ABSTRACT
Grassland Public School is located in south-western Sydney. It has a strong culture of being proudly public and a vital part of the wider community. In 2013, the senior executive initiated discussions within the leadership team around what they valued for Grassland, its students and teachers. Reflection time was deemed an essential component of the whole-school approach to support teachers’ pedagogical change based on the MeE Framework and to establish an expectation that teachers would question, challenge, reflect, respond and improve their pedagogy. Grassland used both real and virtual spaces to promote a collaborative, sharing community. Conversations in the school at all levels used a language of learning, especially around changes to practice arising from the action research projects. The ‘researchly disposition’ permeated the classrooms, and these increasingly incorporated student self-reflection and teacher feedback as a regular component of lessons.
