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Further PL of teaching staff would continue in 2012. Sustainability The school invested its funding to work towards the sustainability of classroom approaches. The large investment of money to fund coordinators was a means of working with teachers to enhance their teaching strategies. Long-term relationships with outside agencies and write my paper college organizations, such as the Smith Family Foundation, have provided benefits for the students at no cost to the school. Conclusion Case Study School 11 has a strong connection with its community. Its relationship with community agencies has enabled it to implement a diversity of initiatives that have furthered the engagement of students and families with school and with learning. FI leadership team with diverse expertise has sought to improve the knowledge and skills of teachers by implementing strategies to improve teacher pedagogy that ultimately will improve the outcomes for students. The school was situated in a low socio-economic outer suburban area and it had an ICESP value of 934 in 2009, rising slightly to 943 in 2010 due to small decreases in the bottom and middle quarters and a small increase in the top quarter. The school operated six classrooms with two combined grades at all levels, except for one grade. P high proportion of students were from single parent families. Transience was high and this resulted in a number of new entrants each year being identified with significant gaps in learning. NPPLPN data demonstrated high scores for reading, with all years above similar schools for 2008. Further rises for reading were reported for Years 3 and 7 against similar schools in 2010, although Year 5 dropped a little and was at par. In 2010, writing skills were at par and numeracy scores were above similar schools for all three year levels of assessment. The school was committed to a low fee structure to support access for all families. UJhile the income generated from school write my paper college write my paper college fees covered basic costs for teaching staff and resources, there was little left over to support the development of school-wide initiatives. Consequently, additional staffing to support new initiatives depended on external funding or on the willingness of teachers to devote time write my paper college and energy that went beyond normal expectations. Teachers also put in extra time to support the extracurricular sports and music program. They were proactive in accessing external resources to support teacher development and to provide 139 Research and Mapping for MCEECDYA Project: Student Academic Engagement additional specialist teacher support for literacy and numeracy and special needs education.

The school had received National Partnerships funding over the past ttuo years and this had been used to refine and redevelop the school-ujide numeracy program in order to provide more targeted teaching for all students. The school had also been successful in obtaining Literacy. Building the Education Revolution (BER) funding had provided the school uuith a much needed ICT facility. This small leadership team of three iuas, houjever, challenged by the short-term funding and accountability cycles that restricted their efforts to establish school- uuide planning and sustain initiatives from year to year. The National Partnerships funding in 2010, uuhich uuas initially aujarded for tuuo years ujith the possibility of an extension for a further year, uuas a uuelcome exception.

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At the time of the intervieuu there uuas great relief that this source of funding had recently been approved to continue through 2012 and there uuas a further possibility of another year of funding in 2013.

For this leadership team it meant "that uue can nouu plan ahead". Overall approach to engagement The tuuo senior teachers coordinated the school teaching team and oversauj the development and implementation of initiatives in the school. They used an annual planning cycle to help manage the year-to-year uncertainties arising from changes in staffing and external funding sources. The school had a well-established culture of using data to track student development, and there uuas a strong focus on addressing the individual learning needs of students. Leadership The leadership team had a well-established plan for whole of school support for literacy and numeracy, and had refined this over many years. This included processes to support data-informed teaching, through a strong testing regime and the development of planned learning support that focused on: o small group teaching for guided reading, spelling and numeracy groups o in-class support for teachers o individual learning plans for students with high level support needs. The NflPLRN data and analysis complemented the information previously collated from the school-wide testing program for literacy and numeracy. In particular, the leadership team found that this additional source of data helped them to make an objective judgement about the standard of performance of their students, and to more reliably identify their learning strengths and needs. Consequently, the NRPLflN data was presented to staff as part of a proposal to further improve the whole of school intervention strategy using more targeted teaching. The external funding sources enabled the school to employ specialist teachers for help writing research papers numeracy, literacy and educational support. The specialist teachers were deployed to work individually with classroom teachers to help them to more closely examine the needs of particular students. A whole of School Approach to Literacy and Numeracy National Partnerships funding, which was accessed through the state-based independent school association and LNLSN funding, provided resources for the school to improve its program of support for literacy and numeracy. For example, the National Partnerships grant enabled the school to increase the numeracy specialist teacher support time to 0.

This additional specialist support helped teachers to use data to devise differentiated numeracy teaching, commencing with a project focused on the numeracy needs of a cohort of Year 2 and 3 students, with a planned extension across other year levels. Rt the time of the interview considerable progress had been made across Years 1-3, with further work planned for the upper years. The Year 2 and 3 numeracy project helped teachers to improve their capacity for critical analysis of data for numeracy assessment, and to plan teaching strategies that reflected individual student needs.

Early years teachers adapted this work to their classrooms using write my paper college data collated from the early years numeracy interview with each student.

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