Course Module

Deliver Positive High-Expectations Leadership

Overview

Positive high-expectations schools cultivate a culture that values learning and supports every child to reach their full potential. In this module, participants will learn how to lead a school in teaching values, expectations and character strengths, lead the sharing of data to show improvement and partner with parents in leading positive high expectations.

Learning Intents

• Understand schoolwide vision, values and how to create and maintain supportive and safe learning environments using positive behaviour interventions and supports (3.4.01). 
• 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). 
• Understand the schoolwide behaviour plan and professional obligations to maintain student safety (Incorporate understand relevant issues and strategies to support safe, responsible, and ethical use of ICT in teaching) (3.4.05, 3.4.06). 
• Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions, and bell to bell teaching (3.4.02). 
• Communicate clear expectations to students and report behaviour incidents (3.4.02). 
• 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). 
• Understand and respect local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04). 
• Understand how to group students and maximise instructional time to manage classroom activities (3.4.02). 
• Apply a range of strategies for reporting student progress to students and colleagues (3.6.05). 
• Demonstrate ability to communicate student progress clearly to students and colleagues (3.6.05). 
• Demonstrate delivery of strategies in the classroom that incorporate local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04). 
• Demonstrate effective use of instructional time by managing classroom (3.4.02). 
• Communicate feedback about student’s behaviour within the classroom using character strengths, teacher-student game, charts, and reinforcers (3.4.01). 
• Understand the purpose of providing timely and appropriate feedback to students about their learning and behaviour (3.6.02). 
• Communicate with school leaders and colleagues audience appropriate information that positively adds to an awareness of local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04).
• Understand the continuum of consequence and how to manage challenging behaviour (3.4.03). 
• Communicate challenging behaviours to behaviour management team for functional analysis (3.4.03). 
• Demonstrate appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of errors (corrective actions when correcting errors) (3.6.02). 
• Communicate corrective feedback to students during instruction and independent learning (3.6.02). 
• Understand the importance of keeping accurate and reliable records of student achievement (3.6.05). 
• Understand how to have honest conversations with parents about student’s needs, behaviour, and their progress (3.8.04). 
• Apply honest conversation practices to remind, resolve and reinspire their support (3.8.04). 
• Communicate clearly to convey warmth, honesty, and interest in student’s development (3.8.04). 

Prerequisite

• Learn Effective Teaching Essentials
• Build Positive High-Expectation School Communities

Assessment

• Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

• Certificate of Completion: Complete online training and knowledge and skills tests.