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What is the Churn of the Unmade

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  What is the Churn of the Unmade?  Metamodernist art by JJFBbennett It isn’t just paint; it’s the heavy, exhausting gravity of pure affectation. I applied these deep purples and stark whites with a thick palette knife, wanting you to feel the weight of the medium itself—the messy, chaotic over-saturation of our digital lives, the constant noise. It’s dense, tactile, and completely overwhelming. But  The chaos is interrupted by a line of perfect, unyielding geometry. A clear glass ring slicing straight through the noise. This physical ring stands as the initial boundary of awareness. On one side, the suffocating density of raw human expression and digital noise; on the other, a clean, projected window into an idealised, quiet simplicity.  Where does the noise end, and where does our awareness truly begin? The glass ring doesn't just divide the canvas; it bridges two entirely different eras of the soul.  Look to the left. You see that heavy, anxious abstract expr...
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Improved Learning Program: approach and implementation

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A continuous improvement continuum (rubric)

Improved Learning Program: approach and implementation


Starting -> Emerging -> Applying -> Infusing -> Transformative

Starting Emerging Applying
Approach No quality improvement plan or process exists. School leaders and teachers realise the importance of aligning leaning program improvement with the department's and school's mission, vision, values and strategic improvement plan.

School leaders and teachers work with each other to develop attainable goals within defined timelines. 		 School leaders and teachers are committed to continuous improvement.

School leaders and teachers explicitly allocate time within their work commitments for learning program improvement.
Implementation No direction of what constitutes a continuous improvement learning program, and no quality planning is evident. Whilst the school's strategic plan has been communicated action to improvement is sparodic.

Not all school leaders and teachers have committed  to the whole-of-school improvement strategy. 		 There is evidence that the school improvement plan has been taken up and has achieved intended goals, however improvement outcomes are  neither systematic, nor integrated school wide.

The leadership teams are seen as committed to improved planning and quality improved practices.

Leadership and teaching teams are collaboratively working on identified critical areas for improvement.




Infusing Transformative
Approach A focused whole-of-school strategic action plan is designed.

The whole-of-school strategic action plan is adopted by all teaching staff and learning faculties.

Collaborative teaching and learning teams are established.

Project teams are enabled to design implementations of improvement based support planning.		 Continuous learning program improvement is an identifiable whole-of-school practice.

Continuous input into the outputs of the whole-of-school improved learning program strategy is readily available through Executive, Senior and Project teams.

Clear communications, and a refinement of approach that enables alignment of personal beliefs with whole-of-school improvement is evident.

Continuous feedback, employment of current academic research, best Distance Education practices; and learning participation, engagement and achievement data is employed to enable continuous improvement progression.
Implementation The school's strategic implementation plan quality is implemented and there is demonstrated evidence of improved online courses and teaching and learning practices.

The improved learning program's action plan is effectively evident. Ongoing improvements to the improved learning program are through and within teaching and project teams, executive and leadership teams.

All ongoing improvement iterations are communicated by the school's leadership teams to all staff, parents, and community.		 The school's strategic improvement plan (vision, goals, and measurable targets) have been fully implemented within continuous improvement continuum.

Learning program improvement targets;
  • are shared and articulated.
  • are being reached. 
  • explicit learning program improvement plans are evident.
High Class Online Visible Learning programs:
  • Quality standards and whole-of-school expectations are known by all staff.
  • All learning programs are associated to an actioned continuous improvement plan. 
  • All learning programs demonstrate whole-of-school quality standards and expectations.
  • Whole-of-school quality standards and expectations are reinforced through leadership teams' systematic interactions and involvement with teachers.
  • A regular evidence based audit of learning programs is set to plan. 









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