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The school had an emphasis on reuuards and gave out iPods and vouchers in other learning areas for improved progress. The program ujas definitely effective because NAPLAN data indicated that there uuere no students belouu the Year 7 benchmarks. The school could see the reuuards from the funds spent on the program and there uuas a very positive attitude from the students involved.

The school had a Numeracy Committee, uuith staff representatives from every subject faculty, uuhich met every month. Summary of Evidence from Case Study 9 Against Project Goals 1. Monitoring and planning The school configured its classes in Year 7 according to tests completed at the end of Year 6. Likeujise students for the Year 8 reading program uuere identified through a diagnostic test carried out at the beginning of the year. In 2011, teachers uuere using SMART NAPLAN data to identify areas of strength and uueakness. Teachers had undertaken PL to provide them uuith expertise to interpret and make use of the data for planning. Regarding welfare, the essay writing services scams school had year advisors and assistant year advisors for all year levels to address pastoral care and welfare issues only. These members of staff were a point of contact for students for any issues that affected their engagement with learning. In 2011 the head teachers had been given increased opportunities to provide pedagogical support to teachers. In addition to curriculum leadership from head teachers of faculty areas, the school also had a pastoral care structure as described above. Having PL sessions during school time, and on a weekly basis, ensured that strategies could be implemented within the classroom and followed up on. The Year 7 literacy and numeracy programs were further manifestations of evidence-based practice. In 2011 the school adopted a whole-school approach to the PL of teachers, including the appointment of an experienced teacher to manage the initiative, and the appointment of relief teachers to cover classroom teachers attending PL sessions. Links between home, school and community The school had strong support from parents in the community who wanted their children to succeed academically and expected the school to uphold high standards. The school encouraged parents to attend meetings scheduled throughout the year, providing essay writing services scams a catered dinner at each of the meetings. Resources Funding afforded to the school had been spent primarily on human resources and teacher time to enable some key initiatives to occur.

Funding supported an extensive PL program and extra time for faculty head teachers to meet with teachers to work on planning and lesson delivery. Academic 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 plan outlined all targets for literacy and numeracy based on NAPLAN benchmarks and results provided clear evidence of the success of its initiatives. In addition, the school monitored the success of students undertaking end of secondary school exams and the completion of VET studies. In other areas, classroom teachers monitored student progress and engagement. Professional Learning required for teachers and school leaders As mentioned several times, in 2011 the school embarked on a full-scale approach to PL for all teachers, plus the release of faculty area head teachers to tuork uuith essay writing services scams teachers in their subject areas. The school recognised that teachers may need further PL in the teaching of literacy. UJhile the school had invested a great deal of funding in its PL initiatives, it vietued this capacity building as cuorking totuards sustainability.

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Conclusion Case Study School 9 uuas a very successful school that uuas fully supported by its community.

Its success lay in having strong structures to support the pastoral care of all students and a caring teaching staff uuho demonstrated a great deal of good uu i 1 1 The school had several initiatives to address the needs of students, such as learning uueaknesses, gifted and talented students, and an appetite for learning. PL delivered in 2011 further sought to enhance and raise the quality of pedagogy and student learning. Parents in the predominantly Vietnamese community had very high expectations for their children and tended to put pressure on their children to succeed academically. Many of the parents uuere highly educated and sought the same levels of education for their children. The students at the school generally uuanted courseworks help to learn and uuanted to achieve high standards. The school had an outstanding rate of student attendance, very little problem behavior and no suspensions. This climate enabled the teachers to fully engage students in learning. In the past, the parent body had emphasised only the academic aspect of education, as reflected in their children doing uuell in tests and exams. But in the last five to ten years the school staff had uuorked hard to persuade parents that children also needed to be involved in other aspects of the school curriculum. The ICSEA for the school uuas louu at 979, an increase of 19 since 2009. The change in the ICSEfl uuas attributed to an increase in the tuuo top quartiles as uuell as in the bottom quartile. The school operated an academic extension (otherujise called challenge) program for ujhich students in Years 5 and 6 had to apply for entry and undergo a placement test. Acceptance into the program uuas highly sought after. In 2011, 62 students from the school undertook the placement test compared to essay writing research papers writing help services scams only four or five students from other primary schools in the area. There uuas a belief by the community that students in the program uuere high achievers. In many academic areas the school uuas a high performer, but it maintained a focus on improvement. The principal embedded school policies and practices, to develop a school culture uuith high expectations for performance and behaviour of all students. The leadership team had an executive meeting each Monday and staff meetings uuere held every Monday afternoon. The principal conducted a formal communication meeting every Monday morning to provide staff uuith information of events planned for the uueek. In addition to this, year-level meetings for teachers occurred each uueek, and learning-area meetings uuere held monthly. The school conducted assemblies every morning in the primary section (Years 3-6), uuhich enabled children to be immediately recognised and acknowledged for any achievement. And there uuere weekly or fortnightly assemblies for other sections of the school, where merit certificates were issued. The synergistic map on the opposite page identifies five key engagement initiatives and their offshoots. Literacy The school had several strategies to address various aspects of literacy, the most predominant being a focus on inferential thinking and inferential comprehension. Some of the strategies targeted the ujhole school, others targeted smaller groups and individuals. Inferential Thinking and Inferential Comprehension It uuas apparent from basic skills testing conducted in previous years that the students had a uueakness uuith inferential thinking pay to do paper (i.

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