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These initiatives uuere directly contributing to the successful implementation of the school plan. Achieving such synergy is dependent on insightful and effective school leadership uuorking to a distributed leadership modei 3. NAPLAN has made a major impact on improving engagement in these schools by drauuing attention to the need to monitor and revieuu student performance and uuork uuithin evidenced base practice. The National Partnership program has also had a major impact, assisting these schools to improve student academic engagement through the development and implementation of targeted initiatives 5. All successful schools have used a uuhole of school data management approach to improve student performance in literacy, numeracy and productive behaviours and implemented effective case management practices to monitor the learning trajectories of students. The school response has been inclusive, proactive and focused on preventative measures, thus creating a safety net for students to ensure they uuere not overlooked by teachers. There have been common practices in all successful schools across the areas of: o leadership o learning culture o curriculum and pedagogy o management of resources o community partnerships o collegial professional learning Schools uuorked to embed these practices in their processes to ensure sustainability. Recommendations The follouuing recommendations are provided for consideration at a national level Recommendation 1: Consideration is given as to uuhether further action is required at a national and jurisdictional level. Recommendation 2: A link to the final report be uploaded onto relevant national and jurisdictional uuebsites. Student engagement in high performing urban high schools: A case study. The Pipel ine Project: Trajectories of classroom behaviourand academic progress: A study of engagement with learning.
Organizing schools for improvement: research on Chicago school improvement indicates that improving elementary schools tok essay help requires coherent, orchestrated action across five essential supports. What we have learned about Student Engagement in the Past Twenty Years. School engagement: Potential of the concept, state of the evidence. Wellbeing and Retention: A Senior Secondary Student Perspective. Visible Learning: A Synthesis of Over 800 Meta- analyses Relating to Achievement.
Mapping Funding and Regulatory Arrangements Across the Commonwealth and States and Territories. Academic optimism and community engagement in urban schools. Melbourne Declaration on Educational Goals for Young Australians.
Effective Projects Case Study Interim Report form 2010 devised by the Office of Educational Technology (OET).
The Significance and Sources of Student Engagement. In Student Engagement and Achievement in American Secondary Schools, edited by F.
These case studies are presented in the next section as exemplars of practice. This was a depressed rural community, with high unemployment, a high proportion of young single parents, and most parents in the school with limited educational qualifications. Thus students had few opportunities for apprenticeships or work. Five years ago, the school was faced with challenges in engaging students from the early years through to Year 10, most of whom had limited literacy and numeracy skills and were struggling with the curriculum. Although the professional staff was concerned with this situation, they rationalized thesis assistance writing that the poor student performance was an outcome of the socioeconomic background of the student body. The trigger for change was the 2005 National Assessment Program for Literacy and Numeracy (NAPLAN) results for the school, indicating the need for a radical change in the teaching and learning culture of the school especially to improve literacy and numeracy levels for all students.
The NAPLAN results for 2008-10 showed improvement across the school in most areas of literacy. Although the gains for reading and writing diminished in 2009, the 2010 thesis assistance writing thesis assistance writing data showed improvement in reading in Years 5, 7 and 9, and the results for Year 3 held firm from 2009. Further, results for Years 3, 5, 7 and 9 (including results for Aboriginal students) were above those of similar schools (with Year 5 results well above similar schools) and comparable with the national average. It seems reasonable to attribute the improvement in literacy across the school to the five-year leadership focus on literacy pedagogy.