Positive High Expectations 

Build Positive High-Expectations School Communities
Program: Positive High Expectations 
Module: Build Positive High-Expectations School Communities
Positive High-Expectations School Communities is a professional learning module for principals, instruction coaches, teachers and teaching assistants. Participants understand the generic values and behaviours that are consistent with positive high expectations models. They also gain knowledge about the various decision-making procedures based on data and discuss about how to work in partnership with parents, families, and communities. 
Learning intents  
  • Understand the need for change and for a high expectations culture and no excuses approach (2.2.01). 
  • Communicate to leaders and teaching faculty the need for change (2.2.01). 
  • Understand effective practices for engaging the community (2.1.04). 
  • Understand a school’s effective teaching implementation and improvement approach for academics and behaviour (3.1.06). 
  • Understand schoolwide vision, values and how to create and maintain supportive and safe learning environments using positive behaviour interventions and supports (3.4.01). 
  • Understand schoolwide behaviour plan and professional obligations to maintain student safety (3.4.04). 
  • Understand vision of school and community partnership to drive school improvement (3.8.02). Apply a high expectations culture and a no excuses approach (2.2.01). 
  • Implement vision, values and positive behaviour interventions and supports consistent with the schoolwide behaviour plan (3.4.06). 
  • Apply effective teaching actions agreed at Community school partnership meetings (3.8.02). 
  • Demonstrate awareness of local Aboriginal and Torres Strait Islander histories, cultures and languages in lessons and discussions with community members (3.8.02). 
  • Communicate how student learning and behaviour is improving and link to improvements in instruction (1.3.02). 
  • Apply development processes to celebrate success, address underperformance and challenge   complacency (2.1.04). 
  • Communicate to leadership and teaching faculty examples of excellent teaching and learning (2.3.02). 
  • Apply social emotional learning to develop pro-social behaviours and reinforce self-regulation (3.4.01). 
  • Apply school rules across classrooms and play areas (3.4.01). 
  • Evaluate effectiveness of classroom behaviour planning on student’s behaviour within the classroom using character strengths, teacher-student game, charts and reinforcers (3.4.06). 
  • Understand continuum of consequence and how to manage challenging behaviour (3.4.03). 
  • Demonstrate active monitoring and time-in to mitigate low-level behaviours and discourage escalation and how tiered interventions manage challenging behaviour using time-out, detention, check-in check-out systems and mentoring practices (3.4.03). 
  • Communicate escalating or threatening behaviours to behaviour management team or principal for intervention (3.4.04). 
  • Understand link between data analysis and enhanced student results in academics and behaviour (1.3.02). 
  • Apply data review routines to ensure whole school routinely improves its instructional and behavioural repertoire (1.3.02). 
  • Understand how to use academic and behavioural data to improve school performance (1.5.04). 
  • Apply effective processes for using data to improve school performance in academics and behaviour (1.5.04). 
  • Communicate improvements in school performance to the community using data (1.5.04). 
  • Understand how to collect and interpret evidence to identify excellent teaching and learning (2.3.02). 
  • Apply methods for collecting and interpreting evidence to identify and share successful strategies (2.3.02). 
  • Communicate challenging behaviours to behaviour management team for functional analysis (3.4.03). 
  • Communicate with community members audience appropriate information about use of technology to drive school improvement (3.8.02). 
  • Understand the types of student data that are collected to support student learning and behaviour (4.3.02). 
  • Understand strategies that will enable effective engagement with families and community (1.1.04). 
  • Understand best practice re standards of consistent behaviours for students, school team and families (1.2.04).  
  • Communicate standards of consistent behaviours across school and community (1.2.04). 
  • Apply best practices across school and community (1.2.04). 
  • Communicate to parents and community ways to support school and their children behaviourally and academically (1.1.04). 
  • Understand effective practices for engaging the community (2.1.04). 
  • Understand how to utilise honest conversations to increase parental engagement (2.2.04). 
  • Apply honest conversations to increase parental engagement (2.2.04). 
  • Understand importance of parent engagement in improving student outcomes (2.4.01). 
  • Understand best practices for involving parents in their children’s education (4.4.01). 
  • Apply knowledge of best practices in helping to develop and deliver strategies to involve parents (4.4.01). 
  • Demonstrate parent engagement practices to teaching faculty (4.4.01). 
  • Learn Effective Teaching Essentials.
  • 12 Lessons 
Assessment has three stages: 
  • Test: Knowledge and skills taught in the lessons.
  • Appraisal: Practical application in practicing knowledge and skills learned in the lessons.
  • Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.  
Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
  • Certificate of Attendance: Complete online training and knowledge and skills tests.
  • Certificate of Participation: Pass knowledge and skills video Appraisal.
  • Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.