Learning & Teaching
2024 has been a busy and productive year in learning and teaching and we have achieved some notable improvements.
Improvements in Curriculum & Assessment
We have updated all VC 7-10 Learning Continua and Developmental Rubrics to include more developmental steps with the inclusion of the 0.5 levels and levels of achievement down to Level 3. This has really helped students of all abilities to access the curriculum.
We have improved the design of the VCE Developmental Rubrics to make clear exactly what students will be assessed on and what they need to demonstrate to achieve a Satisfactory Result. Next year, the VCE rubrics will appear in Maestro for all to view and we hope to add additional growth overlays.
In addition, we have focused on improving formative assessment activities, effective summative design and the quality and consistency of our lesson plans and unit plans.
The Science, Maths and English team have been working on planning and developing new Victorian Curriculum 2.0 in preparation for the roll out in 2025
I applaud and celebrate the work of our learning and teaching leadership team, especially the learning area leaders who have worked tirelessly to work with colleagues to improve the quality of teaching and learning across the college. Our very pleasing VCE and NAPLAN outcomes are a testament to the work they do.
Building Staff Capacity
We have a Professional Development focus at Wantirna College - consistent learning routines, ongoing and quality formative assessments and explicit instruction.
This year, we've seen an induction of 20 plus new teaching staff into the College and the following eight graduate teachers successfully transitioning onto full VIT registration: Nina Fu, Gemma Bristowe, Charlie Wakeham, Hayley Myers, Wanchun Lin, Molly Smith, Helene Nguyen & Jess Leigh.
We introduced a structured instructional coaching program where we match graduate teachers with specially trained instructional coaches to undertake classroom observations and give improvement feedback. It has benefits for all teacher and leadership development and will continue into 2025 with a mix of new and old instructional coaches. Many thanks to Ben Karwan for his guidance and training of the coaches.
Special acknowledgement to Daniel Brooks (Leader of Teacher Practice) who is moving into a new role as the Middle School Leader of Engagement and Wellbeing next year. I have had the privilege of working closely with Daniel for nearly three years and his commitment to improving the quality of teaching through the professional learning communities and other work is exceptional. He builds strong relationships with staff and students, leads by example, passionately delivered quality professional learning and produces excellent resources to improve outcomes.
Student Learning Behaviour and Agency Improvements
In Term 3, we introduced a new model of conferences - the Academic Improvement Conferences with Explore Mentors and Transition Support Mentors. These are designed to support the development and learning of a student across multiple subjects. We have also embedded the Learning Routines into classrooms from 7-12 so that all students understand the expectations as they enter the class, transition from one activity to the other and exit in an orderly way. Additionally, we have introduced our 'Ready to Learn' Behaviours through Compass chronicles to track students’ preparedness to learning in class.
In 2025 our leadership restructure places singular focus on improving learning behaviours and outcomes --- more on this next year.
Inclusion and Inclusive Practices
I have had the privilege of working with Kylie and Tanya and their team of champion Education Support Staff for the past few years and am very proud of the achievements of the team. The program of supports is exceptional - from tier 1 whole school approaches to differentiated instruction to tier 2 programs of group support for learning, engagement and social emotional development, and tier 3 individualise supports. The program has had incredible success in achieving individual DIP funding for more than 30 students in 3 years and in 2025 the Inclusion will support for nearly 60 students (and families) with individualised programs.
The Inclusion program supports the school to provide the adjustments required for our students to achieve success in and out of the classroom by participating in their education on the same basis as their peers. Next year, there are a number of changes to the Principal team portfolios and I will not be working directly with Kylie and the Inclusion team.
RRRR Program
The work that Bec Howell and other have done to progress the respectful relationships curriculum and activities has been outstanding this year and produced some memorable celebration, awareness-rising program and strong and challenging curriculum development
Natalie Manser
Assistant Principal
mar@wantirnacollege.vic.gov.au