School For One

1. Principal builds supportive improvement culture by negotiating the "how" of an explicit improvement agenda while remaining adamant regarding the "what".

1.1. They don't have to use my language

1.2. They thought I was criticising

1.3. HODs design accountability

1.4. They told me too much too soon

1.5. I was trying to prove something

1.6. Other high performing principals don't focus on culture

2. Teacher capacity built through collaboration around evidence and pedagogy.

2.1. Examination of data, PATR, PROBE, primary, LOAs, NAPLAN splice

2.2. Pre-existing English faculty practice

2.3. GRG used to create capacity building roles

2.4. PTL sessions planned for during school hours

2.5. Shared development of exemplars, curriculum planning

2.6. Sharing of effective pedagogy

2.7. HODs, coaches as instructional resources

2.8. Professional development, common language around tactical teaching of reading

3. Teachers accept individual responsibility for student engagement

3.1. I use data to make planning decisions to engage every student

3.2. There are colleagues who can help me

3.3. Use of explicit reading strategies in English, Science, HPE

3.4. Yes it's hard work but it's worth it

3.5. Teaching Reading is not just for English

4. Student Engagement

4.1. Won't, can't, can

4.2. Students feel better prepared for NAPLAN

4.3. Students use explicit reading strategies across faculties

4.4. Reading isn't just for English, it's important in other faculties and in life more broadly.

4.5. Students can describe strategies in great detail