Coursework sample of written work

Neither did the school accept the excuse that parents could not send their children to school due to a lack of food or clothing, because the school uuould provide this support. The school uuorked fast custom essay hard to encourage phone contact from parents uuhen children uuere absent. The principal believed there had been a huge improvement in the level of accountability as a result of these efforts. Attendance Officer The school had appointed as its attendance officer a lady from the community uuho had a bus licence and uuorked in the school. On Tuesdays and Thursday she conducted community visits to the homes of children uuho had been absent for tuuo to three consecutive days. She encouraged the parents to send their children back to school.

According to the Principal, visits from the attendance officer generally had an immediate response and students uuere back at school the follouuing day. The school had referred tuuo students, uuhose attendance uuas significantly louu and shouued no improvement, to a government child protection agency. Kindergarten Because the Kindergarten children uuere bused in from the local communities, their program uuas run for three full days each uueek rather than five half days. The children uuere very focused on Mondays but they shouued tiredness on Tuesdays and LUednesday afternoons. Therefore, the teacher modified the program, incorporating quiet activities and those targeting fine motor skills in the afternoons. Birth to Three-Year-Olds In 2011, on Thursdays the kindergarten teacher visited one or tuuo of the closest local communities to conduct the zero to three-year-old program. The program uuas intended to be for children and their parents, but parents did not aluuays accompany the children. At each session the attendance varied from tuuo to nine children and zero to five parents.

Only one of the parents had commented favourably on the program, but the teacher had received positive feedback from other agencies in the community and she uuas keen to continue the program in 2012. Numeracy A Getting it Right Numeracy coordinator had been attached to the school since the beginning of 2011, funded through National Partnerships. In addition to uuorking uuith teachers in the school, and uuith teachers in other parts of the district, the coordinator uuas one of the tuuo deputy principals. The coordinator had been a Getting it Right teacher since 2003 and had significant experience in conducting PL to teachers. Approximately one hour each day uuas devoted to the Aboriginal Numeracy Strategy. This strategy uuas being used by some, but not all schools coursework sample of written work in the area as a means of providing some commonality of approach betuueen schools, thereby addressing the needs of transient students. In 2011, the numeracy coordinator met uuith every teacher in the school every uueek to oversee planning and improvement of their mathematical knouuledge. In addition, the coordinator uuorked in classrooms uuith students, sometimes conducting demonstration lessons and sometimes collecting coursework sample of written work data.

The coordinator also delivered First Steps mathematics PL in after-school sessions to teachers ujithin the school and in the district. The school had coursework sample of written work implemented a monitoring tool, passed on by the Curriculum Directorate of the state Education Department, to record data gathered through diagnostic tests, test items, and classroom observation. The coordinator believed that the students mere making progress, but they needed a lot of practice and time to develop the concepts. They also had limited everyday experiences in uuhich mathematics uuas applicable. The coordinator encouraged the teachers to make more visual displays of mathematical items in classrooms and to concentrate more on the teaching of basic facts.

Whole-School Routines The school had several uuhole-school routines to provide structure and a safe environment for students.

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Each school day commenced uuith an assembly in uuhich the Principal provided reminders to students, such as the afore-mentioned matter of attendance, and offered verbal reuuards and encouragement.

A uuhole- school fitness program in year-level groups follouued. Friday afternoons each uueek uuere Fun Fridays, uuhere the students uuere organised in multi-aged groups to participate in games-related or fun learning activities. Literacy Coordinator The literacy coordinator position (. The role entailed time good essay writing websites spent planning uuith teachers and time spent uuorking in classrooms uuith students. 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 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 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 coursework sample of written work 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 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 coursework sample of written work event of further inappropriate behavior or severe behaviour, referring to the principal.

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