Choosing the right school for your son’s or daughter’s educational is one of the most important decisions a family can make. Moorooka State School has the care and support of an extended family. Every child in our care is important to us and we work hard to ensure they are happy, active, involved and challenged in their academic progress.
In our most recent Teaching and Learning Audit (October 2011) we were very excited that these attributes were identified by the auditor.
The auditor found that the school is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. There is a strong collegial culture of mutual trust and support among teachers and school leaders. The school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigour.
The auditor made particular note of some key aspects of the school’s operation.
The school mantra, “Where Great Things Happen” sets the tone of the school which reflects a school-wide commitment to purposeful, successful learning. Classrooms are generally well organised and have a positive climate. Class ‘busy work’ is kept to a minimum and an attempt is made to ensure that all students are engaged in challenging, meaningful learning. There is a documented Responsible Behaviour Plan for Students used in conjunction with the Moorooka Behaviour Plan. Recognition of students’ achievement occurs in a variety of ways including Gotcha’s; Mr Immaculate and letters of commendation to parents from the Principal. The Parents and Citizens’ Association supports the school through a significant financial contribution.
The auditor identified that the school has a clearly defined explicit improvement agenda with the school leadership team establishing and driving a strong improvement agenda for the school. The improvement agenda grounded in evidence from research and practice, and couched in terms of improvements in measurable student outcomes, especially in literacy, numeracy and science. Explicit and clear school-wide targets for improvement have been set and communicated, with accompanying timelines.
A high priority is given to the school-wide analysis and discussion of systematically collected data on student outcomes, including academic, attendance and behavioural outcomes. Data analyses consider overall school performance as well as the performances of students from identified priority groups; evidence of improvement/regression over time; performances in comparison with like-schools; and, in the case of data from tests such as NAPLAN, measures of student growth across the years of school. The auditor also commented that there was evidence of including students in data discussions with students from Prep to Year 7 actively involved in discussing and setting their own educational goals.
In the audit, physical school resources, including the application of iPads, iPods and Interactive White Boards, was highly commended as was the commitment of the teaching staff to ensuring the teaching and learning cycle and the progress of each child was a priority.
The school principal and other school leaders recognise that highly effective teaching practices are the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully. All teachers understand and use effective teaching methods - including explicit instruction - to maximise student learning.