Paraphrasing sentences online

This was a National Partnership school, which drew on resources and leadership in both the Smarter Schools National Partnership for Low Socioeconomic Status School Communities and the Smarter Schools National Partnership for Literacy and Numeracy programs. The school was also a member of the Federation of Schools project. Implicit within these national programs, and supported by state initiatives, was a comprehensive professional learning (PL) program that informed the changes made in school leadership for principals. This research-rich PL model was then made available to the leadership team within the school and, through these pivotal team leaders, to the whole school staff. A key leadership change was to appoint a senior leader (equivalent to an assistant principal) for literacy pedagogy.

This new leader was responsible for developing and implementing a collaborative team-teaching approach to data-informed teaching across the whole school.

Thus the required changes in pedagogy were supported by: o appropriate PL opportunities for all staff o political awareness of available funding o aligned programs on a national, state and regional basis o networking with colleagues o drawing on community support, help in writing an essay and o finessing school-based resources. The focus on literacy was embedded within broad community partnerships that supported a comprehensive and inclusive community learning community.

The goal was to improve literacy levels for students, based on improved student engagement with the school and the learning opportunities it provided.

And the school recognized that the key to maximizing student engagement was parent and community engagement in the learning environment. Further, to maximize these learning opportunities for students, the learning and teaching needed to be informed by rigorous and regular data collection. The plan adopted by this school created strong links between the school and the community, and by doing so engaged parents and their children from birth to post-secondary schooling. The school was proud of its capacity to meet individual learning needs within a safe and supportive school community The rationale for the limited number of school goals in the School Improvement Plan was to harness maximum impact for staff PL. The message given was that good teachers could do better when their combined energies were focused in the same direction. The school plan articulated three key strategies that underpin the whole-school focus on improving student academic engagement: best practice literacy culture: sustainable feedback culture for high performance: improved student learning through ICT- as articulated in the synergy map resented on the opposite page. Best-practice literacy culture The school focus for the last five years had been on developing a best-practice literacy culture, informed by research and embedded tuithin a culture of data-informed decision making. This best-practice literacy culture tuas supported by, and inclusive of, a strong professional learning community.

Structured whole-school literacy pedagogy leadership fls stated above, a senior leadership position (equivalent to an assistant principal) ujas created: a full-time literacy pedagogy leader.

Resourcing of the position tuas through internal finessing of staffing, strategic use of the resources available through national and state programs, and school PL monies.

This role involved: o high-level, ongoing professional learning (for the leader) o developing literacy teams uuithin and across disciplines o PL for all staff o developing and monitoring a culture of data-informed tracking of student achievement and engagement Literacy Teams Literacy teams uuorked in cycles of five uueeks: four ujeeks of explicit teaching and one meek for assessment and regrouping according to the data.

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Each team mas mentored and supported by the literacy pedagogical leader.

There mas some resistance from staff, especially those in secondary disciplines not accustomed to explicit teaching of literacy, but the strong culture of PL uuithin a professional learning community and data-informed team teaching overcame most resistance. The induction of nem staff mas a parallel challenge, but it mas easier to absorb nem staff into an existing culture than to change the culture for resistant staff. The composition of the eight literacy teams mas: o tmo teachers o tmo teacher aides o children divided into eight groups to allouu individual and explicit teaching Individual learning goals mere set for each child, and each change of grouping included a change of teacher for each cycle to ensure even the lorn achievers had a sense of changing groups to protect them from a sense of failure. Progress mas made paraphrasing sentences online transparent to the children by sharing the learning best websites for essays goals and the diagnostic test outcomes mith the children and their parents. The literacy leadership structure, including the extra staff necessary for implementation of this strategy, mas funded through a combination of resources available through programs such as Closing the Gap, Raising the Bar and Sustained Reading Program.

Team Teaching Across and Within Disciplines Fl leadership structure of dynamic and knouuledgeable team leaders underpinned the mhole-school teaching and learning structure.

The leadership structure comprised: o the principal o three assistant principals plus the literacy pedagogical leader o four team buy cheap research papers leaders (core teams included up to five teachers) mho took a leadership role mith a sub-school group as mell as a mhole- school portfolio: o K-Year 5 - mith the engagement portfolio o Years 6-10 - mith the numeracy portfolio o Years 9-12 - mith the special needs portfolio o portfolio for students mith high needs o portfolio for students mith other needs (such as behaviour management) 43 Research and Mapping for MCEECDYA Project: Student Academic Engagement Professional Learning Community The strategic development of a sophisticated suite of partnerships (educational, business, parent and professional) provided the school uuith an engaged and informed professional learning community: o stakeholders in the community o parents and ex-students o netuuorks uuith nearby secondary and primary schools o national professional netuuorks o PL netuuorks o potential employers o professional netuuorks for the principal (e. Federation of Schools) o universities and researchers The school resourced these netuuorks through membership in paraphrasing sentences online various state and national projects, and the gooduuill of local community members. The Commonuuealth funded trand and training centre allouued the opportunity for community members (especially those qualified in a trade) to undertake Certificate III and IV training and so became part of the teaching team uuithin the neuu trade and training centre. Fin example of the targeted professional learning used to underpin the ujhole school literacy focus ujas the mandated First Steps paraphrasing sentences online Reading and LUriting training for all K-8 teachers in the school.

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