QUALITY ASSURANCE FRAMEWORK
GERMAN SATURDAY SCHOOLClifton Hill
Community Languages School
© 2011 Ruth E. Stuettgen, Principal
What is Student Well-being?
The Promotion of a positive, safe and secure learning environment that makes educational provision for each student as a unique individual.
Dimension 7 – QAF Community Languages Schools
7.1. The School recognizes, values and supports the diversity of its learners
7.2. The school’s teaching and learning practices meet the interests, needs and abilities of all students.
7.3. The ethos of the school promotes improved student learning outcomes.
Dimension 7 continued – QAF Community Languages Schools
7.4. The school has identified the concern for individual students as a priority.
7.5. The school provides a safe and secure learning environment for students.
Element 7.1. The School recognizes, values and supports the diversity of its learners
Sometimes demonstrated
Teaching and learning in the school value cultural identity – students/teachers/community members do not regularly participate in and organize cultural festivals, to enhance cultural richness of student learning
Researching materials that support cultural diversity vary from class to class
Element 7.2. The school’s teaching and learning practices meet the interest, needs and abilities of all students.
rarely demonstrated
School applies for funding for resources and materials – but teachers do not fully use the funding – each teacher usually to his/her own (teamwork), no sharing of resourcing, exchange of ideas
Too little professional development – association workshops sometimes not relevant, other pd not used extensively.
Element 7.2 continued
Not quite clear if lessons are adapted to student’s age /competency levels
Assume variety of lessons, as no quality control
Community members do not usually assist with activities.
7.3. The ethos of the school promotes improved student learning outcomes
mostly demonstrated
Teachers model cooperative and supportive behaviour and encourage students to do same
Students find classroom positive – good teacher/student relationships, parents/teachers resolve issues cooperatively
7.3. continued
Lessons include pair/group/circle time etc. - good
Guest speakers/community members seldom invited
Student progress reports once/year only Interactions respectful between
teachers/students
7.4. The school has identified the concern for individual students as a priority
Sometimes demonstrated
School and classroom policy documentation highlights the essential place of the student in the school – parents made aware of student’s needs, do not always assist them at home, e.g. homework
Lesson plans reflecting needs of students
7.5. The school provides a safe and secure learning environment for students
sometimes demonstrated Appropriate duty of care – yard duty,
classroom supervision, sometimes appears that children are on their own in classrooms, e.g. when teacher not there yet in morning.
Classrooms and facilities suitable as in day school, however state of classroom especially desks not always the cleanest.
7.5. continued
Teachers do not have appropriate records of children’s special needs e.g. allergies, diet – such records kept with committee, so not close at hand.
First Aid trained personnel on hand First Aid equipment outdated and not
accessible enough
Action Plan for Student Well-being
Outcome – that all dimensions rate mostly to always demonstrated.
Staff collaboration -teamwork
Outcome: that staff work in teams, planning their syllabi, sharing resources and consulting about classroom management on regular basis.
Staff will collaborate regularly
Via staff meetings, team meetings At school, via School teacher WIKI,
telephone Additional resources – WIKI Space,
more materials to share, professional development
By when – End of Term 2 2011 for review