1. St Patrick’s School, Brewarrina
Leaders Transforming Learning & Learners

2. Identifying Red Light Areas
Using the red light process we identified a number of areas that we wanted to focus on for our LTLL project.
The two areas which we identified as having red lights were;
Authentic Learning (Organising for Learning)
Uses technology to support teaching and learning
and
Authentic Learning (Student Engagement)
Explicitly focused on goals

3. FOCUS 1 Authentic Learning
Organising for Learning
Using technology to support teaching and learning
We wanted to make this change to increase the use of technology in class based learning activities.
Our first focus indicator was Authentic Learning.
Authentic Learning is the very heart of Catholic Schools. It is the biggest demonstration of the moral purpose which is captured in its vision of transformed learners. Authentic Learning requires a quality learning environment.
The area we identified as a red light was organising for learning with our major focus as ‘Using technology to support teaching and learning’.
We identified this need as a red light because the current school technology infrastructure was out of date and not readily accessible to staff and students. Software was also out of date and not inline with current learning outcomes.
Although 2 classrooms were fitted with Activeboards and a number of desktop computers, inadequate hardware and lack of teacher training restricted the pedagogical practice and student engagement.

4. What did we set out to do and why?
FOCUS 1
What did we set out to do and why?
We devised an action plan to achieve a green light in this area. The plan involved a number of steps.
Maintain Activeboards
Maintain classroom desktop computers
Purchase additional software
Investigate the upgrade of hardware
Promethium training to staff
ICTT Release day scheduled
Professional Development opportunities
Develop scope and sequence for ICT
Opportunities to visit other schools
See following page

5. FOCUS 1 What did we actually do?
After reviewing our plan we are happy with our progress but agree there is more to be done to to achieve a green light in this area.
From our original plan we have:
Maintained Activeboards
All classrooms now have permanent Activeboards and laptops attached. Software has been updated on all computers.
Maintained classroom desktop computers
The 18 second hand classroom computers have been replaces with 24 new machines. This means that each classroom has 8 desktop computers and a network printer.
Purchased additional software
Some software we have purchased include; Jolly Phonics interactive whiteboard, rainforest maths, stepping stones maths, Mathletics, targeting grammar interactive, targeting text types, spelling city and numerous ipad apps.
Investigated the upgrade of hardware
As we are part of National Partnership Program we have been able to purchase new hardware to increase the use of technology in class based learning activities. The hardware upgrades include:
-1x 48 port switch -3 ipods
-2x wireless switch -25 desktop computers and monitors
-25 MS 7 office -3 x network printers
-32 Active Expressions -3 headphone/microphone sets
-8 listening post -1 Sony Bloggie HD Video Camera
-3 Wireless Mouse & Keyboard -10 ipads
-Classroom headphones
See following page

6. FOCUS 1 Cont. Trained staff in active software
The Lead Teacher has conducted training of all teaching staff in term 3, 2010 on ActiveInspire and training on Activexpressions in term 2, Training needs to be ongoing to ensure all staff are utilising the equipment effectively.
Scheduled an ICTT Release day
ICTT days have been scheduled for Mondays. Classroom teacher ICT release days have not been allocated due to staffing shortages.
We were unable to:
Provide staff with Professional Development opportunities
Other than in school training there has been a lack of opportunities in the relevant areas to provide staff with professional development.
Develop a scope and sequence for ICT
The scope and sequence hasn’t been developed, but their has been a greater incorporation into classroom programs ad practices. Staff have been reviewing example and continue to review this step.
Provide staff with opportunities to visit other schools.
Due to unavailability of casual staff, school visits have not been feasible. However now we have secured a casual teacher, visits have been organised for a number of staff for later this term.
See following page

7. How did our plans change along the way and why?
FOCUS 1
How did our plans change along the way and why?
As well as completing the above steps to achieve a green light we have also:
Purchased 10 ipads to support learning in the classroom
Purchased additional activeboards to allow all classrooms to have access to a permanent activeboard.
Purchased Active Expressions to help engage students in learning.
Purchased a bloggie to allow students access to video technology through pod casts etc.
See following page

8. Learning is Explicitly Focused on Goals
Authentic Learning
Student Engagement
Learning is Explicitly Focused on Goals
We wanted to make this change to increase student self responsibility and initiative.
Our second focus indicator was also Authentic Learning.
Authentic Learning requires a close engagement of the student with the processes and content of learning.
The area we identified as having a red light was student engagement with our major focus as ‘Learning is explicitly focused on goals’’.
We identified this need as a red light because we believed that within our school environment, students lacked the ability to show self responsibility and initiative in their learning.
With the change in school dynamics and a cultural shift of enrolled students, staff observed a growing number of students becoming unenthused and showing little interest in achieving outcomes.
We wanted to encourage students self responsibility by guiding students to create achievable SMART goals.

9. What did we set out to do and why?
FOCUS 2
What did we set out to do and why?
We devised an action plan to achieve a green light in this area. The plan involved a number of steps.
Implement individual goals for all students based on PLP SMART goals
Regular standardised assessment to track goals
Review tracking and performance and revisit procedures
Formalise Rewards Process.
See following page

10. What did we set out to do and why?
FOCUS 2
What did we set out to do and why?
After reviewing our plan we are very happy with our progress achieving most steps on our original plan. We believe that we have been able to attain a green light in this area!
From our original plan we have:
Implemented individual goals for all students based on PLP SMART goals
We began this process with focus on our indigenous students and their Personalised Learning Plans (PLP). In term , Merindah and Tessa visited our school and helped us to introduce the PLP’s. By term 1, 2011 all Aboriginal students had an individual goal witch was devised from their PLP, but our plan was to implement individual goals for all students, therefore this year we have we have been working hard to achieve this. In term , all students had an individual goal.
Regular standardised assessment to track goals
Classroom teachers have been made aware of their requirements to conduct regular standardised assessment and document this progress in the students tracking folders. Goal tracking cards have been included in all students tracking folders.
Review tracking and performance and revisit procedures
Every student in the school has their own tracking folder to record and monitor progress. The tracking card has been reviewed and modified at the beginning of 2011.
We have been unable to:
Formalise the Rewards Process.
The reward process has been discussed at a staff level with a variety of implementation plans examined. Further consolidation and recommendations are to be made before a final policy is written.
See following page

11. How did our plans change along the way and why?
FOCUS 2
How did our plans change along the way and why?
As well as completing the above steps to achieve a green light we have also:
Introduced rewards for achieving individual goals which is a whole school approach celebrating students achievement.
Included goal tracking cards in all student tracking folders.
Changed the layout of all PLP to make them more student centred, with the questions being aimed at them and included room for parent feedback.
The infants classroom has introduced personal goals as well as academic gaols for each student. This also includes whole class goals.
See following page

12. What difference did our actions make?
We have seen a huge difference within our school with the implementation of the LTLL project.
Our first focus has created a fun and meaningful learning environment for both staff and students.
For staff we have engaged in a more pedagogical approached to teaching and learning. It has helped us cater for a broader range of learning styles and enabled us to implement different differentiated learning strategies. We feel that the more we integrate technology into our classroom programs the more we become aware of students skills and abilities in this area.
For students we have noticed they are enjoying learning a lot more. The technology has been made learning fun which engages them and creates independence within the classroom. All students technology skills have improved and they are beginning to understand the language and associated computer jargon. Introducing students to these skills has also made learning more accessible from home with programs such as Spelling City and Mathletics.
See following page

13. What difference did our actions make?
Our second focus has increased student self responsibility and given them ownership of their learning.
For staff achieving a green light in this area has made students achievements a major discussion focus within the school in both formal and informal situations. It has allowed us to create a history of students achievement through tracking their individual goals and given us the opportunities to increase communication with students about their expectations of learning. This process has changed the way we teach in many areas and has influenced a whole school approach many programs such as reading groups.
See following page

14. What difference did our actions make?
For the students, having individual goals has increased independence and created ownership and responsibility of their learning.
As the goals are set by the student they are created at their level and has made individual achievement more attainable. With the change in layout to our PLP’s and the implementation of these plans to all students it has increased parental involvement and therefore improved understanding and support of students goals.
See following page

15. What difference did our actions make? To parents…
We have had a lot of comments from the community in regards to the improvements within our school. Parents are happy to see a greater range of technology within the school and pleased that their children are accessing this for their learning.

16. What difference did our actions make? To students…
The students think its great too.

17. Tell me about your goal…
This term we have given more independence to the students by allowing them to choose a goal focus and determine ways they can achieve this goal.

18. What have we learnt from the LTLL project?
The LTLL project has been a very valuable tool within our school.
It has allowed us to look at our teaching practices, analyse what we are doing as a staff and focus on areas of need.
It has given staff the opportunity to work as a team and discuss whole school learning both formally and informally.
The LTLL project has taught us skills in identifying areas where we may need improvement and given us a process to make change in our school.

19. What now?
We can celebrate as a staff our achievements thus far and continue to review the focus areas.
We will continue to implement the use of technology in our programs, maintain student goals and tracking cards and strive to seek Professional Development in these areas.