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.

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