Teaching and Learning Report

School Review – Part 2

In our previous newsletter (September 2024), I outlined the process for our whole school review. The review process has now closed and outlined below are some of the general comments from our reviewer Peter Fotheringham.

Peter Lalor Secondary College Fieldwork Notes

General themes

Acknowledgment of the powerful and effective work that has been undertaken in the latter stages of the School Strategic Plan period (2022-2024).

An extensive range of targeted strategies and actions, processes and structures that have been put in place, in a relatively short time frame.

These have resulted in a positive climate with strong levels of relational trust among students, staff, parents – generally happy students, staff, & parents. Characterised through observations, data, and fieldwork comments such as:

• ‘organisational healing’ has happened – staff 
• ‘it’s a community and a school’ – student 
• parents;

• enabled a new start, the school has connected us with outside services
• now attending school and getting attendance awards, he wants to be here
• a change in her mental health, curriculum is better suited
• great, authentic, humans staff, there should be more PLSCs
• perseverance is a characteristic

A general/broad sense of direction for the college is evident:

• What? – Positive learning and wellbeing outcomes/destinations for students
• How? – College as an exemplar of applied learning (a college where students/families choose to enrol) and wellbeing support.
• Programs tailored/targeted to individual student needs - pathways

Teaching and learning 

Development of the instructional model:

• Acknowledgement of the detailed work in establishing and implementing the college instructional model – implementation momentum established.
• It has provided a sound basis for effective teaching and learning, a sound basis for the science and art of teaching.
• High level of take up by staff.
• Evident in curriculum unit and lesson planning documents.
• Some different IM stages were evident during fieldwork classroom observations, e.g.

• Learning Intentions and Success Criteria
• Explicit teaching and modelling
• ‘I do’ and ‘you do’ observed
• Some higher order questioning, and questioning modified when no response received
• some scaffolding and differentiation evident, e.g., through workbooks and tasks
• some routines established – visual schedule and classroom organisation, classroom agreed values, orderly, calm, on task

• Apparent alignment with VCE VM Study Design Outcomes – Key Skills and Knowledge.
• Classroom environment orderly with attentive students, high level of safety and supportive/positive relationships evident
• Considered essential and positive, the IM has resulted in the curriculum being tightened up as moved from VCAL to VCE VM, clearer directions, accountability

Professional learning   

• Targeted professional learning – ‘investigating what good teaching practice with our students’ is’
• Induction – staff felt well supported
• ‘peer observation process and cycle to consolidate HITS, HIES, HEWS and UDL principles into the observation process and through the lesson plan templates to direct teachers back to the IM’
• PLCs introduction resulted in enhanced collaboration and data analysis (PAT)
• Taking full advantage of VCAA PL opportunities
• Restructure designed to have more than one teacher for a Study at a Year/Unit Level – to enhance collaborative learning and development

Leadership

Acknowledgement of the positive and supportive leadership approach and actions

All of the above (and following commentary) attributed to college leadership – universal agreement by students, parents, and staff

In addition to being strategic, leadership was characterised by visibility, approachability, and personability.

Clear evidence of the two FISO leadership dimensions:

• The strategic direction and deployment of resources to create and reflect shared goals and values; high expectations; and a positive, safe and orderly learning environment
• Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core

Assessment

FISO dimensions:

• Systematic use of data and evidence to drive the prioritisation, development, and implementation of actions in schools and classrooms.
• Systematic use of assessment strategies and measurement practices to obtain and provide feedback on student learning growth, attainment and wellbeing capabilities

Engagement

FISO dimensions evident – through leadership visibility and approachability

Student voice, agency and leadership – evident, and it tends to occur outside of the classroom (e.g., ‘greenshoots’, RUOK day, PDS fundraising day…) , or as choice within the classroom (e.g., you choose from three things).

Attendance

Improved attendance – still a challenge for some

Tiered interventions including 

• change structure of week (e.g., 3 days VM, 2 days other), 
• home groups, 
• follow up processes, 
• awards 
• individual student profiles

Support and resources – student wellbeing   

Home groups, Year 12 camp, … , mentoring/ ‘authentic’ buddying – create more authentic opportunities to establish peer relationships (orientation days, sports and clubs, Year 12 camp, whole school activities, …)

Facilities – new purpose built buildings have promoted strong climate and environment 

PRSE highlight re new buildings – ‘This has helped the school develop a positive climate for learning and students taking pride in their learning environment.’

Partnerships

High levels of activity and engagement:

• VET local schools partnership
• network meetings
• respectful relationships network cluster
• Whittlesea principals COP
• Wellbeing:

• Wellbeing team and MHS practitioner reaching out to external agencies
• Men’s project
• Coffee with a cop
• Lunch with a lawyer

Where to next? 

Our next steps are to develop our new strategic plan (SSP) for 2025-2028. A snapshot of the overarching goals are as follows:

Goal 1. Improve learning outcomes for all students

Goal 2. Improve wellbeing outcomes for all students

These goals, and targets will be the focus of our work over the next 4 years. When our new SSP has been developed and endorsed by our SEIL, we will discuss these goals and targets in more detail.

The panel acknowledged the powerful and effective work that has been undertaken in the latter stages of the School Strategic Plan period (2022-2024), and an extensive range of targeted strategies and actions, processes and structures that have been put in place, in a relatively short time frame. These have resulted in a positive climate with strong levels of relational trust among students, staff, parents – generally happy students, staff, & parents. We will continue to build on the strong work of our leadership team, our middle leaders, our teaching and ES staff as we endeavour to ensure the school is well led.

I hope all families of the PLSC community have a restful and enjoyable break over the summer holiday period.