TEACHING AND LEARNING. This component captures institutional strengths in program delivery methods that expand learning options for students, and improve their learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.
TEACHING AND LEARNING. The faculty and administration agree that the College will continue to focus on the needs, abilities, and educational goals of students. The diversity of the College’s course offerings and of its students must lead the faculty to embrace a diversity of teaching methods ranging from the most traditional to the most innovative. Whatever the method, the outcome must be observable/measurable student learning.
TEACHING AND LEARNING. Demonstrate a comprehensive understanding of current educational issues • Be aware of the general content of courses being taught at the relevant year level • Encourage and xxxxxx individual striving for excellence • Ensure the development of homework and study skills of individual students with the assistance of the subject teachers, College Counsellors, Head of Future Pathways and Head of Vocational Studies. • Read and analyse student reports to obtain an awareness of student performance and provide a comprehensive evaluation for the relevant Deputy Principal, for consideration. • Maintain an overall view of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area and the Deputy Principals, as well as the Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist in the implementation of Subject Selection procedures • Assist in the process for the granting and presentation of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop and implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual st...
TEACHING AND LEARNING. 3.1 We promote equal opportunities in: course content; teaching and learning methods; course documents; teaching materials; assessment methods; and structure and timetabling of courses of study.
TEACHING AND LEARNING. I will always actively supervise, or arrange for suitable adult supervision of pupils that I have directed or allowed to use the Internet. I will embed the school’s e-safety curriculum into my teaching, using agreed resources and materials. I will ensure I am aware of digital safety-guarding issues so they are appropriately embedded in my classroom practice. I will only use the Internet for professional purposes when pupils are present in an ICT suite, or a classroom with Internet access. Copyright I will not publish or distribute work that is protected by copyright. I will teach pupils to reference online resources when they use them in a report or publication. Data protection I will not give out or share personal addresses (including email), telephone / fax numbers of any adult or students working at the school. I will not take pupil data, photographs or video from the school premises without the full permission of the head teacher e.g. on a laptop, memory stick or any other removable media. I will ensure any confidential data that I wish to transport from one location to another is protected by encryption and that I follow school data security protocols when using any such data at any location. I will respect the privacy of other users’ data, and will never enter the file areas of other staff without their express permission. I understand that data protection policy requires that any information seen by me with regard to staff or pupil information, held within the school’s information management system, will be kept private and confidential, EXCEPT when it is deemed necessary that I am required by law to disclose such information to an appropriate authority. Home Learning protection I will use the collaborative year group inboxes to communicate and respond to pupils’ work. I will not communicate with pupils by personal emails. I Know I can contact the school ICT technician if unsure. When communicating with children via email/collaborative year group inbox, I will be conscious of safeguarding issues around sending and receiving messages and pictures. All of the same awareness and professionalism will be needed as if you were working in school. I will immediately contact the Designated Safeguard Lead (Xxxx, Xx or Xxxxxxxx) if I have any concerns regarding safeguarding. I will make sure not to leave sensitive pupil information unattended whilst working from home. I will make sure I do not leave work emails and blog editing pa...
TEACHING AND LEARNING. ● Maintain high effort levels and work hard in lessons to achieve my targets. ● To speak to my teachers if I need support or additional challenging work or super curricular activities. ● Attend subject intervention sessions or Sixth Form meetings, if invited. ● Attend Parents’ Evenings with my parent/carer and review my progress reports. ● Support my child by taking an interest in my child’s learning and listen to their teacher’s advice. ● Encourage my child to speak to their teachers for further support or guidance. ● Ensure my child attends subject intervention sessions or Sixth Form meetings, to support their progress. ● Attend all Parents’ Evenings and review my child’s progress reports. ● Provide timely and regular teacher feedback on progress, including progress reports, to ensure students are on target. ● Support students by providing a well-rounded curriculum which engages and inspires. ● Offer subject intervention sessions or arrange Sixth Form meetings, where necessary. Independent Study ● Meet all deadlines for handing in homework and assignments and complete them to the highest standard. ● Use my study periods to complete assigned work and/or revision, both in-school and at home. ● Provide the right conditions for my child to complete homework successfully and communicate with the school if any problems arise. ● Ensure my child uses private study time effectively and develops mature study routines. ● Regularly set appropriate homework that reinforces and extends lesson objectives ● Ensure homework is regularly marked as per the school policy. Sixth Form Opportunities ● Engage in opportunities which are available to me and participate, where possible. ● Support school events and encourage my child’s participation in extracurricular activities. ● Promote a range of extra and super curricular opportunities for students. Please confirm that you understand and agree to follow the expectations of the Sixth Form Home-School Learning Agreement: Signatures: ………………………...……….… ….……..……………...…………. ….……..……………...…………
TEACHING AND LEARNING. The Association and the Committee share a common belief that the education of children in Smithfield is one that provides, to the greatest extent possible, access to regular education classes for all students. A full continuum of delivery/instructional models should be available to students with disabilities. School and district wide efforts to place students in the least restrictive environment, which is their most appropriate educational environment, must be evaluated carefully and regularly to ensure classroom compositions that facilitate maximum success of every child. The educational environment, including appropriate instructional materials and support services, must match the learning needs of all students. When the regular education classroom setting is the recommended placement for students with Individual Education Plans (IEPs), the following conditions must apply:
TEACHING AND LEARNING. The University is committed to excellence in teaching and learning, to innovation in our pedagogy and to enhancing Student Life. The University's 50/50 profile of undergraduate and postgraduate students means that our strategies, objectives and priorities are nuanced to meet the needs of these differing cohorts. We continue to utilise and improve the tools that we have in place to ensure the highest quality and standards for teaching and learning, for example, course reviews, student feedback, and peer review of teaching. During 2019 we formulated a new strategy for undergraduate student life, founded on student feedback and contemporary research on the student experience. In 2020-2021, we are continuing the implementation of Student Life initiatives as a key priority of Advancing Melbourne. The initiatives are aimed at recognising the importance of the transition to the University for a positive undergraduate student experience and that a sense of belonging, wellbeing and strong peer relationships is a significant predictor of student success and retention. In 2020, the University will also develop a Student Wellbeing and Mental Health Framework to enable a holistic and integrated approach to policy and practice and to guide strategic directions for student wellbeing activity. Undergraduate student priorities We will continue to ensure that the University is a place where both students and staff are connected in a community of scholarship dedicated to understanding, challenging and sharing knowledge through open inquiry. Students will continue to be provided with excellent teaching and learning experiences, including opportunities to contribute to the wider society in addressing pressing problems and seizing new opportunities. Our rich learning environment will continue to xxxxxx excitement about knowledge and discovery, creating an intellectual community to which students will belong for a lifetime. We will continue to strengthen how we support students to excel and succeed, and across 2020 to 2025, we will: o Enhance guidance and transition to the University, preparing students for academic and personal success o Develop more opportunities for students to build connections to their peers and the University, finding a community to which they can belong o Provide a network of advisors and mentors to support students with personalised advice that ensures they make the best possible use of their study and engagement opportunities o Create more oppor...
TEACHING AND LEARNING. PLC Definition: PLC Time/Work will focus on one or more of the following questions: • What should students know and understand? • How will we know they have learned it? • How will we respond if they haven't? • How will we respond when they have learned it?
TEACHING AND LEARNING. The Department of Education will ensure: a. a range of professional support is available in such areas as curriculum, student services and employee performance. The Principal will ensure: a. teachers monitor student learning for purposes of making evidence-based, instructional decisions and provide relevant and timely feedback to students on their progress; b. student performance is lifted, including that of students who require teaching and learning adjustments; c. high expectations of all students are embodied in academic and non- academic improvement targets; d. pathways exist for students to engage in learning programs that lead to meaningful and externally recognised outcomes beyond school; e. collaboration between teachers occurs and opportunities exist for teachers to engage in quality evidence-based practice that helps develop high quality teaching and learning; f. employees participate in an annual performance management process where they receive feedback and support to help improve the quality of the school’s teaching; and g. relevant and specific data and research inform classroom pedagogy. These are provided. Access is not always required on a results basis. Significant executive leadership intent and activity is directed at improving the school, illustrated through better student outcomes. This is both within the curriculum and student wellbeing domains. Staff are expected to have high expectations for students and encourage engagement, commitment and excellence. These are at the heart of the school’s Values. All teachers are required to engage in formal learning area Professional Learning Communities (PLC). The core business of a PLC is student learning and how to improve this through pedagogy - the concept of teaching being an enabler to learning. PLC work entails data analysis and evidence- based planning, considering “what works” in the classroom and reflection on the delivery of instruction. All teacher at the school are engaged in the performance management process. This involves classroom observation, including peer observation and self-reflection and peer-reflection on videoed lessons. Factor Assessment Student Performance Monitoring The Department of Education will ensure: a. the school has access to required national and state assessments including but not limited to National Assessment Program – Literacy and Numeracy (NAPLAN); b. the school has access to academic and non-academic achievement data through the Department’s School Per...
