Leadership

//**Victorian Essential Learning Standards**//

**What processes are in place to encourage teachers to work together and share responsibility for planning?**

**This checklist tool contains some suggested processes and strategies to make it easier for teachers to work together in planning curriculum**.
 * **Process or strategy** || **Yes/No** || **Comments** ||
 * Formation of staff into Professional Learning Teams ||  ||   ||
 * Teacher accommodation – staff room allocation ||  ||   ||
 * Regular planning meetings of the Professional Learning Teams – Where? When? Who? ||  ||   ||
 * Use of the school’s intranet ||  ||   ||
 * Gathering and sharing information about students ||  ||   ||
 * Regular discussion about progress of students ||  ||   ||
 * Other //(List other processes and strategies here)// ||  ||   ||

**A checklist in relation to w****hole school considerations for responding to diverse needs.**
 * **Considerations** || **Who / responsibilities** || **Status** ||
 * The development of a whole school policy to identify and respond to diverse needs of students ||  ||   ||
 * The establishment of a whole school support team which plan and monitor support provided to students with diverse needs ||  ||   ||
 * The establishment of partnerships between home and school and other community groups or relevant professionals (eg. Program Support Group for students with disabilities or a chronic illness, or for a highly gifted student), and the development of individual learning plans ||  ||   ||
 * Professional development for classroom teachers on issues related to additional/differentiated support pedagogy and curriculum ||  ||   ||
 * The use of appropriate identification procedures, tools and strategies to ensure early identification of students who require additional support with learning and to indicate the types of support required ||  ||   ||
 * Identification of appropriate professional development to support a teacher focusing on giving additional/differentiated support ||  ||   ||
 * The provision of student welfare support and access to appropriate health services ||  ||   ||
 * The provision of planned additional/differentiated support as a part of the classroom program ||  ||   ||
 * The establishment of supportive classroom organisation and the selection of appropriate teaching approaches ||  ||   ||
 * The provision of suitable materials that have supportive features for scaffolding learning at appropriate stages of learning ||  ||   ||
 * The establishment of appropriate ongoing monitoring and assessment procedures linked to classroom programs to ensure specific measurement of growth/level for each student ||  ||   ||