Nothing beats Direct Instruction for structure and supporting those older students who need to catch up. Direct Instruction has allowed me to teach my student a quality program without having to spend hours and hours producing resources. I actually get to have a weekend off every once in a while without feeling like I was going to be unprepared the following week. Direct Instruction was a win for my students and a win for me. Anonymous

I'm tremendously excited about the support this gives my teachers and I can't thank you enough for this access. Principal, - New South Wales

We are truly loving your resources, especially the Professional Learning modules. Our entire staff are working through these and improving their pedagogy daily as a result. Deputy Principal, - New South Wales Catholic School

I like that we are now able to offer each child a level that is at their learning ability. I like walking past the groups during the maths lessons and seeing students engaged. I also love how some teaching assistants have stepped up and are showing great leadership qualities. Terena, - Instruction Coach, South Australia

The Spelling Mastery professional learning modules are a perfect balance of developing understanding and modelling through practical application. Danielle, - Teacher, South Australia

One of my favourite features of having a School Improvement Coach is the opportunity to be able to have professional learning as a team and having one-on-one coaching available for staff as needed. Lauren, - Instruction Coach, Northern Territory

One of my favourite features of having a School Improvement Coach is the fact that we can have open discussions about where we'd like to go, and our School Improvement Coach can give us feedback on what to do, I really like that. For us, as leaders of our school, its nice to not feel that we are being judged, we're being supported. I think that's the strength of what Good to Great Schools Australia does. I don't feel that I am being bombarded with orders, I feel that we have a dialogue, we get good feedback and its truthful feedback of where we need to be heading, and what we can do to achieve things. I feel like we work together rather than being told what to do. Principal, - Instruction Coach, Northern Territory

From a coaching perspective I think my practice has improved heaps through working with GGSA and through our weekly meetings. My practice has improved in terms of how I navigate school improvement conversations and concerns. What gets fed back and how I go about structuring those conversations and meeting with those teachers and getting everybody on board has improved. Anthony, - Middle School Coordinator, Crossways Lutheran College, South Australia