Culture of high expectations in the classroom is delivering results


A deep knowledge of the subject area and curriculum content and a solid understanding of what the students need to do in order to achieve at a high level is also essential, she says.

Schulte regularly deconstructs exemplary HSC results with her students so they know “what good looks like”. She also focuses on “unpacking” HSC questions with her students, so that they understand the metalanguage and exactly what they’re being asked to do.

“As a teacher, it’s essential to provide detailed annotations on student responses and give verbal feedback in lessons, as well as use, peer feedback and self-assessment throughout the term,” she says.

“Without this detailed feedback, they won’t know how to improve and won’t learn how something could have been written better.”

It’s not just students who are focused on improvement. Schulte says she continually reflects on her teaching practice and makes changes to the delivery of her lessons if she sees a way to make them better. RAP and Scout data from the HSC identifies areas that her students have performed well in and areas that need improvement, and that directs how she delivers content or activities for the next cohort.

Jessica Schulte gives her students detailed feedback to help them improve.Credit:

Schulte has been leading the implementation of the AVID (Advancement Via Individual Determination) program at Senior Campus with the aim of providing teachers with strategies to achieve high engagement and learning within their classrooms. The AVID site team provides professional learning to staff, helping them to boost educational outcomes of students, who become more autonomous learners able to think for themselves.

“Watching our students grow as young adults and build their capacity and skills as learners over their final two years is extremely rewarding,” Schulte says. “Knowing that you’ve made a difference in their lives is the ultimate reward.”



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