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Cobden School – Developing a Graduate Profile to underpin teaching, learning and assessment
Noula Markham - Principal, and Mandy Dodds - Deputy Principal
Cobden School is a small full primary school in Greymouth, on the west coast of the South Island, with a roll of around 150 students.
This story illustrates how Cobden School has worked to improve teaching and learning for the students in its community.
The Principal, Noula Markham, and the DP, Mandy Dodds, have been working alongside staff on the development of a Graduate Profile over the past couple of years. They read a wide range of educational research, sought advice, visited other schools and deliberately targeted Leadership and Assessment PLD for themselves and their staff. All these actions informed their decision for change.
What has happened as a result?
Student progress and achievement
Results since the Graduate Profile was implemented have shown considerable shifts in student dispositions for learning, and in their progress and achievement. Teachers also note a marked increase in student confidence. The number of students deemed to be at risk has significantly decreased. Of the reduced number of students on the register in 2018 it is hoped and expected that they will make similar improvements.
There is collaboration between Cobden School and the local secondary schools. Year 8 students attend John Paul II High School for weekly science lessons, in return for singing lessons by the Cobden School singing teacher. Senior students attend Greymouth High School for technology. The secondary schools have reported that students coming from Cobden School are confident, critical thinkers.
Teaching capabilities
Leaders and teachers have worked really hard to develop consistency of teaching practice across years 1 to 8. As part of the appraisal process, there is an expectation that an inquiry goal should come from the Graduate Profile.
Student voice is frequently collected and used to improve teaching and learning within the school. Some teachers were early adopters of the changes within the school and transparency about this allowed respect for others who took longer to accept the changes. However, insisting on a steady and manageable pace of change is leading to consolidated, embedded and sustainable practice.
School culture
The school has developed a culture of collaboration and sharing across all staff – leadership, teaching, and administration.
- The Principal and the Deputy Principal share an office, as do the school secretary and the Principal’s PA.
- Teachers work collaboratively to support each other to support student improvement. Senior leaders are part of the team.
- There is no stigma to sharing problems of practice. Teachers take shared responsibility for student progress and achievement.
- There is opportunity for ongoing reflection on progress, as a whole staff and within teams. This reflection is marked by professional trust and respect.
- The school hires staff who fit in with the school’s collaborative philosophy.
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