Ms Samantha Segrave
Mooroopa Park Primary School, VIC
| Project Title: |
Developing Rubrics to Guide Student Work |
Ms. Segrave led an innovative project at her large provincial school where there has been an ongoing commitment to student responsibility for learning and high quality outcomes. The small project team believed that students could better understand the requirements of high quality work through the use of self assessment rubrics.
Work of a very high standard resulted from the use of rubrics, or sets of criteria for achievement. This research project made such a positive impact on professional learning and practice that rubrics were used by teachers and students throughout the school. Data collected from students before and after using a rubric led to teachers adopting new classroom practices.
Parents can now more clearly understand what was expected of their child in regard to producing high quality work. They can see how assignments were assessed, and which areas their child needed to improve in. The use of rubrics has also provided parents with information to enhance and support their child’s learning.
The criteria in each rubric are clearly stated for the teachers and students to understand the task and assessment. Students are able to use the rubric tool to guide their work and self assess what they have done. This enhances their confidence and self esteem and facilitates learning.
Ms Helen Morris
Kawana Waters State High School, QLD
| Project Title: |
Middle Schooling Reform in the Kawana Waters Cluster of Schools. |
A far reaching process of reform was initiated by Ms Helen Morris at Kawana Waters State High School, involving significant changes to the philosophy, curriculum, pedagogy and leadership of the middle school, as well as to two primary schools in the Kawana Waters cluster.
The apparent disengagement and negative behaviours of students in Years 8 and 9 established a clear and urgent need for change. Building a sense of “relatedness” between people was at the heart of the project, and Ms Morris met this challenge with commitment and drive.
Action was grounded in research, and based on the belief that “through changing structures and systems we are ensuring alignment between policy and practice.” Skilled staff were encouraged to cross the primary/secondary school “divide” to share their expertise with the cluster-based professional learning community.
Improved professional networking has led to innovative curriculum design and improved teaching practices. Transition programs bridged primary and secondary education.
A safe, supportive learning environment, including a systemic pastoral care program, the use of paraprofessional support staff, combined with quality teaching and learning programs, has resulted in excellent student learning outcomes.
The school’s “pass rate” target of 85% has been consistently met over the three years of the project. School Opinion Survey data reflects a steady improvement in targeted students satisfaction levels and Student Disciplinary Absences for Years 8 and 9 have dropped below state and similar school averages during the last three years. There has also been a 25% increase in Year 8 enrolments in the same period, reflecting a much higher level of community confidence.
Ms Morris is currently the Principal of Townsville West State School.
Ms Suzanne Somerville
Girrawheen Senior High School, WA
| Project Title: |
Creation and implementation of Year 8 middle school that has achieved outstanding results in improved student attendance, behaviour and academic achievement. |
The challenge of engaging “at risk” students in learning was tackled successfully by Ms Somerville, who led her school and community in a major middle school teaching innovation.
Girrawheen Senior High is located in an area of great ethnic diversity, the cultural richness of which is offset by many socio-economic problems. Under Ms Somerville’s strong, collaborative leadership a dedicated middle school was established.
Ms Somerville then introduced a more coherent and relevant curriculum using cross-curricular assessments and thematic approaches. Girrawheen was the first WA high school to trial and implement Habits of Mind. Art Costa’s 16 thinking skills were integrated into all teaching and learning programs and behaviour management strategies.
Attendance figures are now well above the state average, and students feel safe, supported and happy at school. A sense of pride in themselves and their school is reflected in 100% compliance with the dress code, an improvement in classroom behaviour and a new respect for their surroundings.
Student learning outcomes have dramatically improved over the last three years and there has been a positive shift in school and community perceptions which has led to increased enrolments at this model of best practice in a middle school.
Ms Nicole Christensen
Stella Maris College, NSW
| Project Title: |
Integrating Information Communication Technology (ICT) into the School Curriculum |
This initiative, led by Ms Christensen, created a unique adult learning culture in which teachers willingly upskilled themselves in ICT in order to meet the changing demands of the curriculum.
Ms Christensen’s vision, resourcefulness and drive secured access to the appropriate resources and her willingness to model classroom delivery, as well as to provide high level support for other teachers, ensured the project’s success.
Staff enthusiastically participated in the professional development programs through a “Breakfast Club” and week-end workshops.
Teachers are now competent and confident enough to increase their use of ICT in the classroom, resulting in ICT now being used in most of the Key Learning Areas. Through using the Learning Management System, students can combine digital resources such as web quests, Learning Objects, video and online assessment tasks with technologies such as discussion forums, chat rooms and 24/7access to revision notes and other media.
Students’ exam results have attested to the success of ICT enriched teaching: some students can move ahead more quickly, while others are able to revise more difficult material. Year 7s completed a music exam online, listening to musical scores through headphones and creating compositions using drag and drop software with outstanding results.
Teaching practice has also improved markedly. Teachers feel empowered by technology and see the advantages of using technology to improve teaching practice and solve many of their problems.
They are more likely to work collaboratively on classroom projects, with greater opportunity for review and discussion. A new ‘drop in’ help centre and easy access to technology specialists has further improved their e-delivery skills.
Ms Jennifer Moloney
Bendigo Senior Secondary College, VIC
| Project Title: |
Applied Vocational Learning for Senior Students |
Increasing the engagement of young adult male students in their studies provided the focal point for Ms Moloney’s project. While many of the senior boys had high levels of information and communication technology (ICT) expertise, their attendance records and achievements in other areas did not reflect the same success. Poor personal and work related skills also placed them “at risk” of dropping out of school early.
Ms Moloney’s excellent teaching and organisational skills enabled her to plan and implement an appropriate program which suited the learning style of these “at risk” students.
With funding support for a pilot program, and further support through community links, Ms Moloney organised accredited professional development for staff. The projects were used to simulate workplace situations, while students’ self esteem and job seeking skills were enhanced through work placements and experiences, such as rebuilding computers for community groups.
All of the students in the program completed their education or made a satisfactory transition into work. The dramatic increase in engagement led to unprecedented achievements, including awards at school and state level.
For many of the boys it was the first academic or achievement award they had ever received. The exceptional improvements in student retention, skill development and employability exemplify best practice outcomes for the Victorian Certificate of Applied Learning.
A highly effective professional development program also increased teachers’ skills and confidence. Strong industry links were established, parents were appreciative and many positive community partnerships were formed.
Mr Guy Wright
Kingscliff High School, NSW
| Project Title: |
Online Learning and Indigenous Bytes. |
Mr Guy Wright initiated the building of an online learning portal for the 1,300 students at Kingscliff High, using the example of several Singaporean schools for guidance and inspiration.
This innovation extended the learning opportunities for students into their homes, and provided 24/7 access for them and their parents. The program was trialled by trained staff, three classes of students and their parents, so that they could develop the skills and confidence to teach or learn online.
A further program, Indigenous Bytes, addressed the equity issue of computer ownership and internet access. This will increase home computer and internet access for another 10% of the most disadvantaged Indigenous students. Already there has been an impressive reduction in absenteeism and negative behaviour in this group since the program’s introduction.
Overall the program significantly increased students’ learning experiences including related reading, assignments, revision exercises and tests which students could access after hours. Levels of student achievement have improved greatly and students enjoy using technology to complete assignments, tests and homework.
Students receive immediate feedback from self marking tests, can track assignments and keep up to date with school and class events. Significantly, parents can track their child’s work and progress, and enjoy increased communication with the school via news noticeboards. For staff the advantages include the ease of setting assignments, sharing resources with other schools online, quickly graphing results and producing attractive reports, and storing resources.
Mr Geoff Holt
Swan View Senior High School, WA
| Project Title: |
Improving Retention and Outcomes in Education and Training for Aboriginal students in Late Adolescence at an Urban WA Senior High School. |
The Swan View community is challenged by the socio-economic problems which often accompany high levels of unemployment. About 25% of the students at Swan View Senior High School are from a Nyoongar Aboriginal background. Less than 20% of the Indigenous students complete year 12. Intervention was needed to improve their attendance, retention and participation.
As Aboriginal curriculum coordinator, Mr Holt identified causes of the students’ disengagement and underachievement. He consulted with the Nyoongar community to develop an alternative pathway for students in Years 11 and 12 which is culturally sensitive and responsive to Nyoongar Aboriginal learning styles and preferences.
An integrated curriculum based on school based traineeships, literacy, numeracy and IT skills was developed and implemented. Mr Holt secured funding for high quality computers; developed a teaching model based on positive relationships with the students; and negotiated behaviour management parameters.
This successful model of culturally inclusive education produced outstanding results. All of the students in the program passed Year 11 and moved onto Year 12 and 95% completed Year 12. The retention rate for Years 10 to12 has increased from 20% to almost 70%, and now surpasses that of non-Aboriginal students at the school.
Overall a radical shift in behaviours and expectations occurred as a result of Mr Holt’s innovative achievements. Opportunities opened up for transition to work, TAFE and higher education: 6 students have won places for tertiary study, and 95% took up Indigenous School Based Traineeships. All students achieved adult levels of literacy and high levels of ICT competence.
Ms Kathlyn Harrison
Ms Kathlyn Harrison of Buranda State School has been highly commended for implementing a program of environmental education based around a permaculture garden and the local creek. As a result of the program, children’s learning about the environment has significantly improved and links between the school and the community have been strengthened.
Mr Ed Staples
Mr Ed Staples of Erindale College has been highly commended for his innovative approach to the teaching of mathematics. Mr Staples has developed a series of computer-based tools to improve teaching and learning in mathematics at the secondary level that have had a substantial impact, both within the ACT and nationally.
Mr Leon Steinhardtl
Mr Leon Steinhardt of Lowood State High School has been recognised for his achievement in Civics and Citizenship Education. Mr Steinhardt created many civics and citizenship learning activities. These have enabled students to learn about civics and citizenship, developed their decision-making skills and a belief that young people can make a positive contribution to society.
Ms Janet McLean
Ms Janet McLean, a teacher at Yarralea Children’s Centre, has been highly commended for her success in improving social competencies, literacy and lateral thinking through story writing and story telling. The use of stories provides the children with the support they need to help them express their ideas through a range of mediums.
Ms Rosemary Ellerton
Ms Rosemary Ellerton of Oberon Primary School has been highly commended for her project to support students with the transition from primary to secondary school. The project operates across a network of schools and includes academic support as well as the provision of pastoral care.
Mr Dean Cresswell
Mr Dean Cresswell of Urrbrae Agricultural High School has been recognised for his achievement in promoting rural occupational health and safety education in schools throughout South Australia. As a result of his work there is greater awareness of these issues among students and teachers; checklists have been produced to assist with health and safety; protocols have been developed on the prevention of disease transmission; and a website and a Health and Safety Interpretive Centre have been established at Urrbrae to heighten student and visitor awareness of farm safety and hygiene issues.
Ms Anne-Marie Kennedy
Ms Anne-Marie Kennedy, a teacher at Lansdowne Public School, has been highly commended for improving student welfare at the school. This was achieved through a peer support program which provided students with strategies to cope with personal relationship issues. The result is a happy school with a safe, secure learning environment.
Mr Volker Jahnke
Mr Volker Jahnke of Ferny Grove High School has been highly commended for the successful development of a program for ‘at risk’ boys in Year 10. The program was specifically designed to be a ‘catch up’ course for boys whose Year 9 academic results were poor, whose behaviour was a cause for concern and who were otherwise unlikely to stay at school and complete Year 12.