![]() When school leadership teams create environments that enable high impact professional learning and teachers are supported through the strategic use of resources, teachers feel confident leveraging opportunities to work in small teams to learn together and apply new learning. This may be supported through use of the HIPL school self-assessment tool to help leaders to understand the impact of professional learning. Sharing how professional learning aligns to school priorities captured in Strategic Improvement Plans and committing to embedding professional learning into daily routines for all staff contributes to building professional learning culture and structures. School leaders include themselves as a leading participant in learning and understand the impact of professional learning at a whole-school level to drive deeper and stronger practice over time. 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. Student wellbeing programs and providers.Attendance matters – resources for schools.The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Selective high schools and opportunity classes.Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Plus, information for parents including how to choose a service and supporting your child for their transition to school. Information about working in or operating early childhood education services including outside school hours care. ![]()
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