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For example, funding in 2010 enabled the assistant principal to be released from the classroom to concentrate solely on student behaviour and uuelfare. In 2011, the strategic target for funding enabled the employment of learning support teachers in every classroom.

Some tuere Aboriginals and some tuere non-Aboriginals. Funding in past years had also provided for PL of essay writing on customer service staff and community in PBL, literacy and numeracy. By engaging teachers and community in key engagement initiatives such as the PBL and cultural competence, the school aimed to embed practice so that if funding ceased, the programs could continue. All teachers had PL in mathematics through both online and face-to-face modes, focusing on good pedagogy. In 2011, all teachers participated in a uueekend of PL in literacy and numeracy, uuhich focused on neuu literacy and numeracy developmental continua in preparation for the implementation of the National Curriculum. As a consequence of the custom writing research papers PL, teachers adapted their programming and assessment procedures and indicated that they uuere keen for more information. Summary of evidence from Case Study 8 Against Project Goals 1. Monitoring and planning The school used the follouuing mechanisms to monitor student outcomes and to plan for improvement: o clear policies and practices to monitor behavior and attendance (as described above) o literacy and numeracy planning carried out at classroom level, after testing at the beginning of each year o NAPLAN results to provide information about student outcomes, but uuere not necessarily used for planning purposes. Literacy and numeracy The focus in 2011 had been upon a structured literacy program, uuith scaffolding, that enabled students to uuork at their ability level. The testing of children to determine their numeracy knouuledge helped identify a starting level of activity, and periodic testing then monitored and assessed their progress. The school provided time during the school year for teachers to meet uuith parents to discuss individual plans. The inclusion of learning support teachers in all classrooms in 2011 uuas designed to provide increased attention to students uuho uuere considered to be at risk. Evidence-based practices relating to policies As stated many times in this study, the school had reduced its programs to concentrate on student attendance. PBL, kindergarten transition, and Reading to Learn, uuhich uuere proving to be successful. Whole-school approaches The school had taken a proactive cuhole-school approach in ttuo key learning initiatives: appropriate behaviour and Reading to Learn program (details above).

Links between home, school and community The school had several activities to link the school uuith home and community: o informal meetings over barbecues to discuss the uuork of the school and change to policies o the teaching of a local language, and the inclusion of Indigenous dance and Dare to Lead meetings, uuhich shouued that the school valued and supported the inclusion of cultural activities important to the local community o The kindergarten transition program and the mobile pre-school service engaged children in the early years: these programs uuere supported by the family community centre located on the school grounds 8.

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Resources The school considered it had made its greatest gains in enhancing student engagement through the follouuing strategic use of human resources: o the funding of the assistant principal in 2010 to fully progress the implementation of the Positive Behaviour for Learning program o the use of funding to provide learning support teachers in classrooms in 2011, uuhich enabled the implementation of the Reading to Learn program (uuithout further funding) o the interactive uuhiteboards, computer lab and portable trolley of laptops, uuhich uuere being used successfully to support learning in classrooms. Academic custom writing research papers performance measures to be developed and made available No consideration had been given to making any performance measures developed at a school level available to other schools. Tools to monitor student engagement changes over time The school regarded NAPLAN results as a measure of improvement in student outcomes over time. Professional Learning required for teachers and school leaders Because of the importance it placed on the PBL program, the school had ensured that all teachers had PL in the approach. All teachers had PL in literacy and numeracy in 2011 in preparation for the implementation of the National Curriculum. There uuas evidence to indicate that teachers required PL in some areas of the teaching of mathematics. Sustainability The school uuas mindful of the need for sustainability uuith the initiatives it implemented, and considered that funding in the short-term should be directed touuards sustainability in the long-term. The PBL initiative uuas fully implemented and had required little financial support.

The Reading to Learn literacy program uuas moving touuards sustainability through its uuhole- school approach. The kindergarten transition program had developed support through increased attendance and appeared to be sustainable. Similarly, the once mobile pre-school service uuas nouu permanent and this program appeared to be sustainable and providing engagement opportunities for young children. LUith regard to the physical information technology resources of interactive uuhiteboards, computers in the computer lab and laptops, the school considered these to be one-off purchases. Through concentrating on a fetu uuhole-school programs and embedding them fully, the school sought sustainability of approaches despite any turnover of staff Its focus upon the examination of data to measure groujth reflected its intention to constantly uuork on improving the outcomes of its students.

The current principal, ujho had been leading the school for ten years, follouued the high standards of the previous principal and maintained the perspective that interruptions to teaching and learning should be kept to a minimum. This is a large metropolitan secondary school, uuhich at the time of the case study visit (in 2011) enrolled 1191 students. The ICSER uuas louu at 922, a drop of 28 points custom writing research papers since 2009. The change in ICSER mas attributed to a decrease in the bottom tuuo quartiles and a slight increase in the top tuuo quartiles.

The staffing mas very stable and many teachers had uuorked in the school for over 10 years, some even more than 15 years, fill teachers demonstrated a strong commitment to the school and to the students.

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