MoorookaStateSchoolSchoolReview2016StrategicPlan2017–2020

Everystudentsucceeding

TableofContentsSection1 SchoolContext

- OurSchool- TagLine/CatchPhrase- SchoolMotto- SchoolMissionStatement- SchoolPhilosophyandCoreValues

Section2 SchoolReview- Process

Section3 ReviewofStrategicPlan2013-2016

- Background- KeyPriorityAreas2013–2016- SystemicData- MajorFindings:HighlightsandAchievements- RecommendationsforImprovement

Section4 StrategicPlan2016-2019Section5 Appendices

SchoolContextOurSchoolMoorookaStateSchoolofferschildrenawell-balancedcurriculum.Whileweplaceahighemphasisondevelopingstudentliteracyskills,particularlyinreading,wecontinuetorefineourpracticeacrossthebroaderspectrumofliteracyandnumeracy.Ourfocusisonenrichingthelearningoutcomesofourstudents.WhilewehavereasonablysolidNAPLANresults,what'smoreimportantisthegrowthourstudentsexperienceintheoverallteachingandlearningprocess.

MoorookaStateSchooloffersavarietyoflearningenvironmentswhichallowstafftoensurestudentsareactivelyinvolvedintheirlearning.Wehavewelcomingclassrooms,ahugehallincludingmusicandconferencerooms,computerlab,awell-resourcedlibrary,greenroom,art/dramaworkroom,severalplayareas,andextensiveoutdoorlearningareas.

ICTsarepivotaltotheteachingandlearningcycleatMoorookaStateSchool.Staffandstudentshaveaccesstoprojectorsandlargescreensineveryteachingspacearoundtheschool.Tabletanddesktoptechnologiesfeatureineachclassroom.EachclassteacherhasaccesstoiPadsforsharedlearning,classroom-basedAppleMacdesktopsandlaptops,andourCyberCentrewhichfeaturesmodernAppleMacequipment.

Schoolenrolmentshavebeensustainedduringthefouryearsofthereviewprocess.DespiteYear7movingtohighschool,ourenrolmentshaveremainedstable.Manystudentsarefromtransientbackgrounds.In2016oureffectiveenrolmentwas322FTE.Prepenrolmentscontinuetoremainhealthy.StudentsatMoorookacomefromoverfiftycountriesaroundtheworld.CulturalidentityandtoleranceisstrongandiscelebratedannuallyduringHarmonyDayinMarch.SomestudentscomefromfamilieswhereEnglishisasecondlanguage;ourEAL/Dprogramdevelopsandstrengthensstudents’understandingoftheEnglishlanguage.Approximately8%ofourstudentsarefromAboriginalandTorresStraitIslanderbackgrounds.TagLine/CatchPhraseIn2011weintroducedthecatchphrase“Wheregreatthingshappen…”.ThephilosophybehindthisisbasedontheworkingsofStephenCoveyinhiseducationalworks“TheLeaderInMe”,whichisbasedonhishighlysuccessful“SevenHabitsofHighlyEffectivePeople”.MoorookaStateSchoolhasadopted,inpart,theworksofCoveytodevelopacultureofpositivityandanotionthateverychildisgreatandeverychildcanachieve.SchoolMotto“HonourBeforeHonours”:Werecognisethatpersonalintegrityandcharacteraremoreimportantthanpersonalgain.Weseethischaracterisedthroughthepersonalactionsoftrustandthe5Cs:courtesy,consideration,co-operation,commonsense,andcare.SchoolMissionStatementToprovideourstudentswiththehighestqualityeducationalexperienceswhichbothencourageandbroadenknowledge,aresupportiveandinclusiveinpractice,andensurepreparationfor,andsuccessin,aneverchangingworld.

SchoolPhilosophyandCoreValuesMoorookaStateSchoolisaproudStateSchoolencouragingexcellenceinacademic,culturalandsportingendeavours.MoorookaStateSchool:

• hasaclearsenseofpurposeandasharedsenseofcorevalues;• offersarichanddiversecurriculumbasedonthestrongfoundationsoftheAustralian

Curriculum;• Valuesandrespondstotheneedsofindividualstudents;• seekstoprovideallstudentswiththeskillsneededtoaccess,understand,anduseknowledge

forthepurposeofimprovementandworkingtowardslifelonglearning;• providesitsstudentswithaccesstoqualitystaffdedicatedtomeetingtheireducational,social

andemotionalneeds:reaching“aboveandbeyond”asasupportiveschoolenvironment;• meetstheneedsofitscommunitythroughstrongpartnershipswithparentsandmembersof

thelocalcommunity;• isaccountabletoallstakeholders;• demonstratesstrongleadershipwithinitsadministration/teaching/studentteams;• recognisesandcelebratesachievementsandensurescontinualmonitoringofallstudents;• seekstodevelopschoolculturethroughitsASPIREprogram;• promotesanenvironmentcharacterisedby:

o genuine,nurturingandcaringteacherstudentrelationshipso respectandtoleranceforothersandourculturaldifferenceso staffcommitmentandenthusiasmo asafe,orderlylearningenvironmento aplacewherelearningisfun

positiveMoorookaStateSchool/communityrelationships acollaborativepartnershipwithparents

SchoolReviewMethodologyThereviewwasconductedbyateamofthreereviewers.Thereviewconsistedof:

• apre-reviewauditoftheschool’sperformancedataandotherschoolinformation• consultationwiththeschool’sAssistantRegionalDirector• aschoolvisitofthreedays• interviewswithstaff,students,parentsandcommunityrepresentatives,including:

o Principalo Deputyprincipalo BusinessServicesManager(BSM)o Pedagogicalcoacho SupportTeacherLiteracyandNumeracy(STLaN)o Guidanceofficero StudentswithDisabilitiesteachero 18teacherso 11teacheraideso Twocleanerso 54studentso Administrationstaffmemberso 12parentso Schoolgroundsofficero Schools’plusmanagero Chaplaino Indigenousliaisonofficero C&Kmanagero PrincipalofYerongaStateHighSchoolo BrisbaneCityCouncilCouncillorforMoorooka

Reviewteam

• PeterDoyleInternalreviewer,SIU(reviewchair)• LeeGerchowInternalreviewer,SIU• RobertLeeExternalreviewer

KeyfindingsParentsindicateahighlevelofsupportandconfidenceintheschoolleadershipandstaffmembers.Itisrecognisedthattheschoolissupportive,open,andapproachable.Communicationistimelyandreadilyavailableinbothelectronicandpaperformats.Issuesareaddressedpromptlyinanopenandtransparentway.Theschool’sprioritiesarearticulatedintheannualimprovementagenda.Theschoolhasthreepriorities:reading,writingandnumeracy.Eachpriorityisbrokendownintospecificactions,withcleartargets,timelinesandrolesandresponsibilities.Teachersareabletoarticulatethekeyprioritieswithvaryingdegreesofunderstandingastowhattheimplicationsoftheseprioritiesarefortheirday-to-daypractice.

Theschoolhasusedfundstoappointapedagogicalcoach.Asystematicwhole-schoolapproachtocoachingandfeedbackforallstaffmembersalignedtotheschool’simprovementagendahasbeendevelopedandiscurrentlybeingimplemented.School-basedandsystemicdatarelatingtostudentperformancesupportstheschool’simprovementagenda.Theleadershipteamandteachingstaffmembersviewreliableschooldataasessentialtotheeffectivesettingofcurriculumdirections.DatarelatingtostudentrelativegainandprogressionofstudentsintheUpperTwoBands(U2B)isreviewedwithstaffmembersaspartofdatadiscussions.Theschoolhasapositivetoneandasenseofcommunity.Thereisanexpectationthateverystudentwilllearnandachievepositiveoutcomes.Adeliberateandplannedapproachtostaffandstudentwellbeinghasbeenrecentlydevelopedandactioned.Theprincipalandotherschoolleadershaveintroducedprogramsandstrategiestoidentifyandaddresstheneedsofstudentsandareapplyingresourcestomeetthoseneeds.Theschool’sbudgetispreparedbytheprincipalandBusinessServiceManager(BSM)inconjunctionwithkeystaff,basedonhistoricalprecedents.TheschoolandtheP&CworktogethertoformaworkingbusinessplanfortheP&Ctoprovidesupporttotheschool.AsmembersoftheP&CExecchange,thereisaneedtoprovidesupporttotheincomingExecondevelopingtheseplans.Professionalcollegialityisviewedbystaffmembersasstrengthoftheschool.Manyteachersspeakhighlyoftheguidanceandsupportofferedbytheschool’sleadershipteamandofthesupportofferedbytheircolleagues.Instructionalleadershipresponsibilitiesoftheleadershipteamhavebeendevelopedandsharedwithstaff.Coachingopportunitiesarefocusedonmodellingandfeedback.AllteachersareusingtheCurriculumintotheClassroom(C2C)unitsasaresourcelinkedtotheAustralianCurriculum(AC)scopeandsequence.TheExplicitInstruction(EI)modelisgenerallyappliedinvaryingdegreesbyteacherstocurriculumdesignanddeliverywithparticularemphasisonliteracy.Theschoolplacesahighpriorityonensuringthatinclusivepracticesareinplacetocaterfortheindividualneedsofallstudents.Bloomsdigitaltaxonomyisprovidedtostaffasameansforintegratingtechnologiesindailyteaching.

ExplicitimprovementagendaTheschoolleadershipteamiscommittedtotheimprovementofcurrentstudentlearningoutcomes.Thisisreflectedinawillingnesstolearnfromevidence-basedresearch.Approximately50percentoftheschool’senrolmentarerecentmigrantstoAustraliaandarefluentinadifferentlanguage.Theschoolhasallocatedsubstantivefundstosupportthesestudents.

Theschool’sprioritiesofreading,writingandnumeracyarepublishedintheannualimprovementagendafor2016.Eachpriorityspecifiesactions,withcleartargets,timelinesandrolesandresponsibilities.Theschool’sthreeprioritiesarecommunicatedtoparentsviatheschoolnewsletter.Theschool’sexplicittargetsaremadeavailabletotheparentcommunitythroughnewslettersandtheschool’swebsite.ParentsarealsoactivelyencouragedtoparticipateintheQParentsprogram.Teachingstaffcanarticulatethekeyprioritieswithvaryingdegreesofunderstandingastowhattheimplicationsofthesearetotheirday-to-daypractice.Theschooldrawsonregionalreadingbenchmarkstoguideteachingstaffinthemonitoringofstudentoutcomesinreading.Attendanceisanemergingissuefortransientstudents.Somestudentsattendschoolforlessthan85percent,increasingbyapproximatelytwopointfourpercentinrecentyears.Theschoolworkscloselywithstaffandthecommunitytomonitorandtrackstudentattendance.Apolicytopromotehighattendanceisdevelopedandimplemented.Thedegreetowhichthispolicyinfluencesactionsbystudents,parentsandstaffmembersvariesdependingonthetransienceofthestudents.ItisidentifiedthatmanytransientstudentshavegreaterattendanceatMSS,thantheirpreviousschools,duringtheirshortenrolmenttimeintheschool.Amodelofsharedleadershipandteamworkdrivestheimprovementagenda.Thisincludesbothformalleadershiprolesandparallelleadershipthroughmentorsandteamleaders.Therolesandresponsibilitiesoftheleadershipteamhavebeenrecentlyreviewed,documentedandcommunicatedtostaffmembers.Theschoolhasareadingprogramandrecentlyconductedareviewoftheschool’sliteracyblock.Thereareplanstocontinuethisreviewandrefinetheexpectationsoftheimplementationofthisapproach,toensureconsistencyofpractice.Theconsistencyoftheimplementationofliteracyblocksisdeveloping.

AnalysisanddiscussionofdataSchool-basedandsystemicdatarelatingtostudentperformancesupportstheschool’simprovementagenda.Theleadershipteamandteachingstaffviewreliabledataasessentialtotheimplementationofcurriculum.DatarelatingtostudentrelativegainandprogressionofstudentsintheUpperTwoBands(U2B)issharedwithstaffmembers.TheWholeSchoolDiagnosticScheduleisinoperationinallyearlevelsandoutlinestargetsforreading,orallanguage,spellingandmathematics.Theschoolhasreviewedthescheduleofdatacollectionandtheschoolleadershipteamindicatefurtherrefinementisintended.MostteachersutilisearangeofassessmenttoolsbasedontheCurriculumintotheClassroom(C2C)resourcesandexpectationsfromtheAustralianCurriculum(AC)togaugestudentimprovement.Attheendofeachunit,teachingstaffuseschool-basedtechnologytoaggregatestudentattainments.TeamsofteachersanalysethisdatatoinformfuturepedagogicalpracticesinEnglishandmathematics.Behaviourandattendancedataissharedandreviewed.ProvisionofprofessionaldevelopmentforstaffmembersintheuseofOneSchoolasatoolfortheaggregationofstudentperformancedatahasbeenprovided.SometeachersindicatetheneedforfurtherprofessionaldevelopmentintheuseofdatafromOneschool.ThishasbeenidentifiedbytheleadershipteamwithprofessionaldevelopmentsessionsorganisedwithOneSchoolpersonnel.Individualteachersusesomedatawithstudentsandtheirparentstopromotestudentownershipandincreaseparentalawarenessoftheestablishmentoflearninggoals.Theconsistencyofthispracticeisindevelopmentacrosstheschool.

2016dataindicatesthattheschoolisperformingstatisticallyaboveSimilarQueenslandStateschools(SQSS)inMeanScaleScores(MSS)forYear3asassessedbytheNationalAssessmentProgram–LiteracyandNumeracy(NAPLAN).InYear5,reading,writing,spelling,andnumeracyaresimilartoSQSSwiththeexceptionofpunctuationandnumeracywhichareassessedasbelowSQSS.Overthe2008-2016periods,participationlevelshavefluctuatedthoughthisisidentifiedasfamily-choice.StudentrelativegaincomparedtoSQSSisimproving.IncomparisontoEffectSizeGain(RelativetotheNation)thisschooldemonstratesapositivegaininYear3reading,spelling,punctuationandgrammar,andnumeracy.ItalsodemonstratesapositivegaininYear5writing,spelling,andpunctuationandgrammar.From2008to2016theschoolhasshownsignificantESG(RelativetotheNation)inYear3inallfiveareasofNAPLAN,andinYear5reading,spelling,punctuationandgrammar,andnumeracy.2016dataindicatesthatYear3isperformingaboveinSQSSintheUpperTwoBands(U2B)inallfiveareasofNAPLAN.InYear5,intheU2BreadingisslightlybelowSQSSwhilewriting,spelling,punctuationandgrammarandnumeracyarelikeSQSS.

AculturethatpromoteslearningTheschoolhasapositivetoneandasenseofcommunity.Thereisanexpectationthateverystudentwilllearnandachievepositiveoutcomes.Classroomsareorderlyandinviting.Thereareminimaldisruptionstolearning.TheResponsibleBehaviourPlanforStudents(RBPS)outlinesclearprocessesforrespondingtobehaviour.Arewardssystemtopromotepositivebehaviourintheschoolisinplace.Staffmembersdemonstrateanunderstandingofthelinkbetweencaring,respectfulrelationshipswithstudentsandtheirsuccessatschool.Parentsspeakhighlyoftheteachingstaffandleadershipteamandstatethattheyfeelwelcomeandthatstaffmembersareapproachableandresponsivetotheirenquiries.Theschoolmottoof‘HonourBeforeHonours’isprominentlyondisplayandunderstoodbythestudents,asarethe‘5C’s’expectationsofcourtesy,consideration,cooperation,commonsenseandcare.Playgroundexpectationsareexhibitedonpostersreinforcedbytheschool’siconic‘Meerkat’mascot.Theschool’ssloganof‘wheregreatthingshappen’isclearlyvisible.2016SchoolOpinionSurvey(SOS)dataindicatesthat89.8percentofstudentsaresatisfiedthatbehaviouriswellmanaged,incomparisonwith84.6percentsatisfactionin2015.Somestudentsexpressconcernregardingbullyingandbehaviourneedsintheschool.Theseconcernsdifferdependingonthestudentcohort.Theleadershipteamworkcloselywithstudentsandfamiliestosupportbehaviouralneedsofsomestudents.Artefactswhichcommunicatethesevenhabitsforasuccessfullifearepresentinallclassroomsandpublicareasandformpartoftheschool’sstrategyforstudentwellbeing.DatafromtheSOSindicatesadeclineinstaffmembers’morale.Theleadershipteamareworkingwithstafftoseekcollaborativeimprovement.Astaffwell-beingteamhasbeenestablishedandisorganisingsometeambuildingandmoraleboostingactivities.Somestaffmembersindicatethatstaffmembers’moralehasimproved.Adeliberateandplannedapproachtostaffmembersandstudentwellbeinghasbeendevelopedandenacted.Theschoolendeavourstoestablishstrongandmutuallysupportivepartnershipswithparentsfromthetimeofenrolment.Therearealargenumberofregularparentvolunteersvolunteeringinvariouscapacities.Parentinformationworkshopsareprovidedtoassistparentsinunderstandingtherangeofwraparoundservicesofferedbytheschool.Aformalinductionprogramforvolunteersisplanned.Staffmembersaremindfulofthemulticulturalnatureoftheschoolandendeavourtodevelopunderstandingandsensitivitytothevariousbeliefsandculturalnormspresentintheschool

community.Informationiscollectedatenrolmentinterviewstoassiststaffmembersintheirresponsetoeachchild’sindividualneeds.Appropriatesupportstaffmemberssuchasinterpretersandcommunityliaisonrepresentativesareavailableaccordingtotheneedsofeachnewfamily.CulturalcelebrationssuchasHarmonyDayandNAIDOCDayareheldannually,aswellasanANZACobservanceandthetraditionalcommunityEasterParadewhichisnowinitsthirddecade.Theschooliswellpresented.Allmembersoftheschoolcommunitydemonstrateacommitmenttothecareoftheschool.Classroomsaregenerallywellorganisedandcurrentartefactsareondisplaytosupportteaching.Theschoolgroundsaregenerallytidyandwellkept.Somestudentsandparentsreportthatcertainschoolfacilitiesneedupdating.Schoolcommunitymembersidentifymaintenanceandgroundsthatrequireattentionwhichareaddressedthroughtheschool’sannualmaintenanceplan.Theschooladministrationmanagesthecompulsoryattendancepolicyandfrequentunexplainedabsencesareinvestigated.Schoolleadersidentifyconcernsregardingfrequentlatearrivalsandearlydeparturesofsomestudents.Plansexisttodevelopaconsistentsystemforclassroomteacherstopromoteregularattendanceandbeingpunctual.

TargeteduseofschoolresourcesTheleadershipteamhaveintroducedprogramsandstrategiestoidentifyandaddresstheneedsofstudentsandapplyresourcestomeetthoseneeds.TheprincipalandBusinessServiceManager(BSM)preparetheschool’sbudgetinconjunctionwithkeystaffmembers,basedonhistoricalprecedents.Theschool’sbudgetisendorsedbytheparentbody.Theschoolcouldbenefitfromwiderconsultation,acrosstheschoolcommunityinrelationtofundingallocations.Thereisalignmentwiththeschool’sEIAandbudgetallocations.Awell-equippedcomputerlaboratorywhichisutilisedbyteachersandstudentsisavailable.AllteachingstaffandteacheraideshaveaccesstoaniPad.iPadsareavailabletostudentsineveryclassroom.Theseareusedforextensionactivitiesorasanactivityforearlyfinishers.Somestaffmembersexpresstheneedforfurtherprofessionaldevelopmentintheeffectiveuseoftheseresources.TheschoolhasaLevelledLiteracyIntervention(LLI)1program.TheimplementationoftheprogramisoverseenandqualityassuredbytheSupportTeacherLiteracyandNumeracy(STLaN).Theday-to-dayimplementationisenactedbytwotrainedteacheraides.LLIprovidesintensiveinterventionforstudentsfromPreptoYear6whoareidentifiedasbeingbelowyearlevelexpectationsinreading.Teachersspeakhighlyofhowthisinterventionaddressesthelearningneedsoftheirstudentsandthisissupportedbyinternalmonitoringdata.AC&KKindergartenislocatedintheschoolgrounds,andenrolmentsintheschoolreflectanincreasein2016.Themajorityofthe36childrenattendingwilltransfertotheschool.TheschoolhasusedtheInvestingforSuccess(I4S)fundingtoappointapedagogicalcoach,anadditionalclassteacherandteacheraidestoprovideinterventionforstudents.Additionalteachingresourceshavealsobeenpurchasedandprovidedtostaffacrossallyearlevels.Thereisanannualreviewofresourcingtoensureplanningofnewresourcepurchasingisbestpractice.

AnexpertteachingteamStaffmembersviewprofessionalcollegialityasstrengthoftheschool.Manyteachersspeakhighlyoftheguidanceandsupportofferedbytheschool’sleadershipteamandofsupportofferedbytheircolleagues.Theleadershipteamaresupportive.ThecontributionofthepedagogicalcoachandSTLaNarehighlyvalued.Theprincipalanddeputyprincipalhavebeenreadilyavailableinclassroomsandparticipateinavarietyofactivitiesthroughouteachterm.

TheschoolhasadoptedamodelofExplicitInstruction(EI)asitssignaturepedagogy.Theimplementationofthisapproachisinconsistentinclassrooms.AnoutlineofEIispublishedintheschool’snewsletterandonthewebsite.Opportunitiesareprovidedforteacherstoplaninyearlevels.Mostyearlevelteamsmaketimetomeetinformallytoplanandshareresources.Teachingstaffvaluetheseopportunitiestoworkcollaborativelywithcolleaguesandcurriculumleaders.Someteacherswouldlikefurtheropportunitiesoutsidetheschooltoplancollaboratively.Teachingstaffarticulatetheneedtocontinuewithplanningmeetingsanddatadiscussionsledbyamemberoftheschool’sleadershipteam.Opportunitiesforspecialistteacherstoworkcollaborativelywithcolleaguesandschoolleadersareprovided.Staffmembers’performanceplanningprocessesoccurannuallywithstaffencouragedin2016toutilisetheMyHRPDPprocess.Professionaldevelopmentdiscussionsforteacheraidesoccursregularly.TheleadershipteamindicatethattheseprocesseswillrecommenceinTerm2,2016.Staffmembersgenerallyspeakpositivelyoftheopportunitiestoparticipateinschool-basedprofessionaldevelopment.Theschoolhasaprofessionallearningplanalignedtotheschool’simprovementagenda.Aninductionprogramisprovidedforteachersnewtotheschool.Adocumentedorientationandinductionplanisavailable.Newteachersspeakpositivelyofsupportprovidedbycolleaguesandtheschoolleadershipteam.TheschooloffersweeklyprofessionaldevelopmenttoassiststaffintheirutilisationofAppleproducts.StaffarealsoprovidedwithregularinformationregardingexternalPDavailablethroughAppleStoresandotherexternalagencies.Theschoolhasusedfundstoappointapedagogicalcoach.Theroleofthisstaffmemberfocusesontheimplementationoftheschool’scurriculumanddataanalysis.Followingarecentstaffingchange,theopportunityhasarisenfortheschooltoreviewthispositionandtherolesandresponsibilitiesoftheschool’sleadershipteam.Professionaldevelopmentisvaluedattheschool.Anexternalcoachhasrecentlybeenengagedusingtargetedfunding.Asystematicwhole-schoolapproachtocoachingandfeedbackforallstaffmembersalignedtotheschool’simprovementagenda,hasbeendevelopedandimplementationisoccurring.Coachingopportunitiesareprimarilyfocusedonmodelledteachingepisodes.TeachersareregularlyprovidedwithfeedbackthroughPrincipalwalkthroughs,coachingandWatchingOthersWork(WOW).

SystemiccurriculumdeliveryTheEImodelisgenerallyappliedinvaryingdegreesbyteachersincurriculumdesignanddeliverywithparticularemphasisonliteracy.Curriculumcontentissharedwithparentsviaregularclassnewsletters.Whole-schoolcurriculumoverviewsandintentarenotcurrentlysharedwithparents.Adiagnosticassessmentscheduleisdevelopedanddocumented.ThisprovidesdetailedtargetsandtimelinesacrosskeysubjectsofEnglishandmathematics.Itiswidelyrecognisedbyleaders,teachers,andparentsthatthelevelofcurriculummodificationforstudentsisofahighstandardwhensupportingtheattainmentoftheNMS.SometeachingstaffandstudentsexpresstheopinionthatthecurriculumcouldbemorechallengingtosupportstudentattainmentintheU2Bcohort.Fewteachersindicateanintegratedapproachtocross-curricularliteraciesandgeneralcapabilities.Mostaspectsinrelationtothedevelopmentofcommunicationtechnologiesandthinkingskillsaresegregatedlearningepisodes.TheleadershipteamiscurrentlyrefininganICTFrameworktoenhanceintegrateduseoftechnologies.

Theschoolisdevelopinglocallyrelevantcurricula.C2Cresourcesinformplanning.Currently,decisionsregardingcurriculumadaptationsaremadebytheyearlevelplanninggroupswhoaresupportedbythepedagogicalcoachTeachingstaffutiliseawiderangeofschoolresourcestoplan,implementandassesscurricula.Manyoftheseresourcesarecommercialmaterialschosenbytherespectiveyearlevelstosupportcurriculumimplementation.Theuseofresourcesisregularlymonitoredwithbothteachingstaffandteacheraidesaskedtoprovidefeedbackontheeffectivenessofresources.TheschoolusestheAppleplatformforalldigitaltechnologies.AllteachershaveaccesstomultipledevicesincludinganApplelaptopandaniPad.Thisisenhancedthroughtheallocationofadditionalresources,includingdigitalstillcamerasandvideocameras.TheschoolhasacomprehensiveICTframeworkwhichoutlinestheskillsstudentsshouldacquireatkeyjuncturesofschooling.Assessmentproceduresareintegraldriversforcurriculumunits.TheseitemsarederivedfromC2Cmaterial.Qualityassuranceprocessesfortheseadaptationsarehighlydependentonindividualteacherjudgementandskill.Assessmentproceduresinformthereportingprocess.Studentsindicatethatassessmenttasksareaccompaniedbystatementsofsuccesscriteriawhichtheyunderstand.Moderationprocessesoccurregularlywithinyearlevelteams.Formalmoderationprocesseswithotherschoolshavedependedontheinterestofotherschoolsinthearea.Schoolreportingincludeswrittenandoralreports.Thesereportsprovidealistoutliningstudentinvolvementinthecurricula.Someparentsindicatemoreinformationwouldbehelpfulconcerningaspectsofthecontentthestudentmanagedandwhatcouldbeneededforfuturesupport.Supportfromtheleadershipteamisprovidedforteachersandteacheraidesregardingprofessionaldevelopment,timeforpeerdiscussions,WatchingOthersWork(WOW)andmodelledteachingepisodes.Theseallsupporttheimplementationoftheliteracyframeworkandstudentsupportprograms.

DifferentiatedteachingandlearningTheschoolplacesahighpriorityonensuringthatinclusivepracticesareinplacetocaterfortheindividuallearningneedsofallstudents.Thewhole-schooldiagnosticschedulemonitorsstudents’learning.DataisenteredonOneSchoolandanalysedbyclassteacherswiththeassistanceofsomeschoolleaders.Teachingstaffareatdifferentskilllevelswithdataliteracy.Theschoolleadershipteamprovidesprofessionaldevelopmentandsomecoachingtoraisetheselevels.Aschoolpolicyondifferentiationandaconsistentagreed-uponapproachtodocumentingtheteachingadjustmentsinplanningneedstoberevisitedandagreedtowithstaff.AllstudentsfromYear1toYear6participateinguidedreadingblockswithPrepstudentsjoiningotherstudentsfromTerm2.ThroughtheI4Sprogram,theSTLaNandpedagogicalcoachleadtheimplementationofthisprogramwhichisresourcedwithadditionalteacheraidetime.StudentsarelevelledusingPMbenchmarksfromPreptoYear2andPinnellandFountas2inYears3to6.Teachersgroupstudentsaccordingtoreadinglevels.TwoteacheraidesprovidetargetedinterventionfromtheLevelledLiteracyIntervention(LLI)program.SometeachersarticulatesomedifficultiesintrackingbenchmarkingdataatjuncturesduetodifferencesbetweenthePMandFountasandPinnellbenchmarkingsystems.Moststudentscanaccuratelyarticulatetheirreadinglevel.Aconsistentapproachtostudentssettingandmonitoringtheirlearninggoalsincollaborationwiththeirteachersisyettobedeveloped.Moststudentsarticulatethattheyreceiveusefulfeedbackfromtheirteachersregardingtheirlearningandhowtoprogress.

Moststudentscanaccuratelyarticulateageneralunderstandingofsuccesscriteriaanddescribeavarietyofstylesandformatsinwhichthisfeedbackisprovided.Teachers’understandingofformativeassessmenttechniquesandtheprovisionoffeedbacktostudentsisvariable.Theschoolhasalong-standingreputationforeffectivelycateringforthelearningneedsofstudentswithEnglishasanadditionallanguageordialect(EAL/D)Thisprogramoperateseffectivelyandseamlesslywithotherstudentsupportprogramsthroughtheindividualcasemanagementofstudentswithidentifiedlearningneeds.TheschoolhasrecentlyformalisedthereferralandcasemanagementofstudentswithidentifiedlearningneedsthroughitsstudentsupportservicesTripleSmeetings.Thisiswell-receivedbystaffmembers.IndividualCurriculumPlans(ICPs)aredevelopedtocaterforthespecificlearningneedsofstudentswhoareworkingacademicallyaboveandbelowtheircurrentyearlevel.ForstudentsinorneartheU2BinNAPLAN,theschooloperatesatargetedstrategythroughthewithdrawalofextensionstudents.Someteachersarticulatesomedifficultyinunderstandinghowtoadequatelychallengehigher-abilityorgiftedandtalentedstudentsduetotheneedsoflower-performingstudents.Processestoinformparentsoftheirstudent’sprogressareconductedeachsemesteratparentandteacherinterviews.Parentsreportappreciationforthedescriptionsofcurriculacontentavailableintheschoolreport.Someparentsindicatetheywouldliketoreceivemoredetailedinformationregardinghowwelltheirchildislearning,howengagedtheyareandhowtheycanassistthemtoimprove.

EffectivepedagogicalpracticesSchoolleadersrecognisethathighly-effectiveteachingisthekeytotheimprovementoflearning.ThedocumentedpedagogicalframeworkcitestheresearchofFleming3(2007),Covey4(2008),Tomlinson5(2001),ArcherandHughes6(2011)amongstothers.EIunderpinsthedesiredpedagogicalapproach.Professionaldevelopmentandsomecoachingandfeedbackwereprovidedtoallstaffmembersinthismodelin2015.Teachingstaffarticulatearangeinthedepthoftheirknowledge.Mostareabletodescribetheopeningofthelesson,Wearelearningto(WALT)andWhatI’mlookingfor(WILF)andtheIdo,Youdo,Wedophasesoflessondesign.Anexternalconsultanthasrecentlyprovidedprofessionaldevelopmentintheimplementationofguidedreading.Aconsistentapproachtothisprogramisdevelopingacrosstheschool.Teachersareprovidedwithanexcessofteacheraidesupport.Teachersnegotiatetheirteacheraidetimeduringtheplanningoftheschool’stimetable.Professionaldevelopmentismadeavailabletoallteacheraides.Aschool-widereadingframework,ABalancedandEffectiveReadingProgram,describingthedesiredstrategiesandstructuresisdocumented.Thisyear,toincreasethelevelofconsistencyacrosstheschool,somecoaching,observationandfeedbackhaveoccurred.Theschoolleadershipteamacknowledgetheimportanceofconsistency.Teachingstaffcurrentlyworkinyearlevelteamsandplan,adjust,assessandmoderatecontinually.Mostteachersreportsatisfactionwiththewaytheirteamsoperateandarticulatethatthereisahighdegreeofcollegialsupport.SometeachersindicatetheneedformoresupportfromtheschoolleadershipteamwiththeirplanningregardingtheadaptationoftheC2Cunitstosuitallstudents’needs.Currently,somemembersoftheschoolleadershipendeavourtoattendplanningmeetingstoassiststaffmembers.Schoolleadersandteachingstaffunderstandtheneedtoprovidetimelyandregularfeedbacktostudentsandtheirfamiliesregardingprogresstowardsachievingtheirlearninggoals.Moreformalsettingofgoalswithstudentsisyettobeimplementedschool-wide.

SchoolandcommunitypartnershipsArangeofparentsindicateahighlevelofsupportandconfidenceintheschoolleadershipandstaffmembers.Thereisacknowledgementthattheschoolissupportive,open,andapproachable.Communicationistimelyandreadilyavailableinbothelectronicandpaperformats.Issuesareaddressedpromptlyinanopenandtransparentway.Theschool’swebsiteisfunctionalandprovidesinformationontheoperationsoftheschool.Marketingstrategiesusedtopromotetheschoolarewellestablishedandarevisible.Someparentscommentthatastrongerfocusonschoolfacilitieswouldenhancetheschool’simagewithinthecommunity.Woolworths,localsportingfacilitiesandclubsprovideahighlevelofcommunity-basedactivitiesforstudents.AppleiscommittedtotheschoolthroughtheprovisionofinsightsforteachingstaffintotheuseofclassroomiPadsandgeneralcomputer-relatedmaterials.Easterparades,Christmascarnivals,sportsdays,chaplaincyevents(suchasmotherand/childdays,fatherandchildcamps,andpancakeevenings)areextremelywellattendedbyparents.Thechaplainplaysanintegralroleinthemanagementofstudentwelfareandprovidesvariousvehiclesthattransportdifferentnationalitiesassociatedwiththeschooltosocialevents.TheParentsandCitizens’Association(P&C)currentlyhassomedifficultywiththedevelopmentofparentengagement.TheP&CoperatesandmanagestheschoolTuckshop.Ithasrecentlyadoptedonlineordering.ThefoodsoldcomplieswiththeSmartChoicesphilosophy.OutsideSchoolHoursCare(OSHC)isconductedonsitebySchoolsPluswhichhasastrongandsupportiverelationshipwiththeschool.TheyoftenprovidestaffmemberstosupportstudenteventssuchasSportsDaysandCleanupAustraliaDays.ThemajorityofchildrentransitiontoPrepfromtheonsiteCrècheandKindergarten.StrongrelationshipsexistbetweenthetwocentreswithUnderEightsWeek,transitionprogramsandspecialistsupportwhichunitethetwocampuses.Studentstransitionprimarilytoarangeoflocalhighschools,includingYerongaStateHighSchool,HollandParkStateHighSchool,andCavendishRoadStateHighSchool.Anumberoftransitionalprogramshavebeenestablishedthroughouttheyearwitheach.

Recommendationsforimprovement Sharpenandnarrowtheschool’sExplicitImprovementAgenda(EIA)tofocusonthe

keypriorityareaofreading. ü

Ensuretheschool’sattendancestrategyisunderstoodbyallmembersoftheschoolcommunity. «

Communicatetheschool’sexplicittargetswiththeparentcommunity. «

Refineschooldataanalysisprocessestoincludeadeepanalysisoftheachievementofallstudentsincludinghigherperformingstudents. «

Implementfocusedandprecisediscussionsofallsystemicdata. «

Developprocessestoeffectivelydisseminateattendanceandstudentbehaviourandcommunicateaspirationaltargetsandstrategiesforimprovement. ü

Collaborativelydevelopadeliberateandplannedstrategytoaddressstaffmembersandstudentwellbeing. ü

Developaformalinductionprocessforvolunteers. •

Collaborativelydevelopaplanwiththeschoolcommunitytoimproveschoolfacilities. «

Engage staff and community members in the development of the budget and theallocationoffinancialandotherresources. ü

Preparebudgetplansforsignificantcostcentres,containingplansforexpenditureandreviewtheseintheformulationofsubsequentbudgets. ü

Utilisefundstoengagearepresentativefromsignificantculturalgroupstobuildlinkswiththecommunitygroups. •

Reviewtheresponsibilitiesofallmembersoftheleadershipteamtodevelopadeepunderstandingofinstructionalleadershiptoenhanceteacherexpertise. ü

Revisitthecurrentschoolcoachingframeworktoensurealignmentwithkeyprioritiesandtheprovisionofqualityfeedbackrelatedtoteachingpractice. ü

Formalise,documentandimplementschoolinductionprocessesforallstaffmembers. «

Developand implementaprofessionaldevelopmentplan, alignedwith the school’simprovementagenda. «

Implement a cycle of performance planning for each staff member, aligned to theschool’spriorities. «

Investigate professional development options for the training of all coaching staffmemberstoensureconsistencyofcoachingmodelsandpractice. «

Buildteachercapacityinplanningprocessesforallkeylearningareastoincludecross-curricularliteraciesandgeneralcapabilities. «

Buildteachercapacitytodevelopanddelivercurriculawhichprogressivelydevelopsstudents’deepunderstandingofconcepts,principlesand‘bigideas.’ «

Engageallstudentsthroughhighexpectations. «

Establishprocessestoeffectivelymonitortheuseofcommerciallyproducedresourcesandprogramstoensurehorizontalandverticalalignmentacrosstheschool. ü

Build teacher capacity to engage, challenge and extend high-achieving students,including those identified as gifted and talented and those in or near the U2B inNAPLAN.

«

Developawhole-schooldifferentiationpolicytoensureconsistencyindocumentingadjustmentstothecurriculum. «

Reviewbenchmarkingproceduresandembedacommonconsistentapproachacrosstheschool. •

Build teacher capacity to reporton student attainmentandengagement toprovidedeeperinformationforparents. «

Continuetodevelopconsistencyofpracticeduringliteracyblocksparticularlyintheareaofguidedreading. «

Ensure the leadership team leadsplanningmeetings to support staffmembersandqualityassuresunitadaptation. ü

Continuetodevelopteachercapacitytoimplementaconsistentapproachtoexplicitinstruction,includingtheuseofeffectiveformativeassessmenttechniques. «

Establishaschool-wideapproachtothesettingofstudentgoals. •

Support the reinvigoration of the P&C as a contributing component of school andcommunityliaison. «

Provide additional opportunities for all parents to outline the different culturalaspirationsfortheirchildren. «

Incorporate these aspirations into the school’smarketing approaches, celebrationsandcurriculum. «

üEmbedded «Embeddedwithrevisit «Priority •Tobereviewed

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Typicallyapreparationimprovementstrategyhasbeenidentified6-12monthspriortothestrategymovingtoprioritystatus.Duringthepreparationphase,generallyamemberoftheleadershipteam,oramemberofstaffundertakingaspiringleadership,willworktoidentifythefutureneedsofthisstrategybecomingapriority.Thismayincludeinvestigatingprogramstobeimplemented,resourcestobefundedandpurchased,andprofessionaldevelopmentrequiredbystaffatintervalsforimplementation.Insomecasesastrategicteammaybeformedtoenhancethepreparationofthisstrategy.

14Parameters:LynSharrattUtilisingtheresearchofLynSharratt,duringtheimplementationofthestrategicplanwearecommittedtothefollowingparameters:Parameter1:SharedbeliefsandunderstandingsEncompassingofparameters3,4,5and6toensureallstudentsareengagedandachievingandallstaffandparentsareinvolvedindevelopingstudentcapacity.Parameter4:PrincipalleadershipPrincipalandteachersupportingallstudents’learningthroughfrequent,non-evaluativeclassroomliteracywalksandfollow-upconversationsaboutpractice.Allteachersandstudentshaveopportunitiestolearnwithandthroughappropriatetechnology.Parameter3:Daily,sustainedfocusonliteracyinstructionsStudents’voiceisheardfrequently.Studentsareworkingindependentlyusingexplicit,timelyformativefeedbackfromteachers’assessmentandutilisingmultipleformsoftechnologytodemonstratetheirliteracylearning.Parameter5:EarlyandongoinginterventionAllstudentsareactivelyengagedinrelativeandappropriatelearningandhaveaccesstotechnologytosupporttheirindividualdifferentiatedlearning.Parameter6:CasemanagementapproachTeachersimplementinstructionalstrategiesrecommendedincasemanagementmeetings.Infollowupmeetingsforstudentscontinueuntilimprovementhasbeenachieved.Manyorallstudentsarebenefitingfromthestrategiesdiscussedincasemanagementmeetings.ACARAImplementationandRollout20202017: TheArts(VisualArt/Drama/Music),PE,LOTE2018: English,Maths,Science,TheArts(Media/Dance)2019: Health,HASS

l PrioritystrategyAprioritystrategyreceiveskeyfocusforthedurationithasbeenidentified.Itisarequirementofallstafftobeactivelyinvolvedinworkingwiththeelementsoftheprioritystrategy.Wholeofstaffcommitmentwillbethekeytosuccessinimplementingaprioritystrategy.Whileprioritystrategiesreceivetheprimaryfocus,otherprioritiesorkeyneedsoftheschoolmaystillbeconsideredforimplementation.

µ RevisitstrategyAstrategyidentifiedasarevisitmaysimplyneedacheckin.Thismaybetheresultofnewstaffcommencingattheschool,achangeofleadershipteam,orastrategythatneedsasmalltweak.Arevisitstrategyisunlikelytoneedthebudgetingrequirementsofapreparationorprioritystrategyalthoughsomefundingmaystillberequiredtoensureneedsaremet.

¡ Embedded/MonitoredstrategyWhenastrategyisidentifiedastakingeffectaspartofevery-daypracticeitwillbeconsideredasembeddedandmayonlyrequiresimplemonitoringtoensureitremainsembedded.Anembeddedstrategycanreverttoarevisitstrategyintheeventtweakingisrequiredwithstaff.

Asthisisaguideonly,allstrategiescanbereviewedandchangedatanypointduringthefour-yearcycleofthestrategicplan.

Appendix1:verificationLeadershipteamTheLeadershipTeam,comprisingPrincipal,DeputyPrincipal,STLaN,LiteracyCoach,SWDCo-ordinatorandGuidanceOfficerinitiallymetanddiscussedtherecommendationsforimprovementdirectlyfromtheschoolreviewsummary.Eachmemberoftheteamratedtherecommendationashigh,medium,orlesser.Thiswascompiledintoalistforfurtherdiscussionandalignmentwiththeninedomainsoftheschoolimprovementtool.Onceagreed,thecollectiverecommendationsweremappedasimprovementstrategiesacrosseachsemesterfrom2017to2020.Incompletingthistask,theteamensuredconsistencyofapproachaswellasidentifyinghowregularlystaffwouldbeinvolvedinworkingcloselywithaprioritystrategy.Oncethestrategicplanhadbeenpresentedtostaff,studentsandcommunitymembers,theleadershipteammetforasecondtimetodetermineanyamendmentsandbudgetingrequirements.StaffDuringtheOctoberPupilFreeDaystaffweregivenopportunitytoreflectontheinitialpreparationfromtheLeadershipTeam.Staffwereaskedtoprovidefeedbackontheclarityofstrategiestobeimplemented,associatedworkload,andresourcingneedsthatmayresult.Additionalclarificationwassortfromstaffinrelationtoaspectsoftheschoolopinionsurveydata.StudentsDuringalunchgathering,thePrincipalandtheDeputyPrincipalmetwiththefourschoolcaptainstodiscussboththeschoolopinionsurveydataaswellasthestrategicplanbeingdeveloped.Thestudentsprovidedvaluablefeedbackindicatingpositivelyabouttheirinvolvementinthediscussion.CommunityThePrincipalandDeputyPrincipalmetwithmembersoftheP&Coverbreakfast.Feedbackwasgatheredfromthemembersregardingtheschoolopinionsurveydataandthedirectionoftheschoolthroughthestrategicplan.FeedbackgatheredwasextremelyvaluableandassistedindevelopingtheinitialphaseoftheP&Cbusinessplan.

Appendix2:researchPuttingfacesonthedata:LynSharrattandMichaelFullanStudentsarepeople—notdata.Assessmentdatacanburyyouorgiveyoufocusedinformationonhowtoreacheverystudent.PuttingFacesontheDatashowshowtodevelopacommonlanguageforsharingallstudents'progresswithallteachersandleadersandhowtouseongoingassessmenttoinforminstruction.Basedonworldwideresearchfrommorethan500educators,thisbookpresentssolutionsorganizedby:

• Assessment• Instruction• Leadership• Ownership

Themanybenefitsofpersonalizingdataincludeincreasedstudentengagementandapositiveimpactonschoolculture.Thisreader-friendlyguidehelpsyousetgoals,adjustlessons,identifystudents'strengthsandweaknesses,andimplementinterventions.Includedisaself-assessmentframeworkforimplementingimprovementatthedistrictandstatelevels.Byfocusingonconnectingallthedotsbetweenstudentsanddata,youcanaccomplishtheultimategoalofhelpingthemlearn.The4disciplinesofexecution:ChrisMcChesneyIneverybusiness,strategyisvitalforsuccess.Itchartsthecourseandsetsthedirection.But,everystrategistknowsthatsooftenstrategicgoalsnevertakeoffbecausetheyaredrownedbyalloftheothercompetinginterests.Thedailyactivitiesoftheorganizationstarvethestrategicgoal.InThe4DisciplinesofExecution,authorsChrisMcChesney,SeanCoveyandJimHulingexplainhowlearningfourdisciplinescanhelpproducebreakthroughresults.

• Discipline1–Thedisciplineoffocus.Extraordinaryresultscanonlybeachievedwhenyouareclearaboutwhatmattersmost.Assimpleasthisprinciplemaysound,fewleadersevermasterit.4DXteacheswhyfocusissocriticalandhowtoovercomeyourbiggestsourceofresistance.

• Discipline2–Thedisciplineofleverage.Withunlimitedtimeandresources,youcould

accomplishanything.Unfortunately,yourchallengeisusuallytheopposite:accomplishmorewithless.4DXshowsleaderswheretheycanfindrealleverageandhowtouseittoproduceextraordinaryresults.

• Discipline3–Thedisciplineofengagement.Youhavetheauthoritytomakethingshappen,but

youwantmorethanthat–youwanttheperformancethatonlypassionandengagementcanproduce.4DXenablesleaderstorisefromauthority-drivencompliancetopassion-drivencommitmentinthemselvesandthepeopletheylead.

• Discipline4-Thedisciplineofaccountability.Nomatterhowbrilliantyourplanorhow

importantyourgoal,nothingwillhappenuntilyoufollowthroughwithconsistentaction.4DXbringsthepracticesthatdriveaccountabilityandfollowthrough,despiteawhirlwindofcompetingpriorities.

Theidealteamplayer:PatrickLencioniBasedonhismanyyearsofcorporateandconsultingexperience,Lencionihasboiledthecharacteristicsofanidealteamplayerdowntothreevirtuesashecallsthem.Lencionimakesitclearthattheseareskillsthatcanbelearnedandcultivatedineveryone’slife.Heretheyarewithdefinitionsfromhiswebsite(www.tablegroup.com):

• Humble:Idealteamplayersarehumble.Theylackexcessiveegoorconcernsaboutstatus.Humblepeoplearequicktopointoutthecontributionsofothersandslowtoseekattentionfortheirown.Theysharecredit,emphasizeteamoverselfanddefinesuccesscollectivelyratherthanindividually.

• Hungry:�Idealteamplayersarehungry.Theyarealwayslookingformore.Morethingstodo.Moretolearn.Moreresponsibilitytotakeon.Hungrypeoplealmostneverhavetobepushedbyamanagertoworkharderbecausetheyareself-motivatedanddiligent.Theyareconstantlythinkingaboutthenextstepandthenextopportunity.

• (People)Smart:�Idealteamplayersaresmart.Theyhavecommonsenseaboutpeople.Smartpeopletendtoknowwhatishappeninginagroupsituationandhowtodealwithothersinthemosteffectiveway.Theyhavegoodjudgmentandintuitionaroundthesubtletiesofgroupdynamicsandtheimpactoftheirwordsandactions.

Instructionalcoaching:JimKnightThereisincreasingevidencethatprofessionaldevelopmentprograms,includingthoseforteachers,aremoreeffectivewhentheyinvolveintensiveformsofsupport.Instructionalcoachingisaprovensupporttobothteacherdevelopmentandstudentachievement.AmodelofinstructionalcoachingdevelopedbyJimKnightandhiscolleaguesattheCenterforResearchonLearningoftheUniversityofKansaswillbepresented.TheprincipleshavebeenvalidatedinstudiesofteacherprofessionaldevelopmentintheUSAandinEurope.Asystematicliteraturesearchoninstructionalcoachinghasbeendoneinordertofindthemostrelevantstudiesandreports.Instructionalcoachingforteachersisacollaborative,on-site,evidence-basedapproach,basedonaclosecollaborationwithschoolprincipals.Themainstrategicelementsoftheprocesswillbeoutlined.Aspecialsectionisdedicatedtoevaluationoftheon-goingimplementationofcoachingandthechangingteachingpractices.Evaluationofteachers’perceptions,instructionalpracticesandthelinkstostudentachievementwillbepresented.Instructionalcoachingcansupportschoolsinimplementingnewteachingpracticesinasustainedway.Instructionalcoachingalsoensuresthatteachingpracticesarerealizedwithfidelity,ensuringsystematic,high-qualityimplementation.Theaimistoultimatelyimprovestudentachievementinschools.

Emotionalintelligence2.0:TravisBradberryandJeaveGreavesEmotionalIntelligencecanbedefinedastheabilitytoidentify,considerandcontrolemotionsinoneselfandtorecognizetheminothers,broughtonbyacombinationofself-awareness,self-management,socialawarenessandrelationshipmanagement.TravisBradberryandJeanGravestakereadersthroughajourneyofdiscoveryandreflectionastheynavigatetheprocessofexploringandimprovingemotionalintelligence(EQ),astatisticallysignificantfactorinachievingpersonalandprofessionalsuccess.Aptlytitled,EmotionalIntelligence2.0,thisbookgoesbeyondtheworkofitspredecessor,providingabriefhistoryandoutline,whilefocusingonencouragingthereadertoapplystrategiesintheareasofself-awareness,self-management,socialawarenessandrelationshipmanagement.BradberryandGravesleaveapathforreaderstodevelopawarenessandstrategizeimprovementwiththeinclusionofanEQtestandaplanformat.It'sallaboutcontrol:

• Twothirdsofpeoplearecontrolledbyemotions.Thismeansthatthemajorityoftheworkforceisnotyetskilledingaugingtheemotionsofthemselvesorthosearoundthem.Thisskillgapleadstoaninabilitytoidentifyemotionsorusethemtotheworker’sadvantage.

• Therearefivecorefeelingsinwhichallotheremotionsarerooted:happiness,sadness,anger,fearandshame.Experiencingtheseisnatural,acceptableandunavoidable–butexplorationandunderstandingisparamounttousing,controllingandmovingpastthem.

• Emotionalhijackingtakesplacewhenfeelingsoverridereason,leadingtoreactions–oftenillogicalorirrational–stemmingpurelyfromemotion.Whiletheemotionitselfcannotbedisposedofortrained,thethoughtsandreactionimmediatelyfollowingcanbe,providedthepersonisawareandalert.

• Triggersareeventsleadingtoemotionalreactions,oftenduetohistoryandexperience.These,likehijackings,canbecontrolled.