2012 Annual School Report - Gordon West Public School

Finding and Conclusions
Parents
The SchoolMap evaluation instrument was used to evaluate
whether:
1. My child's classroom is an interesting place to learn.
2. Teachers talk to me about my child's learning.
3. My child has access to good equipment that helps him/her
to learn.
4. People other than my child's teacher help him/her to learn.
5. The school expects students to achieve to the best of their
ability.
6. Students at the school demonstrate pride in their learning.
7. In class, my child's teachers provide a balance of independent
and group learning activities.
8. My child tries to do things in the classroom that are new
and different.
9. My child looks at samples of his/her work over time to see
how he/she has improved.
10. Teachers at the school are continually upgrading their
skills.
11. Teachers share ideas about teaching and learning with
other teachers.
A total of 98 parents responded to the SchoolMap best practice
survey. Parent responses were mostly positive. The 2
statements which rated most highly were “The school expects
students to achieve to the best of their ability” (86%) and “My
child's classroom is an interesting place to learn.” (97%) Less
positively judged statements were “My child looks at samples
of his/her work over time to see how he/she has improved.”
(45%) and “Teachers talk to me about my child's learning.”
(51%)
These results indicate that the school’s vision “to be seen as a
school of excellence, with a definite purpose and direction” is
well supported. Both parents and students acknowledge the
school’s high expectations for student learning, with an emphasis
on all students striving to achieve their personal best.
The importance of schools providing interesting, challenging
environments is recognised by all stakeholders. Students' beliefs
about their ability to learn are shaped by messages and
experiences at home, at school, and in the community. At Gordon
West, staff aim to provide a balance of cooperative and
independent learning activities and challenging, relevant instruction
which helps to engage and foster student motivation.
Some parents surveyed (19% of responses were Rarely) believe
the school could further improve in the area of student
self evaluation. In order to become lifelong learners, teachers
need to both model and teach students the importance of self
evaluation and provide regular opportunities for meaningful
self assessment of learning outcomes. Reflection of one’s own
performance allows students to evaluate themselves,
assess what they know or do not know and give vital feedback
to teachers which can help determine future goals. In 2012
as part of the Numeracy target teachers discussed the importance
of self evaluation and the need to encourage students
to be more active participants in their education. In 2013 each
Stage will adopt the self evaluation strategy of maintaining a
reflection journal. Through targeted questioning, students will
be asked to appraise themselves, to become more familiar
with their own strengths and weaknesses and be able to set
individual, realistic goals that they feel they can attain.
Gordon West is always looking at ways to improve and refine
its existing processes and practices. Greater student self
responsibility towards their own learning and behaviour is
an area we will continue to develop. The school is also keen
to build a more productive relationship between home and
school through continuing to advance open, clear communication.
In 2013 the school will trial conducting parent teacher
interviews at the conclusion of Term 1 rather than after school
reports are distributed in Term 2 which has been the tradition
over past years. This will provide a formal occasion for parents
and teachers to discuss concerns earlier in the school year.
Recognising the importance of parent/teacher communication,
Gordon West invites parents to attend information nights
in Term 1 where the expectations for the school year are expressed
and discussed. Other school events including P&C
meetings and Kindergarten Orientation are forums for ongoing
parent/teacher communication. The school strongly encourages
parents to contact the school and request an interview
whenever they would like to discuss issues with teachers or
the principal. Likewise teachers contact parents to notify them
of concerns and discuss early intervention strategies.
Student
A total of 146 students from Year 3 and 4 were surveyed.
Overall the survey results indicated that the students at Gordon
West were positive to the school’s teaching and learning
practices. Students rated most positively to statements regarding
the school setting high expectations for student learning
(87%) and student self responsibility to learning. (80%) The
statement addressing teacher/parent communication scored
less positively (30%) than all other 10 statement responses.
Staff
Staff surveyed consistently and favourably in response to the
12 statements about Learning. The statements emphasising
high community expectations of student outcomes, the use
of a wide range of appropriate resources, students taking responsibility
for their learning, students having opportunities to
do things that are new and different and the provision of learning
opportunities within a stimulating and secure environment
scored strongly (100%). The statement focusing on the opportunities
for students to reflect on their learning and engage in
self assessment (86%) was identified as the aspect requiring
greater prominence in the future.
Future Directions
The evaluation of survey results identified certain areas for
future development including the need for the school to:
• implement teaching and learning strategies such as reflection
journals to allow students greater opportunities to evaluate
their own learning and provide feedback for future goal
setting
• continue to improve the effectiveness of teacher/parent communication
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