The end of the year is a great time to reflect on the year’s passing and enact change for the New Year.
It’s commonly held that apart from the student, the teacher has the greatest influence on student achievement. Integral to the teacher-student relationship is excellent and engaging pedagogy. In order to establish a collective vision for quality teaching and student performance, it’s necessary to deal in evidence-informed decision-making using performance data, research, review and evaluation.
We regularly liaise with senior and middle leaders on QCS, NAPLAN, school-based summative and formative data to identify trends, learning progression and gaps for a cohort of students. Using cognitive coaching skills we work with key leaders to aid problem solving and implement plans to move forward, focused on instructional strategies and differentiation.
Through our weekly in-school coaching program we analyse school data profiles to set priorities for a school improvement agenda. Looking at data on three levels: school, cohort and the individual, we work with teachers to evaluate the impact of teaching on student learning to inform future practice.
Being reflective is a process of self-observation and self-evaluation. It means peer reviewing classroom teaching behaviors and engaging in conversations that can lead to positive change and improved student achievement.
Call us today to discuss your school’s requirements:
Tel: 0401 570 085 or Email: firstname.lastname@example.org
“You helped me understand that in this time of curriculum reform we need to have a clear picture of where we are headed as educational leaders and how we are going to get there. We are very appreciative of your knowledge and practical advice and hope we remember your words of wisdom as we strive to achieve pedagogical excellence.” K Avernall – Brisbane Catholic Education