Positive High Expectations
- Communicate to parents and community ways to support school and their children behaviourally and academically (1.1.04).
- Implement regular meetings with parents to reinforce need to meet student’s academic and behaviour needs (1.1.08).
- Develop engagement strategies that reach all parents (1.1.12).
- Promote collaboration with community on strategies to tackle effects of disadvantage on learning and behaviour (1.1.16).
- Communicate clearly with parents and community about school improvement efforts to build a positive high expectations school and community (1.3.04).
- Evaluate community engagement efforts based on academic and behaviour data, making improvements as needed (1.3.08).
- Develop leadership in others through encouraging parents and other community leaders to build consensus and take individual responsibility for implementing change (1.3.12).
- Communicate transparently with information on how students are progressing academically and behaviourally (1.4.04).
- Evaluate school improvement efforts around parental commitment and feedback. (1.4.08).
- Plan ways to work with the community to show how the school is applying resources to support students (1.5.08).
- Articulate a focus on student improvement and promotion of ethical standards throughout the school community that is communicated in improvement plans (1.5.12).
- Understand effective practices for engaging the community.
- Apply development processes to celebrate success, address underperformance and challenge complacency (2.1.04).
- Motivate the school team to engage in cycles of practice that increase parent engagement.
- Model to parents how they can support their students through practical activity around school readiness.
- Coach school team in increasing parent engagement focused on school readiness. (2.1.12).
- Understand how to utilise honest conversations to increase parental engagement (2.2.04).
- Evaluate level of parental participation in classroom visits and work with school team to increase classroom visits (2.2.08).
- Coach school team in effective ways to forge productive links with the community (2.2.12).
- Embed cycles of development, review, revision of school reports that communicate effectively with the community (2.2.16).
- Evaluate current efforts to encourage families to build consensus and make needed improvements (2.3.08).
- Communicate ways the community can use school facilities (2.4.02).
- Evaluate best ways to use technology to deepen parent engagement in student learning (2.4.06).
- Model high ethical standards, support codes of ethics and exercise sound judgement in all community contexts (2.4.09).
- Coach school team in the development and adoption of practices that involve parents in their children’s education (2.4.10).
- Coach school team to implement national/international best practice to help embed a culture of inclusion of families into school and classroom life (2.4.11).
- Model ways of successfully garnering community participation in school efforts (2.4.12).
- Motivate teaching faculty to positively engage parents to maximise their children’s learning (3.8.09).
- Motivate classroom and school improvement with teaching faculty in alignment with vision of the Community school partnership (3.8.10).
- Model implementing plans and case managing students’ progress with families and supporting agencies to teaching faculty (3.8.11).
- Motivate teaching faculty to have honest conversations with parents (3.8.12).
- Embed family engagement practices across teaching faculty that motivate parents to maximise their children’s learning (3.8.13).
- Promote with teaching faculty and community members vision of the community school partnership meetings to drive school improvement (3.8.14).
- Promote with teaching faculty the importance of student’s development milestones and supporting families to reach these by meeting student’s behavioural, physical, social and intellectual development needs (3.8.15).
- Embed honest conversation planning across teaching faculty that reminds, resolve, and reinspire parent’s support (3.8.16).
- Explain to parents their child’s learning and school needs (4.2.12).
- Promote parent participation in classroom visits during learning times through strategies that increase engagement (4.2.16).
- Explain to colleagues ways to provide contextually relevant opportunities for parents to be involved in their children’s learning (4.3.12).
- Promote exemplary ethical behaviour and exercise informed judgements in dealings with community (4.3.13).
- Model high ethical standards, support codes of ethics and exercise sound judgement in all community contexts (4.4.09).
- Explain effective strategies for involving parents in their children’s education to peers (4.4.10).
- Model productive relationships with parents that lead to benefits for student learning and school improvement (4.4.11).
- Explain how building productive links with wider community improves learning and behaviour (4.4.12).
- Lead new peers to develop their professional knowledge, skills and practice to work with parents and community (4.4.13).
- Promote opportunities that engage parents (4.4.14).
- Promote community networks (4.4.15, 4.4.16).
- Learn Effective Teaching Essentials.
- Build Positive High-Expectation School Communities.
- 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.