Performance and Development Culture

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Small Schools - Case Studies

Browse through the case summaries below and see the appropriate links for a more detailed description of each school's Performance and Development Culture journey.

Some of these schools have developed resources that they are willing to share with other schools. Links to these resources are provided under their respective case studies.

The first five case studies are also presented on the Small Schools DVD which has been distributed to all smaller schools.

 

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Bethanga Primary School

Bethanga Primary school worked closely with the other small schools in its cluster to achieve a strong Performance and Development Culture. It used an already-accredited neighbouring school as a model. Teams of teachers from across schools worked together and devised a common approach to the initiative. The cluster educator assisted by creating templates for the schools to use, including an induction template and an application template. The result has been a commitment to mutual growth and a strong culture of feedback, including feedback for the principal. Bethanga was a Reference School in 2007.

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Upper Plenty Primary School

Upper Plenty Primary School is committed to lifelong learning at all levels of the school, including students, teachers and school leaders. It sees Performance and Development Culture as an ideal way to achieve this. This school worked on developing and improving its Performance and Development Culture in its collegiate group, seeking the expertise of departmental staff and accredited schools as a starting point. The members then worked collaboratively through the process, sharing tasks and collating information. The accreditation process has led to the introduction of highly beneficial programs like mentoring and peer observation. Upper Plenty was a Reference School in 2008.

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Don Valley Primary School

Don Valley Primary School has worked to create a Performance and Development Culture with an informal cluster of ten small schools in the area. The schools pooled their resources and employed a mentor from an accredited school. This mentor provided guidance, assistance with self-assessment, research into different models and the division of the process into parts. This school’s journey towards accreditation has created a stronger common focus, where all staff are aware of the need for continuous change and development to support school priorities.

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Lancaster Primary School

Lancaster Primary School’s principal worked very closely with 3 neighbouring small school principals to strengthen its Performance and Development Culture. These schools pooled their resources and expertise. With the guidance of their Innovations and Excellent Cluster Educator, they refined their practices and developed the documentation that they required. The schools have since developed a step-by-step guide and an action matrix for schools seeking accreditation. This work has seen these schools gain widespread recognition for their cooperation in achieving school improvement.

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Glen Park Primary School

Glen Park Primary School's Principal sought accreditation for the school after his SEO suggested that the school was already demonstrating that it had a strong Performance and Development Culture. As he engaged with the initiative, he realised that although he was running an effective school, his isolation had meant that he wasn’t keeping up-to-date with best practice. He embarked on the accreditation process alone by conducting a Performance and Development Culture self assessment and filling the gaps that he discovered. He sees Performance and Development Culture as an important mechanism for generating continuous school improvement, through a process of ongoing evaluation and learning. Glen Park was a Reference School in 2007.

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Skipton Primary School

Skipton Primary School developed a strong Performance and Development Culture by moving away from traditional grades, teaching methods and timetables. It developed 2 schools units (P-2 and 3-6) and introduced team teaching, the regular collection and analysis of assessment data and feedback from staff, students and parents. Empowering staff has led to greater staff reflection and a collaborative way of working. The school’s Performance and Development Culture now underpins all of the school’s practices and has created a strong sense of trust.