Understanding habits and building productive routines changes the environments in which you live, love work and play.
The 4D framework empowers professionals to understand how they make decisions and the impact of these decisions on their environment.
We work alongside schools to identify their strengths, understand their ways of working and to provide quantitative and qualitative measure to the culture that underpins their work.
Caroline Blackley
Founder of Four Dimensions
TEACHERS
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SCHOOLS
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PARENTS
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Is student behaviour disrupting your teaching, your school? Do you feel that classrooms have become a place of overwhelm, and the current student is far removed from those you have taught previously?
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TESTIMONIALS
Fiona Connor
Principal
Alligator Creek State School
“4D has given our staff a shared language, and inspired us to create different processes that focus on the curriculum.”
“Before our 4D journey we had okay behaviour processes in place but something was missing - we weren’t cohesive as a school. Everyone had different expectations of what the rules meant and how children should behave. We were doing all the things expected of us but we weren’t making the gains that we should have.
4D has given our staff a shared language, and inspired us to create different processes that focus on the curriculum.
With 4D we are making better positive connections with our students, and teachers can see how they can improve each term. As a whole staff we focus on what we need the most improvement in., and we are in it together.
4D has made it easier to celebrate the good stuff that we are doing.”
Sam Downing
Classroom teacher
Moura State High School
“ Coming from a trade background I was sceptical about how effective the 4D framework would be in an ITD context.
I decided to have an open mind however and committed to incorporating the 4D principles into my teaching as best as I could. I used to incorporate a 50/50 split of praise and correction, which I thought was a good balance - however, as a result of adopting the 4D framework, I now have a more positive learning environment and better working relationships with my students.”
Sally Hawkes
Acting Principal
Kenmore State High School
“4D has been central to our working in transforming classroom climates and supporting teacher wellbeing.”
“At Kenmore SHS we have a long-held belief that a common, consistent and evidence-based approach to classrooms is vital to ensuring successful learning outcomes for all students. Coupled with this, we want all teachers, across all disciplines, to know they are valued for their uniqueness and individual styles of teaching and learning.
As such, 4D has been a natural and welcomed addition to our school’s professional development package and pedagogical framework since 2016.
4D has been central to our working in transforming classroom climates and supporting teacher wellbeing. As a collective team, the staff have increased their discussions about making effective classroom decisions to create positive classroom environments. Through our successful coaching model, 4D observations are available to every teacher in the school. As a result, we see a greater number of classroom conversations about learning and a greater collective efficacy amongst our team of teachers.
4D has been powerful PD for new and experienced teachers alike, and a impactful framework for our school.”
Halena Hall
Deputy Principal
Moura State High
“This is the single most powerful professional development a teacher can do.”
“ The impact of the 4D framework on our teachers as individuals, and on our whole school, has been multifaceted and profound.
This is the single most powerful professional development a teacher can do.
It brings consciousness to what is often unconscious decision making by teachers, and the end result for us has been happier, more effective teachers, who then create powerful learning environments.
I have witnessed a shift in school culture since we started implementing the 4D framework. It has created collective efficacy between all members of school staff, and driven significant improvement.”
Chris Pocock
Principal
Spinifex State College - Junior Campus
“ We were looking for an external person to profile our teachers and provide non-judgemental feedback. 4D was perfect for us.
Caroline and her team bring years of experience and a calm, non-judgemental manner to helping staff to improve their teaching practice.
We chose to train our staff in 4D because it provides a consistent language, a consistent approach for our whole school to keep improving, and ongoing training, materials and access to support.”
Rebecca Jack
Acting Principal
Kenmore State High School
“Lots of great strategies to help you be a ‘good tired’ week 8 teacher, instead of burnt out.”