Dubbo South Public School is located in the Central Western Plains of New South Wales, on the beautiful Wiradjuri Country. There are just under 600 students from kindergarten through to year six from a variety of different backgrounds.
Central to the philosophy at Dubbo South is the aim to impact student learning. Meaningful data collection and analysis and the introduction of innovative technology to capture teaching activities in the classroom has helped in the achievement of goals around impact sharing and peer mentoring. Teachers are using data to focus their energy in areas that are having an impact on student outcomes and leaving behind those that aren’t.
A positive teaching culture, built on relational trust, supports the ongoing learning for the whole school community. The school is on a growth journey to ensure they are producing a rich learning culture for all students.
- What data do you capture and how is it used to measure impact on learning in your context?
- What are the enablers and challenges to using growth focused practices in your context?
- How might you integrate impact sharing practices in your context?
- How does the culture of Dubbo South Primary enhance and support growth focused practices? What are the implications for your context?
In this case study three early childhood professionals share examples of growth-focused teaching evaluations and teaching development in their context.
First, Jennifer Koutoulas, Early Childhood Teacher and owner and director of Kids and Co Preschool shares her experiences of growth-focused practices in a small independent early learning centre. Jennifer talks about how she evaluates her practice, collaborates with her colleagues for improvement and reaches out beyond her service to develop and grow.
Rosie Paine, Deputy Principal and experienced early childhood teacher, reflects on the use of professional learning communities, impact cycles and instructional coaches within the kindergarten program (the year before school starts in WA) to support teacher growth. She talks about the role data plays in improving teacher efficacy to improve learner outcomes and whole school change. (Rosie’s section starts at 2.55min)
Wendy Harmon – Head of Practice Improvement at Goodstart WA shares how personal excellence programs and a learning hub support teaching development. The learning hub provides a platform for teachers to share challenges, ask questions and support each other’s development. (Wendy’s section starts at 4.49min)
- How do you measure your responsiveness to the children in your care?
- How can sharing practices with other early childhood teachers promote professional growth/improve practice?
- In the video where can you see teachers using external resources and networks to support growth focused practices?
- How can you apply any practices or lessons from this case study into your own context?
Casula High School is a comprehensive high school located in southwest Sydney on Darug Country. The school has rapidly grown over recent years and has approximately 1200 students from year 7 to year 12, 60% coming from non-English speaking backgrounds.
Casula has a strong focus on developing teachers so they can have the greatest impact on their students. Through introducing a framework, focused professional learning, using student data and enhancing feedback practices, teachers are understanding the needs of their students and improving outcomes. As part of their approach, they have also employed a Head Teacher – Teaching and Learning and Pedagogy coach to work with individuals and faculties.
- What sort of culture is needed to scaffold an effective growth culture?
- How can evaluations of teaching practice support growth and development?
- How can teachers and leaders use feedback to evaluate teacher practice? What are the implications for your context?
- How do you use collaborative reflections to strengthen your practice?