting (Teacher Professional Leave)

Balwyn North Primary School (14 August 2006)
The team at Balwyn North Primary School set out to identify and infuse curriculum applications of PDA's into the Integrated Curriculum of the school.

A small school taking up the VELS challenge (Teacher Professional Leave)

Bayswater Secondary College (18 January 2007)
Kay Roberts investigated ways that Bayswater Secondary College can meet the needs of students in the VELS Interdisciplinary Learning area. This requires the involvement of teachers from a range of faculty areas to develop a program that introduces the VELS framework, and restructuring and identifying the resources available.

The assessment and monitoring of productive pedagogies, incorporating the compilation of rich teaching tasks (Teacher Professional Leave)

Belle Vue Primary School and Mont Albert Primary School (24 April 2006)
The Team want to improve the elements of Intellectual Quality, Connectedness, Recognition of Differences and Social Support within learning environments by producing a document that examines what they teach, how they teach it and how students show it.

Belmont High School - 'A Move to Post Industrial Age Schooling' (Teacher Professional Leave)

Belmont High School (09 January 2006)
Using Teacher Professional Leave and Leading Schools Fund time, the team's research formed a strong basis for Middle Years transformation. The team travelled widely, visiting schools and talking with experts. The team recognised the importance of sharing their knowledge and experience with colleagues.

Further investigating improved teaching and learning practices in Year 9 and 10 (Teacher Professional Leave)

Benalla College (17 October 2006)
A group of five Middle School teachers worked with a critical friend to link inquiry-based learning and VELS. They completed professional development on Assessment and VELS and visited a number of schools to investigate the use of team teaching, ICT and electronic whiteboards. A proforma for planning using inquiry-based learning was designed for the school intranet.

Thinking Bilingually at Benalla East (Teacher Professional Leave)

Benalla East Primary School (05 December 2006)
The group aimed to incorporate VELS, thinking skills, inquiry based learning and multiple intelligence based activities into daily bilingual classroom practice by writing units of work using a planning document that audited the above and allowed for authentic, rich assessment tasks.

Considerations for supporting Deaf students with educational interpreters (Teacher Professional Leave)

Bendigo Deaf Facility - Bendigo Senior Secondary College (24 July 2006)
Having Deaf students in a Deaf Facility within a mainstream school provides challenges on how best to support those students with interpreting in classes and how best to support the teachers of those classes and students.

Bilingual/Bicultural Education (Teacher Professional Leave)

Bendigo Deaf Facility - Kennington Primary School (24 July 2006)
The Team examined the best practice of teaching signing deaf students in their dominant language, ie. Auslan, to improve their literacy skills. We also looked at how to best deliver an Auslan bilingual/bicultural program to hearing students.

Recognising and responding to diverse student needs through Personalised Learning Programs (Teacher Professional Leave)

Bentleigh Secondary College (02 November 2006)
Marie Farrell used her TPL to study the ways specific groups of students learn and the ways to identify specific types of learners. Knowledge of psycho educational assessments will be gained. The design, implementation and evaluation of personalised learning programs will follow from this research and study. The knowledge and skills will be shared with school based and cluster teachers. Improved teacher effectiveness will lead to improved student learning outcomes.

Blue Cheese: Allowing a culture to reinvent itself into something new, different and prize winning (Teacher Professional Leave)

Bentleigh West Primary School (12 December 2006)
As the Professional Development Co-ordinator, Stephen Raitman was asked to research and implement strategies designed to improve the performance of students through better teaching via better use of the Professional Development completed by the teachers at Bentleigh West Primary School. This journey of discovery was linked to Element 4 in the Self Assessment Framework as the school travelled along a path on its journey towards accreditation as a Performance and Development school.

Assisting middle years students with reading difficulties (Teacher Professional Leave)

Bethal Primary School (23 August 2005)
Middle Years Coordinator Leon Leonidas was able to change the way reading is taught Bethal Primary after attending a course on literacy learning difficulties. Based on the research of Dr John Monroe, the course introduced a model for interpreting reading difficulties and a number of literacy intervention strategies. Leon presented his own learnings to all the staff of Bethal Primary and has seen a dramatic improvement in his students' reading ability since he started using the methods.

Thinking and Technology Research (Teacher Professional Leave)

Beulah Primary School (15 February 2007)
Dianne and Maureen elected to further improve their understanding of Thinking Skills and Technology across the Curriculum. This commenced with visits to Torrensville Primary School and Underdale High School in South Australia (leading schools in the Thinking Curriculum) and this was followed up with shadowing of teachers in primary schools in the Ballarat Region in Victoria.

'Exploring Best Practice in LOTE for Primary Acquisition of French Language' (Teacher Professional Leave)

Big Hill Primary School (17 October 2006)
By shadowing a number of very experienced LOTE French teachers across four schools with classes ranging from Preps to Year 7, Gerard expected to identify "best practices" that motivate students and link to the Principles of Learning & Teaching.

Making a difference in the life of students with disabilities (Teacher Professional Leave)

Blackburn Lake Primary School (20 November 2006)
Teaching a student on the Students with Disabilities Program can at times be considered difficult. Kerryn Straughan used her TPL to further her qualifications in the area of special needs, visit other schools to research best teaching practices and trail lunch time and specialised programs to enhance the social skills of students with disabilities in their own school setting.

Technology in the Performing Arts (Teacher Professional Leave)

Boneo Primary School (09 November 2005)
Sally Walsh focused her TPL on the use of technology in the Performing Arts area. She studied music composition, sound recording, video editing, CD recording, DVD production, animation and claymation. Sally has endeavoured to investigate as many music and video technology programs as she could, with a view to ensuring that students maintain their enthusiasm for Performing Arts by engaging them in their learning.

Implenting VELS through inquiry learning - an investigation into curriculum structure and improvement (Teacher Professional Leave)

Box Hill North Primary School (17 October 2006)
Working across all Dimensions and Year Levels the team, in conjunction with the staff, developed an understanding of VELS and investigated the learning continuum from P-6. They used these documents to develop integrated inquiry units.

Investigating Best Teaching and Leadership Practice in exemplary schools with the vision of improving student learning outcomes in the Later Years at Brimbank College (Teacher Professional Leave)

Brimbank College (03 October 2005)
Sally McCutcheon wanted to look, see and experience Best Practice first hand. She accomplished this by gathering a wealth of high level information. Sally was inspired by her peers/colleagues to be innovative and risk take at the classroom and leadership levels brought significant professional renewal.

Maths Matters (Exemplary)

Broadford Cluster (Broadford SC; Wallan SC; Wallan PS; Kilmore PSl; Broadford PS; Wandong PS; Willowmavin PS; Beveridge PSl; Upper Plenty PS; Pyalong PS; Tooborac PS (14 February 2007)
The Small Schools Cluster enlisted the expertise of consultant Michael Ymer who began the Small Schools two year journey to facilitate Professional Learning in the Numeracy classroom of teachers within the Small Schools.

Moderation of Literacy and Numeracy (Promising)

Broken Creek Cluster (15 January 2007)
The Broken Creek Cluster focussed on assessment and reporting. The Team felt that it has been difficult to have consistent teacher judgements because of the different philosophies that teachers have in regard to assessment and reporting, so they addressed this issue by having a common writing task for every school in the cluster to assess. For the numeracy moderation, schools had to bring in samples of a variety of tasks.

Art, War and VELS at the National Gallery of Victoria - Turning Policy into Practice (Teacher Professional Leave)

Brunswick Secondary College (11 August 2006)
Pauline Pearson, the English KLA Coordinator, wanted to develop a model unit that exemplified best classroom practice using the VELS. Pauline wanted a unit on an integrated topic that could be used across KLA areas, in SOSE for example, and one that would incorporate coaching practice to support staff in extending their range of teaching strategies. Pauline worked with the SOSE KLA Coordinator, Annie Tsernjavski, to develop this unit.

Work embedded professional learning using classroom based projects (Teacher Professional Leave)

Buckley Park Secondary College (03 October 2005)
Rob Park and David Lee were concerned about teacher uptake of professional development activities and programs. They wanted to give teachers the opportunity to engage in professional dialogue with their colleagues related to the particular learning needs of their students.

Completion of Master of Education (Special Educational Needs) (Teacher Professional Leave)

Bulleen Heights School (24 April 2006)
Kirsty McLean was completing her Master of Education (Special Educational Needs) at Deakin University. Kirsty also completed her final two units, which were "Teaching Mathematics Successfully" and "Advanced Studies in Gifted Education".

Post Graduate Diploma in Special Education at Melbourne University (Teacher Professional Leave)

Bulleen Heights School (29 May 2006)
The Post Graduate Diploma in Special Education furthers Rosamund's skills and experience in special education with knowledge of the latest research available globally, historical perspectives and current practices, in order to lead and mentor teachers in special and mainstream settings. It increases the qualified Special Education Teachers at Bulleen Heights School, and within the Manningham Network and Templestowe Cluster.

Post Graduate Studies in Special Education (Teacher Professional Leave)

Bulleen Heights Specialist School (21 December 2005)
John Glare commenced a Master of Education: Special Education Needs course and in the time allotted for Professional Leave completed three units of the Course.

Yes You Can - You Can Do It - Best Practice (Teacher Professional Leave)

Bunyip Primary School (09 November 2005)
John Legione looked at different school implementations of the 'You Can Do It' program and was able to develop a program for Bunyip Primary School. The resulting student achievements have been celebrated throughout the school community.

Completion of TESOL Graduate Diploma/Establishment of Sister School relationship (Teacher Professional Leave)

Bunyip Primary School (02 November 2006)
Helen Ross focused on teaching English as a Second Language training, the teaching of English and the development of cultural awareness in her school community. This has been assisted by the establishment of an overseas sister school relationship with The Gold and Silver Exchange Society School in Hong Kong.

Is the Thinking Curriculum just the next flavour of the month at Caterbury Primary School? (Teacher Professional Leave)

Canterbury Primary School (12 January 2007)
The Team focus was Thinking Curriculum. It had focussed on the Year 5 and 8 students. With the implementation of VELS and the more prominent position of 'Thinking' within the curriculum, we were challenged to develop a whole school approach.

Connections: increasing student and school connectedness (Teacher Professional Leave)

Carrum Downs Secondary College (12 December 2006)
As part of a group Teacher Professional Leave application, an integrated curriculum program ("Connect") has been researched, piloted and developed. In addition, programs for staff and school connectedness have been established - such as linking with Monash University and piloting an internship program with student teachers.

Creating and Supporting a Performance and Development Culture Resource File (Teacher Professional Leave)

Carwatha College P-12 (02 November 2006)
Anthony Paine used his TPL to investigate and develop Individual Teacher Improvement plans along with raising the profile and importance of a teacher effectiveness/continuous improvement culture within the school staff. A Performance and Development Committee was formed and a data base of tools and methods is being created with input from the Department of Education and Training, Innovations Branch.

Teacher Inquiry Classroom Knowledge (TICK) (Exemplary)

Central Highlands Wimmera Middle Years Initiative (10 November 2004)
"It revitalised my teaching and excited me." Middle years teachers in the Central Highland Wimmera region used the Teacher Inquiry Classroom Knowledge process to develop collaborative and reflective practices about their learning and teaching processes.

Small Schools Literacy Intervention Program (SSLIP) (Exemplary)

Central Highlands Wimmera Region (10 November 2004)
To assist schools with fewer than 60 students, Central Highlands Wimmera region developed a professional development program focused on teaching literacy to children with reading difficulties. Teachers attend sessions to read theory, develop practice and share resources. Children working with trained teachers have shown significant improvement in their reading and writing ability.

Peer Coaching (Teacher Professional Leave)

Cerberus Cluster - Sandringham Primary School, Mentone Girls Secondary College, Sandringham East Primary School, Cheltenham Primary School (02 November 2006)
Cerbus Cluster participated in the training program for Peer Coaching. Peer Coaching is a strategy for teacher improvement. The Program incorporates teacher reflection and peer observation. A confidential and trusting relationship is built up between the trained coach and the coachee, including the enhancement of communication skills and the development of more effective classroom behaviour and outcomes for teachers and students.

Reflective teaching for school and classroom change (Exemplary)

Cluster of primary schools in Ballarat (10 November 2004)
A cluster of Ballarat primary schools introduced a Reflective Teaching process to improve teaching and learning. They found that developing the skills to reflect on their practice helped them to make effective changes in the classroom.

Connecting with Science and Literacy (Teacher Professional Leave)

Coatesville Primary School (05 December 2006)
Primary Connections is a new initiative linking the teaching of Science with the teaching of Literacy. The units have a working scientifically focus, span all years of primary school and map the four strands of the National Statement and Profile for Science.

Real Life Forensic Science (Teacher Professional Leave)

Colac High School (11 August 2006)
Peter Jeans focused his TPL on developing specific subject knowledge in the area of forensic science. Peter developed further resources that could be used by any science teacher to teach forensic science at a middle school level, particularly tasks that involved information technology skills.

Integrating the curriculum - the Middle Years (Teacher Professional Leave)

Collingwood College (11 August 2006)
A Team of Middle Years teachers from Collingwood College have investigated and trialled approaches to integrating the curriculum Years 6 - 8. A Professional Learning team has been developed to research, plan, implement, reflect on pedagogies that promote improved student engagement and a professional learning culture.

Researching and applying the principles of Reggio Emilia into a Prep to 5 setting (Teacher Professional Leave)

Collingwood College (17 October 2006)
Kerri McCulloch has been working in a Reggio Emilia inspired program for three years in a prep to grade 3 context, she is now exploring and applying the principles to a 4/5 context as the parents and students have the expectation that the program will continue. Kerri has researched and explored this role as a change leader for this area of the school.

The wonderful, whacky world of student wellbeing - Leading through positive practices (Teacher Professional Leave)

Coral Park Primary School (12 December 2006)
Solange Vaz set out to shadow three assistant principals to develop a better understanding of leadership practices, in particular, the area of student wellbeing.

51 Teaching and Learning Tools (Promising)

Corio and Norlane Middle Years Cluster: Corio Primary School; Corio Bay Senior College; Flinders Peak Secondary College; Norlane West Primary School and Rosewall Primary School (12 June 2007)
Key staff, curriculum and PD coordinators from each school, identified a shortfall of assessment strategies/tools when completing the Professional Learning package. The package had some samples but these were not user friendly or easily accessible. A resource of 51 assessment strategies/tools and graphic organisers was developed. Teachers were involved in PD of a selection of the strategies at a Cluster PD where 65 staff participated.

Social Skills in the Early Years (Teacher Professional Leave)

Courtenay Gardens Primary School (09 November 2005)
Sue Grant aimed at developing social skills in early years pupils. The objective is to reduce inappropriate behaviour at school. A pilot program aimed at developing these skills in Grade 2 was undertaken. Data collected on two occasions suggested that instruction of social skills had improved behaviour. When positive feedback, practice and reward were linked, further improvement was noticeable suggesting that a supportive classroom enhances the development of social skills and academic results.

Freshening up the Maths course so that it is relevant for modern, ICT proficient students (Teacher Professional Leave)

Croydon Secondary College (20 November 2006)
The purpose of this project was to visit and be visited by teachers who had spent time and energy on making the Maths curriculum rich and relevant. Taking the best of their ideas and researching the wealth of ICT resources, the Team developed an approach incorporating these resources and ideas into the Maths curriculum at Croydon Secondary College.

The benefits for English and Home Language Learning through following a LOTE and Home Language Sharing Program (Teacher Professional Leave)

Dandenong South Primary School (02 November 2006)
Lisa Dowse examines the relationship between English, English as a Second Language and Home Language. The benefits to self esteem and English metalinguistics learning of a program incorporating LOTE, English and home language were investigated. It is expected that a greater appreciation of various languages and cultures will develop as students participate in the units and work. These units of work include the involvement of parents and strategies informed by Middle Years research.

Master of Education: Special Needs (Teacher Professional Leave)

Dandenong Valley School (02 November 2006)
Jennifer Prince used her TPL to further her qualifications in the area of special education. Her increased knowledge and skills will lead to the more reliable identification of individual student's learning needs and the design and implementation of personalised learning programs for students with disabilities. These learning programs will include the use of best practice teaching methodology, effective classroom management strategies and more meaningful reporting of student achievement to parents.

The Journey - A Good School to a Great School (Teacher Professional Leave)

Deer Park North Primary School (01 August 2006)
Researching and analysing student outcomes provided a Professional Learning team at Deer Park North with an opportunity to evaluate the effectiveness of programs to ensure maximum student learning.

Democratic Learning - Building a Learning Cluster (Teacher Professional Leave)

Deer Park North Primary School (Deer Park/Albanvale Cluster) (24 July 2006)
The TPL focussed on the following: pedagogy and assessment; transition practices; creation of a shared learning network among Cluster middle years teachers; how the curriculum connects the goals of democratic learning and VELS; and school connectiveness, development of professional networks for shared understanding and improved practice.

Raising the profile of science in the early years (Exemplary)

Deer Park West Primary School (10 November 2004)
Deer Park West Primary was able to transform the profile of science in their school by adopting the Science in Schools program. They developed an action plan that focused on science teaching and professional development. The school now has dedicated science facilities and has introduced popular new activities such as Family Science Night and Science Week.

Considerations for supporting Deaf students with educational interpreters (Teacher Professional Leave)

Derrimut Heath Primary School (24 July 2006)
Genevieve Douglas participated in the Pedagogy Network and completed a Graduate Certificate in Education. To complete these programs Genevieve undertook action research linking pedagogy with her interest in numeracy.

Producing Best Practice Year 7 Curriculum Materials (Teacher Professional Leave)

Distance Education Centre, Victoria (08 February 2006)
To improve their middle years numeracy teaching, three teachers at the Distance Education Centre visited other schools and participated in a range of learning activities. They used what they'd learnt to develop new Year 7 maths curriculum materials which, in turn, led to engaged students and better results.

Teaching Level 4 Chemistry (Exemplary)

Doncaster Innovation and Excellence Science Project (11 April 2006)
Primary School Principals asked for assistance from the secondary college in the area of Science teaching for a number of the Level 4 teachers. The primary schools all chose a unit on Chemistry. The Science teacher, Vicki Spardanis, selected a series of Chemistry lessons that also focussed on good scientific method and active learning. At the conclusion of the Program teachers were interviewed. A booklet on teaching the experiments with guidelines for teachers was produced.

Building a Collaborative and Sustainable Learning Community (Teacher Professional Leave)

Dromana Cluster (02 November 2006)
The Team's project began as a chance to observe teachers and collaborate on developing innovative strategies, however, it evolved into something much bigger. The Team tackled the issue of improving the quality of information passed between Year 6 and 7 teachers by developing progress maps based around VELS. The Team also began compiling a file of great teaching ideas.

Learning Technologies and the Thinking Curriculum (Teacher Professional Leave)

Eaglehawk Primary School (29 May 2006)
Julie South wanted to increase the use of ICT in classrooms by teachers as an integral part of all KLAs in the context of a 'Thinking Curriculum'.

A Picture Can Produce a Thousand Questions (Teacher Professional Leave)

East Doncaster Secondary College (29 November 2005)
Catherine Price focused her TPL on the use of visual art imagery as a starting point for the development of thinking, questioning, writing and research skills. Extensive work was done exploring the benefits of a curriculum that links key learning areas, particularly Literacy (English) and the Visual Arts.

Cluster Professional Learning Teams (Promising)

Echuca Cluster (11 January 2007)
The Cluster wanted to improve teacher professional learning and sharing as well as improved student learning and engagment outcomes. The Cluster comprises of three teams: Student Learning (Year 5-8); Student Wellbeing & Engagement (Year 5-8); and Student Transition & Pathways (5-8).

Curriculum reform and professional learning online (Exemplary)

Eltham North Primary School (10 November 2004)
Staff at Eltham North Primary School used the Professional Learning Online Tool (PLOT) to evaluate existing practice and develop their Thinking Curriculum approach. Staff teams used PLOT to improve collegiate team work, share their learnings, and improve their practice.

Assessment and Reporting Journey (Teacher Professional Leave)

Eltham Primary School (18 January 2007)
This intention of this project was for Lena Clark to initiate the implementation of a new approach to reporting and assessment into the school. This was to be done through research and professional development to inform her of best practices.

The VCE Data Service: The Story Behind the Numbers (Teacher Professional Leave)

Essendon Keilor College (01 August 2006)
This project investigated the VCE Data Service and how it can provide genuine feedback to promote reflection and improve teaching.

Peer Coaching - Opening the Door to Learning (Teacher Professional Leave)

Essendon North Primary School (01 August 2006)
Working as a Peer Coach, Helen Otway from Essendon North Primary School has piloted an onsite Professional Learning program to support powerful integration of ICT in the classroom. She has supported staff with developing ICT rich lessons and units.

Lacking Performance? Need a lift in outcomes? See what Assessment can do for you! (Teacher Professional Leave)

Essendon Primary School (01 August 2006)
When faced with adequate but not exceptional school performance data, Essendon Primary School faced a choice. Continue current approaches and be satisfied with meeting State benchmarks or utilise assessment for, of and as learning and raise the bar.

What is a 'Quality Class'? - Looking behind the Middle Years Student Attitude to School survey to better evaluate Teaching and Learning in the Middle Years: A case study approach (Teacher Professional Leave)

Eumemmerring College (02 November 2006)
Denise Jacobsson focused on the collection and use of school data, especially the Student Attitudes to School survey in relation to the development and implementation of highly effective learning and teaching strategies in the Middle Years. The usefulness and reliability of data available in multi-campus schools adds another dimension to the continuous improvement cycle in a large multi-campus school.

Developing an integrated VCAL program (Teacher Professional Leave)

Fairhills High School (12 January 2007)
Debbie Sekula set out to evaluate the Fairhills High School VCAL by investigating how a range of providers developed their VCAL programs. She wanted to see if the VQA Work Related Skills stand could be integrated with the VCE subject, Industry and Enterprise.

Habits of Mind (Promising)

Footscray City Secondary College (08 November 2005)
Mark Nugent wants to improve students learning behaviours and thinking attitudes by studying Art Costa's Habits of Mind and Its Potential Integration Into Our Curriculum.

VELS+TRIBES_PYP = High Performing Learners (Teacher Professional Leave)

Footscray Primary School (01 August 2006)
With the implementation of the Victorian Essential Learning's, Footscray Primary School identified curriculum reform as an important area to address. The Teacher Professional Leave Team headed by Deb Godsell, Janet Doherty and Ken Schmak took up this challenge.

Catering for preferred Learning Styles (Teacher Professional Leave)

Foster Primary School (09 June 2006)
The Team investigated the pedagogy of the thinking curriculum focussing on a range of learning tools, eg. De Bonos thinking Hats; inquiry Learning Model; Bloom's Taxonomy; Gardiner's Multiple Intelligences; Rubrics and Thinking Keys.

The research, development and implementation of an Auslan linguistic assessment tool for pre-school and primary age children (Teacher Professional Leave)

Furlong Park School for Deaf Children (03 November 2006)
The project aimed to develop an assessment tool to track the current Auslan (Australian Sign Language) skills of all students. Linda also aimed to include this procedure as an ongoing assessment protocol to track development in signing skills.

Bilingual Exchange in Deaf Settings (Teacher Professional Leave)

Furlong Park School for Deaf Children (03 November 2006)
The Team wanted to explore best practices in bilingual language teaching and delivery for deaf students in a school for the deaf.

Unit Planning! What's That? "Show Me How" (Teacher Professional Leave)

Geelong High School (29 November 2005)
Working with Middle Years teachers across four primary and secondary schools, Helen Hatzis, Innovations and Excellence Cluster Educator-Geelong Gardens Cluster and Kay Saunders, English teacher-Geelong High School, developed and trialled a tool which helped teachers plan units of work built around a Teaching and Learning Plan and Phase Planner.

Studies in Italian language and culture (Teacher Professional Leave)

Gilmore College for Girls (03 October 2005)
Lee Rischitelli's decided to undertake further study in Italian. By completing this course she became more confident in speaking Italian to the students therefore exposing them to hearing the language. She draw parallel between other languages and Italian to demonstrate similarities in vocabulary. This improved their comprehension and they felt a greater sense of achievement in understanding Italian.

Environmental Science for Sustainability (Teacher Professional Leave)

Glen Waverley Primary School (24 April 2006)
The Team aimed to improve the awareness of environmental issues within the school, local and global communities through teaching students how to be productive citizens practising sustainable environmental management.

Capturing the Culture - Extending the Dimensions (Exemplary)

Glendal Primary School and Glenallen Special School (02 February 2006)
This pilot project developed as a shared vision between two school communities to enrich learning and teaching. The initiative involved teacher exchange between two schools from mainstream and specialist school setting. Each school developed four goals to be specifically addressed during the teacher exchange week.

Moderation Guide for consistent assessment (Promising)

Glenroy North Primary School (10 November 2004)
When inconsistent assessment judgements were found to be a concern at Glenroy North Primary School, the school developed a Moderation Guide to improve consistency in assessment of student achievement. The user-friendly resource can be used by new and returning teachers, teaching teams, leadership teams, early years teams and Professional Learning Teams.

Positive Behaviour Support implementation: A case study for a child with Angelman Syndrome (Teacher Professional Leave)

Glenroy Specialist School (16 June 2006)
This case study explores the usefulness of the Positive Behavioural Support (PBS) approach in achieving meaningful behaviour change and to improve the quality of life for a child with Angelman Syndrome. A functional assessment was conducted to determine the purpose of his inappropriate behaviours and then appropriate interventions implemented.

Engaging Special School Students in their Learning (Teacher Professional Leave)

Glenroy Specialist School (23 August 2005)
Special education teacher Christine Hurst decided to learn about two programs at Glenroy Specialist School. The first, focused on senior students, was a program to introduce a VCAL certificate. The second program involved the principles of Conductive Education for junior primary students. Christine used a combination of mentoring and formal study to learn the skills she needed to apply her learning in her own classroom.

Understanding a Framework of Poverty (Teacher Professional Leave)

Great Ryrie Primary School (29 May 2006)
Cheryl Macnee's aim was to understand the effect of poverty on the primary students of today and to develop strategies which will help teachers working with these children.

Case studies of six Literacy Support programs in secondary schools in northern metropolitan Victoria (Teacher Professional Leave)

Greensborough Secondary College (29 November 2005)
Anna Pollard used her TPL to identify the key skills and knowledge needed to successfully manage literacy and other support programs and to develop a theory of how these skills and knowledge can be shared with other aspiring and practising literacy (and other) program managers.

Principles of Learning and Teaching in the Gresswell Cluster (Promising)

Gresswell Cluster (10 March 2005)
Gresswell Cluster is using Principles of Learning and Teaching (PoLT) to improve pedagogy and increase student engagement and independence. PoLT is a professional development framework that encourages a team-based and partnership approach to continuous improvement.

Can children in the early years of primary schooling say from whom or what or where they acquired their scientific understanding? (Teacher Professional Leave)

Grey Street Primary School (26 October 2005)
Carolyn Roscholler focused her research on younger children's scientific knowledge and beliefs, and into their sources of information. The research is a case study involving the participation of about 60 children at Year 2 and 3.

FOCUS Sessions and Building Connections Sessions (Promising)

Grimshaw Innovations and Excellence Cluster (23 November 2006)
Grimshaw Cluster want to provide a forum for communication and sharing between cluster schools. The Cluster want to encourage teachers to celebrate their knowledge and achievements whilst also providing time to form links and strengthen bonds with other teachers.

Deaf Education for the Future: Understanding pedagogy and its practical implementation to enhance student outcomes (Teacher Professional Leave)

Guthrie Street Primary School (Shepparton Deaf Facility) (17 October 2006)
To support Deaf and hearing impaired students reach their potential, Teacher of the Deaf, Deb Moloney examined current understandings and practises in Deaf Education, with particular focus on learning, teaching and assessment pedagogies.

Integrating Physical Science into the Primary School Curriculum (Teacher Professional Leave)

Hartwell Primary School (20 March 2006)
Pennie Stoyles with help from Julie Stahle from Scienceworks, designed units of study in the area of Science in the Middle Years. The modules are called Static Electricity, Magnets Everywhere, Circuits, Electricity and Electro-magnets. The modules can be taught as a stand alone or they can be taught as a science sequence. Links were made to other curriculum areas.

Life Learning Program - Middle Years (Teacher Professional Leave)

Hopetoun Primary School (26 October 2005)
Loris Grigg, Leigh Hutchinson and Anne Robertson used their TPL for the development of an integrated, experiential whole-brain learning program for Middle Years that would facilitate the development of life long learning skills, and the further development and implementation of a Thinking Curriculum program for all year levels, across all learning areas.

Appraisal proposed modification of Literacy Intervention Program in a State Secondary College (Teacher Professional Leave)

Hoppers Crossing Secondary College (21 November 2005)
Jennifer Clancy focused on student literacy needs and redevelop the current literacy program. There was a need to change existing literacy intervention program from a withdrawal, piecemeal model to a more inclusive, whole school, integrated approach which improves literacy competencies of ALL students and contributes to development of a positive, engaged learning community.

Sustainable Mentoring (Teacher Professional Leave)

Hume Regional Office (26 October 2005)
Sue Forster, focused on beginning teachers, she found that what they really wanted was support in many areas, but the structures were not in place for them to access this support. Sue has prepared an annotated list of readings on effective mentoring, outlined a basic program for Mentoring in Schools and prepared a presentation for Network Principals on mentoring.

Creating Deep Understanding Through Authentic Learning: Incorporating the Philosophies of the Reggio Emilia approach (Teacher Professional Leave)

Kallista Primary School (24 July 2006)
The TPL team wanted to adopt a Reggio Emilia style of program, they wanted to visit other schools to see how this approach fits into their current philosophies.

Professor Peter Sullivan supports open-ended questioning, trajectory planning, student tracking and moderation throughout eight cluster schools (Promising)

Kangaroo Flat Cluster (04 March 2007)
Teachers throughout the cluster were supported in planning trajectory, open-ended lessons with in-school visits made by Professor Peter Sullivan. During the project teachers were provided with additional time and resources to implement engaging, open-ended lessons and put into practice student numeracy tracking from Grade 3- Year 8.

Primary Science: Strategies that assist classroom teachers (Teacher Professional Leave)

Karingal Heights Primary School (12 December 2006)
Helen Carr is classroom teacher and Science coordinator at Karingal Heights Primary School. Over a ten month period working collaboratively with classroom teachers at the school she investigated strategies that supported classroom teachers with the teaching and learning of Science.

Teaching and Learning 'to the MAX': A team approach to the introduction of a cooperative open learning facility (Teacher Professional Leave)

Karingal Park Secondary College (12 December 2006)
The winds of change are blowing over Karingal Park. This school has adopted a fresh approach to teaching in the Middle Years through the introduction of learning communities where students are engaged in a cooperative and supportive learning environment.

Beyond Dunno - Communication across the domains (Teacher Professional Leave)

Keilor Downs Primary School (01 August 2006)
The Keilor Downs Primary School Team, recognising the importance of communication skills for student success in school and life, focussed on ensuring important language skills were systematically planned, taught and monitored.

Pedagogy - Student portfolios (Teacher Professional Leave)

Kingsville Primary School (24 July 2006)
The Team focussed on portfolios as an authentic assessment tool. Student portfolios have been identified as a productive means of showing the progression and stages of student learning.

Online Domino Robotics (Exemplary)

Knox Northwest Cluster: Bayswater PS, Bayswater West PS, Boronia West PS, Bayswater SC (11 April 2006)
The Cluster began to develop school community priorities, teaching and learning methodology, leadership programs and school infrastructure that support Online Collaborative Mentoring initiatives.

Student Welfare and Behaviour Management (Teacher Professional Leave)

Lakes Entrance Primary School (17 October 2006)
Behaviour management has been an area of concern throughout the 26 years of Trudy's teaching career. The research conducted here was designed to investigate reasons why students misbehave, to find solutions for repeated niggling behaviours and to discover the qualities necessary for the running of a classroom where all students behave well because that is what feels good for them.

Introducing Emotional Intelligence (Teacher Professional Leave)

Laverton Secondary College (03 October 2005)
Sofia Mougos wanted to improve relationships between staff and students, staff and staff, students and students. She did this by introducing Emotional Intelligence (EQ).

Civics and Citizenship in the City (Promising)

Law Institute of Victoria and the Parliament of Victoria (15 January 2007)
The Civics and Citizenship Network wants to open the doors to the range of stimulating programs offered by the organisations represented. The aim of this professional learning day was to facilitate teachers' professional development by improving their knowledge about, and support for, civics and citizenship education opportunities. This would then tranfer to the planning of their student programs. Best practice was modeled by giving them the opportunity to learn about these programs and participate in some of the experiences offered to students when they visit, or take part online, in a civics and citizenship program.

Leongatha Teacher Shadowing Program (Promising)

Leongatha Corner - Inlet Cluster (12 December 2005)
The aim was to build relationships between primary, secondary and specialist schools within the Cluster by encouraging teachers to 'shadow' a colleague in a different setting. Shadowing has continued to grow so much so that the participants are now exploring a range of practices (pedagogy, curriculum, assessment and reporting, school programs, school organisational structures) in areas of interest. The Program has enabled participants to experience a world beyond their own workplaces and connect with colleagues in schools beyond the Cluster.

Improving student outcomes through effective learning (Promising)

Leongatha Secondary College (20 October 2006)
The Team improved student outcomes by delivering content in a flexible and readily available form, which catered for a range of learning styles by allowing students to select from a variety of learning activities and assessment approaches (purposeful teaching).

Improving student outcomes through effective eLearning (Promising)

Leongatha Secondary College (11 January 2007)
The Team initially researched innovative uses of technology in the classroom and then developed and trialled units of work in their classes that used new technologies to engage students. The means of delivering these activities was primarily an online learning management system based in WebCT.

Implementing VELS through the Intel Teach to the Future Program (Teacher Professional Leave)

Livingstone Primary School (18 January 2007)
Integrated units of work based on the CSF II were currently implemented throughout all levels of the school. ICT was not a major focus in these units. Through the Intel Teach to the Future Program, the aim was to bring ICT to the forefront of unit creation, while aligning the units with the VELS documents.

Early literacy for the 'hard to teach' child: a Wellbeing Team Approach (Exemplary)

Loddon Campaspee Mallee Region (07 June 2005)
Student Services (Wellbeing) staff in the Loddon Campaspe Mallee region developed a multidisciplinary team approach to teaching literacy. Teams included Reading Recovery tutors, visiting teachers for students with special needs, speech pathologists and guidance officers. The team shared professional knowledge, developed a joint approach and initiated sub-groups to work on specific issues.

Let's talk about thinking! (Teacher Professional Leave)

Lysterfield Primary School (17 October 2006)
The Professional Leave Team aimed to determine what it took to develop an exciting, stimulating and ongoing thinking curriculum by visiting a range of schools and accessing varied resources.

Labsite (Promising)

Macedon Cluster (11 January 2007)
The Labsite is a teacher professional learning activity which involves teachers, teaching and planning collaboratively with the aim of improving an aspect of their teaching practice. Teachers use PoLT Component Mapping data to identify an aspect of their teaching practice which they wish to improve.

Social Workers can impact upon children and staff and improve the learning experience for everyone! (Teacher Professional Leave)

Mackellar Primary School (11 August 2006)
To complete her Bachelor of Social Work, Jane Healey used her Teacher Professional Leave to undertake a placement at the Royal Children's Hospital. She gained experience in critical reflection, and further insights into the personal and social aspects of student learning.

Which way? How to get lost and found in the planning and assessment jungle (Teacher Professional Leave)

Mandama Primary School (29 November 2005)
Karen Rush, Jenny Wilson and Anne Sims explored planning and assessing curriculum units that were fun, enlightening and inspiring for both the teacher and the students. This exploration challenged their preconceptions of school curriculum.

Effective Mathematics Teaching and Learning through Assessment and Differentiation (Teacher Professional Leave)

Marlborough Primary School and Eastwood Primary School (18 January 2007)
Primary classroom teachers Logie Edwards and Deb Simpson decided to find out how to use assessment data to differentiate the Maths curriculum focussing on primary and secondary school students. Both also wanted to observe effective techniques for differentiation.

Small Schools Professional Learning Team (Exemplary)

Marlo Primary School, Newmerella Primary School, Orbost North Primary School (11 January 2007)
The Team want to provide an opportunity for small schools with 1 to 5 teachers with a forum for professional discussion, improving teachers pedegogy, connecting teachers, sharing, reflection and planning units of work based on VELS and thinking skills.

Breaking the Habit of Civility - Pedagogy as an intellectual undertaking- (Teacher Professional Leave)

Melbourne Girls' College (11 August 2006)
This proposal aims to create a supportive environment for the trialling of new pedagogies in integrated studies classrooms; creating a community of teachers as learners, focussed on methods and strategies for deepening their student's understandings.

Metacognition for the Pedagogista! (Teacher Professional Leave)

Mentone Girls' Secondary College (12 December 2006)
The role of a teacher in a large school can be relatively isolated. The Team implemented the formation of coaching relationships with colleagues (peer coaching) that facilitated the rehearsal and conscious practising of skills, ultimately leading to the improvement of communication skills and support of the development of curriculum through facilitating "the creation of norms that break down isolation and promote the exchange of ideas through collaborative problem solving." (Research... ..Coaching Skills for Successful Teachers).

Peer Coaching and beginning teachers (Teacher Professional Leave)

Mentone Girls' Secondary College (12 December 2006)
The Visual Art KLA at Melbourne Girls' Secondary College was fortunate in having three new teachers in the faculty in 2006. Two of these teachers were first year out. The principles of ongoing Peer Coaching were employed to assist them classroom management organisation, student feedback and assessment and reporting.

MYTIE IntelŪ Teach to the Future Project (Exemplary)

Middle Years Templestowe Innovation and Excellence (18 April 2006)
The Cluster wants to increase the use of ICT in the middle years area and to unify planning documentation across the five Cluster schools so that teachers are empowered in the use of elearning and improved student engagement.

Think aloud, problem solved (Promising)

Mildura West Primary School (10 November 2004)
Mildura Primary school explored whether thinking aloud would improve students ability to problem solve. Students worked in small groups and played different thinking roles: problem solver, prober, and questioner. They found that students were willing to take risks, became better at reflecting, and were more confident about problem solving tasks.

'Building Healthy Learning Communities Through Restorative Practices' (Teacher Professional Leave)

Milgate Primary School (24 April 2006)
By investigating the aspects of a healthy learning community, and implementing and imbedding restorative practices into the school culture and ethos, Milgate Primary School hopes to provide a 'Caring Thinking' resource.

An Induction and Mentoring Program (Teacher Professional Leave)

Milgate Primary School (21 December 2005)
Developed an exemplary Induction and Mentoring Program for all teachers new to the school.

Supporting the Mini Sets Program (Teacher Professional Leave)

Mill Park Secondary College (17 October 2006)
Using the thinking curriculum, support materials were designed and adapted in line with VELS and POLT, to be used by English classroom teachers when using the Mini Sets with their students (Year 7-9).

Coaching for Purposeful Planning (Promising)

Moe Cluster (27 February 2006)
Moe Cluster agreed to explore the use of a common planning tool as a catalyst to further enhance teacher pedagogy and improve student learning. Over two years, staff have been introduced to and trialled aspects of the Thinking Oriented Curriculum and Habits of Mind. Following this knowledge and skill development staff requested coaching and discussion forums where they could be shown ways to incorporate these into their current classroom practice.

Using data from a professionally developed test of mathematics to direct targeted teaching (Teacher Professional Leave)

Monbulk Primary School (29 May 2006)
Assessment and measurement of student mathematics learning over four years of primary schooling involving pedagogy, numeracy and the interdisciplinary learning context of commu-nication.

PoLT Professional Learning (Promising)

Mooroopna Cluster (14 February 2007)
The Cluster implemented PoLT in all schools by providing focussed professional learning opportunities for staff in all Cluster schools and poviding opportunities for staff to share their knowledge and skills acroos the Cluster to further develop links across schools, both Primary and Secondary.

Quality Assessment and Reporting (incorporating digital portfolios) (Teacher Professional Leave)

Mordialloc College (03 November 2006)
The Team wanted to explore ways to improve reflection through the implementation of digital portfolios as the standard means of student assessment and as an integral part of the parent/teacher reporting cycle was the area that they wished to focus on. Implementing performance and development portfolios for staff, linked to the professional standards and the Plan, Do, Study, Act cycle was seen as a means of providing a similar experience for teachers and students.

Working together: developing professional learning teams (Exemplary)

Moreland Network (10 November 2004)
Literacy and numeracy coordinators in Moreland set up a Mathematics and English network to strengthen links between school staff, share best practice, and deliver training cost-effectively. Coordinators have made a strong commitment to the networks and there are now plans to extend the model to develop an ICT coordinators network.

Working together for a common goal - a cluster approach to Assessment and Reporting (Teacher Professional Leave)

Mount Beauty Primary School (17 October 2006)
Jenny wanted to investigate the current assessment and reporting practices of the Upper Kiewa Valley cluster schools, and help the staff of the five cluster schools to introduce the new report card.

Developing a Thinking Curriculum (Teacher Professional Leave)

Mount Waverley Secondary College (01 August 2006)
A team of teachers completed the Masters of Education subject on Designing A Thinking Curriculum with Clinton Golding. After completing the unit they pooled their thoughts and developed a curriculum philosophy for the school based upon the specific needs of the College.

4Cthinker.com (Teacher Professional Leave)

Mt Eliza Cluster (03 November 2006)
Pamela Munroe Smith, Natasha Crooks, Craig Brumley, Christine Taylor and Bill O'Brien decided that following a cluster conference a need emerged for an efficient avenue to disseminate information, with supporting resources for teachers, and supporting their focus of developing Critical, Creative, Caring and Competent Thinkers throughout the cluster. The Team developed a web site that provided a resource for development of the 4C's for the Mount Eliza Cluster.

Enhancing teachers understanding of the Early Years Numeracy Interview to effectively support student learning trajetories P-3 (Teacher Professional Leave)

Murchison Primary School (17 October 2006)
To assist teachers implementation of an effective numeracy program, and support children in their numeracy learning trajectory, Early Years Numeracy Co-ordinator Vivian Gibson undertook a Master of Education degree in Numeracy. This course assisted Vivian to enhance teacher knowledge of the EY Numeracy Interview and the data analysis.

Peer reflection/Mirror Mirror (Teacher Professional Leave)

Murrumbeena Primary School, McKinnon Primary School, Ormond Primary School, Valkstone Primary School, McKinnon Secondary College (05 December 2006)
Representatives from the schools within the McKinnon Cluster undertook a training program in peer coaching. It involved coaching skills for successful teaching, resulting in the possibility of mutual reflection and developing strengths in teaching practices. These skills and ideas were taken back to their individual schools.

Engaging Boys in Middle Years (Teacher Professional Leave)

Myrtleford Secondary College (26 October 2005)
Darrell Perkins and Nick Barker's used their TPL to change their work practices to improve boy's engagement. Girls would also benefit from the project by being directly involved in the activities and/or would find it easier to work in an environment where the boys were more engaged.

Best practice in the use of ICT in the English/literacy classroom, from Early Years to Middle Years literacy classrooms. (Teacher Professional Leave)

Narre Warren South Primary School (21 November 2005)
As a Literacy Coordinator, Wayne Lucas was interested in how other schools used ICT to support and extend student literacy skills. Wayne visited a number of schools in his Region that were acknowledged as leaders in this area. He focused on software that could be used back at the school. I have begun to share effective programs with staff locally and at a Regional level.

Developing School Organisational Models to Transform Curriculum Content, Pedagogy and Assessment Practices. (Teacher Professional Leave)

Newcomb Secondary College (05 October 2005)
Teachers at Newcomb Secondary College were seeking to provide a platform for teachers to better address student engagement, absenteeism and improved learning outcomes for Year 7 and 8 students. John Foord, Tom Adair and Susan Gorfine analysed school based data, interviewed students, conducted a literature review and visited other schools to develop a model for curriculum delivery.

Creating OLAR - an Oral Language Activity Room (Teacher Professional Leave)

Newport Lakes Primary School (01 August 2006)
Following their research into Oral Language, Tammi Cordell and Denise O'Shea worked to set up an Oral Language Activity room based on dramatic play, and art and craft at specific activity stations.

Peer Coaching Training and Implementation (Promising)

Noble Park Keysborough Cluster (15 January 2007)
The aim is to support and encourage teachers in their efforts for continuous improvement of their classroom practice, to provide teachers with data and professional feedback in a neutral, non-threatening manner and to support action research as a viable, commonplace means of professional learning.

Development of Partial-Immersion Integrated program (LOTE/ SOSE/ICT) (Teacher Professional Leave)

Noble Park Secondary College (02 November 2006)
Andrew Blumbergs and Gwyn McClelland used their TPL on the Development program. The Program centres around the integration of the curriculum in the Middle Years. There will be a LOTE Partial Immersion/Integrated Curriculum Program at Year 7 and 8 and Certificates of Applied Language developed and implemented at Year 9 and 10. It is envisaged that best practice pedagogy (SOSE/LOTE/ICT integration, thinking curriculum) will result in greater student engagement and an improvement in student learning outcomes.

A Better Year 9 - Developing Social Competencies (Teacher Professional Leave)

Northcote High School (26 October 2005)
Adele Fattore and Mahe Castles focused their TPL on social competencies. Both developed appropriate programs that address Middle Years concerns of connectedness and encouraged staff/school to examine its current practices.

Boys' engagement in education in the primary school (Teacher Professional Leave)

Nyora Primary School (26 October 2005)
Karen Farbus used her TPL to complete her Graduate Diploma of Education. She wanted to know what teaching pedagogies and strategies are needed within the primary school setting to engage boys in their learning?

Improved Use of Oral Language in the classroom (Promising)

Overport Primary School (27 February 2006)
The Team wanted to improve the use of oral language within the classroom context, specifically linking this to improved outcomes in the writing process. The current classroom program promotes the use of oral and multi sensory language through a variety of activities outlined in their term planning documents. These planning documents provide experiences in the visual, auditory, kinaesthetic and tactile fields and reflect our intention to develop individual learning styles of our students. Classes operate as three separate grades, with time allocated for rotational and inter-classroom activities enabling individual teachers to use their expertise in different areas.

Professional Learning - What are the most effective contexts in which teachers can respond to educational change in the curriculum? (Teacher Professional Leave)

Overport Primary School (12 December 2006)
The purpose of the research was to identify forms of Professional Learning, investigate which styles of Professional Learning were most effective in different teaching and learning contexts and implement a range of Professional Learning within the school context.

DVD - PoLT Re-View, Re-Flect Re-Energise our teaching practice (Teacher Professional Leave)

Pascoe Vale South Primary School (22 June 2006)
PoLT Coordinator and Innovations and Excellence Coordinator Dora Menz created a 20 minute DVD about the Principles of Learning and Teaching. The DVD documented the experiences and reflections of teachers and coordinators as they implemented PoLT in their schools.

Effective Teaching of Mathematics in the Early Years (Teacher Professional Leave)

Pascoe Vale South Primary School (22 June 2006)
Early Years Numeracy Trainer and Prep classroom teacher Anne Bashford undertook a Master of Education degree at Australia Catholic University. This course offers a specialisation in Early Years Numeracy, including an Intervention and Additional Assistance unit.

Oral Language Program - Prep 2 (Teacher Professional Leave)

Pleasant Street Primary School (26 October 2005)
Kaye Bennett chose the oral language program, Albany District Oral Language Focus (ADOLF). This program aims to prevent or minimise literacy and language based learning programs.

Maths assessment/planning document for students P-6 at Plenty Parklands Primary School (Teacher Professional Leave)

Plenty Parklands Primary School (03 October 2005)
Sharon Kandell and Paula Cosgrove wanted to produce a tangible way of tracking individual student progress throughout the school to inform their planning and accuracy in reporting. They aimed to make planning more efficient for their teams and guide their teaching focus. Their motto is "Work smarter not harder".

Developing best practice in early years numeracy (Teacher Professional Leave)

Preston North East Primary School (23 August 2005)
In her dual role as Maths Coordinator and Early Years Numeracy Coordinator, Colleen Mackenzie wanted to be able to support other staff in teaching numeracy. She visited a number of schools and completed a post graduate qualification in Early Years Numeracy Education. Her work program now reflects her new skills and she is planning to start a network of Early Years Numeracy Coordinators.

Defining a Developmental Curriculum for First Year Primary Children and the Implications for Staff (Teacher Professional Leave)

Princes Hill Primary School (10 July 2006)
The Professional Learning team set out to investigate the premise that a child's developmental stage and their learning are intertwined and how, the child's interests cannot be separated from the learning experiences schools provide for them. Play and project based learning was not merely inserted as an 'add on' to the existing Prep program, but rather became as an integral element of Princes Hill's own innovative curriculum.

Global Education for Sustainability (Teacher Professional Leave)

Princes Hill Secondary College (21 December 2005)
Cathy Nelson and Debra Icely wanted their students to understand global issues and engage in projects that compare resource use and land management strategies that different peoples in the world utilize. Both have been implementing programs that show their awareness about the global inequities in consumption and the challenges that will face future generations.

The development of digital portfolios, embedded with the Victorian Essential Learning Standards, and the transition process to secondary school (Teacher Professional Leave)

Rangeview Primary School (16 February 2006)
Ian Bunston's TPL addressed the VELS Domain 'Information and Communication Technologies', using digital portfolio (DPF) development as a tool to capture a student's learning journey encompassing reflective thinking skills and Habits of Mind. Investigation of the transition process to secondary school for continued development was also undertaken.

Using ICT to stimulate Middle Years high-achievers (Teacher Professional Leave)

Reservoir District Secondary College (23 August 2005)
Laura Maiden developed her own ICT expertise by focusing on use of classroom ICT to stimulate thinking and problem-solving skills in year 7 and 8 high achievers. Laura used her TPL to visit other schools with similar programs and then developed a Web Quest on the Middle Ages. Students using the Web Quest are highly motivated and Laura now plans to share and develop the model with other teachers at the school.

Teacher and Student Attitudes, Confidence and skills with ICTs (Teacher Professional Leave)

Ringwood North Primary School (29 May 2006)
This Teacher Professional Leave project is part of a larger/longer research thesis. The aim of this research is to find out whether or not there is a correlation between teachers' attitudes to and confidence with ICT, students' socio-economic environments and students' ICT skills. As ICTs increasingly play a role in and impact on educational outcomes, the broader social and legal implications (including issues of social justice) are important areas of research. Current, relevant research provides an important reference tool for the development of policies and guidelines.

From passion to marriage: Developing a Literacy Framework (Teacher Professional Leave)

Rolling Hills Primary School (12 January 2007)
Four teachers from Rolling Hills Primary School embarked on a project to identify and develop a consistent literacy program P - 6.

Investigating pedagogical practices to support the young deaf learner (Teacher Professional Leave)

Rosanna Golf Links Primary School, Deaf Facility (16 June 2006)
Teacher of the Deaf, Jan Wigley, explored ways in which provision is made for deaf and hearing impaired students to learn within mainstream education. Jan visited five other Deaf Facilities and one school in metropolitan Melbourne to gain insights into pedagogy, curriculum and observe exemplary practice.

Implementing change in the Year 9 Program with Learning 4 Living (Teacher Professional Leave)

Rosebud Secondary College (12 December 2006)
Lorna Gebert focused her TPL on researching the Middle Years and Innovative Year 9 Programs with a view to implementing a new program at the College in 2007 for Year 9 students.

Developing Music, Drama and Dance Curriculum (Teacher Professional Leave)

Rosebud Secondary College (12 December 2006)
During the six years I had worked in the school, so many teachers had come and gone with great ideas and contributions to the performing arts. Very little of the work however had been collated into a sequential curriculum.

Plan Do Study Act: continuous professional development (Promising)

Roxburgh Homestead Primary School (10 November 2004)
Roxburgh Homestead Primary introduced the Staff Development Cycle, a continuous learning framework for staff to manage their professional development

To investigate the relationship between Teaching Approaches and Student Learning (Teacher Professional Leave)

Rubicon Outdoor Centre (20 March 2006)
Helen Godfrey and Sue Steel want to deliver improved student outcomes due to the pedagogical knowledge process and practices of the teaching team. They would like to modify the curriculum design and programs to incorporate Rubicon's Values.

Discovery Tour - Engaging Boys in Literacy (Teacher Professional Leave)

Ruskin Park Primary School (18 January 2007)
Discussion, information and ideas were abundant when Lynn Williams visited five schools, surfed the internet and reviewed articles exploring the topic, 'Engaging Boys in Literacy'.

Spelling: Is this the answer? (Teacher Professional Leave)

Rye Primary School (02 November 2006)
Leanne Bainbridge and Narelle Parfait have used their TPL to find or create a simple spelling program. The program they needed had to authentically span all curriculum areas and be able to work within VELs. It needed a developmental continuum that gives teachers an easy format to follow, spelling strategies and various activities for explicit teaching practice and assessment. Both are trialling the new program in the school now.

Coaching skills for successful teachers (Teacher Professional Leave)

Sandringham Primary School (12 December 2006)
The team completed five days formal training with a Performance Learning Systems facilitator which included practising peer coaching skills with team and cluster colleagues.

Marybrynong Best Start - promoting literacy at preschool and school (Promising)

Schools and preschools across the Maribyrnong Network (10 November 2004)
The schools in this culturally and linguistically diverse network initiated the Best Start project to promote literacy at preschool and school level. Professional development and teamwork meant that preschool and early years teachers were able to develop literacy-enriched programs and understand the diverse needs of the community better.

Teaching and Learning - Thinking Curriculum (Teacher Professional Leave)

Seaford North Primary School (03 November 2006)
Lisa Dadoukian, Rhonda Thornton, Sally-Anne Jackson are currently implementing teaching and learning strategies, with a focus on enhancing student learning outcomes across all Key Learning Areas, to enhance student achievement and engagement through the use of ICT. The staff is provided with high impact teaching strategies related to the Thinking Curriculum. These are used in classrooms to engage students and to help them develop critical thinking across all curriculum areas.

Boys' Education: 'A Learning Journey' (Teacher Professional Leave)

Seaford Park Primary School (15 December 2006)
Boys' Education was a priority at Seaford Park. Nicole Cowling researched an action plan and explored the benefits of restorative practices to fit the needs of the children at Seaford Park. Through school visits and attending Professional Development Nicole came up with programs that best engage the students at Seaford Park Primary School.

Investigating effective ways to communicate with boys (Teacher Professional Leave)

Seaford Park Primary School (15 December 2006)
Generalist Teacher Peter Clemson attended a variety of conferences and schools to research strategies to improve communication skills with boys. Peter learnt about: counselling strategies, anger management, Expressive Therapies, drama, curriculum, mentoring and the benefits of chess.

PoLT Professional Learning (Exemplary)

Seymour Cluster (14 February 2007)
The Cluster are looking at the development of the Performance and Development culture within their schools and Cluster through providing opportunites for staff to participate in professional learning.

Forward Thinking (Teacher Professional Leave)

Seymour Cluster Education (08 February 2006)
Seymour Cluster want to improve student learning outcomes, student engagement, teacher expertise through professional development, modelling, discussion, curriculum development and exploring the importance of the Thinking Curriculum directly linked to VELS and POLT.

Teaching and Learning: Mentoring/Shadowing Best Practice ()

Seymour Primary School (21 December 2005)
Wendy Burgess Shirley Lehmann and Lyn Ryan used their TPL to visit various schools to improve specific skills. They Team have learnt that they can improve teaching by observing and sharing practice.

Learning through Mentoring (Promising)

South Springvale Innovation and Excellence Cluster (10 April 2006)
The Cluster have established three Cluster Professional Learning Teams: School Partnerships; Community Partnerships and Parent Partnerships. In each partnership the Cluster are providing teachers and students the option to be involved in mentoring/coaching opportunities by establishing strong links with cluster teachers and community organisations in order to share knowledge, skills and ideas for innovative programs.

The role of ICT in independent LOTE learning - towards a paperless LOTE (Teacher Professional Leave)

Southern Cross Primary School (15 December 2006)
This study looked at ways of providing ICT solutions for independent learning and addressing the wide range of individual differences in LOTE classes.

Victorian Essential Learning Standards - One school's journey of inquiry through the forest of VELS (Teacher Professional Leave)

Springvale West Primary School (05 December 2006)
This report charts the reorganisation and pathway taken by Springvale West Primary School in auditing their curriculum in line with the new Victorian Essential Learning Standards. It highlights the reasons for the implementation of the Inquiry Model encompassing thinking skills and authentic assessment as the vehicle for effective teaching and learning.

Nanotechnology in the classroom - A daring innovation to revitalise the science curriculum (Teacher Professional Leave)

St Helena Secondary College (10 July 2006)
The purpose of this Program was to investigate the teaching of nanotechnology to secondary school students. Seven teachers learnt about nano-science and its applications of nanotechnologies and the practical and social issues associated. A semester-long nanotechnology program for Year 10 Science was developed and activities were introduced in 7-9 science and 11 chemistry.

Acid in the Primary Classroom - Using digital music creation (Teacher Professional Leave)

Strathfieldsaye Primary School (24 July 2006)
Diane Milich wanted to find a means for all students, regardless of musical ability or knowledge, of using music creation as a part of their projects across the curriculum. Diane wanted to find a computer program that is easy to use and easy to integrate with other programs. The aim was to start with the Grade 5 and 6 students.

Emotional Intelligence - Empowering and Educating School Communities (Teacher Professional Leave)

Sunbury/Diggers Rest Network (20 March 2006)
The Team developed an interest in the implications of Emotional Intelligence for school communities. The aim of their TPL was to research and develop an educational framework for Emotional Intelligence and to link with and build on a current research initiative by Swinburne University 'Centre for Neuropsychology' into Emotional Intelligence in a school setting.

Using data to set class targets and inform teaching practice (Exemplary)

Sunshine Primary School (10 November 2004)
Sunshine Primary is using its school data to design programs to target specific student needs. The school is able to accurately target resources and professional development areas and has been using data to develop Individual Learning Plans.

Cluster strategic planning and Annual Implementation Plan (Exemplary)

Tallangatta Cluster (14 February 2007)
The Tallangatta cluster has used the Department of Education strategic planning process to identify its goals, targets and milestones for the next four years. From this the cluster has an annual implementation plan.

Engagement Through Printmaking (Teacher Professional Leave)

Tarwin Lower Primary School (03 October 2005)
Art teacher, Bev Mitchell-Symons, wanted to use various forms of print making to engage students whilst also making links to other areas of the curriculum.

TPL & VELS: Talking with people and learning in a vibrant and engaging situation (Teacher Professional Leave)

Templeton Primary School (14 August 2006)
With basic knowledge gleaned from Sofweb, Blueprint and VCAA websites, Curriculum Coordinator, Barbara Peel, wanted to delve deeper into the implementation of the Victorian Essential Learning Standards.

VELS - adapting and developing for Curriculum Improvement. but where are the dinosaurs? (Teacher Professional Leave)

The Basin Primary School (17 October 2006)
In planning a two year cycle of units, incorporating the VELS learning focus and standards for each level, staff at The Basin Primary School were keen to retain topics which teachers and students traditionally enjoyed as well as adapting and developing units reflecting the content of and relationships between strands of the VELS. This challenge has been met with twenty-eight units identified across Levels 1 - 4, including the popular Level 2 'Dinosaurs' unit.

Have no fear, transforming learning is here! (Teacher Professional Leave)

The University High School (01 August 2006)
The Professional Learning Team team researched and designed a staff development and review system with a view to establishing a culture of critical reflection and ongoing learning for staff and improved outcomes for students.

Think Outside The Brain You Live In: Teaching and Learning For Thinking (Teacher Professional Leave)

Thomastown Meadows Primary School (10 July 2006)
Shadowing educational consultant Karen Green provided an inspirational opportunity to develop theoretical knowledge on thinking curriculum and to observe the practical application of theories in a variety of educational settings.

The Mathematical experiences that young children bring to school (Teacher Professional Leave)

Thomastown West PS (07 December 2005)
Gina Arena focussed her TPL on identifying processes for supporting and enhancing mathematics learning in the early years of school.

Tackling the Thinking Curriculum - where are we and where are we going, according to the latest Research? (Teacher Professional Leave)

Toorak Primary School (15 December 2006)
This study involved reviewing the different theories underpinning the Thinking Curriculum. It explored beyond the use of thinking tools and organisers in the teaching of the Thinking Curriculum. Current research material was reflected on in order to investigate how best to teach and develop the Thinking Curriculum.

Investigating inquiry learning (Teacher Professional Leave)

Tootgarook Primary School (21 November 2005)
Susie Rogers has explored inquiry learning and developed a deeper understanding. Susie's journey has involved looking at the concept and theory behind constructivism and the methodology of inquiry in the classroom. She has focused on the teacher's role in inquiry based learning, and developed some key strategies and models showing ways teachers can gradually integrate this learning into their classrooms and school system.

Making Time to Talk: Oral Language Focussed Classrooms (Teacher Professional Leave)

Tootgarook Primary School (15 December 2006)
The Team identified the need to examine the link between oral language development and poor literacy outcomes. Classroom teachers had observed increasingly limited oral language skills and identified concerns with School Entry Behaviours Prep-2 and decided to address the issue.

Broadford cluster middle years best practices mentoring program (Teacher Professional Leave)

Upper Plenty Primary School, Broadford Primary School, Broadford Secondary College, Wallan Primary School (08 February 2006)
The Broadford Cluster established common goals to research pedagogy. This provided an opportunity to build on and expand existing current strategies used in promoting literacy and numeracy in middle years.

Middle years Professional Learning Teams across a cluster (Exemplary)

Upper Yarra Cluster (10 November 2004)
A cluster of schools in Upper Yarra set up teams of primary and secondary teachers to investigate how to cater for diverse learning styles, student engagement, empowerment, literacy and e-learning. Team members participated in professional development activities and have developed a strong network.

Best Practice in Early Years Literacy, Grades P-2 and 3-4 (Teacher Professional Leave)

Wallan Primary School (08 February 2006)
Trudy Whewell and Jenny Loorham want to improve teachers' expertise and practice in Early Years Literacy. Both are doing this by visits to other schools, modelling and support in classrooms and discussions about practice.

To explore the impact of meeting regularly, to read, write and talk about aspects of our professional work (Teacher Professional Leave)

Warragul Cluster (09 June 2006)
The Team aimed to explore the value and impact of three areas: professional reading, professional discourse and professional writing as communication tools for teachers to share their knowledge. The Team planned to develop their skills of professional writing, learn how to better articulate and communicate our practice and develop ways to coach and mentor other teachers in their schools.

Focussed Feedback Walk (Promising)

Warragul Cluster/Macedon Cluster (11 January 2007)
The Focussed Feedback Walks are a series of organised and highly structured collaborative enquiry "walks" by colleagues and 'walkers' in order to identify evidence of professional progress and success of professional learning activities and for planning for future professional learning activities. PoLT Component Mapping data and other pedagoglogical foci can be used for this process.

Intervention and Additional Assistance in Early Years Numeracy (Teacher Professional Leave)

Warrnambool East Primary School (29 November 2005)
Early Years Numeracy Trainer Lea Baker undertook the Extending Mathematical Understanding (EMU) course at Australian Catholic University.

Improving Early Years Literacy through establishing leadership in the Early Years team (Teacher Professional Leave)

Watsonia Primary School (10 July 2006)
Through training as the Early Years Co-ordinator, Shannon Wright hopes to enrich and broaden literacy programs and practice at Watsonia Primary School. To develop her knowledge of the role, she also shadowed the co-ordinator from another school.

Providing support for boys to enhance their educational experiences (Teacher Professional Leave)

Wattleview Primary School (12 January 2007)
The Team began by looking at ways to help a specific group of boys who fitted into the 'at risk' category in almost every way. As the school dynamics changed so did the project, and the aim is now to examine best practice and how to motivate and inspire the male students.

Rural to City Journey (Teacher Professional Leave)

Waubra Primary School (26 October 2005)
Jeanette Pigdon focused on Thinking Curriculum Prep to 2 and the use of assessment to moderate student achievement.

Discovering the Value of Virtual Learning Environments (Teacher Professional Leave)

Wedderburn College (24 July 2006)
Anne Baird investigated best practice of schools across Australia who are using Virtual Learning Environment's effectively for both teachers and students and to use that knowledge to further develop the expertise and use of Virtual Learning Environment's within the Cluster. Through the investigation of best practice the TPL would address sound pedagogy, engagement of teachers and students and the multiliteracies of students and teachers, in particular, ICT literacy.

Building a learning community through inquiry (Teacher Professional Leave)

Wellington Secondary College (24 July 2006)
Investigating inquiry based learning through the literature and through its current applications in other schools, Vasi Pillay and Janette Nibaldi were looking to improve student learning as well as offer collegiate support during pedagogy change.

Pedagogy: A reflective Account (Teacher Professional Leave)

Wembley Primary School (24 July 2006)
Sofia's focus was to explore best teaching practice. It was more an opportunity to investigate best practice beyond one's own classroom, which is not always possible in school situations.

The Use and Abuse of Power (Exemplary)

Western Edge Youth Arts (14 February 2007)
Bullying is based on the abuse of power. The development a broader understanding of how power can be used to oppress people in conjunction with a drama based, peer-led anti bullying program to raise awareness and change behaviour. Peer education makes this a powerful strategy.

Pre-literate Student and Family Support (Teacher Professional Leave)

Western English Language School (24 July 2006)
Judith focussed on strategies for ESL/Literacy and school adjustment for students with severely interrupted schooling.

Understanding Literacy within an ESL context (Teacher Professional Leave)

Western English Language School (17 October 2006)
The research conducted by Vecihe Yegen set out to better understand the literacy practices and needs of the Southern Sudanese Dinka community living in the Western Region of Melbourne, so that language and literacy teaching of these students can be better informed.

Pre-literate Student and Family Support (Teacher Professional Leave)

Western English Language Schools (24 April 2006)
Judith Byrne wants to improve the outcomes of the pre-literate students and to better prepare them for the mainstream. The main goals have been to accelerate literacy development, discipline, establish healthy eating and provide homework support. WELS continues to receive requests from exit schools asking for literacy strategies and support for students who are struggling with the demands of the mainstream classroom.

Whole school reformation Year 7-9 (Teacher Professional Leave)

Western Port Secondary College (15 December 2006)
A program to develop a challenging and coordinated approach to the middle years. A small teams structure was adopted at Years 7and 8 and a modular approach was introduced at Year 9. Underpinning these changes was the introduction of a new pastoral care system and a timetabled program of personal development.

LOTE Classroom Ideas (Promising)

Western Region LOTE teachers (02 February 2006)
An opportunity for professional development for LOTE teachers as well as an opportunity to share knowledge and skills with others with the main objective to raise the profile of LOTE in schools

A Personal Journey: investigating leadership styles (Teacher Professional Leave)

White Hills Primary School (01 August 2006)
To gather information about best practice in other school settings and to investigate effective leadership styles by shadowing Principals and Assistant Principals.

Challenge, Inspire, Succeed (Growth though knowledge) (Promising)

Whittlesea Secondary College (14 February 2007)
The College identified community perceptions of their Vision, Values and student behaviours and pedagogy varied widely. In order to improve teaching and learning outcomes the school needed to develop a clear vision to achieve a unified approach to whole school improvement.

Effective models for Information & Communication Technology [ICT] Professional Development Delivery (Teacher Professional Leave)

Williamstown Primary School (03 October 2005)
Mark Richardson's project was to look at effective ways to improve teacher skill levels in ICT and to support the embedding of ICT into classroom programs. He specifically looked at two models, a school model and a network model.

Re-writing of the 'Drug Education' and 'Sexuality' components of the Health Education courses for Years 7, 8 and 9 (Teacher Professional Leave)

Wodonga West College (21 December 2005)
Liz Mackay wanted to enhance the curriculum by reviewing content and incorporating new methods of presentation of the material to improve student engagement and learning.

Performance and Development Culture: Creating a culture of support and success (Teacher Professional Leave)

Wodonga West Primary School (17 October 2006)
Creating a culture at Wodonga West Primary School that promoted self- reflective and ongoing development was the challenge for our team. Through targeted research the team sought to identify the key actions that supported the development of this culture.

A study of the Induction and Mentoring of provisionally registered teachers (Teacher Professional Leave)

Yarra Junction Primary School (18 January 2007)
Dianne Wilkinson investigated individual case studies of 12 schools identified to have best practice in mentoring of provisionally registered teachers. The schools were from both primary and secondary sectors in Eastern and Southern Metropolitan Regions.

Transition: Bridging the gap between primary and secondary schools (Teacher Professional Leave)

Yarra Junction Primary School (18 January 2007)
Middle Years teacher Fiona Anderson researched several best practice schools in the area of transition and then aimed with parent, student and school data collected from several Yarra Valley primary schools and high schools in the area, to create a transition program for grade 6 students.

Development and implementation of an e-rich environment to drive significant improvement in Teacher and School Effectiveness (Teacher Professional Leave)

Yarra Valley e-Learning Community (Upper Yarra Secondary College, Pembroke Secondary School, Mooroolbark College) (24 July 2006)
The Yarra Valley e-Learning Community's vision is to use the development and implementation of an e-rich environment to drive significant improvement in Teacher and School Effectiveness. This will be strengthened by the vigorous promotion of cooperation and sharing between schools. The Program will encompass innovative curriculum and curriculum delivery, will challenge and stimulate students, staff and school communities, and reinvigorate schools' pedagogies.

Intel: Teach to the Future - Developing best practice for planning and integrating information technology in our curriculum programs (Teacher Professional Leave)

Yellingbo Primary School (18 January 2007)
With the introduction of the Victorian Essential Learning Standards, the staff decided to develop curriculum materials that combine the expectations of the Victorian Essential Learning Standards and the best practice of the Principles of Learning and Teaching.

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