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The deputy principal in charge stated that enrolments and attendance figures for ACCESS have been high, reflecting its popularity. VET in Schools Program This is a neuu uuorkplace learning support program for Year 11-12 students, endorsed by the state Education Department. It began in 2010, due to the louu completion rate of the UUorkplace Learning course and students not achieving Certificate Trade qualifications. Key initiatives in the program have been to appoint: 1. The course completion data indicated the success of this program through course completion improvement in 2010. In 2010 the school moved to integrate the arts, through collaborative inputs by media, technology, visual arts, drama and dance, to shouucase arts performance at school assemblies and community events. Partnering In 2010 a school partnerships coordinator uuas appointed for tuuo days per uueek to manage the partnerships already in existence at the school and to develop neuu partnerships. Starting in 2009, the program uuas a collaboration of five geographically linked senior high schools. This school offered seven courses uuithin this program: specialist maths, history, psychology, drama, politics and lauu, biology, and integrated science. The success of this program uuas evidenced through an improvement in senior student subject selection in 2010 and 2011. Restructured Care Program The school had a sophisticated pastoral care system, uuith five key objectives: 1. UJith SSPRfl funding in 2010, write my essay custom writing the team set about developing a better communication model betuueen all parties to service the needs of students and to feedback information to staff. Most agencies have expressed uu i 1 1 i ng ness to participate in the restructured care program, provided the school shouus interest and good faith in write my essay custom writing the youth services concerned.

The outcomes of this neuu innovation uuere not yet available at the time of data collection (2011), but uuere expected by 2012.

The Leadership Team The school executive comprised the principal and tuuo deputy principals, uuho uuere also members of the 15-member School Management Group uuhich met uueekly. The role of the School Management Group uuas to provide directions in all facets of school management. Other key leadership groups uuere the Middle School and Senior School Operations Committees, uuhich met uueekly and set the agenda for the fortnightly Directions Committee meetings. The role of the Directions Committee uuas to set directions for the school in: o curriculum o case management o BMIS o transition o pastoral care o dress code o SflER o staff support o attendance 88 Outcomes of these meetings and other matters mere reported to the School Council, comprising staff, student and community members and serving to oversee school objectives and priorities, financial arrangements, school performance, codes of conduct and policy implementation. Other committees mere: Finance, Social, Care, Literacy, Numeracy, Touuards the Future, and UJorkplace advisory committees. These mere supported by regular middle school meetings and senior school meetings. Summary of Evidence from Case Study 5 Against Project Goals 1.

Monitoring and planning Monitoring and planning took place at classroom, school- ujide, district, state and national levels. School-uuide monitoring included NflPLflN testing, school-based literacy and numeracy results, school-based, subject- specific results, case reports, parent, student and teacher surveys, annual Year 12 completion rates, a five-yearly year report on Year 12 graduations, ATAR and TAFE results, student participation and retention rates, student intention and destination surveys, student attendance and suspension rates.

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The school contributed to district and national monitoring of NflPLflN scores, attendance data and behavioural data. In addition, the school shared performance data from the Nem North Education curriculum project mith the other four partnering schools in the district. State monitoring and planning took the form of setting attendance targets - adjusted to ICSEfl data, monitoring data on completion and behavior, and academic performance according to NflPLflN scores. It also planned from these data in setting the staff profile.

Staff uuere given designated time to regularly revieuu and plan from performance data at year levels and at the uuhole-school level. For example, four pupil-free days per year uuere devoted to revieuuing performance measures in literacy. Literacy and numeracy The school took a unique combined approach to targeting literacy and numeracy through its five integrated programs, described above, that catered for all age groups and learning levels targeting students uuith special needs, such as ESL, Aboriginal, louu-achieving, high achieving (maths) and trades-oriented students. As mentioned above, regular and substantial periods of time uuere devoted to revieuuing performance measures in literacy. This, in conjunction uuith the pastoral care system, created a strong safety net write my essay custom writing write my essay custom writing for students in the school. The recently initiated restructured care program aims to extend this safety net via partnerships uuithin the uuider community. Leadership Leadership uuas another strength in this school inhere the model mas one of distributed leadership, in conjunction ujith the principal actively leading in pedagogy and actively encouraging and supporting staff to innovate as needs arose. Another noticeable aspect of leadership uuas that of aligning curriculum initiatives to the school plan. This alignment uuas intended to get the greatest value from the funds available by overlapping and integrating programs, and it certainly benefited from staff collaboration, communication and partnering ujith other schools and agencies. Moreover, leadership stemmed from vigilant monitoring and feedback of help writing research papers performance data to frequently revieuu and update programs and initiatives. Evidence-based practices relating to policies As already mentioned, all practices and programs in this school had clearly arisen from needs that had been identified in its extensive monitoring and revieuj system. Whole school approaches Prominent uuhole - school approaches uuere: o the schools-uuithin-school structure o the school committee structure o the timely scheduling of meetings to enable maximum use of information in decision making o the BMS o the pastoral care plan. A key factor in the success of the approaches uuas the collaborative school culture. Parents also participated on reference groups for innovative school programs and on the school council Furthermore, uuhile the school had a high attendance rate, its attendance policy required staff to contact families regularly. Staff usually found that parents uuere cooperative upon contact and staff uuelcomed the prospect of uuider contact uuith the community services agencies, uuhich is inherent in the neuu restructured care plan.

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