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Additional Learning Opportunities School leaders have encouraged teachers to concentrate on the syllabus but occasionally step outside its boundaries. Cross-faculty activities uuere encouraged, supported by some small grants to the school. For the past 20 years the school had conducted excursions to Canberra for civics uuork and in 2011 a group of history students travelled to Europe to study history in context, as they had done in previous years.
Opportunities uuere given for students to enter competitions, such as the Flustralian Mathematics Competition, Australian English Competition, Chemistry Quiz, and UUeb Auuards Competition.
Certificates of high distinction, distinction and credit had been awarded to students from the school for their results. Community Relationships The school uuas uueli regarded by the community and parents uuere keen to send their children to the school because of its reputation for high achievement. The school published a fortnightly neuusletter that uuas also posted on the school uuebsite.
The hard copy uuas given out in roll call to students and read through uuith them by teachers. This helped address literacy learning needs and enabled students to talk uuith their parents about uuhat uuas happening in the school. Meetings The school held community meetings in the evenings, uuith typically over 100 parents attending.
Dinner uuas usually provided by the hospitality students, and there uuas aluuays an agenda uuith targeted topics appropriate for year levels. The Chinese and Vietnamese speaking aides uuere aluuays present at these evenings. The school also conducted about five formal assemblies each year to uuhich some parents attended. The Year 10 and 12 assemblies uuere especially uueli attended. Past Students The school had strong links uuith previous students. Many ex-students came back to the school to visit and uuere uuarmly uuelcomed. Many students also returned to the school to attend staff retirements. It uuas PSP funded and the school received four years funding at a time. From the tests, 40 students from Year 7 uuere selected for the numeracy program, uuhich uuas designed to improve their basic numeracy skills. Improved student outcomes uuere clearly targeted and the school auuarded prizes such as merit certificates, lollies and trophies to students for demonstration of progress. 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 the help essay on racism 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 help writing scholarship essays 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 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 help writing scholarship essays to teachers.
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 a catered dinner at each of the meetings. Resources Funding afforded to the school had been term papers writing service 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 help writing scholarship essays for all teachers, plus the release of faculty area head teachers to tuork uuith teachers in their subject areas. The school recognised that teachers may need further PL in the teaching of literacy. UJhile help writing scholarship essays the school had invested a great deal of funding in its PL help writing scholarship essays initiatives, it vietued this capacity building as cuorking totuards sustainability. 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 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.