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AGQTP Regional
Professional
Learning Support
and Grants to
Schools
Program Summary
July 2008
Department of Education and Early Childhood Development
AGQTP Regional Professional Learning Support and Grants
to Schools
Program Summary – July 2008
Contents
2008 REGIONAL GRANTS....................................................................................................3
BARWON SOUTH WESTERN REGION ................................................................................4
EASTERN METROPOLITAN REGION ..................................................................................6
GIPPSLAND REGION .........................................................................................................14
GRAMPIANS REGION ........................................................................................................17
HUME REGION ...................................................................................................................21
LODDON MALLEE REGION ...............................................................................................23
NORTHERN METROPOLITAN REGION .............................................................................24
SOUTHERN METROPOLITAN REGION .............................................................................27
WESTERN METROPOLITAN REGION ...............................................................................31
Page 2
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
2008 REGIONAL GRANTS
In 2008 more than 100 individual professional learning programs are being undertaken as part of the
Department’s AGQTP Regional Professional Learning Support and Grants to Schools (Regional
Grants) Activity. These programs cover a variety of professional learning needs within each
Departmental region.
This report provides a brief description of each program based on information provided by program
leaders as part of their ongoing reporting and evaluation requirements. For each program the lead
school and a program contact name is also provided.
The report is intended as a resource for current and future AGQTP program leaders to understand the
sorts of professional learning that is being undertaken through the Regional Grants Activity.
Program Summary – July 2008 Page 3
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
BARWON SOUTH WESTERN REGION
In 2008 Barwon South Western Region has seven AGQTP Regional Grants programs.
1. Explicit Literacy Strategies in a Senior College
Lead School: Corio Senior Secondary College
Contact: Chris Douglas
With the help of peer coaching and collaborative interaction teachers will learn and apply explicit literacy
strategies to continue to improve student literacy so that Year 11 and 12 students may achieve their
VCE/VET/VCAL outcomes and improve their motivation. Teachers will gain new knowledge and skills to
meet the challenges for the anticipated different contexts and pathways. The professional learning will:
improve students’ comprehension of written text in particular topics; be easily included in regular whole
class teaching; teach the content targeted in each lesson; help students use additional reading
comprehension strategies, initially with support and then independently.
2. Personalised Learning
Lead School: Corio Primary School
Contact: Sharon Biggins
This project aims to provide teachers with an increased capacity to personalise education by: placing the
needs, interests and learning styles of the students at the centre; engaging learners who are informed and
empowered through voice and choice; assessing student achievement through meaningful tasks that
includes assessment ‘of’ and ‘as’ learning; linking learning to ‘real life’ contexts.
3. Our Home – Developing an Engaging Middle Years Curriculum
Lead School: Torquay Primary School
Contact: Adrian Bassett
Among other aims this program will work toward: design of a curriculum that embraces national and
global issues; and provision of a sequential whole school curriculum framework with common through-
lines and questions that are repeated at increasingly complex levels. Staff will develop: a wide range of
teaching strategies and programs that challenge, support and extend pupils across all strands and domains
of the VELS; a diverse range of integrated curriculum and extra-curricular activities; skills and
understandings relating to middle years of schooling issues; and knowledge of Integrated Inquiry
approaches. The program will support development of middle years professional learning teams.
4. Student Engagement through Inquiry Based Learning in the Classroom
Lead School: Lara Primary School
Contact: Carolyn Kent-Hughes
At the heart of this inquiry based learning is the intention to equip teachers with the skills and knowledge
to assist students to develop: deeper understandings of enduring concepts; their capacity as learners –
learning how to learn; and the qualities associated with effective life-long learners and global citizens.
5. Embedding ICT in LOTE to Improve Student Engagement and Pathways
Lead School: Portland Secondary College
Contact: Liz Formby
This program aims to equip LOTE Indonesian teachers with further ICT skills and knowledge. ICT based
resources will be created aimed at assisting schools to access and build relationships with Indonesian sister
schools. A Wiki will be created for Indonesian teachers and students to allow this to happen.
Program Summary – July 2008 Page 4
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
6. Preparing for ICT across GRASS
Lead School: Coleraine Primary School
Contact: Shirley Gregory
The program is about developing and enhancing the ICT skills of teachers in order to meet the needs of the
students in the 21st century. Many of the staff in our school are experienced teachers but they need support
to develop skills in the ICT area.
7. Professional Learning Assistance Teams
Lead School: Nullawarre Primary School
Contact: Jenny McCrabb
One of the major aims of this extensive professional learning enterprise is the creation and supporting of
mathematics curriculum leadership in each network. The Warrnambool Network will have professional
support of the Mathematics Association of Victoria (MAV). The Barwon South-Western Region -
Warrnambool Network has two representatives to: Create and support teams of local leadership who will
support their own school and nearby schools to engage in professional learning relevant to the needs of the
school. The PLAT members will run afternoon workshops (several over the course of the year) for school
coordinators (primary and secondary). In this they will be supported by either MAV or cooperating
university staff. Support materials for these workshops provided by MAV. The PLAT members will have a
major role in following up the learning of coordinators by supporting them to implement what they have
learned at school level to make sure that curriculum growth takes place. (It is assumed that this will take
place to fit the timetable and at the expense of the various schools.) They will then become the key leaders
in the networks of mathematics teachers to be developed. Teaching and Learning Coaches within the
Network will also be in attendance of these meetings and PD sessions.
Program Summary – July 2008 Page 5
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
EASTERN METROPOLITAN REGION
In 2008 Eastern Metropolitan Region has 35 AGQTP Regional Grants programs.
1. Will a targeted professional learning program with follow up coaching with a full-time Leading
Teacher coach significantly improve the engagement and learning outcomes for all students?
Lead School: Upper Ferntree Gully Primary School
Contact: Carolyn MacAuley
In this program Teaching and Learning Coaches will coach groups of teachers in their schools.
2. Will professional learning and leadership development for Reading Recovery Network Leaders
improve the teaching of reading and literacy outcomes for students needing targeted
intervention?
Lead School: Burwood East Primary School
Contact: Bruce Goodall/Claire Burns
The program aims to develop leadership skills for Reading Recovery Network Leaders through the
provision of targeted professional learning. Improved leadership will: strengthen the effectiveness of the
facilitation of meetings for teachers; foster collegiate sharing and continued professional learning
opportunities; promote an understanding of an inclusive learning environment in the classroom and school;
strengthen specific intervention strategies for under-achieving students to improve their literacy outcomes.
3. Will an intensive professional learning program for staff and indigenous students focusing on
engagement and school community connectedness improve attendance, engagement and
successful primary-secondary student transition for indigenous students?
Lead School: Healesville High School
Contact: Howard Jones
This program aims to enhance the awareness, knowledge, and skills of teachers in Healesville around the
development of Individual Education Plans for Koorie students, develop improved literacy strategies,
enhance parent and student engagement, and promote positive attendance strategies to improve
educational opportunities for all Koorie students attending school at Healesville Primary School,
Healesville Secondary College and Badger Creek Primary School.
4. How can teachers be supported in the development of an understanding of effective teaching
and learning strategies that will lead to improved student learning outcomes and be sustainable
beyond the term of the program?
Lead School: Albany Rise Primary School
Contact: Sue Wilson
This program will provide teachers with options to deliver curriculum to students that is relevant for them.
Effective teaching and learning strategies that relate to real life situations and incorporate emerging
technologies will engage students in meaningful activities.
5. How can curriculum be more effectively designed, documented and delivered so that student
voice and differentiated learning are evident?
Lead School: Auburn Primary School
Contact: Elise Byrne
This program has two main aims. Firstly, teachers will strengthen the currency and depth of their
pedagogical knowledge and skills by scaffolding curriculum design and development through professional
learning about backwards curriculum mapping – documenting curriculum using an appropriate proforma
as a scaffold during professional learning. Secondly, teachers will engage in professional learning that
increases capacity to provide inclusive environments where all students can participate as active and
engaged learners by designing essential questions that integrate inquiry across VELS strands and levels –
Program Summary – July 2008 Page 6
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
describing concepts underpinning an inquiry; using student questions to develop an inquiry; applying
Bloom’s taxonomy to structure inquiry; incorporating appropriate thinking tools and strategies to scaffold
inquiry; and embedding assessment for, as and of learning.
6. How can we develop a shared view of effective practice through the implementation of
classroom observations, peer coaching and learning walks?
Lead School: Balwyn High School
Contact: Deborah Harman
Through workshops with leading teachers, heads of learning and targeted staff, this program will examine
processes for identifying effective practice, providing strategic feedback, meeting professional learning
needs, and adopting evaluation and reflection strategies. It is anticipated that participants will: gain a
deeper understanding of what constitutes effective practice; extend their skills in providing strategic
feedback to their colleagues; improve their own teaching practice as evidenced by student learning data.
7. How can we embed ICT tools to enhance best teaching and learning practices?
Lead School: Balwyn Primary School
Contact: Ali Peacock
This program aims, through coaching and ongoing mentoring by the ICT Leader, to improve the skills and
ability of teachers to integrate new ICT tools to challenge and engage students in their learning. Staff aim
to embed ICT as an integral part of their teaching practice and actively engage in reflective practice.
8. How can we improve maths outcomes for students at our school?
Lead School: Bayswater Primary School
Contact: Sue Mugridge
As a result of participating in this program teachers will gain a clearer understanding of pedagogy and
teaching methodology, and be able to provide a more comprehensive differentiated and personalised
learning environment in their classrooms.
9. How will an interdisciplinary approach to planning and assessment improve student learning?
Lead School: Camelot Rise Primary School
Contact: Kerry Elliot
This program aims to strengthen pedagogy and teachers’ ability to assess students’ effectively and cater for
individual growth and development. A greater depth of learning across the curriculum will be evident,
integrating the VELS strands to make learning more relevant and challenging. Whole school approaches
will improve consistency across year levels. Visiting exemplary schools and looking at best teaching
practice will enable teachers to further develop creative and innovative approaches to curriculum content
and delivery. This will assist in identifying features that would work in the school to make better
connections between teaching, learning, assessment, reporting and student improvement over time.
10. How do we engage our students to improve student learning? How do we develop autonomous
learners and equip our students with the knowledge and skills required to successfully engage
in a dynamic, fluid and global society?
Lead School: Canterbury Primary School
Contact: Kim Dray (Karen Green)
This program will enhance development of a whole school culture and ethos in improving best practice,
supporting teachers to develop approaches to curriculum and student motivation that enhance student
engagement and thereby improve student learning. Teachers will address the question of how to provide
students with the knowledge and skills required to successfully engage in a dynamic, fluid and global
modern society. By necessity, this implies preparing students to meet (as yet) unknown needs and
situations.
Program Summary – July 2008 Page 7
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
11. How can we improve our Mathematics program to enhance student engagement?
Lead School: Croydon Cluster
Contact: Glynis Hughes
This program aims to enhance the awareness, knowledge and skills of teachers in Croydon schools,
develop improved numeracy strategies, enhance student engagement, and provide opportunities for
teachers across school communities to plan their maths programs together.
12. What makes a successful learner in the 21st Century?
Lead School: Fairhills High School
Contact: Daniel Gooding
In this program teachers will develop an understanding of the students of the 21 st century, their needs and
modes of learning and how to effectively address these needs. The program will focus on personalisation
of learning and link closely with the innovative use of ICT and flexible learning spaces to maximise
learning opportunities for students.
13. What happens when we analyse, understand and apply the information gathered through the
Mathematics Online Interview to improve student learning in our classrooms?
Lead School: Ferntree Gully North Primary School
Contact: Glenda Beard
This program will allow teachers to strengthen the currency and depth of their pedagogical knowledge and
skills, and in their interactions with students, have an increased capacity to provide inclusive environments
within which all students can participate as active and engaged learners.
14. How do we prepare for and build the capacity of our school communities to maximise and
embed the use of ICT and related technologies in preparation for the introduction of the
Ultranet, at the same time improving pedagogy and student outcomes?
Lead School: Hawthorn West Primary School
Contact: Helen Thomas
The Hawthorn group has identified a professional learning need across their schools to provide a
stimulating, engaging and active online learning environment for learners of the 21 st century. This program
will build the capacity of school communities to maximise and embed the use of ICT and related
technologies in preparation for the introduction of the Ultranet to improve pedagogy, community links and
student outcomes.
15. How do we improve student writing across the school?
Lead School: Highvale Primary School
Contact: Effie Mihalos
Writing is an important aspect of literacy, and staff need to ensure they are familiar with the latest research
and pedagogy in relation to the teaching of writing. In this program staff will develop skills to ensure they
can motivate students using a variety of medium (including Interactive Whiteboards) to produce quality,
sound writing pieces addressing different genre.
16. How can a professional community create an environment where students are motivated,
engaged and connected?
Lead School: Kew High School
Contact: Olivier Elzingre
This program aims to equip teachers to more effectively guide students who are focused on media to gain
an understanding about the functioning of film making. With the help of a professional film making
company students and teachers will be mentored into the different roles and responsibilities of a film crew.
Program Summary – July 2008 Page 8
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
17. How does the effective utilisation of collaborative teaching and support strategies influence
student engagement, and thus impact on student academic outcomes?
Lead School: Kew Primary School
Contact: Graham Pratt
All staff have been given time allocation in 2008 dedicated to collaborative professional learning. The
nature of the collaborative learning method has not been defined, but deliberately kept open-ended to
encourage staff to try a range of strategies to help them develop the skills and knowledge to effectively
teach children in the 21st century. Specific support and learning opportunities will be provided to all staff
to: broaden knowledge of the theory behind peer collaboration; better understand the link with improved
student performance; develop skills in identifying best practice; and develop a richer understanding of the
broad range of possible collaborative approaches.
18. Are they leaders or managers?
Lead School: Koonung Secondary College
Contact: Jeremy Beard
This program aims to skill teaching leaders as coaches and mentors able to develop more effective teams.
These roles will be about facilitating curriculum development through curriculum mapping; scoping and
sequencing courses for a guaranteed and viable curriculum; implementing instructional models; and
developing teachers’ instructional strategies.
19. What can I do to enhance the overall engagement and academic outcomes of students at my
school?
Lead School: Lilydale High School
Contact: Johanna Walker
This program will focus on the implementation of ICT into the curriculum in order to better engage
students. Pathway provision for students and risk factors associated with students leaving school early will
be addressed. Examination of data and the implications for staff on teaching practices will also be a focus.
20. What is the most effective and sustainable form of intervention program for students with
identified language disabilities? How can we best develop and implement a teaching program
that will address the needs of language disordered students so that they may make the most of
their educational opportunities?
Lead School: Mooroolbark East Primary School
Contact: Sandra Mariniello
This program will increase the capacity of teachers to cater for the individual and specialised needs of
students with specific learning issues. Teachers will be better equipped to maximise the educational
outcomes of all students and to offer parity of educational opportunities.
21. How do we ensure an appropriate balance between inquiry learning and explicit teaching in a
Developmental Curriculum approach?
Lead School: Mount Evelyn Primary School
Contact: Cathy Sanders
In this program teachers will be presented with many opportunities and activities which will challenge
their current practice, leading to new understandings, insights, learning and teaching practices. Educational
consultant Kathy Walker will provide the latest evidence-based research regarding Early Childhood
education, whilst also supporting the school in curriculum delivery This approach uses a problem solving
model which encompasses the learning-application-refinement-application cycle. All teachers have also
been given an additional hour of release time (termed ‘SMART Time’) to provide opportunities for
observation, modelling, coaching, and mentoring. Formal facilitated visits from other schools and
conference presentations will share practice beyond the school.
Program Summary – July 2008 Page 9
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
22. How do we develop teacher competence and confidence in the understanding and teaching of a
range of thinking tools/skills? Can we create a tool kit of thinking skills for teachers that use
Interactive Whiteboards?
Lead School: Oakleigh South Primary School
Contact: Ron Cantlon
This program will immerse staff in the content and delivery of curriculum highlighting the use of thinking
tools, student learning styles and repertoire extension and development.
23. How can we effectively use peer observation to extend teacher knowledge and skills so we can
improve classroom practices and student outcomes?
Lead School: Park Orchards Primary School
Contact: Lina Massarotti
By developing a peer observation culture in which all staff are able to effectively give and use feedback,
staff will continue to develop their teaching knowledge and skills and in turn improve classroom practice.
Teachers will be able to draw on experienced teachers, as well as refresh ideas through the eyes of
graduate teachers. In this sense all staff will continually reflect on their teaching and modify and/or adopt
different skills and strategies.
24. How does a team-based approach to teacher learning and use of ICT impact on changing
pedagogies and student learning in maths?
Lead School: Ringwood Heights Primary School
Contact: Jo Parry
This program will use the classroom as a research base. Teachers will move through an action research
cycle of identifying need for change, implementing strategies and evaluating successes and challenges in
line with student learning. A team based approach will encourage dialogue, moderation and action within
and across two learning teams. The progress of this team-based work will be shared with all staff and
impact on the school’s two year assessment schedule and planning documentation for numeracy and ICT.
25. How do we engage student in meaningful mathematical learning that promotes deep
understanding?
Lead School: Rolling Hills Primary School
Contact: Mary Moore
This program aims for all teaching staff to strengthen the currency of their maths teaching individually and
in teams. Staff will work with Michael Ymer to access the current and best practice for engaging students
in their learning. Using the peer observation and coaching approach, the program will access other sources
of feedback to improve maths teaching across all VELS areas. This program builds on the Differentiated
Learning program introduced in 2007 and ongoing in all aspects of the school’s curriculum.
26. How will all students’ learning be enhanced by building teaching skills in school-wide
integrated ICT applications and embedding a collegiate culture of reflective practice?
Lead School: Scoresby Primary School
Contact: Maureen Fowler
This program aims to enhance all students’ learning by building teaching skills in school-wide integrated
ICT applications and embedding a collegiate culture of reflective practice. These skills and the learning
process will be transferable, build on existing expertise, and form the basis for further professional growth.
Specific professional development will focus on Interactive Whiteboard cross-curriculum applications in
literacy, numeracy and science (to enhance student engagement and skills through inclusive, active and
direct participation); group-based digital video production (to develop inclusive teamwork, creativity and
communication skills); and simulation software (Kahootz) (to develop students’ programming and
visualisation skills). Teachers and integration aides will be informed by consultant coaches in integrated
ICT applications, as part of a collaborative whole-school professional development and ongoing action
research program. Initial whole-staff workshops will be followed by extended in-school team teaching by
Program Summary – July 2008 Page 10
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
coaches, in-school mentoring and collegiate reflection on what worked (or didn’t). Pre- and post-testing of
student cohorts, curriculum audits and documented planning processes will assist to integrate ICT
applications for inclusive student participation and VELS-referenced measurement of performance.
27. How might we personalise the curriculum at Year 7 in order to maximise learning progress for
all students?
Lead School: South Oakleigh College
Contact: Pat Cahill
This program will support teachers to effectively personalise learning and engaging students in their
learning.
28. How can Templestowe Heights Primary School ensure the continuous improvement of literacy
teaching to improve student outcomes?
Lead School: Templestowe Heights Primary School
Contact: Anne Matthews
This learning program builds on the ‘Effective Writing in the Primary Classroom’ program in the school in
2007. Teachers will continue to learn strategies to improve the teaching of writing and understand the
connections between writing and reading, with particular concentration on comprehension. Teachers will
have access to recent research on how children best learn to comprehend what they read. They will work in
teaching teams to set goals, engage in critical reflection and hence ongoing learning. The consultant, Lisa
Keskinen, will demonstrate reading sessions to teachers, work alongside them in classrooms and work with
them in teams to facilitate the professional dialogue necessary for professional growth. A major focus of
this program is for teachers to know and understand what effective classroom conditions for learning are,
with particular reference to writing and reading, and then set about creating them. ‘Walkthroughs’ are an
integral part of the program to give teachers feedback and areas for further improvement.
29. How do I establish the 7 writing conditions in my classroom to the extent that it transforms
class writing practices?
Lead School: Templestowe Valley Primary School
Contact: Ken Jones
With writing as a focus for school improvement, Templestowe Valley PS aims to create Donald Graves’ ‘7
Conditions For Effective Writing’ in each classroom to achieve best practice in writing teaching and
learning. The proposed professional development program acknowledges that teachers are the chief
‘condition’ for effective writing and will therefore focus on supporting teachers in developing their
understandings of each condition. The team culture encouraged and practised during this program will
become the norm for all teams working throughout the school.
30. How do teachers implement an effective personalised Numeracy program for our students?
Lead School: Upper Ferntree Gully Primary School
Contact: Cheryl Hilton
This program aims to enhance the awareness, knowledge, and skills of teachers around the development of
personalised learning programs in Numeracy for all students. The program will: identify student learning
needs; implement effective teaching practice; develop teacher reflective practice; develop improved
numeracy strategies; and enhance student engagement.
Program Summary – July 2008 Page 11
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
31. What impact does a focus on emotional literacy and home school partnerships have on reading
literacy outcomes?
Lead School: Wandin Yallock Primary School
Contact: Christine Shiel
The Right Track initiative aims to build teacher capacity in order to increase student wellbeing and
engagement in the acquisition of literacy skills. Through rich professional learning experiences teachers
will become more skilled at a prevention and early action focus. They will increase their capacity to
provide a supportive and productive learning environment. The school community will be clear about
values which are reflected in policies, practices and curriculum. These values will be the cornerstone of
relationships based on mutual respect and underpin cultural change around student management.
32. Which action research model/methodology will be agreed to across all Professional Teaching
Teams? How will the agreed whole school model/method of action research strengthen the
currency and depth of the teaching teams’ pedagogical knowledge and skills?
Lead School: Waverley Meadows Primary School
Contact: Kerry Clayton
The Action Research Agreed Methodology Program (ARAMP) will significantly underpin the use of peer
coaching (a whole school agreed model) to ensure fidelity to the method decided upon, thereby retaining
rigour, agreed and shared understandings and language to promote the inculcation of coaching and action
research as key tools for teacher capacity building. The ARAMP will also support the 2007-2009 PoLT
action plan in which teams of teachers seek to deepen and interrogate the Principles in their respective
learning spaces with their students. The ARAMP will also support staff to embed further the Performance
and Development Culture. As a Reference school we strive to build a culture in line with Level 5
requirements, equipping our teachers with the skills and knowledge needed for teaching in the 21 st century.
33. Why is it that despite spelling being a major focus in terms of resources, PD, and
implementation of a range of strategies, the AIM outcomes for spelling are below like schools
and State means? And therefore, how as a professional learning team can we go about best
practice in the teaching and learning of spelling and apply this in the Wonga Park context to
ensure improved student outcomes?
Lead School: Wonga Park Primary School
Contact: Margaret Askew
Through this program teachers will have a strengthened pedagogical understanding of how students learn
to spell; demonstrate an understanding and commitment to implementing Graves’ 7 conditions of writing;
take part in peer observation sessions and classroom walkthroughs; have a more consistent approach to
spelling across levels; have a writing program where students are engaged and motivated; have explored
latest research into best practice for teaching spelling and relate this to Wonga Park PS context; have
developed skills and expertise in giving and receiving feedback; professional conversations and peer
coaching; and have developed a ‘toolbox’ of teaching strategies.
34. How do we increase teacher capacity in ICT so that student learning outcomes demonstratively
improve?
Lead School: Yarra Junction Primary School
Contact: Christopher Thomas
This program will strengthen each teacher’s current practice and develop the pedagogical skills of all staff
in teaching ICT and integrating ICT into all aspects of the curriculum. Research indicates that when ICT
(especially Interactive Whiteboards) are used to their full potential students are more stimulated, more
engaged, and more excited, with a huge impact on their enjoyment, speed and depth of learning. The
successful use of ICT is particularly important for kinaesthetic learners, often boys, in that it will give
them a valid reason to move around the classroom, to actively engage in the lessons and to attend to their
social skills. As a tactile teaching tool ICT can also have a profound impact on students with special needs.
Program Summary – July 2008 Page 12
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
35. Will the implementation of a Structured Storytelling Program enrich student writing and raise
academic standards?
Lead School: Manchester Primary School
Contact: Phillipa Adgemis
This program targets students with poor oral development and assists staff to: research language
acquisition and how Structured Storytelling raises achievement levels in reading and writing; participate in
individual and cross-school-based enquiry; explore a multi-sensory approach (Visual Auditory
Kinaesthetic) that supports diverse learning styles; and develop a collaborative tool for sharing knowledge
across geographically distant schools (including video and podcasts).
Program Summary – July 2008 Page 13
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
GIPPSLAND REGION
In 2008 Gippsland Region has 13 AGQTP Regional Grants programs.
1. Improving School Numeracy Standards through a Number Concept Develop Approach
Lead School: Trafalgar Primary School
Contact: Vicki Miles
This program seeks to develop children’s mathematical concepts. Teachers will develop skills of
connecting assessment and practice in an ongoing cycle.
2. Learning for Leading
Lead School: Drouin Secondary College
Contact: Shane Wainwright
The program aims to build the leadership capacity of current school leaders and aspirant leaders.
Participants will attend sessions and be linked with a leadership coach. The program will include a school
based leadership project and a 360 degree feedback survey. Teachers will reflect on their understanding of
educational leadership, change and team management, professional values, working collaboratively and
participating in whole school strategic planning and development. Teachers will have improved
understanding, knowledge and skills to lead and evaluate school processes and programs, and be able to
communicate and lead change and plan future curriculum development to enhance student outcomes.
3. Whole School Approach to Literacy
Lead School: Warragul North Primary School
Contact: Wendy Arnott
This program aims to develop a whole school innovative approach to Literacy – improving teacher
practice and student outcomes. Teachers will engage in effective, ongoing professional leaning and
development through literacy workshops. We will observe teachers ‘at work’ at Buckley House - Ivanhoe
Grammar to encourage teachers in collaborative reflection and feedback. Developing a common language
and pedagogy for Literacy will ensure a shared vision for the future learning of our students. The program
will support teachers to consider ways to monitor and measure the impact of their project on teacher
thinking, knowledge, and practice.
4. Going Mental with Maths
Lead School: Tarwin Valley Primary School
Contact: Diane Farmer
In this program planned mathematics intervention lessons are planned, discussed and reflected on, giving
teachers an opportunity to address the immediate problems and challenges of learning and teaching. The
Catholic University professional development sessions, Early Years Numeracy strategies and other
research disseminated by the numeracy coordinator will be used to immerse and inform teachers about
their pedagogical practices and extend their professional knowledge base.
5. Teaching and Learning for Understanding of Number, Number Skills and Application
Lead School: Inverloch Primary School
Contact: Andrea Penrose
Through participating in this program teachers will have: strengthened the currency and depth of their
pedagogical knowledge and skills; have an increased capacity to provide inclusive learning environments
within which all students can participate as active and engaged learners; and strengthened their
professional capacity to develop and support a whole school culture oriented to school improvement.
Program Summary – July 2008 Page 14
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
6. Integrated Curriculum
Lead School: Sale Primary School
Contact: Cheryl Potter
This program will linking curriculum to ICT programs by looking at students gaining better understanding
of the world in the future, and preparing them for living and facing issues in the 21st century (including
ecological and social sustainability). Teachers will be equipped with a wide range of teaching strategies
that encourage higher order thinking, inquiry based learning and negotiated curriculum.
7. Enhancing Outcomes in Number
Lead School: Guthridge Primary School
Contact: Sue Burnett
After a professional learning curriculum day with the whole staff, the maths consultant will work with
teaching teams who will then watch classroom demonstrations of best practice teaching of number.
Teachers will then apply this professional learning to their own numeracy programs, with the consultant
re-visiting for further discussion.
8. Senior Team Literacy Improvement
Lead School: Traralgon (Liddiard St) Primary School
Contact: Lyn Robinson
This program will develop teacher understandings of pedagogical knowledge in Literacy. Their skills will
be developed through observation of best practice, professional discussion and readings based on current
research, and through trialing effective literacy strategies. Peer feedback and coaching will be an integral
part of the program. Team planning for literacy using student data will ensure that we cater for student
needs. In-school PD sessions will be followed by support from a school based literacy coach.
9. Developing Comprehension Skills
Lead School: Traralgon (Grey St) Primary School
Contact: Rainer Verlaan
By participating in this program teachers will have: strengthened the currency and depth of their
pedagogical knowledge and skills in the English strand of reading by improving their teaching of
comprehension skills. Teachers will develop self-reflective skills to improve their teaching, use an action-
research model and read latest research to promote best tried practices.
10. Implementing Restorative Practices across the School
Lead School: Maffra Secondary College
Contact: Caroline Duck
This program is about skilling up staff (in particular pastoral care teachers, year level coordinators, welfare
coordinators and assistant principals) in Restorative Practices. We are looking to develop a whole school
approach to with the aim of higher retention rates, better student connectedness to school, improved
student to student relationships, student to teacher relationships and teacher to teacher relationships.
11. Literacy Coaching Program
Lead School: Bairnsdale Secondary College
Contact: Frances Haldane
This program implements strategies designed for whole school improvement in student outcomes. It also
develops support for the teacher as learner by using teachers as coaches with responsibility to transfer
learning to their peers. It establishes a sustainable learning structure for future practice.
Program Summary – July 2008 Page 15
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
12. Building the capacity to implement successful classroom based professional learning across the
network
Lead School: Bairnsdale West Primary School
Contact: Robin Cotton
The program will prepare educators to implement classroom based professional learning that will
significantly improve teaching and learning. Elements of effective teaching practice along with highly
reliable literacy teaching procedures will form the basis of the in class professional learning.
13. VCE English Teachers Networking and Coaching
Lead School: Trafalgar High School
Contact: Jane Haustorfer
This innovative program will promote and support VCE English teachers to build teacher capacity and to
improve VCE results in the network, drawing on the expertise of an outsourced coach to work across four
West Gippsland secondary schools.
Program Summary – July 2008 Page 16
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
GRAMPIANS REGION
In 2008 Grampians Region has 13 AGQTP Regional Grants programs.
1. How can working with Leading Teams improve individual and collective staff performance,
particularly in the teaching of Literacy and Numeracy for improved student outcomes?
Lead School: Ararat West Primary School
Contact: Andrew Dalgleish
School leaders and teachers will participate in professional learning event which aims to help them:
understand how culture, values and team dynamics effect performance; analyse the current school culture;
develop and maintain teams; explore, define and emphasise the expectations and responsibilities of
leaders; lead and reinforce desired team behaviours; recognise and appreciate diversity and innovation;
create a desired vision; communicate objectives and standards; build and manage positive relationships;
provide effective open and honest communication; communicate across all levels of the school
community; and improve teaching and learning outcomes through peer assessment and feedback.
2. How can teachers improve their knowledge and skills to facilitate the teaching of personal
learning and meta-cognition?
Lead School: Birchip P-12 School
Contact: Barbara Smith
In activities run during the year teachers will be encouraged to infuse Habits of Mind into their classrooms,
curriculum and the culture of the school. Teachers will learn to recognise, value, adopt and assess the
Habits of Mind and be provided with opportunities to share the resources they develop during the
program. Teachers will collect data and with their colleagues reflect on and evaluate the improvement in
their students’ capacity to learn as a result of the infusing of Habits of Mind into the culture of the school.
3. What happens to student achievement when teacher’s knowledge and understanding of writing
and their capacity to teach writing improves?
Lead School: Buninyong Primary School
Contact: Robyn Jeffery
A 2007 School Self Evaluation found decreasing trends in VELS and AIM data in student literacy
achievement, particularly in Year 3-6 writing. One response was to develop a whole school plan for the
teaching of writing, with the second to implement a collaborative coaching model to build teacher’s
practice in teaching writing. Following an initial whole school full day professional learning event, a series
of three Learning Circles will be held. In between action learning will be undertaken in classrooms and
provide the basis for reflections and further planning in subsequent sessions.
4. How do we best improve our teaching and learning through the use of structured and focused,
collegiate feedback?
Lead School: Delacombe Primary School
Contact: Gail Petrie
The program will commence with an introductory session on mentoring, followed by a whole school PD
Day in which teachers will be trained in giving and receiving feedback. Observation and feedback
processes, proformas and feedback schedules will be determined following the whole school PD. Each
teacher will have a minimum of one initial and one follow-up feedback session, as well as guided
reflection on what has been learned, what has been challenging, and how it has improved student learning.
The process will be repeated before an end of year celebration of the learning and achievements of the
program.
Program Summary – July 2008 Page 17
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
5. How can teachers improve students’ comprehension of written text?
Lead School: Horsham 298 Primary School
Contact: Jo Levey
This program will provide teachers with explicit professional learning and coaching in teaching strategies
to improve students’ factual and inferential comprehension skills. Literacy Coordinators will attend a
professional learning event on comprehension, and then conduct sessions for staff exploring strategies for
effective teaching of comprehension. Team meetings will provide ongoing opportunities to review and
discuss teaching strategies, develop resources and organise peer observation opportunities. School-based
professional learning will involve an Observation Day for all Prep-Year 6 teachers. Opportunities to
review and reflect on experiences trialing the strategies will be available in regular PLT meetings.
6. What happens to student learning outcomes in Mathematics when you team-teach a vertically
combined group of students from Years 7, 8 and 9 using a more differentiated, inquiry
approach to teaching and learning?
Lead School: Rainbow Secondary College
Contact: Stephen Leach
In this Maths-based program teachers will learn how to better track student outcomes and use this
information to more effectively personalise students’ learning. It will assist to improve the practice of
teachers as they work collaboratively, reflecting, sharing and learning in a team-teaching model. A series
of facilitated workshops over the year will: plan for a differentiated, inquiry-based Year 7-9 maths
program; explore useful resources; develop a unit of work; assist teachers to work in Effective
Professional Learning Teams and increasing teachers’ pedagogical knowledge and skills in the area of
teaching Maths through a more differentiated and inquiry approach.
7. How can we use real life problem solving to create an environment which engages students and
develops deeper levels of thinking in mathematics?
Lead School: Stawell Primary School
Contact: Mark Antonio
After visiting schools with similar projects, participants will undertake formal PD related to the VELS
dimension Working mathematically, and develop multi-domain units of work linked to the development of
a garden on a bare area at the school. Participants will develop real life problem solving units and present
them to staff. The work will be guided by a model of problem solving and learning that encompasses the
cycle of ‘Learning – Application – Refinement – Application’. The school will celebrate the initial
planting in the garden beds with an opening ceremony. The units will become an integral part of the
school’s mathematics program.
8. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: Highlands Network
Contact: Dan Devaney and Graeme Oswin
This program aims to encourage greater integration of ICT in the teaching and learning of Maths. It
involves four Maths/Science Coaches working in Primary Schools in the Highlands Network and teachers
from the 11 schools. The initial workshop, facilitated by consultant Mark Hennessy, will be offered to 40
teachers and introduce a range of activities which integrate technology into mathematical learning (using
standard Microsoft Office products). All teachers will be asked to trial one or more of the activities in the
following two months and to report on their experience on a Wiki to be set up for this project by
consultant, Rod White. The second event is a whole day intensive activity involving the coaches and one
teacher from each school using a ‘train the trainer’ model so they become the trainers who will assist in
extending the integration of ICT in Maths in their schools. Rod White will facilitate the day and cover
topics including Powerful Learning, Inquiry and Play, Activities integrating technology into mathematical
learning, How to structure a lesson integrating technology into mathematical learning, assessment rubric.
A Shared Learning session in Term 3 will be open to all teachers involved in the program.
Program Summary – July 2008 Page 18
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
9. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: Ararat Community College
Contact: Jo Tate
This program will improve student engagement, thinking and learning by integrating the use of ICT into
curriculum planning. Through a two day program in Term 2 around 40 participants will develop and
deliver a unit of learning integrating ICT into it. Then a smaller group of participating teachers will
undertake Intel Thinking with Technology over five days in Term 3, being responsible for conducting the
training for staff in their school in Term 4.
10. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: Wimmera Network
Contact: John Scott
Teachers will learn to work with current ICT to integrate ICT into a unit of work and deliver that unit to a
group of their students. PLT meetings will review planning and ongoing collaboration to reflect on the
experiences of integrating ICT into classroom practice. Sharing of learning and experiences will occur at
the end of the year. There is a plan to have all units developed published on the Wimmera AGQTP ICT
Program Wiki to share with other program participants who will be invited to post comments.
11. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: West Wimmera Network
Contact: John Scott
This integrated program comprises: an initial full day event in March 2008 (introducing and learning to
work with a variety of current ICT with the aim of integrating one or more of these into a unit of work);
preparation of a unit of learning using the knowledge and skills gained at the event, and delivery of the
unit to a group of students; participation in PLT meetings to review planning and ongoing collaboration
with peers to reflect on the experiences of integrating ICT into classroom practice; targeted follow-up
professional learning in June 2008; and sharing learning and experiences at a forum in Term 4. There is a
plan to have all units developed published on the Wimmera AGQTP ICT Program Wiki to share with
other program participants. The Shared Learning Forum will provide participants with an opportunity to
share their learning and to further develop ideas for integrating ICT into classroom practice and to
collaborate with peers in 2009.
12. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: Grampians Network
Contact: Bruce Schmidt
Last year a three day AGQTP Professional Learning Program introducing Maths teachers to the Maths
Continuum was held in the Highlands Region. The 2008 program is designed to consolidate and build on
the achievements of 2007 and provide ongoing opportunities for teachers to specifically increase their
knowledge and skills in integrating ICT into their maths teaching practice to increase student thinking and
engagement. Secondary Maths teachers participating in this program will attend a full day session
facilitated by Ian Lowe in May. This will be followed by a second full day enhancement workshop in
August to be facilitated by University of Melbourne Maths lecturers, Robyn Pierce and Lynda Ball.
Throughout the year the participants will trial activities which integrate ICT into the teaching of Maths that
are introduced in these professional learning events. They will also meet to share and reflect on their
experiences with fellow participants in the Term 3 and Term 4.
Program Summary – July 2008 Page 19
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
13. How might I improve student engagement, thinking and learning by integrating the use of ICT
in my classroom?
Lead School: Horsham West Primary School
Contact: John Scott
This program comprises: an initial full day event in March 2008 introducing and learning to work with a
variety of current information and communication technologies (ICT) with the aim of integrating one or
more of these into a unit of work; preparation of a unit/s of learning using the knowledge and skills gained
at the event, and delivery of the unit to a group of their students; participation in PLT meetings to review
planning and ongoing collaboration with peers to reflect on the experiences of integrating ICT into
classroom practice; targeted follow-up professional learning in June 2008; Sharing learning and
experiences at the final share learning forum in Term 4.There is a plan to have all units developed
published on the Wimmera AGQTP ICT Program Wiki to share with other program participants who will
be invited to post comments. The Shared Learning Forum in Term 4 will provide an opportunity for
participants to share their learning and to further develop ideas for integrating ICT into classroom practice
and to collaborate with peers in 2009.
Program Summary – July 2008 Page 20
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
HUME REGION
In 2008 Hume Region has seven AGQTP Regional Grants programs.
1. Oral Language Development Underpins Literacy Success
Lead School: Orrvale Primary School
Contact: Marian Lawless
With the assistance of a speech therapist and consultant, participants will investigate how a student’s oral
language development impacts on their literacy acquisition. Teachers will develop strategies to improve
student oral language development.
2. Developing Quality Individual Learning Plans
Lead School: Yarrunga Primary School
Contact: Karyn Forge
The cluster is working towards a coordinated assessment schedule that informs classroom planning and
individual learning plans. The use of online assessments ensures consistency across the six schools in the
cluster and allows a detailed picture of student needs from Prep to Year 10.
3. Developmental Play in the Early Years
Lead School: Bourchier Street Primary School
Contact: Denise Howley
This program will equip our teachers with the capacity to address oral language development, and hence
provide students with a stronger foundation for the development of their literacy skills.
4. Cluster Curriculum Unit Planners
Lead School: Toolamba Primary School
Contact: Heather Kennedy
Through consistency in curriculum planning and design across a cluster of schools the program aims to
equip teachers with skills and knowledge needed for the 21st century and have a positive impact on
engaging a large number of students in the learning process.
5. Working Together Mathematically
Lead School: Merrijig Primary School
Contact: Carole McCluskey
This program will establish professional learning teams to deliver consistent approaches in the teaching
and learning of numeracy. It will produce a comprehensive bank of numeracy resources and strategies for
all cluster staff. Professional dialogue and teaching and learning practices will be extended across the
cluster schools beyond the funding period.
6. Restorative Practices
Lead School: Wandong Primary School
Contact: Julie Daw
This program will equip teachers across Broadford Cluster schools with the skills and knowledge required
to develop optimal learning environments based on restorative practices. The program will develop whole
school and individualised classroom student management and pastoral care strategies to meet the needs of
all students. Staff will attend a one day session, then a support network will be established through school-
based sessions where ‘experts’ can work closely with teachers. The initiative aims to improve student
outcomes through improved behaviour and student attendance. The philosophy of restorative justice
practices will ultimately become imbedded in the school and be seen as part of the whole school culture.
Program Summary – July 2008 Page 21
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
7. Numeracy and the Differentiated Curriculum
Lead School: Rutherglen Primary School
Contact: Ross Martin
All staff involved in this program will be asked – How do you effectively reach EVERY student in a
heterogeneous environment? Through the program staff will identify specific characteristics and
behaviours of their students. They will look at strategies that will enhance learning for every student and
decide what this looks like in their classroom. All staff involved will be asked to develop assessments that
best meet the needs of their students and inform their instruction. Finally they will be critically looking at
what types of groupings best facilitate learning for their students.
Program Summary – July 2008 Page 22
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
LODDON MALLEE REGION
In 2008 Loddon Mallee Region is using its AGQTP Regional Grants funding to run a major
restorative practices program for staff in schools across the region. The program will be run in two
streams, one from the Bendigo office and the other from Mildura.
From its Restorative Practices Training, the Barwon South Western Region has developed an
innovative model for supporting schools with students who display challenging behaviours. The
model works from the principle of inclusion for all students by providing a safe, supportive and rich
educational environment for the whole school community.
The Loddon Mallee Region has adapted the Barwon model and developed a comprehensive process
for the delivery of, and support for Restorative Practices A trainer will conduct one and two day
professional development sessions in Restorative Practices and further support the school to both
monitor the implementation of the restorative justice strategy, coach trainees in ongoing support for
attendees and determine the outcomes of the training.
Contact: Sandra Hamilton
Program Summary – July 2008 Page 23
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
NORTHERN METROPOLITAN REGION
In 2008 Northern Metropolitan Region has 15 AGQTP Regional Grants programs.
1. Stepping Stones – Maths
Lead School: Sunbury West Primary School
Contact: Inga Wilson
This program focuses on the needs of the mathematical learner. It explores development of understandings
and skills in Numeracy from micro to macro level, and provides a scaffold for teaching and learning on a
developmental level. The authentic task component enable teachers to maximise learning opportunities for
students through meaningful contexts. By forging seamless links between teaching, learning and
assessment, teachers are better able to plan for student multiple entry points and empower the learner to
achieve their goals. Teachers will record successful strategies on the website as a professional learning
bank that teachers can draw upon and contribute to.
2. Learning by Design – Learning Environment and Teacher Pedagogy
Lead School: Kismet Park Primary School
Contact: Diane Powell
This program aims to enable participants take initiative and fully participate in the practices that make
effective use of learning space and be able to model and share teaching and learning practices. Participants
will be able to use the space to accommodate personalised and collaborative teaching and learning styles.
Throughout the project participants will collect formative, ongoing and summative data to inform their
practice and maintain a delivery of programs that reflects the needs of all learners using the physical space.
3. Mathematics – Improved Student Outcomes
Lead School: Eltham Primary School
Contact: Elaine Turpin
Building on previous mathematical professional development facilitated by Cath Pearn in the Early Years
and Rob Vingerhoots in the Middle Years. Building on an already established model of the four schools
working together and the VELS teams of teachers meeting regularly to explore best practice, research and
to moderate. Using a coaching model to develop a common understanding of best teaching practice and to
continuously improve that practice. Teachers will develop a common language around mathematics which
will lead to a deeper understanding across our informal cluster.
4. Literacy Connections – Comprehension and ICT
Lead School: Roxburgh Park Primary School
Contact: Sheryl Young
This project will ‘value add’ and enhance teacher knowledge and experience in reading comprehension
from Prep - Year 12. Sustainment will be managed by a series of Professional Learning sessions where
expert practitioners will provide evidentiary support. Further professional learning will be maintained by
the demonstration and experimentation of best teaching practice, through a series of school visits co-
ordinated by the lead school and involving all current teaching teams using work-based projects. Learning
of a broader range of Reading Comprehension Strategies related to classroom literacy programs P-12
through sharing and modelling of best literacy practice. Create a consistent approach to the management
of Reading Comprehension issues for all students
Program Summary – July 2008 Page 24
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
5. Improving Literacy Outcomes through the Effective Analysis of Data
Lead School: Brunswick Secondary School
Contact: Nadia Cavallin
This program is aimed at equipping teachers with skills to support students in literacy across the
curriculum; develop effective questioning techniques so that students learning can be scaffolded; engage
students in analysing their own data and support them in taking personal responsibility in their learning;
and use technology to engage and connect students to learning. Through reciprocal teaching literacy
teachers are being exposed to various strategies that enable students to become better thinkers through
questioning that requires students to examine the text critically and to use higher order thinking skills.
6. Mathematics for all Students
Lead School: Lalor North Secondary School
Contact: Eleni Ioannou
A school priority is to improve students’ numeracy skills and results in AIM tests, PAT tests, etc. Teachers
will be trained and given time and help to change their teaching methodology. A consultant from the MAV
will run workshops on different topics, help the teachers put units of work together and work with them in
the classroom to run activities.
7. Developing strategies and approaches to spelling in the classroom
Lead School: Regional Projects
Contact: Sandra Pizaro
The professional learning sessions will focus on providing teachers with opportunities to develop teaching
strategies that will support the learning of students and build independence. Workshops will familiarise
participants to prepare and plan for learning about spelling, develop ways to approach literacy teaching,
approach learning in different ways, help students to develop independence in writing and spelling,
monitor student progress and use a bank of resources that match student learning.
8. Raring to Read and Capable of Comprehending
Lead School: Glenroy North Primary School
Contact: Wendy-Grace Williams
Teacher professional learning will be provided in the area of reading comprehension. This will immerse
teachers in the content they teach and provide researched based knowledge about how students learn. This
will then be implemented into classroom practice to improve student achievement.
9. Circles of Practice – ICT
Lead School: Coburg Senior High School
Contact: Catherine McMahon
Teachers at all levels of understanding of the use of technology to build sustainable programs which
embed the use of technologies to deliver learning which is characterised by high level intellectual quality,
a degree of complexity, centred on problem-solving and higher-order thinking, with deep understanding
and teaches substantive concepts and skills.
10. Indigenous Education Initiative
Lead School: Thornbury High School
Contact: David White
The project is to develop Individual Learning Plans for all the indigenous students from year 7 - 10 with a
strong emphasis on inquiry based learning and to incorporate aspects of Indigenous history in the
curriculum. Teachers to develop appropriate plans, focussing on literacy and numeracy, organise testing
to establish benchmarks and time to review and adapt the plans to make them effective in bringing about
improvement.
Program Summary – July 2008 Page 25
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
11. Developing Leadership Capacity
Lead School: Campbellfield Heights Primary School
Contact: Ric Maguire
This program is implementing the 7 principles of highly effective professional learning to bring about
improved teaching and learning within each classroom. Our Learning Leaders attend professional
development (focused PD provided by universities) and then mentor and coach staff at school to deliver
consistent explicit strategies to improve teaching and learning in every classroom.
12. Differentiated Instruction in Mathematics
Lead School: Carlton North Primary School
Contact: Julie Cooke
The goals of this project are directly linked with the school’s Strategic Plan to ensure a consistency of
practice amongst staff and that this practice be informed, best practice in the teaching of numeracy. The
program aims to provide a challenging learning environment to equip children for their future. Through
informing teaching practice this learning environment can be provided to determine maximum gain.
Challenging teachers’ pedagogic capacity will ensure an upward shift in results and understanding by all
participants, teachers and children. Preparing learners for their future, through further developing best
practices is an underpinning goal of our project.
13. 2Simple – ICT approach to practicing writing
Lead School: Montomorency Primary School
Contact: Keith Woodward
Teachers in the Prep to Year 4 area will work with a set of interactive software develop by 2simple to
undertake writing, and numeracy tasks. This integrates the use of ICT as a tool to personalise learning and
to develop materials to contribute to student portfolios. Teachers will be trained to use and integrate
software into their ongoing teaching practice.
14. Embedding Digital Curriculum into Teacher Practice
Lead School: Brunswick East Primary School
Contact: Keith Woodward
Teachers in the Prep to Year 4 area will work to embed digital curriculum in Literacy. This integrates the
use of ICT as a tool to personalise learning and to develop materials to contribute to student portfolios.
Teachers will be trained to use and integrate software and web objects and resources into their ongoing
teaching practice.
15. Moderating Writing in P-4
Lead School: Upfield Primary School
Contact: Senay Karaca
Participants in this program will look at writing samples of students, comparing these samples to VELS
and establishing benchmarking information to inform colleagues at their schools. Workshops will include
understanding the writing process, teacher intervention procedures and questioning techniques to enhance
learning.
Program Summary – July 2008 Page 26
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
SOUTHERN METROPOLITAN REGION
In 2008 Southern Metropolitan Region has 24 AGQTP Regional Grants programs.
1. How can we encourage and engage students with a disability to become active learners, and
have an improved ability to interact with the world around them in their post school lives?
Lead School: Berendale School
Contact: Paula Barnett
This program will focus on inquiry learning, in which the implementation team will work with a
consultant. The teams will undertake action research to develop new strategies to enable teachers to better
engage students with a disability in learning.
2. How do we create an authentic learning environment that engages all learners and improves
learning capacity?
Lead School: Berwick Learning Network
Contact: Susan Nelsen
This program will train teachers in three schools with the necessary capacity to design learning that will
maximize student engagement and to allow for cross sharing of professional learning.
3. How can we help them be better ready to learn?
Lead School: Caulfield Park Community School
Contact: Simon Clarke
Staff will be more aware of how emotional intelligence impacts on learning and will be familiar with the
use of tools to aid the development of students’ emotional intelligence.
4. How can a Learn to Learn program enhance traditional classroom practices and improve
student engagement and achievement?
Lead School: Cheltenham Secondary College
Contact: Peter Corkill
This program will introduce all teachers at three schools (Cheltenham Secondary College, Mentone Girls
and Parkdale Secondary College) to the Learn to Learn program, and then allow teachers to explore the
program and develop their skills throughout the year via structured learning teams.
5. How do we challenge students’ questioning minds in scientific inquiry?
Lead School: Gardenvale Primary School
Contact: Judi Grossbard
Beyond the basics, students will need 21st century competencies to survive and thrive in the future. They
will need to know how to think critically, apply knowledge to new situations, analyze information,
understand new ideas, communicate effectively, collaborate, solve problems and make decisions. This
project focuses on scientific inquiry and challenges students to ask questions and analyse information. The
proposed model offers all students the chance to develop the scientific literacy that they need to play a full
part in a modern democratic society where science and technology play a key role. It encourages teachers
to adopt new approaches and to re-examine existing units of work with a greater emphasis on working
scientifically and following an authentic investigative approach. This would mean: appreciating and
understanding the impact of science and technology on everyday life; taking informed personal decisions
about things that involve science (e.g. health, diet, use of energy resources); reading and understanding the
essential points of media reports about matters that involve science; reflecting critically on the information
included in, and (often more important) omitted from, such reports; and taking part confidently in
discussions with others about issues involving science.
Program Summary – July 2008 Page 27
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
6. How do teachers develop their e-potential to engage and empower students in their learning?
Lead School: Hampton Park Primary School
Contact: Connie van der Voort
In this program teachers will develop their e-potential capabilities in order to improve teaching practice
using ICT in the classroom. Teachers will be able to better engage students in contemporary learning
programs that use ICT, and develop their own skills and strategies through coaching partnerships.
7. What happens to learning when we move toward a personalized approach for our students?
Lead School: Karingal Park Secondary College
Contact: Angela Pollard
Over the past three years the school has embarked on a process of school reform, and worked in
conjunction with cluster Primary Schools in provision of quality learning opportunities for staff to support
this reform. For continued improvement teachers need targeted learning opportunities to address the
complexities of personalised learning. All professional learning sessions will be available to all staff to
ensure continued communication and movement toward consistent, seamless transition for students from
primary to secondary education.
8. How will the Inquiry Learning approach improve student performance in Literacy and
Numeracy for all teachers in each school?
Lead School: Dingley Primary School
Contact: Noel Corpe
This program will involve teachers in three schools in exploring the Inquiry Learning method. This will
provide them with another dimension to their teaching practices. The involvement of three schools will
extend opportunities for peer interaction and cross-school discussion.
9. How will we build the capacity of leaders and teachers to provide learning experiences and
teaching that promote understanding, engagement and excellence for all student cohorts?
Lead School: Lang Lang Primary School
Contact: Gill Wright
This program aims to increase the engagement and connectedness of students to the school. Teachers will
have improved role clarity, professional interaction, and opportunities for appraisal and recognition and
personal growth.
10. How will the implementation of an Inquiry Learning approach and the adoption of ‘Thinking
Tools’ practices improve student performance in Literacy and Numeracy at LPPS?
Lead School: Langwarrin Park Primary School
Contact: Ron Skidmore
This program promotes the sharing of skills, resources and understandings between classrooms across a
large school. It promotes the teaching of ‘thinking skills’ and the sharing of ideas and effective teaching
strategies that will enhance individual and collective teacher practice, and in doing so ensure ‘best
practice’ is observed and used consistently throughout the school.
11. How can the teachers at Mt Martha Primary School embed innovative ICT skills within their
teaching pedagogy, thereby engaging students in learning new things in new ways?
Lead School: Mt Martha Primary School
Contact: Donna Gadsby
This program aims to embed innovative ICT skills within teachers’ pedagogy, to enable them to better
engage students in learning.
Program Summary – July 2008 Page 28
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
12. How will building community relations support the improvement of the school’s education
program?
Lead School: Noble Park Primary School
Contact: Loretta Sutherland
This program will skill staff with teaching and learning strategies (focused on oral language) that enable
them to better build relationships that impact on student engagement and connectedness. The program will
enhance opportunities for involving the community and all students in building social capital.
13. How does developing relationships with students optimise learning and minimise discipline
issues in class?
Lead School: Patterson River Secondary College
Contact: Maureen Ussher
This program will target teachers at Years 8 and 10 in developing relationships with students to improve
learning outcomes. The program is hoped to also improve teachers’ knowledge, skills and capacity to build
effective relationships, and to be able to apply these skills in all of their teaching.
14. How can innovative teaching practices improve student outcomes?
Lead School: Western Port Secondary College
Contact: Jill Mathers
This program will experiment with teaching strategies for delivery of curriculum and the innovative use of
teaching and learning spaces.
15. What is effective and engaging mathematics learning? Why are students achieving lower than
expected results in maths? How does good practice look in the classroom and what models
would most engage our students?"
Lead School: Wetlands Primary Cluster
Contact: Coby Larrieu
This program will enhance teachers’ knowledge and understanding of all PoLT areas, and how they apply
mathematics to the classroom. Teachers’ knowledge and understanding of the VELS Mathematics domain
will be broadened, with a consultant working closely with staff to provide quality support to ensure
improvements in our schools, our classrooms, our teaching practices and student achievement levels. The
program will present reading to explore and reflect on, and focus on student learning through engaging and
empowering teachers to identify problems, find solutions and apply them.
16. Teaching and Learning Coaches
Lead School: SMR Teaching and Learning Coaches
Contact: Bob Stephens
This program will develop the coaching skills of Teaching and Learning and Ultranet Coaches so that they
are better able to work with teachers in school settings. Participants will work with consultants to develop
coaching, data interpretation and leadership skills.
17. Emerging Leaders Program
Lead School: SMR Emergent Leaders
Contact: Anita Kain
This program will develop teachers aspiring to become principals through provision of a series of training
and development modules. It will strengthen their leadership/pedagogical knowledge and skills, and in
their interactions with teachers, parents, other agencies and students, increase their capacity to lead and
develop inclusive environments within which all adults and students can participate as active and engaged
learners.
Program Summary – July 2008 Page 29
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
The remaining seven 2008 AGQTP Regional Grants programs in Southern Metropolitan Region are
part of the Dandenong/Springvale Regeneration Project. This project endeavours to not only equip
teachers with the skills and knowledge needed for teaching in the 21 st century, but to also engage
school leaders and the broader community in this process. Its emphasis is on the transformation of
primary school education across the Dandenong and Springvale networks by creating a learning
environment that aligns purposeful teaching with fit for purpose learning spaces that meet current and
future student needs. Raising student achievement, reducing disparity amongst student outcomes and
maximising opportunities for all students is at the centre of the project. The strengthening of the
partnership between school leaders, teachers and parents across the two networks, through
professional learning will contribute towards equipping these groups with skills and knowledge for
teaching and learning in the 21st century. The seven neighbourhood programs are listed below.
18. Doveton Neighbourhood Regeneration
Lead School: Doveton Neighbourhood
19. Dandenong Neighbourhood Regeneration
Lead School: Dandenong Neighbourhood
20. Dandenong North Neighbourhood Regeneration
Lead School: Dandenong North Neighbourhood
21. Noble North Neighbourhood Regeneration
Lead School: Noble Park Neighbourhood
22. Nobleborough Neighbourhood Regeneration
Lead School: Nobleborough Neighbourhood
23. Springvale South Neighbourhood Regeneration
Lead School: Springvale South Neighbourhood
24. Springvale Neighbourhood Regeneration
Lead School: Springvale Neighbourhood
Program Summary – July 2008 Page 30
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
WESTERN METROPOLITAN REGION
In 2008 Western Metropolitan Region has 10 AGQTP Regional Grants programs.
1. Improving Maths in Middle Years
Lead School: Williamstown High School
Contact: Silvana Sena
This program will provide teachers with professional learning that allows them to take best practice for
students with difficulties back to their Numeracy and Maths classes. The program will help teachers
understand that context, as well as presenting them with models that recognise the way students learn.
With teachers from Years 5 to 9 participating in the program it is hoped to create curriculum and practices
that see a continuum for students from one year level to the next. The workshops encompass all schools in
the network.
2. Wyndham Literacy, Numeracy and Wellbeing Network
Lead School: Cambridge Primary School
Contact: Meenah Marchbank
This program will build the network across the Wyndham area, creating and strengthening the sharing of
best practice in classroom teaching of literacy and numeracy. We will also be working towards capacity
building of all teachers and schools in our Network.
3. Melbourne Network Literacy Student Improvement Program
Lead School: Ascot Vale West Primary School
Contact: Beth Malouf
This program takes a whole school approach to cater for students’ individual needs in a culturally diverse
society. Teachers will engage in action planning for ESL in order to enhance ESL learning.
4. Curriculum Leadership – Maribyrnong Network
Lead School: Footscray City Primary School
Contact: Jenny Crowle
This program will involve working with the curriculum leaders in our Network to look at how best to
identify, manage and embed the best teaching and learning. The process of change will be explored and
teachers will consider innovations for their schools in light of the change process.
5. Improving Student Outcomes
Lead School: Copperfield Secondary College
Contact: Janis Szmail
In this program teachers will strengthen the depth of their pedagogical knowledge and skills in Literacy,
Numeracy and ICT. There will be a requirement that all learnings from the program are taken back by
participating teachers to their schools and this will be monitored throughout the year.
6. Building the Capacity of Professional Learning Leaders in our Schools
Lead School: Harvester Network
Contact: Glenn Knight
Experienced teachers and leading teachers will plan to embed and infuse the practice of using the 5E
model into aspects of their teaching and classroom environments. The program will be informed by best
available research on effective leadership, teaching and learning. It will be collaborative, involving
reflection and feedback amongst principals, and leaders in our schools.
Program Summary – July 2008 Page 31
AGQTP Regional Professional Learning Department of Education and
Support and Grants to Schools Early Childhood Development
7. Leaders for the Future
Lead School: Melton Secondary College
Contact: Liz Simpson
This program supports emerging leaders in schools in the Melton network. The program aims to build the
capacity of participants to contribute to: creating a rich learning environment in each school and across
schools; building robust collegiate learning partnerships and high performance cultures; enhancing the
effectiveness of school based teams in their delivery of student focused and pedagogically sound
programs; and supporting effective distributed leadership. The program recognises the importance of
"middle-level" leaders in mobilising school improvement initiatives, and embedding future focused
attitudes and practices amongst all teachers.
8. Unpacking the Leadership Development Framework
Lead School: Moonee Valley Network
Contact: David Adamson
The focus of this program is on leadership development for teachers in the early stages of their careers (5
to 10 years). The aim is to prepare them for assuming increased leadership responsibilities that will arise in
the next decade. The Developmental Learning Framework for School Leaders will be used as a basis for
the program.
9. Reading to Learn
Lead School: Avondale Primary School
Contact: Sharon Taylor
This program provides teachers with literacy practices which enable them to scaffold all learners to read
high level texts with critical comprehension, and to use the studied text to provide powerful models for
writing. The program supports all learners and ensures the engagement of all students allowing for the
acceleration of learning and the closing of the ability gap.
10. Building Mathematics Capacity
Lead School: Western Metropolitan Region
Contact: Nellie Kostiw/Jennie Droge
This program will build teacher capacity in junior secondary mathematics, building on a foundation for
learning more difficult theoretical concepts. The program will improve student learning in mathematics
and mathematics pathways and retention rates for students.
Program Summary – July 2008 Page 32
