Narranga Public School

Improved teacher practice

Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

School context



School type Primary
School subtype K - 6
Current student enrolment 516 - 700 students
FOEI range 101 - 150
Aboriginal background enrolment 11 - 20%
EAL/D enrolment 0 - 10%
IEC No
Support class(es) Yes
School demographic information

Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

Initiative purpose

NAPLAN data highlighted the need to improve student results in literacy and numeracy. The initiative aimed to do this by focusing on teacher practice, with school-based instructional leaders employed to work with teachers on implementing strategies that achieve greatest effect size.

In order to facilitate optimal learning outcomes for students, collaborative structures were implemented to assist teachers to learn, develop, administer and refine evidence-based teaching strategies. This was achieved through whole school professional learning, small group professional learning, observations and feedback sessions.

The initiative focused on three components:

  • promoting the use of explicit teaching strategies to improve student learning outcomes in literacy and numeracy
  • use of effective feedback to improve student learning outcomes with a focus on literacy
  • collecting and using assessment data to inform teaching practice and meet the differentiated learning needs of students with a focus on numeracy.


Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

Implementation timeframe and activities

Narranga Public School’s teachers participated in three-weekly cycles of professional learning that promoted evidence-based teaching strategies proven to have a significant impact on student outcomes.

Instructional leaders worked with teachers to uplift capability through observations, feedback and modelling of effective practice. Staff regularly participated in structured lesson observations that focused on how different teaching approaches impact on student learning.

Collaborative professional learning of the What Works Best strategies and the Australian professional standards for teachers supported the measurement of high-quality teaching with a view toward continuous improvement.

Numeracy lessons were differentiated and delivered to student groups with learning and support teachers and instructional leaders timetabled into lessons to provide additional support.

Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

Resources and funding sources

Narranga Public School initially funded an instructional leader on a term by term basis, building up to two full-time instructional leaders by 2020.

The breakdown of the initiative included:

  • additional staffing (instructional leaders) - $318.400 (socio-economic background)
  • teacher professional learning $48,000 (professional learning)
  • teacher release for lesson observations $119,350 (QTSS).

Total cost $485,750.

Funding sources used
Socio-economic background
Professional learning
QTSS

Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

Evidence of impact


The initiative has resulted in improved staff confidence and teaching practice. Teachers use learning intentions, success criteria and have a strong focus on formative assessment. Teachers have now embedded evidence-based, high impact teaching strategies within their classroom practice.

The impact on student learning was evaluated via internal and external assessments. Evidence of the impact includes:

  • Value Added (3-5) - Sustaining & Growing
  • NAPLAN Expected Growth - Reading 64.56% (Baseline 58.63%)
  • NAPLAN Top 2 Bands - Reading 40.96% (Baseline 35.94%)
  • 97% of teachers reported lessons differentiated according to students' needs
  • 77% of teachers provided students with the opportunity to use self-assessment against learning intentions and success criteria.


Narranga Public School committed to continuous improvement of teaching practice in order to maximise learning outcomes for all students through the use of school-based instructional leadership.

Next steps

Narranga Public School will continue to resource instructional leaders to focus on improved teaching practice. This will be achieved by:

  • sharing of evidence-informed practices, knowledge and problem-solving
  • using collaborative practice structure to review and update teaching practice based on student learning needs
  • evaluating student growth and attainment
  • continued professional development of teachers
  • promotion of whole school community aspirational expectations of learning progress and achievement.

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