• Use explicit learning objectives (Know, Be able to, Understand) and students are clear of learning expectations (All, Most, Some, Then) for every lesson

• Are skilled in the application of a range of instructional strategies

• Are skilled in using models of learning

• Target instruction based on the needs of individuals and groups

• Use information and communication technology to enhance lessons

• Use a common pedagogical language

What it looks like:

• Learning Goals, Success Criteria & Feedback -Teaching & Learning Trinity’

• *Key terms used as a basis for Teaching & Learning Trinity IE Verbs in T&LT, and terminology aligned to SCSA WACAO

• Cooperative Learning Strategies

• Quality Teaching Strategy - Teaching for Impact

• Pedagogical Framework

• Are proficient in the application of the Australian Curriculum and Western Australian Curriculum

• Use the Dianella SC Whole School Assessment Framework effectively

• Monitor student performance and collect appropriate data to report accurately on each students progress against the standards

• Ensure that lesson design and delivery is consistent across our learning area.

• Meet and exceed all compliance requirements

What it looks like:

• SCSA Curriculum – Scope & Sequence, Achievement Standard, Assessment Pointers (Judging Standards)

• School Assessment Policy, WACE Manual

• Reporting to Parents

• Learning Area & School Common Assessment Tasks and Moderation

• *Whole School Assessment Feedback Plan

• Demonstrate a willingness to improve the quality of our teaching

• Have regular meetings to engage in professional dialogue about teaching

• Engage effectively in collaborative practices

• Are active participants in the process of performance management

• Actively engage in classroom observation which provides constructive feedback on performance

• Source professional development related to improving student performance

What it looks like:

• DoE/Ikon – Resources to guide staff performance and development

• DoE/Ikon – Aligned performance and development plan templates

• AITSL Self-Reflection

• AITSL 360 Feedback for Leaders

• Aligned and targeted PL for staff and school

• AITSL Teaching & Learning Classroom Observation for Performance Development

• T&LT Classroom Observation for Professional Growth aligned to College Priorities.

• Set high standards for achievement for all students

• Demonstrate through our practice that all students can learn and progress

• Seek to engage and motivate students to do their best

• Provide for curriculum differentiation within each classroom

• Work collaboratively to meet the learning needs of all students

• Develop a safe and positive classroom learning environment

What it looks like:

• Ensuring are best supported in meeting the Achievement Standard

• Ensuring students who are unable to meet the Achievement Standard are progress with documented plans, including SEN Planning and Reporting

• Additional Support Need students are further monitored and supported by Learning Support Coordinator and Student Central

• MacqLit program intervention for literacy support students

• OLNA Support

• Tuition Supports

• Use data to inform our planning, teaching and assessment

• Base decisions around evidence of student performance

• Validate judgements through effective moderation practices

• Consistently use the full range of system data sources

• Apply best teaching practices based on evidence and research

What it looks like:

• WACE Achievement Data

• SAIS Dashboard – School, Like, State

• NAPLAN Online Dashboard

• RTP – P-10 Analysis

• RTP – WACE Tracker

• Learning Goals, Success Criteria, Feedback, CMS and Cooperative Learning Strategies

• School Self-Assessment Schedule

• *Teaching & Learning Data included in Self-Assessment Cycles

• Effectively apply positive support strategies across the school community

• Effectively use classroom management and instructional strategies in classrooms

• Provide clear positive expectations to students and model the school values

• Promote safe and inclusive practices

• Engage and communicate positively and timely with all stakeholders

What it looks like:

• Behaviour values Calm, Care and Respect modelled and referenced

• Appointed Staff House Coordinators and Leaders

• Student Central Case Management for Students

• Aspire Program – 25th Period on Grid, including academic tracking, study skills, well-being, career development, and civic responsibility

• BMIS Policy and Procedures

• Good Standing Policy

• House Points System

• Personal Best Program (Pilot)

• Provide a wide range of timely and targeted feedback to students about their performance

• Provide regular feedback to parents about their child’s progress

• Receive reflective feedback from our peers regarding our teaching and student learning

• Use a range of methods to source feedback from students about their learning

• Use feedback, give feedback and respond to feedback that is always encouraging and constructive

What it looks like:

• Explicit feedback to - Learning Goals and Success Criteria, Achievement Standards and Judging Standards through ‘Feedback’

• Feedback after every assessment

• RTP Formal Reporting after every semester

• A culture that supports Classroom Observation

• Survey Schedule

• Appointed Student Leadership Representatives

• *Whole School Assessment Feedback Plan

• Participate in self-reflection as part of performance management

• Are reflective in our day-to-day teaching with a view to improve our practices

• Encourage and facilitate feedback on their teaching as a crucial part of improving and empowering their performance

• Use the AITSL standards for teachers and/or leaders to reflect on their performance

What it looks like:

• Self-Reflection in all Performance Development

• AITSL Self-Reflection

• AITSL 360 Feedback for Leaders

• A culture that supports Classroom Observation

• *Classroom Observation Checklist & Reflection Tool