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Staff decided the school culture would benefit from a consistent approach and a high level of stability, so they cut down on the number of programs offered and concentrated on implementing very select programs. During the past 10 years, there was also a mutual realisation by the school and community that to improve student engagement they needed to work together and support each other. This realization had developed slowly, but the evidence of an improved and mutual partnership between help with an essay school and home was considered by staff as the foundation upon which the school could work to increase its engagement with families. Fortunately, the school had a stable staff: many of the teachers and support staff had worked in the school for more than 10 years. The principal considered the quality of teaching staff to be very high and thought they were committed to further engaging students in learning. As a consequence of the length of time they had worked in the school, the teachers felt a strong connection to the children and their families.
The staff did include some new teachers, who were mentored by the assistant principal. The beliefs that drove the change in the school were twofold 1. The staff aimed to implement each project such that it was not dependent on any one teacher who may leave the school. The school had moved away from its focus on welfare to learning, in particular with building self-efficacy in the children through selective implementation of programs. The PBL program uuas nouu in its fifth year and uuas considered to be one of the most important initiatives operating in the school Initially there uuas a need for funded professional development for teachers, but by 2011 the program had become part of expected teacher practices uuithin the school. The principal took a distributed leadership approach to embedding the program into classroom practice over this period, and the program uuas nouu considered sustainable. Data help with an essay for the last feuu years shouued that suspensions had decreased and the program uuas having a positive impact. This uuas primarily due to the consistent and uuhole- school approach that uuas being used, uuith teachers, students and parents holding a shared understanding of the school goals and ethos. Then, the follouuing uueek all students practised that behaviour and uuere reuuarded for displaying appropriate behaviour. The management of behaviour across the school involved shared expectations and consistent responses to student behaviour. The school had taken the implementation process slouuly over the last five years. In 2010, funding enabled the assistant principal to be out of class to support behaviour management, As a result of this strategic action, by 2011 all student behaviour, including classroom incidents and incidents that occurred around the school, uuas monitored. The school undertook examination of behaviour referral data fortnightly through a PBL meeting in uuhich teachers identified problem areas.
Data might indicate that there had been more referrals during the second half of lunchtime or more referrals for inappropriate behaviour entering classrooms. UJhen this uuas identified, strategies uuere put in place to address and improve the behaviours.
Teacher observations, records and student assessment data provided evidence to shouu this improvement in academic engagement. The school offered a breakfast club, lunches and uniforms to anyone needing them. Late attendance had decreased markedly in the past feuu years since the program had been operating.
Data on attendance uuas maintained and monitored constantly. Culture and language The school valued inclusivity and recognition of Indigenous culture, uuanting the children to knouu uuho they tuere and to be proud of themselves. The school had built the understandings of staff about cultural protocols through the support of community members and the AEIO. All help with an essay the children are nouu proud of their uuork and keen to shorn off their accomplishments. Overall, there has been a big increase in student confidence that has come about from all of the programs operating in the school. Aboriginal language The assistant principal uuho had TPFE accreditation in language teaching, and uuas supported in language classes by an PIEO taught the language in Years K-2. Supportive Aboriginal community members uuho gave their time uuith no expectation of payment conducted the dance groups. The dance group performed at school and community gatherings. Dare to Lead The Dare to Lead program had been operating in the school for many years and functioned as an adult group for teachers, AIEOs and members of the community uuho had an interest in educational matters. In addition, the AIEOs spent some time in classrooms supporting students uuith learning programs. RTL ujas a structured program that enabled students to uuork at their ability level and it incorporated scaffolding. In 2010, funding allouued the assistant principal to uuork uuith all teachers in implementing RTL strategies as part of her portfolio In 2010 all teachers targeted uuriting and this uuas still a focus in 2011. The school had observed very good results for Aboriginal children in reading and uuriting, uuith successful 2011 NAPLAN data in uuriting, and maintained results for reading. The school had also gathered classroom data such as teacher observations and records that indicated improvements in student academic engagement. In classrooms, most teachers conducted some testing of aspects of literacy, uuith instruments such as the UUaddington Spelling test. A range of tests uuas used by the teachers for diagnostic information to identify areas of need. Houuever, the school emphasised grouuth more than actual achievements. Learning support teachers In 2011 National Partnerships funding allouued for a learning support teacher to be allocated to each class. The support included modeled lessons, help uuith planning, developing appropriate learning tasks and curriculum 110 5.