State Award Submission Cover Sheet
Title of submission: MANY VOICES – ONE VISION: LEADING CULTURE CHANGE AT
CANNON HILL STATE SCHOOL
School: Cannon Hill State School
District: Brisbane South
Region: Greater Brisbane
Key contact person:
Name Christine Ling
Phone number 39023333
Mobile phone number 0422942024
Email address firstname.lastname@example.org
Principal: as above
Please nominate the Showcase category for your project. Please nominate one
category only. (See section 1.2 of the guidelines for more information.)
Showcase Award for Excellence in the Early Phase of Learning
Showcase Award for Excellence in the Middle Phase of Learning
Showcase Award for Excellence in the Senior Phase of Learning
Showcase Award for Excellence in Inclusive Education
x Showcase Award for Excellence in Leadership
Showcase Award for Excellence in Innovation
Showcase Award for Academic Excellence
Showcase Award for Excellence in Community or Industry
In 2004, parents, teachers and school staff came together to start a process which has lead
to significant change in the learning environment, teaching profession and results for
students at Cannon Hill State School. Through persistence, patience and consistency the
whole school has step by step implemented the findings of the parents and teacher research
teams who collectively redesigned the teaching and learning environment of the school and
as a result the school culture. Students now actively engage with their learning and that of
their peers; teachers now work collaboratively in cycles of research, trialling and reflection;
the whole school environment is being continuously improved to support the new
approaches to being a learner and a teacher at school. School values derived from the
Vision are embedded in the School Curriculum Framework and the Code of Conduct.
OPTIONAL multimedia items for State Award Submissions ONLY:
If included, please nominate
To be supplied on one compact disc with the hard copy. Multimedia items are not
Personnel involved in the project (names and roles):
Christine Ling (Principal)
Sue Butler (HOC)
Joy Pohlner (teacher and member of school Leadership Team)
Jane Leishman (teacher and member of school Leadership Team)
Melanie Hammer (teacher and member of school Leadership Team)
Tanya Abell (teacher and member of school Leadership Team)
Narelle Arcidiacono ( philosophy coach and mentor to the project)
Rachel Korst (former teacher and member of school Leadership Team)
Tony Stanley (former teacher and member of school Leadership Team)
David Gillespie (P&C President)
All current members of the school staff.
Dr John Edwards and Mr Bill Martin (initial consultants to the project)
Remember the following when submitting:
Submission required in electronic copy version first for checking by EDs and
then hard copy, once signed off.
Maximum five pages of submission information and 10 pages of appendixes
(excludes the cover sheet and project summary)
Minimum font size of 11 points
The following appendix items must be included:
a signed supporting statement from the principal
a signed supporting statement from the parents and citizens’ association
a statement from any other person or organisation with an interest in the
submission is optional.
ENTERING YOUR STATE SUBMISSION
1. Ensure you have enclosed all compulsory information by completing the
Entrants’ Checklist in appendix E.
2. Ensure the principal signs this submission form.
3. Send your State Award Submission to your Regional Coordinator for
feedback and sign-off by the Executive Director (schools) by 24 June 2009.
4. State Award submissions due to the Showcase Project Manager by 26 June
SIGNATURE OF PRINCIPAL
To be completed by the Executive Director (Schools) after completion of the
I support this submission and its entry in the Showcase Awards for Excellence in
Schools 2009. This submission meets the requirements set out in the Executive
Signature of Executive Director (Schools) Date
All submissions remain the intellectual property of the Department of Education, Training and
the Arts. If a submission uses material from a source not covered by Department of Education,
Training and the Arts licences, permission for use of that material must be sought prior to entry
of the submission and written proof of permission must be included in the submission.
State Award Submission Template
Teachers, Staff and Parents Lead Culture Change at Cannon Hill
Cannon Hill State School (CHSS) is a small school in Brisbane’s eastern suburbs that decided
it needed to completely change its culture.
In 2005 CHSS embarked on a program of change that would see it persistently and
continuously change elements of the school culture. The aims have been to create a school
learning is valued;
listening to students predominates over talking at students;
teachers work as truly professional teams; and
leadership depth is constantly being built.
Contemporary models of leadership in schools are based on the notion of the ‘learning
organisation’ as described by Peter Senge (The Fifth Discipline). Senge’s themes have been
adopted by Education theorists such as Fullan, Hargreaves and Hopkins. The Queensland
School Reform Longitudinal Study pp116-129, (School Organisational Capacity) captured
these key ideas as follows:
“A strong school-wide professional community consists of:
a) a clear shared purpose for student learning,
b) deprivatisation of pedagogy,
c) ongoing professional inquiry by the staff to address the challenges they face, and
d) opportunities for staff to influence the school’s activities and policies ...
studies have shown higher school professional community to be associated with
higher student achievement…” p126
At CHSS the process of redesign of the school curriculum, pedagogy and environment
started with extensive teacher and parent research projects (in 2004-5). The P&C
committed to fund the cost of employing an organisational (education) behaviour specialist
to consult to the school and oversee a year long process of research. The research was
structured to uncover world’s best practice in each of the focus areas and was undertaken
by teams which involved parents and all of the staff of the school.
After one year of weekly meetings of the research teams, each of them reported their
findings and presented recommendations for change based on their results.
Three major tasks were identified. These tasks relate to three strategic directions that have
dominated the school since 2005 and were a feature of the Triennial School Reviews (2004 &
Learning from the practices of Reggio Emilia (Community in Northern Italy with
world’s best practice in Early Childhood Education)
Development of a Culture of Thinking
Students who take responsibility for learning; set goals and lead 3 Way Meetings
with their parents to report on their learning.
Tasks were assigned with the aim of implementing the redesign (based on the team
recommendations). They were then prioritised and sustained over a 5 year period by
embedding a continuous program of research and development. The school is led by its
shared vision developed jointly by all participants in the research teams.
The initial shift in culture occurred within the staff moving from individualised practice to
teachers as researchers as the basis for professional learning teams.
The second phase of change occurred as students benefited from new practices that were
researched and embedded by teachers.
The third phase is the current subject of research in 2009 as the school investigates the issue
of more complete parent engagement.
A result of the school approach to continuous improvement is a shift in the school culture.
The observable shift is:
From disruption to engagement
From underachievement to above state achievement
From passive aggressive reactive behaviour to active learning community with
From work to learning
From a wasteful ugly environment to beautiful sustainable environment.
Connection to QSE – 2010:
The project at Cannon Hill State School is closely linked to QSE – 2010.
Student learning outcomes have definitely improved (LE1). Close alignment with the Early
Years Curriculum Guidelines has been facilitated through one of the major action tasks
which developed from the Vision research – the “Reggio “ project. The influence of the work
of the Centres of Reggio Emilia in the Early Years Guidelines is very evident. Our
Professional Development and implementation of this approach has given close alignment
to these Guidelines(LE2). This school has developed innovative and distinctive strategies
responsive to student, parent and community needs (SC1) and these are described in this
submission. The involvement of parents as members of research teams from the inception
of the project has been a feature of its success (SC2). The effective school planning (SC4)
that has enabled the continuous efforts to change school culture is at the heart of the ‘Many
Voices – One Vision’ approach used in this school for 5 years. Teachers at Cannon Hill expect
to work in an environment of a professional learning community where learning together
enables the ongoing development of Teacher Professionalism (WO1).
Leadership that drives educational reform, supports productive relationships and promotes
innovation (WO3) is the heart of the school Vision process presented in this proposal. It is
what has changed this school for staff, parents and most importantly, students.
Destination 2010 is alive at Cannon Hill State School.
Although situated in a near-inner-city suburb, CHSS has a diverse and complex population.
A significant proportion of the children enter the school with patterns of learning and
behaviour which put them at risk of underperforming academically.
The school’s integrated culture of learning has demonstrably lifted student performance in
the five years to date. Year 7 students graduating in 2009 will have spent most of their
school lives in the new CHSS systems and cultures. They are almost all performing at a
higher level comparative to their state cohort than they were in Years 2, 3 and 5.
School data from QLD State Tests in 2005 and from NAPLAN in 2008 comparing school
results to the full Queensland cohort show significant gains at all 3 year levels (Refer to
Appendix 1: Student Data). Student and staff satisfaction likewise has grown significantly
between 2005 and 2008.
Outcomes in relation to teaching and learning practice:
These projects have lead to the implementation in classrooms of a cohesive range of
strategies which impact positively on class culture and student outcomes. These strategies
Reggio – provocations, pedagogical documentation, student theorising and testing
Thinking – teaching philosophy , thinking routines from Cultures of Thinking (Project
Zero), Building Learning Power(Guy Claxton) ;
Responsibility for learning – 3 Way meetings, goal setting and feedback,
Autonomous learning centre.
Outcomes in relation to professional learning community:
Deprivatisation of teachers’ practice has enabled:
the growth of the professional learning community;
recognition of teachers’ capacity to research; and
design of the school culture, environment and learning, which has enabled the
growth of a professional culture focused on improving student learning outcomes.
Outcomes in relation to leadership density:
Our Leadership team comprised of the Principal, HOC and volunteer teachers meets weekly.
It is focused on guiding the implementation of the three main Vision Projects throughout the
Members of this team act as sponsors for each project and foster the leadership of other
teachers in each project. Leadership density development is embedded in the development
of the whole project. This is reflected in the take up of policies and programs developed by
CHSS both within our cluster and within other schools.
Impact on our local cluster, Gateway Learning Community(GLC) and the
wider Education Community
We believe that the results of teacher research and redesign of our school are contributing
to the efforts of other schools.
From our research into the practices of Reggio Emilia our teachers were able to influence
the GLC early years network to develop a sustained interest in this practice, leading other
schools in the GLC to experiment with this approach.
Understanding the value adding that occurs when teachers are able to study at Reggio
Emilia in Italy, CHSS initiated discussions which lead to the Local Member sourcing funds to
enable two teachers from the cluster to take part in the English language Study School each
year. We are now in our third year of sending participants to this important international
professional learning experience.
Following our research in the various approaches to the teaching of thinking internationally,
CHSS initiated the discussions which lead to the Principals of the GLC engaging with Project
Zero, Harvard University, for a three year joint project to develop Cultures of Thinking
across our 7 schools.
Our research in the process of 3 Way Reporting has lead to the production of a DVD for the
use of a wide range of schools who are considering the implementation of this approach.
This DVD was distributed in 2008 in conjunction with a workshop attended by members of
other school communities from South East Queensland.
In 2008, CHSS formed a partnership with Bulimba SS and C&K QLD to present a Twilight
Conference focussed on the links between Reggio practices and Literacy. This was funded
and a part of National Literacy Week with over 150 participants and high levels of client
We believe that the results of teacher research and redesign of our school are contributing
to the efforts of other schools.
There is significant quantitative evidence of improved student outcomes during the
timeframe from 2005 when implementation of tasks designed to change teaching practice
started through to 2008, when substantive increases in State and National Test data started
to be demonstrated.
Year 7 results for 2008 indicate the ‘bounce’ expected from students who had experienced
three years of continual changed teaching and learning practice in an emerging new school
culture. While years 3 and 5 are not yet at that high level of achievement, it is clear that the
results are a significant improvement on the 2005 outcomes.
In tracking the Year 7 cohort of 2008, it is evident that they have pulled ahead of their state
cohort as they have moved up through the school.
Finally, the change in the professional culture of the school is evident in the data comparing
2005 staff and student satisfaction with the 2008 staff and student satisfaction.
(Refer to Appendices 2 and 3: Student and Staff Opinion Surveys)
As a result of the consistent focus on three strategic approaches to improving student
outcomes, (Reggio, Thinking and Responsibility), our more experienced teachers are
currently working to synthesise the strategies emerging from this work in single strands of
A key project which is leading this approach is the Regional Innovators Project of 2008. In
this project the key ideas of Reggio practice and Philosophy have been examined. As a
result, the alignment between the development of student project-based-learning and
substantive inquiry from Philosophy is deepening and expanding the quality of thinking and
investigations occurring at the school. (Refer to Appendix 4 - Innovators Project)
The school values of Thinking, Community, Sustainability and Balance distilled from the
Vision are embedded into the school Curriculum Framework and Code of Conduct. By
building the Curriculum Framework around Philosophical questions, all units of work provide
provocations to students to think deeply in all KLAs. They permeate all learning and
contribute to intellectual quality and rigor while providing continuity across all year levels.
(Refer to Appendix 5 Curriculum Framework)
Refer to Appendix 6 for the chronological overview of the major events in the development
of the Cannon Hill distinctive approach to learning. Refer to Appendix 7 - Principal letter of
support and Appendix 8, P & C President letter of support.
“Life is about learning and we enjoy this journey together.” (Cannon Hill
State School Vision 2004)
Appendix 1. School data from QLD State Tests in 2005 and from NAPLAN in 2008 comparing school results to the full Queensland cohort show significant gains at all 3 year
Chill State Chill State Chill State Chill State Chill State
Numeracy Numeracy Reading Reading Writing Writing Spelling Spelling Lang Conv Lang Conv
Appendix 2: The change in the professional culture of the school is evident in the data comparing 2005 staff with the 2008 staff satisfaction.
School Staff Survey Opinion: 2005 - 2008
Physical Relationships School Staff Morale Support, Work Roles Work Value & Overall
Environment Operations Resources & Recognition
Appendix 3: The change in the professional culture of the school is evident in the data comparing 2005 student with the 2008 student satisfaction.
Student Satisfaction Survey: 2005 - 2008
Student Curriculum Pedagogy Learning School Resources Overall
Outcomes Climate Climate Rating
Education Queensland Innovator Project Report: Synthesis of Reggio Inspired Practices and the Teaching of
The ongoing synthesis and deep reflection of 2 projects and the further development of Guy Claxton’s Building Learning
Power and the Project Zero Harvard Project, Making Thinking Visible has enabled the teachers at CHSS to participate in
an action research project that has 3 distinct phases of growth with the intent to change pedagogy and the way
students learn and think.
Phase 1: Starting Point – Pedagogical Documentation and Philosophy
The Reggio Approach (and insights into Pedagogical documentation) has been an ‘extended investigation’ (Action
research) that has enabled teachers to construct their own knowledge both individually and collaboratively
Analysis of Pedagogical documentation began more formally in the second part of 2007 with Early Phase teachers,
extended throughout the school in 2008 and is an ongoing part of professional collaboration.
The process of documenting and collaboration with other staff members enabled different points of view to be
expressed, thereby broadening the knowledge. Documentation, therefore, is more than just a record of what happened.
Analysis of documentation is a teaching and learning tool for students and staff. For students it provides a means of
reflecting about progress with the support of others. For teachers it not only helps development professionally (by
exploring different lenses), it is a planning tool that can lead an inquiry forward.
Looking for Insights into Pedagogical Documentation is ongoing Professional development for everyone. The task of
analysing documentation will continue as part of the culture of our school and was phase 1 of the synthesis of Reggio
inspired practices and the teaching of philosophy.
Phase 2: Moving On – Provocations and Co-Constructors
Our teachers were keen to push through the ‘cognitive knot’ using our knowledge of provocations and procedural
philosophy to explore the concepts of children as co-constructors of the curriculum. ‘Cognitive knot’ is a term Rinaldo
(sited in Wien, p16) uses to explain the process of teacher collaboration as they work through new and unchartered
learning territory. Phase 1 has enabled us to see clearly in documentation that the language of philosophy and the
structure of thinking routines were enriching the children’s investigations. Our ‘cognitive knot’ was to enable children
to be co-constructors of the curriculum and for us to change our mental models and allow this ‘new’ pedagogy to
emerge. To do this we look for patterns in our teaching that supported the model and documented these as case
1. Document 3 teaching sequences which synthesize (link) Reggio and Philosophy
a) Provocation → Community of Inquiry → Investigation → Documentation and reflection→
b) Provocation → Community of Inquiry → Models of Thinking → students transfer/use this thinking in
Reggio Investigations → Documentation and reflection→
c) Provocation → Reggio investigations →Community of Inquiry→
2. Develop case studies to illustrate each of the above teaching sequences
Phase 3: Theorising and Substantive Inquiry – Action Plan for 2009.
Working with Dr Gil Burgh from the University of Queensland to identify and design the Curriculum Framework so that
it is aligned to the substantive disciplines of philosophy. Continue Phase 1 and Phase 2 to analysis and build upon the
construction of children theories as they investigate to build knowledge and understanding.
Appendix 5: The Cannon Hill State School Curriculum Framework is designed around Philosophical questions, all units of work provide provocations to students to think deeply
in all KLAs. The Curriculum Framework permeates all learning and contributes to intellectual quality and rigor while providing continuity across all year levels
Balance – deep understanding of how to create Community – deep understanding of Sustainability – deep understanding for our
and maintain a balanced life interdependence of humanity planet
Ethics (philosophical discipline) Social and political (philosophical discipline) Environmental and ethics (philosophical
Living our lives well Understanding the importance of community Creating a sustainable environment for the
Year A What is it to live a good life? How do we connect with others? future
Overarching Do we have a responsibility to care for the
Question environment to maintain a quality of life for all?
Values, choices and decision-making Change, continuity, ecological systems,
How do the stories we hear and tell help us to Culture and identity, social justice and democratic resources and power
Year B communicate what we value and describe processes Can scientific findings help us to understand
Overarching possible and preferred futures? social and environmental changes and to make
Question Why is it important for different communities to decisions about the future?
develop an understanding of differences and to
show support for each other?
Making good choices Developing an awareness of self as an individual Developing an awareness of self and their
P-1 What things are good and what things are bad? and group member relationship to the place they use
Should we always be good to everyone? Should we care for the place we live in?
Listening to others Sharing information about one another Observing changes and continuities
Why do I need to listen to others? Is everybody the same or different? How do we know when things have changed?
Putting choices into practice Understanding differences in our community Understanding the relationship between human
2-3 What should we really value in our lives? Should everyone value the same things as we do? action and ecological systemsIn what ways do our
actions change the place we live in?
Comparing ideas and feelings about stories Expressing different views Developing an awareness of cause and effect on
Why is it important to share stories? Can we do what we want or should we listen to changes experienced in familiar settings
others? What things do you notice are different than they
Expressing individual identity Developing and awareness of belonging to Collecting and analyzing information
How do we find out who we are? Can we ever various groups What things might we do to care for the place we
really know? How do attitudes, beliefs and behaviours live in?
contribute to a sense of belonging to groups?
Making sense of our world and creating meaning Being open to possibilities and different Exploring and developing innovative ideas
What kinds of things make our own stories perspectives Are there some facts in the past that are no
3-4 (2008) matter? Is the right thing to do always the fairest thing to longer true?
do? How do I know what is the right thing to do?
Understanding the relationship between rights Developing social and intellectual dispositions Understanding the impact of local, national and
and responsibilities and social decision-making and capacities for active citizenship global communities on ecological and economic
6-7 Do I have a responsibility to others in my What does it mean to be a good citizen, and why sustainability
community? Do I have a responsibility to peoples is it important to be a good citizen? How can I How do investigations help us understand our
in other countries? make sure my voice is heard? local community and national communities?
Elaborating and building on ideas Understanding difference and diversity Developing an awareness of the consequences of
How can I communicate stories about my/others’ Should we respect differences in our community? our individual and collective actions
life experiences, to support myself and my others If so, should we allow all cultural practices their How do the decisions we make about the use of
through eminent changes? beliefs? resources affect others?
Promoting a just society Understanding the relationship between Understanding the relationship between science
What is justice? Is Justice fairness? Does justice democratic processes and sustainability and sustainability
7 (2008) require everyone getting the exact same How can creating a good environment affect the What can scientific experiments tell us about
treatment or do some people deserve more than way we live? What is more important, a just sustainability? Are scientific statements fallible?
others? society or a sustainable environment?
Appendix 6: A chronological overview of the major events in the development of the Cannon Hill distinctive approach to learning.
HISTORY OF KEY EVENTS IN THE DEVELOPMENT OF TEACHER AND PARENT LEAD CULTURE CHANGE
2003 2004 2005 2006 2007 2008 2009
Presentati School team of Research Task Focus on ‘students Further teacher Partnership with Gil Burgh
on to staff teachers and continued. implementation who take and Principal go to (Academic Philosopher):
by John parents Consultants continues eg responsibility for Reggio Emilia Study Alignment of Philosophical
Edwards, organised a returned to newsletter their own learning’ School. Some staff Substantive Inquiry to CHSS
outlining business school to production in relation to 3 participate in New Curriculum Framework
the type of seminar facilitate the 3 reduced to once a Way philosophy. Zealand Reggio Projects and panels:
thinking conducted by Year planning fortnight; Continued focus on Conference. Development of CHSS process
involved in John Edwards process. implementation of ‘thinking’ especially Vision Projects, of investigative inquiry as a
the and Bill Martin. Research Teams 3Way reporting in relation to Reggio, Thinking, visual panel for community
Teacher The goal of the presented their plan to include all Building Learning 3Way continue to and student reflection and
Designed seminar was to Task descriptors classes by term 3. Power, Philosophy, be lead by display of thinking and
Schools raise funds to developed as a Reggio project Maths Program. teachers. School learning
Process. pay for the consequence of starts to Philosophy focus continues to 3 Way Meetings are
Staff voted project. Some their research. implement on Ethics to develop on site embedded in pedagogy.
to funds raised Staff and parents Morning Meetings. support students professional Weekly collaborative
participate and school had voted to accept Consultants return to take development with discussions: Principal, HOC,
in the to make the all proposals. for PD of staff. responsibility for teachers mentoring Expressive Languages teacher,
project balance from Tasks then Review of plan lead their learning in teachers. year level teams – reflection
with budget. designed into a to decision to relation to Twilight on Pedagogical
overwhelm Vision two-day three-year plan. reduce Tasks to behaviour. conference in Documentation, developing
ing workshop run Task one – 3 Way Continued partnership with theories, provocations, leading
majority. by consultants. implementation reporting, while implementation of C&K linking Reggio to deeper student inquiry
Draft school initiated eg taking Reggio Plan practice to literacy Synthesis and creation of CHSS
vision changes to opportunities to especially in in National Literacy approach as Philosophy
developed timetable. engage in PD in relation to and Numeracy infused into Reggio projects
through Principal and other areas eg Responsibility and week. Vision related to new EQ
rigorous voting Leadership Team Reggio, Thinking. Thinking. Philosophy on-line Intervention and Improvement
and writing member attend 9 teachers visit First two teachers develops capacity planning
process by International Melbourne to take go to Reggio Emilia for Procedural Host to other school visits –
school staff Thinking part in Reggio Study School Philosophy. School CHSS Early Learning classes
and parents Conference in conference and/or Award system wins award for (Reggio approach)
(not Principal). Melbourne. visit schools. linked to Building Regional CHSS teachers invited to share
Draft of the Reggio Team Team formed for Learning Power. Innovators Project. approaches in other schools eg
Vision Leader attends 2007 and meetings School values Starts to develop NZ, Milton Cluster
document Reggio to plan for embedded in understanding of More in depth research
refined Conference in implementation of Curriculum Substantive integrating established Reggio
through Melbourne. further aspects of 3 Framework and Philosophy. approaches to CHSS practices.
redrafting Way Philosophy – Code of Conduct. 3Way DVD Major research project
process over goal setting and Continue to embed developed and initiated with all teachers into
the subsequent the organisational Philosophical launched for PD for Parent Engagement.
two months. structures needed questions as ‘Big our staff and other
Research to facilitate this. Ideas’ for major schools.
teams Staff meeting start organisers of
established to with Facilitative Curriculum
research the Questioning as we Framework.
main themes of practice listening
the Vision. to each other and
Leadership understanding our
established to values and beliefs.
lead and Start of embedding
coordinate the Philosophical
research. questions as ‘Big
Ideas’ for each unit
2003 2004 2005 2006 2007 2008 2009
Appendix 7: Principal letter of support
CANNON HILL STATE SCHOOL
845 Wynnum Road
Cannon Hill Q. 4170
Phone: 3902 3333
Fax: 3902 3300
Our Shared Vision is the inspiration for exciting learning at Cannon Hill State School. Teachers and
Parents democratically wrote a vision for the school which has lead to the adoption of excellent
practices in thinking, becoming responsible for our own learning and developing practices which
enable teachers to carefully observe, document children’s theories and develop investigations to
explore their understandings.
Our focus on thinking has lead to the teaching of Philosophy across the whole school; our
innovators’ project to extend Philosophy beyond the procedural level of a weekly lesson to the
substantive level of infusing every KLA; the fostering of the GLC project with Project Zero, Harvard
University and adoption of the use of Thinking Routines in all classes; the incorporation of Building
Learning Power (Claxton) to support a focus on learning to learn.
At the same time, the school under the consistent leadership of key teachers, has developed school-
wide practice of 3 Way Reporting, where students prepare their portfolios to present to parents to
demonstrate how they are achieving their goals; goal setting and feedback as a key learning stragegy;
and the development of practices to sponsor autonomous learning in the upper year levels.
The practices of Reggio Emilia, which underpin and inspire much of our Early Years Curriculum, are
gradually being introduced to Cannon Hill. These practices afford strategies for close observation of
the thinking and learning of students, while providing provocations to students to engage in
absorbing projects based on their development of theories.
At the same time, the development of leadership density through the Leadership Team, comprised of
voluntary staff, has changed the culture of the school as teachers contribute to professional learning
teams and focus on the learning needs of students.
From 2005 when project implementation from the Vision research teams commenced to 2008, a
substantive change in the school outcomes is demonstrated through the State and National testing in
relation to the State cohorts.
Our programs are founded on research conducted by teachers and parents and they align with the
Essential Learnings and support the full implementation of ELs including the Ways of Working.
Cannon Hill is a very different place from what is was in 2005 and our students are the beneficiaries
of the change.
Appendix 8: Parent and Citizens President Mr David Gillespie, letter of support.
Letter of support – Parents and Citizens Association.
CANNON HILL STATE SCHOOL
845 Wynnum Road
Cannon Hill Q. 4170
Phone: 3902 3333
Fax: 3902 3300
As President of the Cannon Hill State School Parents and Citizens Association I have been in
a position to participate in the research-based approach to redesign of the curriculum and teaching
at Cannon Hill. As a parent of six children who have and are attending this school, I have been
aware of the impact of the changes taking place in the school and the impact on my children and
During 2004 and 05, I was part of the research team which recommended the adoption of
practices from Reggio Emilia to become a part of the school curriculum. I can now see how
teachers’ skills have grown and the effects of this approach on the children. The increased focus
on thinking in the school has produced a culture in which children are naturally more likely to think
deeply and I am amazed by the quality of thinking that children are able to produce.
At 3-Way Reporting meetings I see that my children know what their goals are and how
well they are progressing. This has made them more active in trying to be better learners and
more responsible for their learning.
It is good to see how the results across the school have improved since the introduction of
the ideas developed in our initial research.
I value being a part of a school community which is working consistently to improve the
quality of education.
Parents and Citizens Association