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Shenton College Business Plan: Shenton 2020
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Connected Teachers

At Shenton College we believe that high quality teachers are skilled in connecting curriculum content knowledge, pedagogical understandings, instructional strategies, and effective classroom management.  At the same time they build the positive relationships that form the foundation of learning. Our teachers remain students of their own practice with a commitment to continuous improvement.

At Shenton College we understand that building a high quality teaching culture requires:

  • Having a shared language and understanding of a teacher’s role in student learning
  • Collaborating with other staff, students, parents and the wider community to provide rich learning opportunities for all students
  • Knowing our students and how they learn
  • An ability to reflect on and analyse our impact on student learning
  • The giving and receiving of quality, growth-centred feedback for both staff and students

Strategies & Milestones

Development and embedding of a shared instructional framework across the College

  • Instructional Rounds are established as an important professional learning and reflection process
  • An instructional framework is developed through a staff consultative process and clearly enunciated to staff
  • Teaching staff engage in PL
  • The framework is embedded as basis for classroom observation feedback

Formation of Professional Learning Communities (PLCs) – aligned to Business Plan focus areas and strategies

  • College meeting schedule is reworked to clarify the frequency and timing of PLC opportunities
  • All staff have the opportunity to collaborate within a PLC
  • Each PLC develops a strategic plan to advise the Principal
  • PLCs will be integrated into the College REACH process

Whole school Literacy and Numeracy plans developed, embedded and owned by all Learning Area (LA) staff

  • Whole school Literacy and Numeracy plans are developed by key staff and committees
  • Each LA audits their curriculum documents to plan for a whole school approach to Literacy and Numeracy
  • Literacy and Numeracy strategies explicitly mapped in all LA documents across all year groups and courses

All beginning teachers and their mentors undertake Classroom Management Strategy (CMS) training

  • Mentors identified and complete feedback training
  • All beginning teachers, and their mentors complete CMS training

Beginning teachers provided with the opportunity to work shadow teachers in other contexts

  • Work shadowing program provided for all beginning teachers

Reinvigoration of the REACH process, with a focus on strategic alignment to the Business Plan and explicit professional learning on the giving and receiving of feedback

  • REACH committee reconstituted
  • REACH (teachers) process reviewed and reformed
  • REACH (graduate teachers) process redeveloped
  • REACH (leadership) process developed

Provision of professional learning opportunities focused on supporting success for students with distinct educational needs

  • Relevant PL completed by identified staff
  • Key PL learning delivered to all staff in-house
  • GAT, Trauma, Autism, ADHD, Specific Learning Disorders, and others as identified

Consolidation of high quality professional practice from teachers who model the thinking, reflective and learning dispositions we desire from our students

  • Consistent, informed ownership and strategic use of data by teachers and LAs
  • Ongoing refinement of courses and assessment outlines to ensure high expectations of excellence, equity of access and student engagement are evident in the daily life of the school

Use the SAMR model to provide a framework for an audit and progression of innovative and strategic use of technology in the classroom

  • Audit of current practice completed
  • PL for staff on innovative practice