Clients Summary Identity: Understanding of TLS scope Relationships: Many/Broad; Partnerships to meet greatest needs – prioritisation of work with schools using data Information: Coordination access to schools; Communication processes SM and TLS Intention: External disruption / expertise, followed up by site based leaders Intention: Keeping current best practice Principles: Focus on today and future Tensions: Building ownership for what’s happening in the school with the school Work: Expand skill-sets/build school capacity

TLS Teams Identity: meshed, function not team focused; professional learning focused; Intention: content/program areas; “sharing and changing the chairs”; improving student outcomes broad and specific; prioritise learners with greater needs Relationships: many, grouped by ‘distance/context’ – student, school, corporate, community, national; processes for meeting client needs -TLS coordinator between schools/GM/TLS (connector); capacity building of staff in the school community; Information: communicating all priority student outcomes

PolicyQuality Assurance CoordinationOperational Students as the focus through ….. Data Literacy Ways of learning and working together to improve outcomes Design for learning Priority/Needs Driven balanced with Futures Driven (around the corner…) Expert disruption – Challenge with Support Capacity Building esp indigenous educators Voice and visibility of indigenous educators Client needs focused Seeing successes using student data Building active leadership within the school Sharing and changing chairs Prioritisation Building and sustaining long term models Tools to match needs Prioritise greatest need using data Identity and Intention

Relationships Internal connectivity around functions / priorities – meshed not separated/pigeon holed Coordination of connectivity Students – School Staff – School Community - Corporate – National Local capacity building esp indigenous staff Systems for formal partnerships Giving voice/ making invisible visible Information/ Communication Shared skillsets, eg coaching models Broader picture of valued student outcomes Ways for thinking, knowing, sharing together Shared voices based on research-evidence through policy/language/models

Principles Professional trust Collaboration with shared responsibility – within, within to with-out Connectivity within and across Evidence based Tensions Expert disruption/challenge with support for improvement APIF targeted and individual teacher performance review focused learning needs “Both” functions Touch on need then expected to move on Timely access to data Competing interest / agendas/ beliefs / needs / priorities Structures To monitor improvements Functions / Priorities driven - connectivity Tools to meet client needs - distance learning access for remote communities Adult education esp indigenous staff – partnerships with tertiary

What do we want for ourselves for the future of (TLS)? Interconnectivity Building capacity all stakeholders many means Advocacy and leader for data Formalise processes and protocols working It’s The Student Stupid ITSS Its all about the students so solutions rather than problems Innovation through research that embeds best practice Improving student outcomes challenge support culture of trust Hearing indigenous voices and actioning tools, pathways, processes for full and active participation in education Building strong foundations Strong relationships and partnerships