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This training fell under the responsibility of the Literacy Pedagogical Leader. Community Partnerships The school uuorked uuith the community to maximize student engagement and real-uuorld learning opportunities. Consistent uuith the strategic access to resources outlined in other sections of this case study, National Partnerships funding uuas used as buy college paper online a resource. Community partnerships uuith Flboriginal community members uuere developed and sustained through the targeted assistance for Flboriginals, that included the Parental and Community Engagement (PaCE) program. The school uuas also involved in the Dare to Lead program.

Other established community partnerships included: o the local business community, uuho provided uuorkplace learning opportunities and employment to school leavers uuhenever possible o NEET Centre collaborators (teaching colleagues, community members and qualified tradesmen) o community health professionals uuho supported the Launching into Learning initiative o strong support from the parent association Early Intervention The school established a Child and Family Centre on campus to cater for birth to four-year-old children.

This initiative uuas resourced through the recent state-based Launching into Learning program, in partnership uuith the community. The Centre uuas established tuuo years ago to build links uuith potential parents and students, and to develop early intervention literacy and school readiness strategies. The follouuing three groupings attended on separate days: o birth - 18 months o 18 months buy college paper online - three years o pre-primary Children about to commence school uuere encouraged to join in uuith the kindergarten group for a half day each uueek - initially uuith their parent present, later uuithout. This transition to school uuas very successful both for engaging the parents (predominantly young single mothers) in the school community and for enhancing school readiness and identification of learning needs for the young children. Evidence of this success uuas the increased scores in the school readiness (Kindergarten) measures. Thus tracking mechanisms for data-informed decisions and feedback culture began three years before these children attended school full time. Whole-Community Literacy Focus A key strategy for improving student engagement uuas working uuith the uuhole community in partnerships and in learning opportunities. Sustainable Feedback Culture for High Performance buy college paper online The second of the three school goals iuas the development of a sustainable feedback culture to enable high performance. This required time, collegiality and PL for the uuhole staff. Development of this culture uuas aligned uuith the move to public accountability for learning through measures such as NAPLAN.

Staff participation in this culture uuas non-negotiable but finessed through extensive team leadership and collaborative team building. The outcome of the past five years uuas a uuhole-school culture of data-driven decision making. Learner at the Centre The feedback culture uuas rationalised on the premise that the learner is the centre of the school. UJithin the professional learning community underpinning this school, each student and each staff member uuas a critical learner - this being the strategic priority of developing a feedback culture for high performance in the environment.

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Data-Driven Decision-Making The comprehensive data sets monitored and collected by the school included data on learning, attendance, retention, destination after leaving the school, and behaviour management. Targets set for improving student performance in literacy and numeracy uuere achieved, as evidenced in the most recent NAPLAN data. Since the school did not have any Year 12 students who had sat tertiary entrance examinations, there uuas no Year 12 data. However, staff did track ex-students who left at the end of Year 10 to undertake tertiary entrance studies at schools in larger, urban schools.

It was hoped that the new Trade and Training Centre would in part address the problem of low levels of school completions reflected in the system-level data.

Data and reports referred to (and evidenced) during the interview included: o school performance report for 2010 o NAPLAN for Years 3, 5, 7 and 9 o student retention data and school tracking data for Year 10 students who left for other learning opportunities o Kinder Check data o attendance data o behaviour management data o student attitudes to school o parent opinion survey o staff opinion survey The data related to the real-time pre-post testing data used throughout the school was stored on the school data management system, but handled by staff at a year-group and team level. This allowed a centralized tracking system for each child at system, school and class levels. Feedback for learning culture Significant collaborative work was undertaken by the leadership team with their staff to develop acceptance of the culture of feedback. Following Hattie (1990) the school collected and considered feedback for teaching and learning from: o teacher to teacher o teacher to student o student to student o student to teacher o parent to school 45 Research and Mapping for MCEECDYA Project: Student Academic Engagement There was some resistance by staff to this feedback culture because it challenged their beliefs and philosophy of teaching. However, the focused professional learning and collegial teamwork to improve teacher pedagogy, along with the mandated culture within the school, eased most of this resistance. Fluid Groupings Based on Data Throughout the school there buy college paper online was an established culture of fluid groupings based on data. This fluidity could be in four-week cycles, or in slightly longer cycles with older students.

However, the framework remained the same: pre-testing, explicit teaching, formative feedback, post-testing, consideration of the data, regrouping of students according to the data. These flexible groupings allowed for individual needs to be catered for. LUith their individualized learning needs met, students were more comfortable with their learning environment and more engaged with their learning. This enhanced the development of a whole-school culture.

Cross-Curricular Teams The structure of the team teaching for a particular unit of work was partly dependant on the student grouping and the team decision on the appropriate pedagogy for the learning. This could take the form of team teaching (with two or three teachers, a lead teacher and a support teacher) or small-group teaching (with one teacher per group).

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