I know I am effective as a HAT by continual evaluation after referring to our C4E plan.
A collaborative decision was made to focus on improving Stage 4 Literacy based on the analysis of NAPLAN results and school evaluations across the cluster schools.
Our Western Sydney C4E key goal, Improved Student Outcomes-Focus on Stage 4 Literacy will be driven by three interrelated areas:-
 Knowing your students
ACTION REQUIRED
a. Pre-testing of staff
understanding and capacity
to implement literacy
strategies
b. Gathering of student voice
about learning at MGHS
c. All staff to participate in Data
Analysis Survey Assessment
(EMSAD tool)
d. Liaise with Professional
Learning Team regarding
approaches to PL around
access and use of SMART data
to further enhance staff
understanding of students
literacy needs
 COMPLETE IN PROGRESS
 HAT will administer the Analytical framework to support school
improvement in literacy to all Executive via Survey Monkey.
 Survey Monkey will collate data.
 HAT will analyse data collected and use it to inform decisions
regarding PL.
 HAT will conduct the NPA - School Self-Evaluation Teacher Survey
with all teaching staff via Survey Monkey.
 Survey Monkey will collate data.
 HAT will analyse data collected and use it to inform decisions
regarding PL.
 HAT will coordinate the administration of the NPA - School Self-
Evaluation Student Survey during DEAR with 100% of year 7 students
and a random sampling of Years 8-12.
 Survey Monkey will collate data.
 HAT will analyse data collected and use it to inform decisions
regarding PL.
 HAT to facilitate professional learning at executive meeting re use of
DASA.
 
 Head Teachers to inform staff on how to use DASA.
 All staff completes DASA.
 HAT to meet with DP Curriculum and PLT Coordinator to plan for
professional learning opportunities regarding improved access and
use of SMART data.
 HAT to facilitate professional learning at executive meeting to
promote the use of SMART data to inform teaching practices. Specific
reference to STL analysis of 2009 NAPLAN results.
COMMENT
 Staff completed all of the surveys online using Survey Monkey which
made the analysis of the data very easy.
 The data was used to identify areas in need of improvement across
the school in regards to literacy and professional learning (PL) has
been created in response to these needs.
 Students in Years 7 & 8 completed the online survey during
Technology lessons
 Random students from Year 9 – 12 completed the survey online
 Student focus groups were also conducted and filmed for use at PL.
 The process for using DASA was modelled for exec to use at faculty
meetings
All staff have completed DASA and results have been used to inform
PL regarding the use of data to inform and improve teacher practice.
 I am a member of the Professional Learning Team and make
contributions to the schools professional learning plan
 PL has taken place surrounding the interrogation of SMART data.
  Enhancing Teacher Practice

ACTION REQUIRED  COMPLETE IN PROGRESS COMMENT

a. Develop staff awareness of
the explicit literacy strategies
available on the SMART
package
 HAT and PLT will coordinate the delivery of PL to the whole staff who
will participate in workshops to explore the Smart e-Learning Module.
 Staff will use the explicit literacy strategies on the SMART package to
modify teaching strategies to become KLA specific.
 HAT will develop an approach to incorporate explicit literacy into all
Stage 4 assessment tasks.
Head Teachers to drive PL during faculty time to ensure that
programs and assessment tasks have literacy strategies embedded in
Stage 4.
 All staff completed the Smart e-Learning Module during faculty time.
 HAT developed a individualised approach to NAPLAN student data
analysis. HAT trained 25 staff across the cluster in the process and all
schools delivered the workshop on Term 2 SDD.
 This process was followed by a workshop informing teachers of explicit
teaching strategies that can be used in the classroom to improve
literacy.
 Faculties have been integrating these strategies into their programs.
 Follow up PL has occurred, including a whole day workshop about 21
st

Century Literacy presented by Dr Robyn Gregson from UWS held at

b. Increase staff understanding
of NSWIT Teaching Standards,
levels and accreditation
requirements
c. Encourage staff to gain
voluntary accreditation at
Professional Accomplishment
or Professional Leadership
d. Establish cluster/regional
networks groups for teachers
seeking accreditation
e. Create project/s focussed on
improving literacy student
outcomes AND provides staff
with evidence to support the
attainment of the NSWIT
Standards
f. Utilise PL strategies such as
Action Learning, Action
Research, Team Teaching,
Coaching and Mentoring
MGHS with representatives from cluster schools in attendance.
 HAT to facilitate professional learning at executive meeting to  Staff have an understanding about the value of the NSWIT Teaching
develop awareness of the NSWIT Teaching Standards, levels and Standards as a tool for personal reflection and improvement.
accreditation requirements.
 HAT and PLT will coordinate the delivery of PL to the whole staff who
will participate in workshops to increase understanding of the NSWIT
Teaching Standards, levels and accreditation requirements.
HAT will coordinate regular meetings with staff interested in gaining  This is an area that I need to focus on more intently.
accreditation at Professional Accomplishment or Professional
Leadership.
Staff will work on gathering evidence to support the attainment of PA
and PL.
Staff will be invited to participate in a cluster/ regional support
network to encourage regular updates to evidence collection.
HAT will work with the PLT, Assessment Team (AT) and staff  This is an area that I need to focus on more intently.
interested in gaining evidence to support the attainment of the
NSWIT Standards to create a whole school literacy project using PL
strategies such as Action Learning, Action Research, Team Teaching,
Coaching and Mentoring.
 Interested staff will attend a Macquarie Uni Mentoring Workshop to
acquire information and skills to use in the project.
The project team will develop explicit exemplars as models for staff to
work with in modifying their own strategies and programs.
Opportunities to team teach across KLA’s and cluster schools will be
encouraged as a method of improving teacher practice
  Partnerships

Cluster Schools

ACTION REQUIRED  COMPLETE IN PROGRESS COMMENT

a. Build a Professional Learning
Community with cluster
schools
b. Develop online learning
objects that can be accessed
by all cluster schools via an
Learning Management System
e.g. Moodle
c. Staff create and access
literacy
tasks/strategies/lessons
 Meet with Steering Committee (includes Principals’ and teacher  All key stakeholders were involved in the decision surrounding C4E
representatives) from Cluster Schools i.e. Northmead HS, goal however, there has been a diverse level of interest and
Cumberland HS and Pendle Hill HS to discuss and ratify C4E goals and commitment from the cluster schools in regards to their involvement
plan. in the C4E as the program has evolved.
 HAT to plan and coordinate regular PL days with Working Committee  We are hopeful that Term 4 may provide staff with more time to
(staff from Cluster Schools interested in gaining evidence to support overcome this issue.
the attainment of the NSWIT Standards by working on C4E project)
to model processes being used by MGHS, the ‘hub’ school, to
achieve the C4E common goal-Improved Student Outcomes-Focus
on Stage 4 Literacy. ‘Spoke’ schools will be replicating the processes
used by the ‘hub’ school i.e. completing DASA, Smart e-Learning
Modules, development of explicit exemplars as models for staff to
work with in modifying their own strategies and programs etc.
HAT to facilitate regular meetings via video conference to maintain
contact with the cluster schools in regards to the implementation of
the literacy project in their school.
HAT will coordinate a shared School Development Day which will be
faculty based and conducted across all 4 schools. Representatives
from the Working Committee will facilitate workshops at each
school. Staff will share KLA specific literacy strategies and
assessment tasks that they have developed as part of the project.
 HAT and paraprofessional will explore and manage the  Moodle has been fully implemented in the school with all staff and
implementation of an online Learning Management System e.g. students having 24hour access.
Moodle that can be accessed by all schools to provide PL for staff  69% of staff at the school committed to after school professional
and activities for students. learning for seven weeks and the evaluations were incredibly positive.
 Staff will be trained in using and accessing the LMS.  Some faculties are using Moodle to deliver all of their Stage 5 units.
Staff from all cluster schools can create, submit and access literacy  Another suite of PL will be offered next Term to meet the level of
tasks/strategies/lessons. interest indicated.
 The paraprofessional will oversee the administration of the LMS.
  Partnerships
University
ACTION REQUIRED
d. To ensure all pre-service
programs are underpinned by
the NSWIT standards and
Quality Teaching Framework
e. Familiarise pre-service
teachers with Professional
Competence
f. Supervision and mentoring of
initial education students
g. Professional Learning for staff
supervising pre-service
teachers to increase
understanding of Professional
Competence
h. Modelling best practice for
pre-service teachers by staff in
WSC4E
i. Work in partnership with UWS
as part of their Digital
Learning Project to capture
best practice through multi-
media
j. ICT based Literacy activities
developed by Undergraduate
students as part of their
Master of Teaching
k. Literacy activities contributed
form a bank that can be
accessed state-wide
l. Pre-service teachers to work
with cluster students as part
of the UWS community
service program
 COMPLETE IN PROGRESS
 HAT to meet and work closely with key university personnel to give
input to course development in regards to increasing pre service
teacher understanding of the QTF and NSWIT standards.
 HAT and other staff to deliver sample lectures at university to
describe what QT looks like in the classroom to be captured and
uploaded onto LMS.
 Pre-service teachers will be encouraged to use the framework for
Professional Competence to drive their practicum.
 HAT to coordinate pre-service teacher practicum visits by liaising
with a variety of University’s but predominantly UWS.
 HAT will provide professional learning for supervising teachers in
regards to Professional Competence, QT and effective feedback to
students.
 HAT will provide an orientation and induction to the school as well as
close monitoring in terms of QT and the NSWIT Standards in both
the classroom and school environment. UWS will use this model as
part of a pilot program.
 UWS personnel will capture best practice methods through multi-
media which will be shared with cluster schools and universities as
part of their Digital Learning project.
 HAT will work with university personnel to incorporate the
development of Literacy strategies by Undergraduate students as
part of course work or assessment.
 These will be submitted on to the cluster LMS to allow teachers
access to literacy tasks taught through ICT.
 Pre-service teachers will work with identified students on Individual
Learning Plans to improve literacy.
COMMENT
 I have had regular meetings with key university personnel regarding
the preparedness of the pre service teachers when presenting for their
in-school experience.
 I have also attended and contributed to the TEC/NSWIT Professional
Experience Working Party meetings.
 I delivered a lecture to the Master of Teaching students at UWS which
increased their understanding of the schools expectations during in-
school experiences.
 I am responsible for coordinating in school experience for pre-service
teachers (PST). To relieve the burden of hosting PSTs on faculties I
proposed an alternative method of supervision for in school
experience. Each morning for the duration of the practicum (20 days),
I conducted a 30 minutes session with all PSTs, increasing their
understanding of the Teaching and Learning Cycle, the Quality
Teaching Framework and basic classroom management strategies.
Each of the sessions was filmed by the school’s paraprofessional and
has been uploaded in to Moodle, along with supporting documents,
which allows other PSTs completing internships at the school to
engage in the sessions also. Evaluations and feedback on these
sessions was incredibly positive and the sessions will be repeated this
semester with the next group of PSTs.
 I had my lesson filmed by UWS as part of the Digital Learning Project
to capture best practice through multi-media. This is used with the
Master of Teaching students at the university.
 UWS pre-service teachers (PSTs) are required to complete a
mandatory 60 hour community service placement. I liaised with the
university to offer “Moodle Magic” as an option that would have great
benefits to students across the cluster. I developed and delivered
extensive professional learning to the PSTs, developing their
understanding and skill in creating literacy strategies and online
learning objects in Moodle. Every week, each of the PSTs conducts a
70 minute one-on-one intensive literacy enrichment session with 18
Year 8 students requiring the most support in literacy. The session
consists of both online activities and written activities designed by the
PST, edited and approved by myself. A formal evaluation using pre and
post data will be conducted at the conclusion of the project before it is
rolled out into other schools across the cluster.