[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text:  "Nationally Consistent Collection of Data on School Students with Disability." 
A white map of Australia contains the title 'Preparing teachers for the NCCD'. A marker appears in northern Victoria.
A blonde woman is interviewed in a library. Text: "Kim Hawkes, Teacher, St Josephs Primary School, Red Cliffs."]

KIM HAWKES: My name is Kim Hawkes. I'm a classroom teacher, I teach grade 5/6 and I also assist our Learning Diversity Leader working on the Nationally Consistent Collection of Data activities and up-skilling staff and providing PD and collecting data.

[An arched entrance to a school building includes the words 'St Joseph's'.]
		
KIM HAWKES: Another component prior to the collection of data was meeting one on one with all classroom teachers to go through the different levels of adjustment with them. We had information available, and clearly went through that information with them so that they could make considered choices about whether it was quality differentiated teaching practice up to extensive levels of adjustments so that when they were making those decisions they felt informed and they felt confident in the decisions that they were making. Along side of that, apart from the one on one consultation, and training with staff, we then assisted them to create plans for students who needed individual learning plans. 

[In the school grounds play equipment sits under a canopy.]

KIM HAWKES: We give our staff time to upload adjustments every week whilst there are other people available for them to speak to about whether or not it's something that should be added or just to clarify information about where that's heading for that student.

[Uniformed students move through a classroom.] 

KIM HAWKES: In order to make sure that all staff are on the same page in terms of NCCD, we allocate within our timetables time for weekly meetings with our learning support officers, and a member of the NCCD team or the Learning Diversity Leader. We make sure that because they are driving a lot of the intervention programs, that they have time to report back to those programs, that they have time to talk to the teachers that they're collaborating with and working with. We make sure that if there is an important need to know that a staff meeting is scheduled, that all staff are asked to attend, that that information is disseminated to everyone at the same time.

[Two students work on a laptop. Nearby, a teacher works with a third student.]

KIM HAWKES: So, in terms of advice for other people who are NCCD leaders, I would say make sure you're really well informed yourself that you've done the background work, that you understand the processes and the terminology. I think you also need to develop a tool or a collection facility that's going to work in your school, that's going to have all the information required and you need to make sure that you up-skill your staff and that is a high level of trust and a high level of communication right across your school.

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government Department of Education and Training. 
© 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." 
The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government Department of Education and Training.]