Testimonials From Schools

Birkdale South State School (South Brisbane)

This is the second time our school has engaged Pat Edgar’s Consultancy Team. Initially the team worked on reading strategies with our Early Phase Teachers, involving comprehensive investigation and implementation of Guided Reading.

In 2005, during the process of analyzing our Testing Data it became obvious that we needed to dig down into the Teaching of Comprehension with our Middle Phase teachers and students. We initially did some Workshops revolving around The Four Resource Model, Organisational Frameworks, Comprehension – Explicit, Inferential and Evaluative and the TORCH Tests; which were identified elements of the CALM program that participating members of staff saw as the most desirable for further discussion.

In 2006, Deb Tyson has begun the process of mentoring and coaching each of our Year level teams in a Class Literacy Analysis; Unpacking, implementing and analyzing the results of the Torch Test and other widely available sources of data; Effective Grouping from the Torch Diagnostic component and determining the appropriate strategies to increase student sustained performance; Modeling and individual coaching on the implementation of a Literacy Block in the style that bet suits the class teacher’s personal class management preferences, with a focus on Shared and Guided Reading. Our participants feedback has been very positive, with teachers planning and demonstrating a Guided Reading lesson for Deb identified as the most personally challenging, but most beneficial element of the process as it promoted professional dialogue among colleagues and created a purpose for reflecting on practice and trying new / modeled behaviours in a supported partnership.

Part of our brief has been to audit our Literacy Resources and determine the best way to have maximum accessibility across all year levels to quality material in a centralization process. Advice and recommended examples have been invaluable.

Professional conduct and expert knowledge combined with the ability to customize and tailor this program to our identified needs makes me feel assured that we are impacting on classroom practice for staff and students, enhancing teaching repertoire and confidence.

Loreyse Agnew-Green, Deputy Principal


Testimonials Home Page About Us Testimonials Coaching Strategy Teachers Teacher Aides Parents Event Schedule Conferences Magic Words Resources Contact Us Booking Feedback	Testimonials \| Schools \| Workshops Nanango State School St Peters Catholic Primary School (Caboolture) Crescent Lagoon State School (Rockhampton) Healy State School (Mt Isa District) Norris Road State School (Brisbane North) Birkdale South State School (Brisbane South) Newtown State School (Toowoomba) Wilston State School (North Brisbane) Testimonials From Schools Birkdale South State School (South Brisbane) This is the second time our school has engaged Pat Edgar’s Consultancy Team. Initially the team worked on reading strategies with our Early Phase Teachers, involving comprehensive investigation and implementation of Guided Reading. In 2005, during the process of analyzing our Testing Data it became obvious that we needed to dig down into the Teaching of Comprehension with our Middle Phase teachers and students. We initially did some Workshops revolving around The Four Resource Model, Organisational Frameworks, Comprehension – Explicit, Inferential and Evaluative and the TORCH Tests; which were identified elements of the CALM program that participating members of staff saw as the most desirable for further discussion. In 2006, Deb Tyson has begun the process of mentoring and coaching each of our Year level teams in a Class Literacy Analysis; Unpacking, implementing and analyzing the results of the Torch Test and other widely available sources of data; Effective Grouping from the Torch Diagnostic component and determining the appropriate strategies to increase student sustained performance; Modeling and individual coaching on the implementation of a Literacy Block in the style that bet suits the class teacher’s personal class management preferences, with a focus on Shared and Guided Reading. Our participants feedback has been very positive, with teachers planning and demonstrating a Guided Reading lesson for Deb identified as the most personally challenging, but most beneficial element of the process as it promoted professional dialogue among colleagues and created a purpose for reflecting on practice and trying new / modeled behaviours in a supported partnership. Part of our brief has been to audit our Literacy Resources and determine the best way to have maximum accessibility across all year levels to quality material in a centralization process. Advice and recommended examples have been invaluable. Professional conduct and expert knowledge combined with the ability to customize and tailor this program to our identified needs makes me feel assured that we are impacting on classroom practice for staff and students, enhancing teaching repertoire and confidence. *Loreyse Agnew-Green, Deputy Principal*
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