Centre for Excellence

The Centre for Excellence initiative aims to improve primary students’ outcomes in literacy through building leaders’ and teachers’ capacity to develop, strengthen and extend explicit literacy teaching practices in their schools.

Background  The first iteration of the Centre for Excellence began as an election commitment in 2017 and was run as a partnership between the Department of Education and Curtin  University from 2019 – 2022. The second iteration of the Centre    for Excellence commenced in 2023. Round 1 of the program occurred during 2023-24 with 20 schools being supported to improve literacy practices in their schools. Challis CPS, as a Centre for Excellence mentor school, has been assigned four intern schools each year since the programs relaunch. We're currently supporting Cohort 3, with the following schools assigned to Challis: Bannister Creek, Kardinya PS, Rangeway PS and Woodlupine PS. The current program is a profession-led model and is delivered as a partnership between Statewide Services, Centre Schools and the participating Intern Schools.

The Internship  The Centre for Excellence is a one-year internship program that includes:

• professional learning workshops and resources
• a partnership with Centre School for practical support, advice and mentoring onsite support from Centre School mentors and the Statewide Services Centre for Excellence team.

Round 3 Update  Alongside hosting termly visits at Challis CPS to showcase the professional learning delivered each module, we have also supported intern schools at their school. 

Centre for Excellence – Rangeway Primary School, Geraldton Visit

The visit to Rangeway Primary School formed part of our Centre for Excellence work, with the purpose of strengthening instructional practice, building coaching capability, and supporting whole-school improvement through collaboration, modelling, and feedback. This  opportunity allowed our team to work alongside Rangeway staff to share effective practices, develop consistency in teaching approaches, and deepen their collective understanding of high-impact instruction.

Upon arrival, Principal Karin welcomed the team and provided an overview of the school context. The team quickly transitioned into classrooms, with Nicole leading the first modelled lesson, demonstrating confidence and adaptability in an unfamiliar setting. This set the tone for the visit, as staff engaged in a range of coaching observations, modelled lessons, and professional  discussions aimed at improving classroom practice.

Throughout Day 2, the team continued to work collaboratively across the school. Staff engaged in resource development, coaching conversations, and in-class modelling to support teachers in refining their practice. A key highlight was the Talk for Writing (T4W) warm-up delivered to Year 1–2 students, which showcased the impact of clear routines and high expectations      on student engagement. This provided a powerful example for staff of how deliberate instructional practices can significantly influence student outcomes.

In the afternoon, Professional Learning on Pair-Share was delivered to all staff, focusing on the importance of clear instruction    prior to student discussion and the routine of a Paire-Share. This session supported staff to refine their use of structured partner talk, particularly within the context of varied student attendance. Staff actively participated in rehearsal and left with increased confidence and clarity to implement the strategy effectively in their classrooms.

Subsequent sessions included observation of Daily Review practices, collaborative goal setting, and further modelled lessons      across year levels. Team members also engaged in repeated rehearsal of coaching conversations, strengthening their ability to provide precise, actionable feedback to teachers.

The final phase of the visit focused on deep literacy discussions, planning, and scaffolding, ensuring Rangeway staff were equipped with practical strategies and resources to sustain improvement beyond the visit. These collaborative planning sessions reinforced a shared commitment to ongoing development and instructional consistency.

Overall, the visit supported our continual improvement by strengthening our instructional expertise, enhancing our coaching practices, and reinforcing the importance of deliberate,  high-impact teaching strategies. It also provided valuable opportunities for reflection, collaboration, and professional growth, ensuring that both our team and Rangeway staff are better equipped to drive improved student outcomes moving forward.