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 Taroona High School sees the education of the whole person as the right thing to do morally, as we nurture the next generation of leaders and citizens. Advocacy for our students as learners and for learning is at the heart of our mission. Knowing every student’s story lies at the heart of every activity and classroom at Taroona High School. If our students are to master learning then they need to be physically and emotionally healthy. They need to be well fed and safe. They need to be intellectually challenged and have supportive adults who know them well and care about their success. And they need to be interested and engaged in what they are learning. Taroona High School recognises that successful young people are knowledgeable, emotionally and physically healthy, motivated, civically inspired, engaged in the arts, prepared for work and self-sufficiency, and ready for the world beyond their own borders. Together these elements support the development of a young person who is healthy, knowledgeable, motivated and engaged. Being mindful of the domains of learning; meta-cognitive and cognitive, affective, personal and social, developmental and other individual difference factors as described by Lambert and Mc Combs (1998), as a learner-centred school Taroona High focuses simultaneously on both the learner and the learning process. Taroona High School will couple a focus on individual learners ( their heredity, experiences, perspectives, backgrounds, talents, interests, capabilities and needs) with a focus on learning (the best available knowledge about learning and how its occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners). This dual focus will inform and drive educational decision-making.
Transferring the theory and exploring possibilities for a learner centred school into actual practice is the challenge of this initiative for all members of the school community.
Ted Sizer, as Chairman of the Coalition for Essential Schools, clearly articulated the challenge this poses for teachers in terms of the learner
 


“ I cannot teach a child well, whom I do not know well. How can I teach that child well, if I do not know her enthusiasm or why she makes mistakes or what seems to be out of sorts for her at any given moment, or what is behind her at home. And no two children are alike.”
 
Sizer, T.(2000) Address to the Fall Forum 2000
 

“It is inconvenient that students learn in different ways and that they have differing enthusiasm. But unless we face up to that inconvenience then we will not teach them well at all.”
 
Sizer ,T (1999) "No Two are Quite Alike” Educational Leadership 57.1