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Find the module you have selected and add your suggestions for improvement. Click the + sign to add your thoughts!

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Staff should have more input into what PL is delivered in house.

There could also be a variety of PL options offered for PL times. Rather than all staff attending the same PL, they should be able to choose a session that is more applicable to their role and teaching area.

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More emphises needs to be placed on modifying classwork to cater for the students with different needs

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Driven by leadership to identify and suggest PD that is relevant to specific staff members.

Allowing staff to attend PD.

Finding time for staff to report back to staff.

Area for staff to share PD resources.

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Undesirable student behaviours dealt  with swiftly by removing student from class by an AP/Team Leader  to remove the distraction to learning for the rest of the students. 

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Undesirable student behaviours dealt  with swiftly by removing student from class by an AP/Team Leader  to remove the distraction to learning for the rest of the students. 

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Creates consequence for the errant student and example to their peers and enables the teacher to concentrate on delivering the lesson without the stress of dealing with the constant interruptions.

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First step would be to 'data map' our students prior to teaching them. A full staff approach during one staff meeting, with the expectation that all staff map out their classes followed by discussion with teachers that teach the same students. This will identify students that are high ability and/or have literacy, numeracy challenges or other needs. Attendance can also be flagged during this process.

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Ways to possibly improve Health and Wellbeing:

More face to face time. For example a staff room for staff to meet and have lunch / an outdoor space for staff where we can sit and have lunch in the sun.

More staff social events instead of meetings every now and again. Such as lawn bowls.

Staff association created with a small fee for staff.

Sourcing local wellness businesses that could offer discount to staff.

Wellbeing meetings / lunchtime clubs such as walking groups, badminton competitions.

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Allow staff to attend more external PD focused on delivering greater curriculum for example conferences. At times staff have been denied in attending Year 12 PD to improve their teaching when a new study design is brought in.

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More collaborative planning time, ideally at least 1 period per week. 

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More collaborative planning time, ideally at least 1 period per week. 

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To improve our attitudes to instructional leadership provide domain leaders with more time to spend with individual teams to develop ways to support student learning (i.e. time release, PD, high profile)

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Allow staff to attend more professional development sessions.

Ensuring staff know where to access PL from that is based externally.

More time allocated to share what has been learnt in PL, make it an agenda item in domain meetings.

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Staff in my school are able to educate the most challenging students

This could be improved by allocating more time for staff to spend planning differentiated and targeted tasks for challenging students.

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Categorising specific behaviours to ensure consistent application of consequences / disciplinary actions. This will improve teacher and parent confidence in consequences and behaviour management. Also it will help new staff members and CRTs.

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Provide more opportunity for collaborative work to build trust openness between staff.

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More needs for numeracy differentiation for staff

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Data is suggesting and improvement this year. More time allocated to using and embeding the instructional models in lesson plans would be wonderful. 

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Data is suggesting and improvement this year. More time allocated to using and embeding the instructional models in lesson plans would be wonderful. 

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School climate progressively declined from 2020 to 2023, with 2024 as a potential outlier in the data, likely due to Tom's passing. 2025 sees this returning to 2023 levels, likely due to the return of consistent leadership. What should we do? Continue on with clear direction.

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Suggestions for improvement

Regular, timetabled meetings for teachers to collaborate. Separate to domain meetings where teachers only focus on planning, developing resources, documenting and assessing. Must include accountability

More evenly balance the focus betw

A complete review of how we assess our students. What is best practice? What type/quantity of assessment is most effective. How can teachers provide meaningful and timely feedback. How is this communicated to families? How can we manage workloads of teachers and students?

Collaboration that focuses not just on the topics to be covered but the sharing of effective strategies between teachers in delivering the content

Providing feedback to teachers on their practice through mentoring, team teaching, peer observation etc - how can we build capacity?

Look at ways we can gather data easily and efficiently across all year levels and then use this to inform planning, teaching, future assessment etc

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Encourage and provide ES staff with more professional development opportunities to increase their knowledge and capability for the school eg Cases 21 training focussing on finance and admin modules or whatever is specific for that staff members role. This will enable them to be more efficient in their current roles for the school, but also opportunity for growth for themselves which will then also benefit the school going forward.

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Staff are working hard in supporting each other. Sharing information between staff helps. Having parents who are good at keeping the school informed of student concerns also helps the school better support the student with their particular needs.

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Limit the workload being placed on teachers! (eg. student DIP profiling, daily write up on individual students, huge amount of marking, reduce meetings!!!!)

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To possibly improve on School Climate staff could try to engage in more positive interactions with students using more positive reinforcement.

Staff could work together to reach a common goal, Work together for best outcomes for all.

Build respectful and positive relationships between ALL students and staff.

Lead by Example!

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Provide opportunities for staff to teach in their area of expertise as much as possible. Transparency of decision making. Time allowed for professional development and provision of mentoring/guidance - for new staff/staff learning a new skill or role.

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Providing more professional learning opportunities where staff can work on identifying different learning needs, understanding the supports they can use and then modifying work for students.

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We can see from the data that there is a positive shift in the data from 2024 to 2025, which could be attributed to the innovative policy and practice changes that Rachel is bringing in. In order to develop this further we would suggest that staff are given more time to implement and integrate changes so that we can consolidate our skills confidently.

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We could develop a culture where shared discussion of practice is more an expected and routine practice. That is, making seeking feedback and receiving feedback from colleagues an accepted part of practice.

This could have positive impacts on student outcomes through improved classroom practice and in teacher satisfaction through ignition of ideas and sharing.

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Allow staff more time to focus on what is needed in the here and now for their classes and students. Also, when given a priority such as curriculum documentation with a timeframe, this should be the sole focus until complete rather than adding PLC projects and other focuses or increased workload.

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Engaging Students and Igniting Curiosity

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Engaging Students and Igniting Curiosity

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How do we get students to want to learn for themselves and have the internal desire to be better and understand basic concepts? How do we get students to be curious about their learning and the world?

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We believe that it would be important for all ES staff to have access to PD's that are available to all staff in an ES role, rather than being directed to those that are targeted at their job role specifically.

Many ES staff while loving their roles would appreciate the opportunity to cross train and upskill, especially in the event of absent staff and needing to fill in their roles.

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Increased and improved transparency in all aspects of school operations. Increased opportunities to collaborate and build relationships with colleagues across the school. Building trust in staff by making them feel valued and respected as individual professionals. Delegate decision making across school leadership to empower other staff. 

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Increased and improved transparency in all aspects of school operations. Increased opportunities to collaborate and build relationships with colleagues across the school. Building trust in staff by making them feel valued and respected as individual professionals. Delegate decision making across school leadership to empower other staff. 

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Looking at school leadership there has been a steady decline in positivity since 2020.

We referenced Covid and some very difficult post Covid years for everyone concerned in our school community. Being positive in nature we hope that the 2nd 5 years of the decade see a steady improve back to 2020 figures.

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There is no historical information from which to compare. From memory, the culture of risk management has improved from previous years. This can be contributed to the work done in science domain meetings on highlighting and discussing risk management as regular practice. Increasing the number and variety of emergency drills may have contributed to the positive response. There is still a concern on 13% of staff feeling negative. Improving communication and understanding of the work being carried out in this area. For example, focusing on specific areas highlighted on the OHS notice board in the staff room. This could be displayed and discussed in staff meetings.

Barry and Ian

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A simple approach to mental health and well-being is to have regular mental health check ups and to encourage a culture of support that goes beyond kit kats and clumsy questions - for example, what if the answer is "no"?

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For ES staff it seems that there is not allocated Time slots that address the needs of Professional Learning. This includes the Compulsory modules (EduPay). In short: an allocated time on the calendar for ES staff to address PL.

Allocation for PL related to Specific job/subject(s) area should be considered in whole school planning and career development.

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Communal staffroom to meet for staff for such things as to have lunch, morning teas, briefings, place to celebrate staff successes, CRTs to feel a connection with. Allow for incidental interactions.

Staff wellbeing activities such as yoga, badminton, cooking or other type of activities to offer staff choice and then interact with a variety of staff.

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ES staff need PL. How can in-class ES support student adjustments and modifications without current knowledge? Supporting continual imporvement in capabilites of ES staff will support school strategic goals of student improvment by lifting student scores.