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[Screen shows the LECI graphic, which depicts 5 figures sitting around a circular table with the middle leader highlighted in blue. Each figure extends one hand to the centre of the table, indicating that they are working together as a team. The graphic then disappears.]

Student 1

I'm a proud descendant of the Wiradjury and Gamilaroi people

Student 2

and I'm a proud descendant of the Darug people.

Student 1

We are living and learning on Darkinjung Country. We are honoured to be students at Terrigal Public School, representing our fellow Aboriginal and Torres Strait Islander people. We would like to acknowledge the Darkinjung people of the land on which we gather today, and also acknowledge the elders and knowledge holders from all the lands you are joining us from.

Student 2

We pay our respect to elders past and present, and extend that respect to the Aboriginal Torres Strait Islander people watching today. We welcome you all here today and invite everyone to reflect on the importance of this land and its history. Thank you.

Tamara Slattery – R/Deputy Principal

Whole school teacher collective efficacy has flourished at our school because we have invested a lot of time in professional learning around the why behind the curriculum reform, so people can understand why we're doing the things we're doing and really take ownership of that.

We've also incorporated our curriculum RFF time to have collaborative time with grade teams. This ensures that curriculum implementation is everyone's responsibility. We all own the data and we have plenty of time to work together and plan accordingly. It was a good opportunity for us to clarify the roles of Assistant Principals and Assistant Principals Curriculum and Instruction to ensure that we all knew our clearly defined roles, working shoulder to shoulder in professional learning.

Lisa Bolte – R/Assistant Principal, Curriculum and Instruction

We had to make sure that we found some authentic time for this collaboration to happen through some very careful timetabling and also some careful budget planning. Our principal was very innovative in the way that we were able to arrange our teams in year groups to be able to have meetings and be off class all at the same time with the APs and also the AP, C&Is to enable this collaborative practice to happen.

Brooke Walkaden – Assistant Principal

So by embedding curriculum change and making sure that drives our school planning and our strategic planning, we've been able to align our PDP goals to ensure that we're all working together. The LECI modules have supported me to lead curriculum implementation by focusing on the planning for the change.

Change is such a big thing that it was really important that we made sure that all of our stakeholders and people involved and affected by the change felt involved in the decision making around that.

Nari Foster – Teacher Librarian, Highly Accomplished Teacher

Using the LECI program to support other teachers in the school has been really important. I think building my own knowledge and understanding and having such excellent support systems in the school has really put about me trying to drive change myself within the area that I work.

We have a lot better communication within the school. We're working a lot better collaboratively, and we're having those conversations that are really having really positive impact on student learning. Personally, my everyday practice and even months later, I am still moving through those pathways and I'm still reassessing.

It's really something that we are now working through together and is driving our learning.

Alicia May – Classroom teacher

Watching Nari complete, the LECI and the HALT modules set me on my own journey. I have started HALT and I've also started the LECI program. Having Nari to mentor and support me through that has been absolutely amazing.

Natalie Macdonald – Principal

One of the most significant outcomes has been that all staff have engaged with the School Excellence Plan and have an understanding of the directions that we are going. So it's been really great for staff to see where we're at now, working with the SEF and going through that, plotting ourselves in terms of the elements and where we are, and then really nutting out what things it is that we need to do.

And then having a real strategic plan with that.

Tamara

If we think about the work of Fuller and Hargraves for any sustainable change to occur, it can't be done to or for teachers. It needs to be done by teachers and with teachers. So that's what we've really learned from LECI in terms of it's just provide us with a great toolbox to implement the new curriculum here at Terrigal Public School.

[End of transcript]

[Screen shows the LECI graphic, which depicts 5 figures sitting around a circular table with the middle leader highlighted in blue. Each figure extends one hand to the centre of the table, indicating that they are working together as a team. The graphic then disappears.]

Student 1

I'd like to begin by acknowledging the Arakwal people who are the traditional custodians of this land. I'd also like to pay my respect to the elders both past and present of the Bundjalung Nation for they hold the memories, the traditions, the Culture, and the hopes and dreams of our people. I'd also like to extend that respect to all Aboriginal people watching today.

Thank you.

Ebony Yeadon – Science teacher

The thinking structures behind LECI have allowed us to really focus our time and attention as we prepare to implement the new syllabus. Having the implementation phases, we have been able to be more structured when we are engaging with the new syllabus so that when we enact that next year, we have already had those big thoughts and discussions as a faculty about what we need to achieve and what kind of data we need to collect to make sure that we're achieving that.

Leanne Croft – Head Teacher Teaching and Learning

The instrumental factor for me was working with a smaller group of colleagues who all put our hands up to be part of the LECI journey with a mentor at the school.

And those regular check-ins and conversations around the LECI research and the implication of the projects we were doing kept us aligned with our work and kept our focus on improving curriculum implementation for our students.

Janette O’Keefe – Accreditation Advisor

What we did right from the start, we put our action plan together. We structured whole day sessions where we would reflect on previous modules.

We would work collaboratively on the module that was the focus, and then have time for troubleshooting any one-on-one support that was needed at the end of that time. So those structures were really important for building that collaborative culture within the team, and it's something that has continued beyond LECI.

Janine Marcus – Principal

My advice for any school leader looking at having LECI as part of their school structure is build it into your school planning process. It really focuses teachers on the classroom and quality pedagogy. So being deliberate in planning and resourcing, enabling staff to come together and collaborate, and that does take professional learning funds or whatever budget you are allocating.

[Screen reads: ‘Science syllabus released and due to be implemented from 2026.’]

Ebony

We have a new science syllabus coming out soon, and so as a faculty it was a great way for us to prepare to implement that new syllabus. We were specifically focusing on a Year 10 assessment, and the LECI modules allowed us time to complete some learning walks where we visited the Year 10 classrooms together, we got to observe how the students were engaging with the tool that we were using in those classrooms, and then it provided us a framework where we could reflect on what we saw and really dig into that data to improve that process for next year.

Kelly Todoroska – R/Head Teacher Mathematics

We also collaborated together and being both science, it was really beneficial working with someone from the same faculty doing the LECI program.

We both teach stage 6 biology, and so we were able to use a templates such as as spiral of inquiry to be able to look at what our assessments look like, particularly in Year 11. We also did a student survey and we got some student feedback and we were able to look at what is it that we're actually assessing and allowed us to have that collaboration space and both have the same lens on, on the task, which led to the improvement of that task for the following year.

Janette

Everyone successfully completed LECI. They did so in a very positive way. They just didn't complete it. They weren't ticking a box. They excelled and they thrived in that practice as well. So without the support that we had, the mentoring, the structures, the time that they were able to really put into this professional development.

It would not have been the same

Janine

As principal of Byron Bay High School. I am absolutely proud of the teachers and the work that they have put into completing the LECI modules. And really it's an ongoing work of building the school culture of our teachers as leaders of this school community, because students can only see themselves as leaders if our teachers see themselves as leaders of their craft.

[End of transcript]