Living School's Teachers' Contributions
By John Stewart, Conductor of Living School
(no AI used)
How much do our teachers go above and beyond?
We asked our teachers what contribution they made this year that went above and beyond. I think the register of a high performance team is how the individual commits and contributes to the whole. This is what Hattie and Bandur refer to as Collective Efficacy – and is the top foundation of a great school. Read on…
| I have supported students in Year 11 to adjust to studying the IB and deepen/develop their love of learning. I have been involved with and supported school events and shown up for students to celebrate them and their achievements. |
| Joining an established team and bringing new energy/ideas. DE curriculum and policy preparations. Allowing MS team less behavioural and social coaching time and increased teaching time. Leading standardised testing and feedback to staff/parents. Having a genuinely good time doing it. |
| Behaviour guide/Pathways/Teaching/Director |
| Guidance, seeing the individual and their hidden attributes. Inspiring and laughter. |
| Training, engaging and delivering the new IB Diploma Program |
| Running the Learning Support for the Academy and teaching PDH for stage 5 (real world learning!!) |
| Stability and creative engagement |
| Performing to the local community via our music classes. Contributing to activating global-minded learners through facilitating the IB DP Music course. Fostering respectful students in the classroom through reenforcement of the Living School values. |
| Showcase presentations for celebrating work Organising and taking students on our annual NT Arnhem Land Trip |
| One contribution is taking the time to develop real positive relationships with all the students I teach, and as many students as possible in the Academy overall. I really think that is still our outstanding feature in the Academy. And we’re still developing the culture around that: how to be well connected with the kids, but that not be mistaken for being laissez faire or lax with behaviour or learning expectations. I think I’m part of helping grow that culture. Another contribution is bringing intellectual curiosity and challenge in the IB, especially through teaching the Higher Level Mathematics A&A course for the first time, which is a seriously advanced, demanding course. Another contribution is in our vision to stay a positive place for kids who can struggle in school. High school maths is a classic area for kids to disengage. I think in small, humble ways, my efforts to stay connected with kids who struggle in maths. |
| I’ve aimed to empower students to take ownership of their education, fostering the curiosity and critical thinking that is at the heart of our school’s vision. I have asked them to look at their behaviour and the behaviour of others and to question and wonder as to why thing happen. |
| I have reached out to the Indonesian community and engaged two Indonesian PHD students to come and work with the students. I have also designed an overseas trip to Indonesia next year. |
| Being a guide for my students. |
| As Wholebeing Coordinator, I’ve worked to ensure that every student is seen, valued, and supported as an individual — directly contributing to Living School’s vision of a truly inclusive educational setting. I have developed and led professional learning for staff to strengthen inclusive & whole-being teaching practices, helping the team support neurodiverse learners more effectively. |
| Organisation of the IB DP at the back end |
| I have recently had helpful discussions about how I think the Maths department could continue to improve, and support the learning of the students from Year 9 through to undertaking the IB. I hope that helping to build in a more intentional transition period from Year 8 to Year 9 with help support a more academic focus in Maths at the Academy. |
| Using and helping set up the workshop space at B&J with Stages 4 & 5 has been enjoyable as well as contributing to the enterprise and innovation project with Year 10. |
| Aquaponics, engaging science classes with a practical focus, increasing participation in sport for Years 5-10. |
| Still slowly but surely building & prepping for the recycling hub/War on Waste/Recycling Muster to continue into the future |
| Finding the Talent of a particular student(s) and helping that to bloom. |
| – Worked with the Year 8 class to create a range of resources and event management tasks for the HalveIt festival. Students presented their science work and the music and dance events of the show with confidence and dedication to the task, working collaboratively and supporting each other. – Creating learning opportunities in which students become the teachers. Year 8 Middle School students learned bicycle maintenance and then taught the Year 5 class to change the tyres and fix punctures on their bicycles. Students went on the next term to help students with reading in the Year 5 class, supported by another teacher. – Building capacity in my teaching practice to incorporate more excursions to the term’s activities (e.g. weekly visits to Lismore CBD, bicycle trail excursions, science trips to the SCU lake, cooking classes at Z block) – Preparing students for the transition from Middle School to Academy by building learning capacity and modelling what work would look like in Year 9. (eg. teaching students to read assessment rubrics, providing more frequent feedback on skills such as comprehension, research and analysing resources, and mathematical skills). |
| This year I feel I’ve contributed to Living School’s vision by weaving creativity, nature, and wellbeing into our classroom life. I feel I am helping my students not only grow in their learning, but also in their confidence, their sense of belonging, and joy in being part of our community |
| Facilitating rich and open discussion, where students feel comfortable to share deep thinking and feeling |
| I have tried to make learning holistic through more meaningful experiences. I’ve done this through a more community focused approach. I continue to focus on student wellbeing as a priority. |
| I developed and led a survival skills/explorers program for middle school students, using both our coastal land and the school farm as classrooms. Each week, students learned practical skills such as first aid, shelter construction, water purification and some basic coastal/ocean awareness near our local beaches. |
| Hopefully I have been supportive and helpful across learning neighbourhoods, supporting through leadership and parent communication. |
| I have contributed to the living school vision by taking on the K-4 student forum from Term 4 onwards this year. This program is a key component in creating a co-learning community that fosters student responsibility as citizens. I have also ensured that all units of work over the year have encouraged connection with nature and the environment to generate a deep care for creating a sustainable world. My class also connects with our school values of kindness and love of learning and our expectations of respect, responsibility and positive relationships everyday. |
| I feel my flexibility and dedication has contributed to the smooth operation of school’s activities and projects. |
| fostering confidence in reading. Turning negative perceptions of maths around for young kids who struggle with numbers. Helping kids learn new skills outdoors. Helping to create a sporty environment in Primary. Building a positive space where kids want to be every day. |
| encouraging staff to get the kids out and about also offering more opportunities for sport |
| Art exhibitions including the Showcase art exhibition, Young Archie’s, supporting students and colleagues, provision of engaging art activities. |
| Promoting inquiry |
| As far as contributions go, I feel that I have been able to build great working relationships with the kids and this has enabled us to achieve some great results in drama in a very short space of time. Building a space (The Train of Thought) into a safe learning environment where students can feel heard and comfortable to perform has been a great achievement. Every day is different too … just saying. |
| Living School of Rock program Surf instruction Rock & Water Living School of Rock Festival Various opportunities outside school for students to shine Super fun, integrated, engaging classroom environment where the school’s values come to the fore – across all learning areas. |
| Planning and implementing the new k-4 woodworking area has been a major source of enjoyment for me this year. Taking a step away from an assistant role and having to take charge and make sure that all teaching aspects are being considered is rewarding. The children are really engaged and loving the “hands on” approach which I have been trying to give them. |
| While I have been moving around a fair bit between spaces and roles this year, I feel like I have offered encouragement and support to teachers. I have been there to lighten their load when I can/have the capacity to do so, hash out teaching/lesson ideas with them, offer words of encouragement and offer (consensual) hugs when things feel overwhelming. |
| Being a reliable educator and developing a fun filled diverse visual arts program that the students engage in. |
| I have continued to be a consistent and dedicated teacher to my students. Teaching the curriculum, meeting all their needs, being there for them, supporting and inspiring them so that they can do their best. I have only had positive feedback from parents that all students all are happy and loving their learning. They have produced a huge variety of project work they can be proud of and recognise their unique talents as seen by the parents in the their interviews. At completion of this year, I will have completed 5 years at living school, one of the longest standing teachers. |
| – providing opportunities for students to step outside their comfort zone and develop confidence – fostering teamwork in students and staff – encouraging students to value and care for the environment through direct, hands-on experiences |
| Giving students the skills and confidence to enjoy the outdoors |
| Supporting every student to reach their goals |
| Making connections with community. Servicing Lismore and Tabulam, the Ngulingah group is taking shape and we are regaining trust in the community and improving connections with community stakeholders. |
| Incorporating living school philosophical approaches into daily approach to teaching/learning specifically interest based learning and building capacity rather than attaining outcomes. |
| Hopefully I have been supportive and helpful across learning neighbourhoods, supporting through leadership and parent communication |