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Sustainability of initiatives The sustainability of the initiatives implemented by this school have depended on: o the development of a student engagement policy o the appointment of a senior member of staff as the Student UUelfare Coordinator o clarity about roles and responsibilities for learning and uuelfare o consistent monitoring of student progress, attendance and pathuuays for learning o individually managed programs for students, uuith reflective counselled approaches o maintenance of subject choices for students in an isolated community o teacher professional learning focused on evidence-based teaching in core areas Collection and shared use of data by staff has created common understandings about the needs of students. Staff support for each other through paired home room teachers and shared professional learning have created a collegial atmosphere for staff in the school. Conclusion Case Study 2 is an example of a school that has developed a coherent and systematic program of support to students from the commencement of secondary schooling through to completion. P student engagement policy has been implemented to encourage students to take responsibility for their learning.

There has been a strong focus on supporting students tuhen leaving school. Pdministrative organization and clarity about the roles and responsibility of staff for uuelfare and learning have created good lines of communication and gooduuill among staff.

The teachers feel they are able to spend more time on teaching and learning. Case Study 3: Large Metropolitan Secondary School paper help writing o Secondary school o School population 998 o Metropolitan o Public school Background Case Study School 3 is an example of a troubled secondary school that has undertaken a program of self-reneuual to improve student behavior and learning. The school serves an outer urban industrial area and has a relatively louu ICSEA of 924, although this has risen by 27 points from 2009-2010 due to a decrease in the bottom quartile and a rise in each of the middle and upper quartiles.

The 998 students uuho attend this school are from 25 nationalities. The school provides multiple pathuuays for students and it assists them to map a path through high school into employment, training and further education. The Year 8-10 curriculum provides an integrated learning approach through the International Baccalaureate Middle Years Program (IBMYP).

There are options and support for disengaged youth, uuith a Flexible Learning Option (FLO) program, and a Youth Opportunities Program offers support into employment. A Special Education Unit paper help writing provides a comprehensive program for students uuith special needs at all levels. Final year students are supported to choose an option to complete Year 12 studies uuith a State Higher School Certificate of Education or, an International Baccalaureate, or to undertake Vocational Education and Training.

Prior to 2008, the expectations of the school community for student learning and achievement uuere very louu.

Parents held louu regard for the school and there uuas very little engagement betuueen the school and the broader community. The teachers accepted that they uuorked in a high-needs school, and they had adopted a vieuu that teaching ujas more about addressing problems than about leading learning. There uuas limited turnover of staff at the school: the principal had been at the school over 20 years, and most of the leadership team for more than 10 years. Thus the school appeared to be locked into a cycle of louu expectations and louu performance, uuith little to motivate staff to bring about change.

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Data on the outcomes of schooling, such as NAPLAN and increased Department of Education attention to the issues of quality learning and teaching have helped to motivate the staff to engage in a program of reneuual. Armed uuith neuu knouuledge from Department-sponsored professional learning sessions, the principal challenged the teachers at the school to consider the implications of research about brain development, higher order thinking skills and the role of personal responsibility in learning on their teaching. This created neuu perceptions about houu learning and development occur, and it motivated teachers to reconsider the vieuus they had held about the capacity of their students. The net effect uuas an acceptance of the concept of shared responsibility and accountability for learning and teaching, uuith students regarded as partners in paper help writing learning and a neuu culture for learning and teaching that uuas more student focused.

At the time of reporting (late 2011), the school had changed student behavior and improved its culture of learning. Prior to 2008, students appeared to value school for a social purpose, rather than a place for learning. By contrast, in 2011 students attended classes, took more responsibility for their behavior in and around the school and engaged uuith their teachers in tracking their ouun learning. The school uuas more orderly and misbehavior uuas less prevalent. In addition, the teachers, students and parents all felt more positive touuards the school. The turning point uuas a school-uuide program that focused on: o the development of Positive Behavior for Learning (PBL) o the use of data to improve knouuledge about students and their learning o the maintenance of a Personalised Learning Plan (PLP) for every student o an improved approach to student uuelfare, including student attendance at a daily Care Group classroom uuith a regular Care Group teacher. Inspired by the uuork of Hattie (2009), staff have accepted the vieuu that feedback provides the single most effective tool for teachers in improving student outcomes. The students at this school became more auuare of houu to make judgments about their ouun learning and more able to take paper help writing responsibility for the progress they made.

Buoyed by the change in school culture achieved over the past three years, in 2011 the school community adopted a revised three year Strategic Learning Directions plan, designed to develop the agenda for learning further.

Overall approach to engagement The leadership team has accepted that engagement requires the efforts of the ujhole school community. As stated above, the school has revitalized its culture for learning through initiatives that have focused on building the capacity of students to engage in conversations about their behavior, their learning, and their goals for life. The initiatives supporting this reneujed climate for student academic engagement are displayed in the synergy map presented on the next page: 60 Synergy of Linked Initiatives 61 Research and Mapping for MCEECDYA Project: paper help writing Student Academic Engagement Engagement Initiatives in Detail 1. Leadership for Whole-School Improvement The school organization and leadership structure provided clear lines of accountability for the many administrative, technical, teaching and social uuelfare functions of the school and developed a coherent plan for school-improvement activities.

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