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Bridging the geographical divide in educational achievement

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Exposure to a diverse range of teachers can be important for raising student aspirations and ensuring diversity in their learning. Regional, Rural and remote schools where they have only one or two teachers run the risk of students having the same exposure and experience from p-6. There are also benefits to having the same teacher in RRR schools. Short-term teacher exchanges or secondments could be beneficial here. Teachers could bring back their learning from other schools. And students could have exposure to a new teacher for a short-time. But still have the commitment of the teacher in the community of the long-term.

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We are fortunate to have the opportunity from the ground to hear and learn what works. It is important we use formal and informal opportunities to continually feedback these findings to executive teams even where the recommendations are out of our scope of action as they can inform other policy areas.

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What is the most effective use of STARRS resources

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What is the most effective use of STARRS resources

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What are our three (or so) main focus areas to maximise impact?

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Look at the research on retention. Is it the best way to bridge the gap?

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Work as a high functioning team using a distributed leadership model. Support each other, be responsive and nimble to create high level work and support the system.

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A strong understanding of our stakeholders (teachers, schools, NC's, SEILS etc) needs, motivations, aspirations and desires. Use this understanding to drive program implementation.

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Advocate and lift the profile of the STARRS program to target high level executives with an interest in this work. Provide leadership to other Department areas in relation to our findings and recommendations garnered from the experiences on the ground.
Be trailblazers in this retention space.

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-Excellent teachers come in many forms:
- Teachers that raise student aspirations
- Diversity in teachers
- Teachers that bring a new approach to the classroom
-Teachers that bring new systems to school
- Current teachers - developing specialization in subject areas for current teachers
- Teachers with unwavering hope

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Courage to work in the face of adversity and always advocate for the work we are doing to support schools to recruit high quality teachers, with our line of sight always on our students experiences in classrooms across Victoria.

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Supporting students to stay in education and breaking the link between disadvantage and student outcomes.

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STARRS - Bridging the gap through attracting, retaining, and developing excellent teachers in regional, rural and hard-to-staff schools

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- Communications
- Stakeholder engagement (internal and external)
- Risk management
- Creating an evidence base for improved retention in regional and rural schools
- Operational (school, network, regional level, central office)
- Outcomes and achievements

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Our team will deliver professional learning without barriers that addresses the career aspirations and professional needs of teachers and principals in regional and rural schools. The STARRS program will align with existing DET programs and initiatives and therefore support consistent expectations and standards for high quality teaching.

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Supporting Networks  to embed self-sustaining models that are sustainable for the future. In the medium term should create a cultural shift.

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Bridging the gap over the long term in alignment with Ed State Vision: Excellence, equity, well-being

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Reputation with the program is three-fold
System - the program needs to be valued by the system to receive funding and to have internal support to be able to continue.
Principal - without teachers wanting to partake in the program, there is no program. The program needs to be seen to add more value than it does work.
Teacher - last but certainly not least. When excellent teachers spread the word to their like-minded colleagues, it will increase the pool of potential applicants in the future. They will also have a positive mindset and background when going into the program

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Raise aspirations not just outcomes through increasing student exposure to diversity and excellence through excellent teachers

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We can build a strong evidence base for our work by understanding the research, collecting data, and sharing what we have learnt.

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To leave a legacy of tangible resources, tools and codified practices for all RR and hard-to-staff schools to access beyond the conclusion of the program funding.

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At the heart of everything –
Student aspirations
Student wellbeing
Student opportunity
Student outcomes 

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Our team will build strong relationships and collaborate across the Department, regions, and our workforce in schools.

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Responsive in all our work and interactions with stakeholders internal and external

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Responsive in all our work and interactions with stakeholders internal and external

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Integrity- to lead with integrity in all we do.

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Integrity- to lead with integrity in all we do.

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Our work will demonstrate impact on student engagement and achievement, teacher quality, school leadership, and the local community.

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All students are given the opportunity to access the highest quality teacher. This should underpin all of our work. Student engagement in school and student achievement outcomes

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All students are given the opportunity to access the highest quality teacher. This should underpin all of our work. Student engagement in school and student achievement outcomes

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Supporting Teachers at Rural and Regional Schools (STARRS), has been established to provide on-going support for newly appointed teachers, help them to relocate and  integrate  into their school and local community, to support their career progression and  encourage them to stay.