The shared leadership support team includes the Principal, Deputy, HOC, Support Teacher Literacy and Language (STLN), Community Indigenous Liaison Officer and School Chaplain who all work collaboratively with staff, parents and students to implement the ‘Richie Hill Way’.
A culture of caring, fairness and firmness permeates school life while positive interactions in the playground and in the classrooms is encouraged by the whole school family improving student outcomes and social and emotional well being.
Our Student Support team is led by our admin team who work closely with STLN, Guidance Officer, Inclusion Teacher and visiting support staff which include:
Personalising Learning
Staff members at Richmond Hill State School are passionate about personalising learning for all students.
We achieve this through:
Exploring and catering to student preferred learning styles
Embedding Higher Order Thinking skills into lessons
Embedding co-operative learning strategies into lessons
Discussing and planning learning goals with students.
Allowing students the opportunity to demonstrate and receive feedback on their learning
Feedback
Providing feedback is central to improving student learning, whether it is feedback to students about what they have been able to successfully achieve or to teachers about what their students already know and what they need to learn next. Feedback has to be focused on front end assessment or learning goals that have been identified.
Classroom Teachers write a Learning Support Plan for students below benchmarks and this is communicated with both parents and students.
Support Teacher Literacy and Numeracy (STLN)
The Support Teacher Literacy and Numeracy (STLN)'s focus is on the collection, analysis and maintenance of data on Literacy and Numeracy achievement and the documentation of responses made to underachievement.
STLNs provide support to school teams and individual teachers in identifying patterns of achievement and selecting intervention strategies at whole school, cohort and individual levels.