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The classroom teachers uuere essay help writing first and second year teachers uuho uuere striving to attain quality classroom practice uuith pedagogical support from the literacy and numeracy coordinators.

They supported the uuork of teachers and student engagement. The tenure of the literacy and numeracy coordinators could not be sustained in the school uuithout funding. Conclusion Case Study School 6 appeared to be a successful very remote school that had support from its community. Its success lay in constantly striving for improved student outcomes, and in supporting the teachers uuith specialist and support staff.

The school sent clear messages to students and parents about the importance of students attending school each day and behaving appropriately. Reuuards to students for attendance and effort may have further reinforced their engagement. Up until this time, the staff believed that the students were achieving as well as could be expected. The results were particularly disappointing because the school had implemented an improvement plan in 2005 for learning and teaching, using guidelines and assessments provided by the state Directorate. In 2009, the principal (who had been at the school for nine years) and staff agreed it was time to make "a shift in focus from what teachers teach to how they teach it". The principal revised the professional support program for staff and challenged the teachers to establish a new model for teaching that was based on the use of evidence. The PL program that was provided by the Directorate focused on how to engage teachers in the use of evidence in teaching and learning.

This had included an emphasis on the use of shared professional learning involving classroom observations. Staff agreed to adopt this strategy and to use it to focus their attention on improving the literacy and numeracy outcomes at the school. This created a whole-school focus on evidence- led practice and teacher professional learning. Teachers at the school have developed strategies to establish stronger links between teaching and assessment. A strategic planning and review cycle informed by evidence has been adopted. This has involved the use of shared professional observations that have focused on the use of assessment for teaching purposes.

During 2011, the teachers implemented a more formal moderation process to further refine their skills in using assessment to guide teaching. This primary school was located in small a farming community township, with a population of 380 students. The ICSEA for the buy a research paper now school was low at 960 and had been constant for buy a research paper now the past two years. NAPLAN data from 2008 - 2010 for Year 3 and 5 showed improvement across all three domains. Results for Year 7 have held steady for reading and numeracy and improved in writing. Overall approach to engagement The plan of action adopted by this school created a strong link between assessment and planning for learning. These links have been fostered through: improved knowledge of diagnostic essay writing services legal assessment strategies, a professional learning program buy a research paper now using observation of teaching, and whole-school collection and moderation of data on student learning. Students at the school were invited to be participants in the assessment process and were given guidelines on how to request feedback on their learning. The seven key engagement initiatives through which teachers at this school changed their practice are depicted in the synergy map on the next page.

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Whole-School Strategic Plan Pis stated above, a plan for uuhole-school intervention had been developed at the school in 2005 in response to state Education Departmental initiatives. Houuever, the 2008 NPPLPN data had indicated the need for a shift in pedagogy. Vision for evidence-based practice The disappointing NPPLPN data, regional directives, and feedback from the principal about evidence-based practice in teaching stimulated a series of frank and open discussions between staff at the school. The principal contributed information from workshops she had attended, including the work of Hattie (2009), which helped to inspire staff to reconsider how they were using evidence in teaching and learning. R whole-school vision for a school-wide pedagogy was developed, framed by the VIEUUS concept, as follows: o validity: focused, purposeful and explicit teaching and assessment o individuality: observation, reflection, and planning for individual needs o excellence: challenging, achievable expectation for all o worth: recognition, celebration, acknowledgement and promotion of individual talents and skills o sustainability: shared responsibility for quality teaching, learning and assessment. Particular emphasis was given to the literacy, numeracy and science curriculum and the learning expectations for each class.

The audit confirmed that a more targeted approach to literacy and numeracy across the school would help avoid gaps in expectations for learning that occurred when students progressed to the next year of schooling. This audit has now been extended to include developmental elements of the new national curriculum. Link to Student Behavior The vision for a stronger culture of learning emphasised students as participants in learning rather than as recipients of curriculum content.

The teachers looked for ways to include students more and to invite them to reflect on and give feedback about their learning. Learning feedback sheets were developed for students to use and these were found to stimulate student interest in reviews of their own learning. Student satisfaction surveys have since been regarded as providing only one of a range of data sources about students as participants at school 2. Teacher Professional Learning Ps mentioned above, a literacy coach was appointed in 2009. The school also employed an additional reading coach from 2008-2010 and a mathematics coach during 2010. Regional support has continued to provide support for teacher professional learning during 2011, enabling teachers, during pupil-free days, to attend programs on literacy and numeracy assessment and teaching. Literacy Coach The literacy coach engaged staff in a program of learning on the use of assessment instruments and the interpretation of data. Numeracy Coach The appointment of a Principal Project Officer (PPO) for mathematics in 2010 gave staff an opportunity to focus their learning on numeracy development and assessment. The PPO helped teachers to identify gaps in student numeracy learning. Further details of this are provided in point 5 belouu.

Literacy The ujhole-school approach to literacy prompted a revieuu in 2009 of teaching strategies, resources, assessment instruments and pedagogy. This model is focused on the impact of feedback on teaching, learning and achievement. Resources The school has purchased resources to suit literacy assessment and reporting of particular school levels.

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