Kirstie Marshall

Professional learning communities (PLCs) are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes.

The focus is on continuous improvement by linking the learning needs of students with the professional learning and practice of teachers. PLC members are committed to professionalism and fuelled by collaborative expertise.

Communicate with staff and students whilst being a positive role model and displaying behaviour which represents the school’s values Be active in school community building and harmonious relations within the Primary unit;

• leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• provide a child safe environment in accordance with the child safe standards
• leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
• leading and managing the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school
• leading and managing staff performance and development (review of staff)
• teaching demonstration lessons
• leading and managing the development of the school’s assessment and reporting policies and practices
• leading and managing the implementation of the school operations and policies related to student welfare and discipline
• leading the development of curriculum in a major learning area and participating in curriculum development in other areas
• contributing to the overall leadership and management of the school
• developing and managing the school code of conduct

As a Range 2 classroom teacher I play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. A critical component of this work focus's on increasing the knowledge base of staff within the school about student learning and high quality instruction to assist the school to define quality teacher practice.

As a Range 2 teacher I:

• have the content knowledge and pedagogical practice to meet the diverse needs of all students
• provide a child safe environment in accordance with the child safe standards
• model exemplary classroom practice and mentor or coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• supervise and train one or more pre-service teachers
• assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
• collaborate with parents, administrators and counsellors to develop improvement plans for struggling students.
• establish and enforce rules of behaviour to drive social development and maintain positive interactions.
• manage and supervise a team of teachers in the planning, implementation and review of teaching and learning programs according to the school strategic plan’s goals and priorities.
• lead the development of curriculum policies and programs.
• manage a year level or learning area
• have developed and managed the school transition program as it relates to Pre-School to Year Prep, Year 6 to Year 7 and Year 12 to Adult Centres.
• assist the principal, assistant principal and leading teachers with the performance of specific functions appropriate to the classification and role.