Linking school targets to classroom practice

Abstract

Evidence-based planning for teaching and learning was established using a whole-school approach at Rosemeadow Public School in NSW. Student and school performance gains were achieved by identifying desired results and determining what would count as evidence of success. This was followed by targeted adjustments to curriculum and instruction, and regular reviews of results.

Teachers became more effective as they sought feedback from students and their peers, and used that feedback to adjust approaches to teaching and learning.

Strategy

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