WELCOME
St Albans
Secondary College
A snapshot of St Albans Secondary College
What were the catalysts for change?
Engagement
Student achievement
Pathways
Some key achievements:
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VCE outcomes
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Pathway destinations
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Literacy
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Student engagement and motivation
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‘Schools that achieve extraordinary
success’ (Zbar et al. 2009)
10 Lessons for Improvement Zbar et al.
2009
• Strong, shared leadership
• High levels of expectation & teacher efficacy
• An orderly learning environment where students are well known
• Focus on what matters most
• Building teaching & leadership expertise
• Structure teaching to ensure all students succeed
• Using data to drive improvement
• A culture of sharing & responsibility
• Tailoring initiatives to school needs
• Engendering pride in the school
Building the vision for effective teaching & learning
• Personalising Learning (Hargreaves)
• Habits of Mind (Costa)
• Bloom’s Taxonomy (Bloom)
• Multiple Intelligences (Gardiner)
• Balanced Leadership (McREL)
• Factors affecting learning (Marzano)
• Visible Learning (Hattie)
• Classroom Instruction that Works (Marzano et al)
• One Teacher at a Time (Pollock)
Building the vision for effective teaching and learning
• Teaching and Learning Framework
• St Albans SC Learning Cycle
• Documented guaranteed and viable
curriculum
• Policies and programs
• Structured team approach
• In-house professional learning program
• Coaching
Refining the vision & building teacher capacity
Curriculum
Instruction
Feedback
Assessment
Supported by…
• The SASC Learning Cycle
• Whole-school approach to literacy
• Coaching
• Structured professional learning
• Policies, guidelines and protocols
Table Discussions
Questions?
Using data to create
improvement
Data- challenging the myths
• “I know what the results are.”
• “What do you expect from kids like
ours?”
• “My subject is the fifth.”
• “I am too busy for this-just let me get
on with teaching.”
EARLY PRIORITIES
Cultural change
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Leadership role created
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Strategic focus on VCE:
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individual subjects
learning areas
staffing
course alignment and documentation
data use
celebration of achievement
Changes in practices and policies
Building teacher capacity
Impact beyond VCE
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Curriculum scope and sequence
Moderation
Policy change
Using data to improve teaching
The Data Schedule and Protocols
Wider use of all types of data
Knowing each student well
The right data, at the right time, with the right people.
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Schoolwide Case Management process
Pathways Planning
Class learning profiles
Curriculum review and planning
USING DATA
Table Discussions
Questions?
Engaging students
“We take good pride in the results of the class of
2009 who set such a high standard. But there is no
doubt in my mind, in our minds, that the class of 2010
will not only meet that standard, but better it and once
again raise the bar of success here at St Albans
Secondary College.”
Ben Sortino, Yr 12 student &
College Captain
Raising student expectations
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Shared language
Common approaches
Student voice
Student leadership
Programs
Partnerships
Recognition
Table Discussions
Questions?
Challenges
“One year’s growth for one year’s teaching”
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Differentiated teaching &
assessment
Staff engagement & empathy
Learning technologies
A focus on what matters most
SCHOOL
1. GUARANTEED AND VIABLE CURRICULUM
2. CHALLENGING GOALS AND EFFFECTIVE
FEEDBACK
3. PARENT AND COMMUNITY INVOLVEMENT
4. SAFE AND ORDERLY ENVIRONMENT
5. COLLEGIALITY AND PROFESSIONALISM
CLASSSROOM
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STUDENT
9. HOME ENVIRONMENT
10. LEARNED INTELLIGENCE/BACKGROUND
KNOWLEDGE
11. MOTIVATION
INSTRUCTIONAL STRATEGIES
CLASSROOM MANAGEMENT
CLASSROOM CURRICULUM DESIGN
Thank you