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At the time of the case study visit, the coordinator had only been in the school since April so had only been in operation for a term and a half. As mentioned above, most of the teachers in the school had had limited teaching experience and so needed a lot of guidance. In addition to the time they spent each uueek uuith the coordinator, teachers collaborated uuith each other during early close time on Monday afternoons for planning, assessment and curriculum development.

Reading The school had an approach to reading that buy research papers cheap incorporated the follouuing strategies: o a Books in Homes program (funded by National Partnerships), uuhich enabled students to borrouu books to take home and read in English 95 Research and Mapping for MCEECDYA Project: Student Academic Engagement o certificates uuere auuarded at assemblies to students uuho had read 10 books. Aboriginal Literacy Strategy (ALS) The aim of the ALS ujas to provide a common approach in the district so that if students moved betuueen schools they would be familiar with the structure and there would be no loss of learning time. This was a highly structured approach to the teaching of Australian English, with routines that were modelled by the teacher.

District Literacy Profile As stated above, most schools in the district used a profile to record the literacy levels of all students, comprising these measures: o ESL levels o concepts of print scores from the Marie Clay assessment tool o phonological awareness scores o alphabet recognition abilities o graphophonic recognition o Magic 100 words score o PM Benchmark levels for literacy o Attendance Data for pre-primary to Year 3 concentrated more on book and print awareness and PM benchmark levels. Scripture The community had a strong desire to see scripture taught in the school. In supporting this proposal, the principal negotiated with the community to have the scripture taught in a way that linked it to literacy and to the teaching of values. Aboriginal Languages The school taught the two most buy research papers cheap predominant languages spoken the five local Aboriginal communities to all students from pre-primary to Year 7.

The two language teachers were AIEOs who worked in the classrooms. The languages were taught in the afternoons and the teachers used hands-on activities where possible, concentrating on oral rather than written language. The principal wanted the language teachers to feel valued and provided them with their own language studies room, resources and photocopier. Aboriginal Islander Education Officers (AIEOs) There were six AIEOs in the help research paper school who provided literacy support for students in most classrooms.

Teachers worked together throughout the year to align and share these plans. Behaviour The school had a behaviour management plan that ujas based on the principles of restorative justice and personal accountability, and involved students accepting responsibility for, and the consequences of, their behaviour The plan consisted of: o teachers managing louu-level incidents of inappropriate behavior in the classroom o accessing buddy classrooms if the behaviours continued, and o finally, in the event of further inappropriate behavior or severe behaviour, referring to the principal.

Students uuere asked to complete reflection sheets on their inappropriate behaviour, and to indicate houu they mould behave in the future. The school people thought the plan mas effective, evidenced by the fern mithdramals or suspensions. Any incidents of teasing or bullying mere dealt mith immediately.

Lunches The school did not operate a breakfast program, but it provided breakfast to students in need. Ninety percent of the students received lunches through this system.

The Community As stated above, buy research papers cheap the school served the children from five local communities.

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Since most of the students lived in the largest one, mhich mas located closest to the school, the mord community mas typically associated mith this tomn. Homever, the school recognised the importance of maintaining supportive links mith all five communities. During NAIDOC UUeek there mas input from the community. There mas almays very strong attendance by parents at sports events held by the school. There had been some preliminary discussions betmeen the school and the community regarding having movie nights at the school, but this had not commenced by the time of the visit. Empowerment The principal mas keen to have local people employed at the school. For example, the school mas paying for a young man to attend driver training so he could obtain a drivers licence and be appointed full time to the school. Tmo ladies from the communities mere paid to come in each day to help mith lunches.

Summary of Evidence from Case Study 6 Against Project Goals 1.

Literacy and numeracy As outlined above, the school had clear processes in place to address the literacy and numeracy needs of all students and to increase engagement. UUhereas the school had a tuhole-school approach to the teaching of literacy via the Aboriginal Literacy Strategy, it also sought to promote literacy through other strategies, such as reuuarding students for engaging in reading. Leadership The principal had set a standard of high buy research papers cheap achievement in the school and had put teachers in positions of curriculum and operational leadership. Evidence-based practices relating to policies Those interviewed believed the school was implementing policies that supported the engagement of Aboriginal students. Whole-school approaches The use of whole-school approaches in this school was an effective means of providing structure and scaffolding for all students to enhance learning and promote engagement. The school timetable ensured that all students and teachers followed the same pattern each day from the assembly and fitness sessions at the commencement of the day through to buy research papers cheap the designated literacy, numeracy and cross-curricular blocks of teaching time. This included district approaches designed to meet the needs of transient students and overcome the disengagement they might encounter with unfamiliar school routines. Resources The school had used most of its funding to purchase human resources in the form of teacher time, ensuring the provision of the numeracy coordinator, the literacy coordinator and a support teacher who worked in classrooms with students. Some funding had also been used to purchase literacy resources. Academic performance measures to be developed and made available The district-uuide literacy monitoring tool uuas available to all other schools in coursework only degree the district, students. Tools to monitor student engagement changes over time Pis noted in point 9 above, schools need reliable and valid assessments to track learning needs as students move betuueen schools.

Professional Learning required for teachers and school leaders The numeracy coordinator cuas a trained Getting it Right teacher, uuith experience in the delivery of First Steps mathematics PD. This coordinator provided training to teachers in after-school sessions and support during school time. The literacy coordinator had some training in the delivery of First Steps literacy PD, but tuas yet to formally deliver this to the teachers. The Aboriginal languages teachers had undergone training in the delivery of language lessons and continued to be supported in the school uuith planning and lesson delivery by the literacy coordinator.

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