Video transcript – Collective Efficacy at Hillvue Public School

Lynette Grimes, Instructional Leader:
My name's Lynette Grimes. I'm the Instructional Leader at Hillvue School. I work with students kindergarten to year two, but currently I'm working in year three as well, collecting data. My job is to do the professional learning with the teachers so I have them one hour a week. I work with the teachers to improve their practice in the classroom. We were looking at the reason that we had different results in kindergarten and trying to work out why with three teachers, these teachers seemed to be working in silos. We had them in separate rooms, they were not working in a collegial manner and we looked at ways to change that. So we worked from the student's results and looking at how those were separate. So in professional learning we were working hard on being collegial and everyone doing the same thing, but that's when we came upon the idea that maybe it was putting the kids together, putting the teachers together to help them work collaboratively that would make the difference. So that's when we decided we would get rid of the silos and have the teachers working in an open plan classroom, so a more flexible, differentiated learning environment just to see if that made the difference.

Chris Shaw, Executive Principal:
We commenced our journey of implementation of our flexible differentiated learning environments approximately two years ago. It has been a challenge, but it's something that our staff have embraced as we've moved forward. We needed to have a look at how we can support our teachers and support our students. By opening up some rooms, purchasing some furniture, and putting the process in place. It's put everybody on the same page and the results have just been outstanding. So I think the key factor of this has been the support from our instructional leaders and the work they've done with teachers on pedagogy and processes to engage our students. We initially started with kindergarten and we've been slowly progressing that through. We now have our whole school teaching in grades. So at least two teachers in every room, there's a team teaching approach, there's fluid grouping so children don't get stagnant, there's extension, there's support, and a variety of other initiatives have been put in place to support our students.

Clarissa Drain, Classroom Teacher:
The classroom at Hillvue Public School allows for our flexible learning space where students are grouped according to their ability and it allows for fluid and flexible groupings where it allows the kids to move in regards to what ability they have. For either L3, writing and reading, or with maths with their numeration in 10 as well.

Lynette Grimes, Instructional Leader:
The L3 rotations became more meaningful because when the children are grouped in those, in other rotations, they were able to do rich text, able to do the sorts of activities that children could do independently with an SLSO and still have an uninterrupted learning time in their L3 rotation.

Chris Shaw, Executive Principal:
Technology plays a key part in this, so we're looking at how we can provide the technology as a teaching tool to support teachers as they take this to the next level. We're just moving down the road with some project-based learning, professional learning for our teachers. We’ve increased our early action for success support. Another key factor is that we take a teacher up with the grade each year. So a teacher from kinder to year one, from year one to year two, and so on. So we're not wasting six weeks at the beginning of the year getting to know our children. The teachers know them from day one and the learning takes place. And I must say, this year I have never ever seen a more settled start to the school year. The students are on task, the teachers are happy, and support officers are in the rooms, and it's just been a wonderful start to the year. And I really put it down to the fact that the children know their teachers, the teachers know their children, and the process is really just becoming embedded in the school as part of the culture.

Ruythe Dufty, Director Public Schools NSW, Tamworth Network:
It really is about the consistency of relationships. It is that expert within the classroom with a group of classroom teachers, high impact working together, really concentrating on teaching and learning what works best with the kids in the classroom is, I think, the biggest impact for teachers. So they've got the instructional leader in there every day. They've got plans that they're working towards, they're measuring the data for their students, they know where the students are at all times, they're mapping them on plan, they're mapping them against the literacy numeracy continuums.

If you look at that as a holistic effort with that expert in the classroom, it's really making a huge impact our kids. At Hillvue we can see it. We can see as they're mapping each child that they're growing and improving in their literacy and numeracy.

End of transcript

Return to top of page Back to top