

In HIPL enabled schools, school leadership teams enable professional learning that is based on a shared vision and purpose. They demonstrate commitment to ongoing growth and improvement for all staff as well as students. HIPL element 2: School leadership teams enable professional learning The progress and achievement of every student in every classroom is enhanced because our teachers know, and they are better equipped to meet, their students’ individual learning and wellbeing needs. The department uses system-level data to develop and continually improve evidence-informed professional learning that meets school needs and which is available to all staff. This ensures a clear vision and alignment of relevant, evidence-based professional learning which contributes to teacher Performance and Development Plans. They make collaborative, whole-school decisions about professional learning as part of the strategic improvement planning process.

School leaders use a range of evidence sources to identify school-level trends in student learning patterns. In HIPL-enabled schools, teachers place the learning needs of their students at the heart of their own professional learning needs, by using a range of evidence sources to understand where their students are in their learning, and reflect on their own capability. This diagnostic approach enables teachers to make informed decisions about their own learning so that they can best meet the needs of the students in front of them. Teachers want to see all of their students enjoy success. HIPL element 1: Professional learning is driven by identified student needs The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools.

Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, tools for learning remotely, support for additional needs and more.
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