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7/28/2019 Professional Learning Term 2
1/21
+
Professional Learning
Terms 2 & 3
7/28/2019 Professional Learning Term 2
2/21
+Annual Action Plan
7/28/2019 Professional Learning Term 2
3/21
+Learning & Teaching
To improve student learning efficacy and engagement.
Students' will be independent learners who engage in deep and
purposeful learning.
Implement a structured approach using Change 2 tools to developstudents' capacity to be independent learners within an inquiry
unit.
Implement and monitor the effectiveness of WLA in Years 36.
Embed Lane Clark's process for learning.
Explore and implement AusVELS.
7/28/2019 Professional Learning Term 2
4/21
+Learning & Teaching
To improve Literacy Standards in Years 36.
Learning outcomes in Speaking and Listening will be improved P6
with the ultimate goal of improving Literacy Standards 36.
Continue to embed the WLA in L1 & L2. Introduce WLA L3L6. Whole school involvement in STEPS radio.
LAP second year professional learning CEO/University of
Melbourne.
7/28/2019 Professional Learning Term 2
5/21
+Learning & Teaching
To improve Mathematics Standards in Years P6.
Overall learning outcomes in Mathematics will be improved.
Continue to deepen understanding of AusVELS Mathematics.
Mathematical Literacy Program L1 & L2.
Emphasis on Oral Language in Math's units and consistent use of
student feedback and a focus on communicating Learning
Intentions at the beginning of every lesson.
7/28/2019 Professional Learning Term 2
6/21
+CLRP
Overall focus: To use technology to engage with other and find
solutions to their problems.
To know online collaborative tools, to use them independently
to enhance their learning with an authentic purpose To be confident using an array of technological tools for
social and learning purposes
To connect and collaborate with other learners
To be confident and skilled to choose the appropriate tools to
find solutions/process to problems
7/28/2019 Professional Learning Term 2
7/21
+Now
Moving from the me to we
1:1 implementation
Collaborating in an online world is beginning
Developing understanding of feedback and goal setting
Collaborating in communities / levels
7/28/2019 Professional Learning Term 2
8/21
+Next
Autonomous in their use of technologies (blogging,
researching, publishing)
Who should decide when/how technology can be used?
F-6 technology skills developmental continuum
Developing the students understanding of processes for
problem solving
Inquiry in Level 2
7/28/2019 Professional Learning Term 2
9/21
+Team Questions
Rebecca: What happens to students learning when the
students decide when and how technology is used in learning?
Maria: What happens to student learning when they
publish/share learning online?
Gayanji/Delphine: How does my teaching change when
students are using online collaborative tools?
Rachel: How can we incorporate a shared online learningspace in the Junior school?
7/28/2019 Professional Learning Term 2
10/21
+Focus on the Big Four
Learning Intentions explicitly
communicated to students
Developmental learning F-6
Blogging
Lane Clark Author Think
7/28/2019 Professional Learning Term 2
11/21
+The Big Four linked with AAP
Learning
Intentions
Developmental
Learning F-6
Blogging Lane Clark
Author Think
Improve
studentlearning
efficacy &
engagement
Literacy
standards
Mathematics
Standards
7/28/2019 Professional Learning Term 2
12/21
+7 Characteristics of Teacher Inquiry
Relevant - Student learning drives the inquiry.
Collaborative Teacher inquiry is a shared process.
Reflective Actions are informed by reflection.
Iterative Progressive understanding grows from cycles ofinquiry.
Reasoned Analysis drives deep learning.
Adaptive Inquiry shapes practice & practice shapes inquiry.
Reciprocal Theory and practice connect dynamically.
7/28/2019 Professional Learning Term 2
13/21
+St Elizabeths Professional Action
Research
Teachers at St Elizabeths engage in reflective,
collaborative, cyclical action research in order to:
Improve student outcomes
Constantly engage in self reflection for sustainable
improvement as a learning community
Improve teaching practice in line with current
thinking
7/28/2019 Professional Learning Term 2
14/21
+Conditions Essential for Action
Research
An open mind
A risk taking mentality
Use of current research and thinking
Willingness to gather evidence
Reflection on own practice
Collaboration and communication with colleagues
Flexibility
Willingness to take action resulting from research
7/28/2019 Professional Learning Term 2
15/21
+The Research Process
Identify an area of concern within the Big Four Topics whichdirectly result from the SIP and AAP.
Pose a question about your concerns.
Examine current research regarding your question.
Plan appropriate action which will address the question asked.
State the expected outcomes of answering the question.
Take the action, collecting evidence as the action is taken.
Analyse the evidence.
Present findings and suggest next questions.
7/28/2019 Professional Learning Term 2
16/21
+Research PlannerWhat areas of concern did you consider before identifying your focus
for this action research?
Term 2
Week 1
What question have you chosen for your focus? Term 2
Week 1
What current research relates to your focus? Weeks 2-3
What outcomes do you expect to achieve if your research provides an
answer to your question? (So What?)
Week 4
What actions do you propose to take as you start to research your area
of concern?
Weeks 5-7What evidence do you think you will need to collect?
Collect baseline data
Implement Action, collecting data along the way Week 7 onwards
How will you communicate and collaborate with colleagues during the
inquiry?
Ongoing on
personal blog
Publish reflections and a final report on your blog.
Identify further questions coming from this Action Research on your
blog.
Term 3
Weeks 9 - 10
7/28/2019 Professional Learning Term 2
17/21
+Learning Walks Policy
RATIONALE
Teaching is a public service and teachers learn best when they work collaborativelyand share their experiences.
OBJ ECTIVE:
To ensure that students learning needs are at the centre of our teaching
To support each other as educators
To identify good practice and share it with colleagues
To encourage teachers to see themselves as learners
To provide opportunities to give feedback
To promote reflection on our practice
To collect evidence of school effectiveness in terms of students achieving their potential
7/28/2019 Professional Learning Term 2
18/21
+Learning Walks
IMPLEMENTATION
Regular scheduled learning walks are part of our professional learning
Learning Walks are seen as part of our collaborative practice not events
Learning Walks are an opportunity for positive feedback as well asthoughtful observation and wonderings
Learning Walks are not about judgements or supervision of staff forReview purposes
WHO TAKES PART IN LEARNING WALKS?
All teaching staff
7/28/2019 Professional Learning Term 2
19/21
+Learning WalksPROTOCOLS
Staff involved in a Learning Walk respect the learners learning and theteachers teaching! This means taking care not to block line of view or interferewith the flow of the learning session.
A focus for the Learning Walk will be communicated to all teaching staff at leasta week before the Learning Walk.
The time allowed for a learning Walk is at the discretion of the Observers
Staff can initiate or request a Learning Walk
Observers will work in no more than a group of 3.
Feedback from the Walk will be communicated positively on a pre-determined
template. The emphasis will be on areas of excellence, identification of goodpractice and strategies that we would all want to incorporate into our ownpedagogy to support improved student outcomes.
Formal feedback sessions will be held within a couple of days after a LearningWalk. Observers need time for thoughtful reflection.
Learning Walks can take place at any time in the school year.
7/28/2019 Professional Learning Term 2
20/21
+Suggested Format
Level 4: What
happens to
student learning
when they
publish / share
online?
Level 3: What
effect does theuse of online
collaborative
tools have on
student learning?
Levels 1 & 2: Whathappens to student
learning when WLA
provocations are directly
linked with Lane Clark
tools in the context of
AusVELS?
Specialists: What effect doesthe explicit articulation of
Learning Intentions have on
student learning in my
subject?
7/28/2019 Professional Learning Term 2
21/21
+Commitment to Action Research