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Resources Although school resources have been limited, local community agency funding has provided much-needed literacy coaching support to the school.

Support for numeracy and some study options for Year 12 students have been accessed online. The school laptop program, implemented to improve the ICT capacity of school, has been achieved at the expense of reducing the number of teaching staff. Houjever, more teacher-friendly diagnostic tools that link assessment to teaching strategies are needed. Tools to monitor student engagement The school has used various data to monitor student progress, especially in the core areas of literacy and numeracy (see Engagement Initiative number 5). Student absenteeism is monitored, and welfare support is provided to students uuhen needed. Senior students are given guidance to plan their destination cheapest essay writers after school.

Professional Learning for teachers and school leaders Although considerable professional learning for teacher and leaders underpinned the improvement in student academic engagement in this school, the leadership team acknowledged continued training support was needed by to help improve their work with students in the areas welfare, youth engagement and transitions in to work and learning. Staff at the school would benefit from a supporting youth skills training program. Likewise, the approach the school had developed for student learning support would be further improved if the school leaders and teachers had opportunities to improve their knowledge about the use of assessment and how assessment informs teachers about the use purchase custom research paper of teaching strategies, particularly literacy and numeracy. 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 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 help with writing college application essay learning.

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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 purchase custom research paper 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 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 purchase custom research paper little to motivate staff to bring about change. Data on purchase custom research paper 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 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.

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