In the lead-up to the 2019 state election, the department’s website and other channels will operate in line with the caretaker conventions. This means there will be limited updates from 1 March 2019 until the election is finalised.
These case studies highlight how effective wellbeing practice supports learning in local contexts. They have been prepared to assist schools to meet the department's strategic goal of 'Every student is known, valued and cared for in our schools'.
The environmental scan (PDF, 7.9MB) describes the structures and approaches that support student wellbeing and improve pastoral care. It includes an assessment of: current departmental practices; departmental data, trends and information; relevant state, national and international research; and current practices in a number of NSW public, independent and Catholic schools.
This course allows educators to engage with research on practices identified as effective in high value-add schools, and connect this research to their own context.
Mode of delivery: online
Accredited hours: 2
myPL course code: RG03007
Themes: value-add, case studies
Learn more about the Six effective practices publication.
These case studies describe how these five NSW government schools have created and are sustaining a culture of excellence at their school.
The School Excellence Framework (SEF) describes 14 elements of high quality practice which underpin school excellence in the three domains of learning, teaching and leading. In 2016, five schools (Lansvale Public School, Rooty Hill High School, Sefton High School, Taree West Public School and Woonona High School) were identified as excelling in most of these elements. The practices of these schools are described in case studies of how individual schools create and maintain a culture of excellence. The high quality practices common to these five schools include data collection and analysis; ongoing evaluation of teaching practices; peer support and mentoring among staff; interschool collaboration; and educational leadership.
All five schools maintain a culture of building educational aspiration and supporting students’ learning through a partnership between teachers, students and parents. Teachers continually monitor students’ academic progress using formative and summative assessment data (including NAPLAN and HSC data). Students are also encouraged to make personal learning plans and have discussions with teachers about where, and what, improvements are needed in their learning.
• These schools also strategically involve parents in students’ learning to ensure that learning does not stop once students leave the school grounds. By sharing responsibility for students’ learning, the schools create learning environments where students feel motivated to learn and have adequate support to reach their full learning potential.
• The case study schools emphasise staff learning and development and promote a culture of self and/or peer evaluations to improve teaching practice. Each school has professional learning systems in place that enable teachers to learn from and with each other about a range of teaching-related topics. Although schools may differ in their approach to professional learning, the goal remains the same across schools – to sustain quality teaching practice.
• To facilitate learning and development, the case study schools often form learning alliances with other schools to promote collaboration, peer learning and mentoring among teachers.
• The principals of these schools are strong educational leaders who model instructional leadership within and beyond their schools. These principals all share a common desire to build leadership capacity among their staff and often allow staff to play key roles in the making and/or enactment of school decisions.
• It is clear that not all schools that excel do so by focusing on exactly the same things, nor do they all demonstrate the same quality practices in the same way. Hence, there are many similarities between these case studies but also some differences. Before considering or adopting any of the practices discussed in these case studies, schools must first understand how contextual factors (such as ICSEA value or location) might affect outcomes. The School Excellence Framework continues to provide a reliable point of reference for schools to assess their practices each year.
The information on this page is also available as a downloadable one-page summary (PDF, 189kB).
Language participation in NSW secondary schools has been in decline since the 1960s. Only around 10% of students in NSW now take a language for the Higher School Certificate (HSC). The decline in student numbers is particularly noticeable from the beginning of the middle years of secondary high school onwards.
CESE's Language participation in NSW secondary schools literature review provides a brief overview of languages education in Australia and NSW, including participation rates and national and state policy.
It also reviews the research around school and classroom factors which can increase language participation, these include:
• high-quality teaching
• student motivation
• use of technology
• effective leadership
Accompanying the literature review are 4 secondary school case studies. Each case study explores the practices that contribute to success in language participation at each school.
These case studies highlight the school and classroom-based practices that four individual schools identify as contributing to their success in language participation. They are a companion to the Language participation literature review.
These case studies illustrate how five NSW primary schools have achieved high learning growth for their Aboriginal students. This work supports the 'Closing the Gap' strategy, a Council of Australian Governments commitment.
The Sustaining Success case study (PDF, 800kB) describes how seven schools in the Fairfield Network have sustained and built on their successful educational outcomes by implementing the six effectives practices summarised in the CESE publication Six effective practices in high growth schools. The practices are:
|Systems & processes||Cultures & attitudes||Programs & activities|
|High expectations||High expectations are matched with high support.
Comprehensive student welfare and wellbeing systems.
|Visibly expect success of all students.
Celebrate success and achievement for all students.
|School values are clearly articulated and explicitly taught.
Social skills taught and reinforced regularly.
|Student engagement||Develop a strong understanding of students’ cultures and backgrounds.
Develop connections in the broader community to provide post-school opportunities and pathways for students.
|The key to engagement is a sense of belonging.
Flip disadvantage by focusing on helping others and taking a global perspective.
|Offer a wide range of extracurricular activities and programs to cater to diverse student interests.
School has to have ‘something for everyone’ – academic and/or extra-curricular – to sustain engagement.
Combination of both explicit and integrated approaches to teaching literacy.
|Data-informed programming and planning, strongly led by the school executive.
A belief that all students should be able to access the curriculum and therefore a focus on genuine curriculum differentiation.
Explicit lessons, including learning intentions, goals, feedback, student self-monitoring and explicit pathways to improvement (supports student engagement).
|Systems & processes||Cultures & attitudes||Programs & activities|
Structured systems for implementing school goals: strategy, plan, implement, evaluate, embed.
A culture of evaluative thinking, where program evaluation is a routine part of school life and evidence is regularly collected and reflected upon.
A consistent approach to using data to drive and monitor school goals e.g. SMART, RAP.
Common ‘core’ teaching and learning programs across grades/KLAs, updated regularly as student needs change.
Collaborative cultures develop gradually over time through collegial and supportive relationships.
Use of technology e.g. Google docs, Sentral, shared drives, email.
TPL timetable planned yearly in advance, with flexibility to respond to emerging needs
|Open door culture of sharing resources, asking questions and seeking advice from colleagues.
Staff given some choice in TPL, interest drives engagement.
Balance between whole-school TPL and small-group learning.
The What works best reflection guide (PDF, 800kB) is a practical resource for teachers and school executive staff. It gives schools explicit examples of what can be done to improve student engagement and achievement. Teachers can use this guide to reflect on their individual teaching strategies and to evaluate their own practice. The themes discussed can also be implemented through a whole-school approach.
Drawing on the evidence presented in CESE’s publications What works best: Evidence-based practices to help improve NSW student performance; Six Effective Practices in High Growth Schools; Student Wellbeing and Tell Them From Me case studies; this guide assists school staff to reflect on what’s working in their schools and what can be improved.
Tell Them From Me is an online survey system that assists schools to capture the views of students, teachers and parents. The following case studies highlight how a variety of government schools have used Tell Them From Me survey data to identify and make broad improvements to student engagement, wellbeing and teaching practices.
Macquarie Fields High School (PDF, 350kB) Using Tell Them From Me data as a starting point for consultation with the broader school community.
Northlakes High School (PDF, 1.4MB) Using Tell Them From Me data to identify issues and inform responses.
Berry Public School (PDF, 250kB) Using Tell Them From Me to capture student, teacher and parent voice and inform responses.
Fairvale High School (PDF, 960kB) Using Tell Them From Me to set targets for school improvement in the school plan.
Hammondville Public School (PDF, 250kB) Using Tell Them From Me to improve teaching practices.