Whole School Planning For Student Learning
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Whole School Planning For Student Learning Presentation Transcript

  • 1. Whole School Planning for Student Learning Grampians Region DE&T
  • 2. Purpose and Intended Outcomes
    • Flagship Strategy 1- Student Learning has:
    • Four major areas of action
      • Victorian Essential Learning Standards
      • Principles of learning and teaching
      • Assessment
      • Reporting
    • Two major resources and supports
      • Curriculum Planning Guidelines
      • Knowledge Bank
    • Region has requested that a Whole School Plan for Student Learning (referred to in Annual Implementation Plans) be developed before the end of 2006
    • By the end of the day the intention is that schools will have
      • A clear idea of what to include in a school plan
      • A draft of some parts of the school plan
      • Processes and resources to use in developing a school plan
  • 3. Relationship between Strategic Plan, Annual implementation Plan and Whole School Plan for Student Learning Whole School Plan for Student Learning Diagram from Annual Implementation Plan Guidelines Oct 2005
  • 4. Whole School Plan for Student Learning
    • Statement of Curriculum Principles, Purpose and Intent
      • Provides the vision to be enacted in the curriculum and in the teaching and learning program.
      • Touchstone for evaluating the curriculum.
    • Statement of Response to Student Needs and Characteristics
      • The curriculum does not exist independently of the students.
      • Consideration of students’ needs and characteristics in curriculum design.
    • Curriculum Map
      • Identify areas of curriculum that address domains and dimensions
    • Development Plan
      • Keep tasks and workloads manageable
      • Set development priorities and timelines
    • Units of work reviewed and developed in line with:
      • VELS
      • Principles of Learning and Teaching
      • Assessment and Reporting
  • 5. Student Learning Backward Mapping - Forward Planning Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes Progress Toward Actualisation Student Achievement Changed Teacher Actions Teacher Learning Outcomes Review of Professional Learning What evidence would you expect to see? Continuous Monitoring and Evaluation
  • 6. Significant questions along the way…
    • Why might this be important? Purpose
      • How does it relate to my school? Context
    • Where are you up to? Rating
      • How do you know? Evidence
    • What might you do? Planning
      • How will you know? Evaluation
  • 7. Shared Principles, Purpose and Intent
    • Key Questions and responses found within the Victorian Essential Learning Standards
    • What will students need for their future?
      • Futures oriented curriculum
    • What will students need?
      • Student capacities
    • What are the underlying values that should underpin our endeavour?
      • Set of educational principles
    What is it about? Clarity Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes
  • 8. Can we develop Shared Principles, Purpose and Intent? (Efficiently?) Directions for our VELS curriculum What do students need for their future? What capacities do students need to develop? What educational principles should guide our endeavours? What Outcomes would you expect to see? What Outcomes would you expect to see? What Outcomes would you expect to see? Responses Responses What might you do?
  • 9. Can we develop Shared Principles, Purpose and Intent? (Efficiently?) Using post it notes address each of the questions and the kinds of outcomes you would expect. Use the ribs of the fishbone to collect ideas Directions for our VELS curriculum What do students need for their future? What capacities do students need to develop? What educational principles should guide our endeavours? What Outcomes would you expect to see? What Outcomes would you expect to see? What Outcomes would you expect to see? Resource 2.1
  • 10. Developing Shared Principles, Purpose and Intent Where are you up to? % based on All School’s response to Region Survey (n=70) Novice 6% Are appropriate planning processes in place? Is there a partially developed vision for the curriculum? Apprentice 28.4% What areas do we need to consider further? Is the curriculum vision appropriate to the local context? Capable 61.2% How well does our curriculum reflect the principles, purpose and intent? What areas do we need to give further attention to in our context? Expert 4.4% Is the school’s vision for curriculum documented? What processes have been established for the evaluation and refinement of our curriculum in relation to the vision?
  • 11. Shared Principles, Purpose and Intent
    • Purpose
    • Developed using inclusive processes
      • Who needs to be involved?
      • What type of involvement?
    • Responsive to the local context
      • What local issues should be included?
    • Provides direction for development from where we are now to where we want to be.
      • What existing documentation do we have?
      • What continuity?
    • Documented
      • Is the document available as clear and concise statement?
      • Is it used as a reference point in discussion and planning?
    • Processes for monitoring and evaluation of progress
      • Is there to be a process for review and refinement? (a vision should not be set in concrete!)
  • 12. Other Resources
    • Student learning package
    • Curriculum planning guidelines.
    Where are you up to now?
  • 13. Goals and target for our students Responding to Student Needs and Characteristics
    • Statement of the needs and characteristics of our students
      • Who are our students?
      • What are our students learning needs and priorities?
      • What wellbeing and engagement needs do our students have?
      • What needs emerge as our students progress through the school?
      • Stages of Learning
      • Level Statements
    Annual Improvement Plan What is it about? Clarity Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes Use to inform Student Achievement Use to inform Wellbeing and Engagement Use to inform Pathways and Transitions
  • 14. Goals, Targets and Key Strategies
    • Assuming the Strategic Plan is in place
      • How do the Flagship Strategy 1 initiatives relate to the achievement of the Goals (aspirational statements) in
        • Student learning outcomes?
        • Wellbeing and engagement?
        • Student Pathways and Transitions?
      • How can the Flagship Strategy 1 initiatives be used in setting specific and measurable targets?
      • What key strategies will involve working on Flagship Strategy 1 initiatives?
  • 15. Whole School Plan for Student Learning
  • 16. Responding to Student Needs and Characteristics How far have you progressed? Novice 1.5% What are the needs of students at each stage of learning? What are the characteristics of students at the level? Within the particular cohort are their specific needs? Apprentice 19.4% How well does our curriculum respond to the needs of students at stages of learning? How well does our curriculum respond to the needs and characteristics of students at different levels? Capable 64.2% How does our curriculum met student needs and characteristics within the context of our community? What areas of the curriculum need to be developed to better meet specific cohort needs? Expert 14.9% Does documentation make reference to the ways in which the curriculum responds to student needs and characteristics and the specific needs of cohorts? What processes have been established to review the curriculum in relation to student needs and characteristics?
  • 17. Areas for Action 1 Mapping curriculum and planning development
    • Audit
      • Identify where in the existing curriculum the domains are represented
      • Critical test – Is there sufficient emphasis on the dimension to be an explicit part of what is taught and to provide an assessment
    • Completion of a curriculum map
      • Map audit information to compile a sequence noting 2 year per levels and accommodating cycles of units.
      • Identify gaps in curriculum map
    • Planning development
      • Plan to address gaps by establishing priorities and timelines
      • Align with school goals
      • Note requirements for reporting 2007
    What is it about? Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes
  • 18. Auditing, Mapping Curriculum and Planning Development How far have you progressed? Novice 11.9% Where are the different domains and dimensions developed in the curriculum? What needs to be developed and by when? (Development Plan) Apprentice 50.7% How are the different domains and dimensions developed in the curriculum and sequenced through the levels? What needs to be developed and by when? (Development Plan) Capable 23.9% How will time and resources be allocated to complete the plan? What processes will be used to develop curriculum, and build teacher capacity? Expert 13.4% Is documentation complete? (Audit, Curriculum Map) Are steps and milestones in the development plan being achieved?
  • 19. Creating a FS 1 Development Plan
    • Considerations
      • Need to focus on School Goals and Targets
        • These may identify particular areas that need development
      • Need to ensure minimum departmental expectations are met
        • 2007 domains
        • 2008 domains
      • Need to ensure the task is manageable
    • Information
      • Curriculum Audit – areas needing development
      • Curriculum Map
        • gaps
        • continuity and coherence across a level and through the years
  • 20. Areas for Action 2 – Reviewing and developing Units of work
    • VELS Curriculum design
      • Focus on ‘essential’ knowledge and skills
      • Interweaving the 3 strands
      • Deep understanding and transfer
    • Principles of Learning and Teaching
      • Self evaluation, Professional Dialogue, Using Feedback
      • Developing and enacting changes to learning and teaching
    • Assessment
      • Assessment FOR Learning
      • Assessment AS Learning
      • Assessment OF Learning
    • Reporting
      • Accurate and consistent judgments
      • Effective communication to parents
    What is it about? Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes
  • 21. Reviewing Existing Units of Work and Developing New Units of Work How far have you progressed? Novice 14.9% What would such units look like? What format should we use? Apprentice 32.8% How does our curriculum employ VELS design? How can assessment for, as and of learning be incorporated in the unit plans? Capable 35.8% What frameworks are incorporated into curriculum planning? How does the unit provide opportunities to enact the Principles of Learning and Teaching? Expert 16.4% Is documentation complete? What processes have been established for the evaluation and refinement of units?
  • 22. Models of Implemention … no one size fits all solution
    • Schools will construct appropriate curriculum programs which ensure these essential learnings are achieved, in ways which reflect the resources and expertise available, and the particular needs and interests of the school community.
    • Fundamental to the Victorian Essential Learning Standards is:
    • An approach to defining what is essential
    • An integrated focus on the three strands
    • A focus on developing deep understanding in learners
    • A focus on developing knowledge skills and behaviours that can be transferred to new and different circumstances
    • Implementation of the VELS therefore requires an holistic, whole school response. There is, however, no single approach.
    • From the VELS Overview
  • 23. An integrated focus … Across the Strands Science Discipline based Strand Thinking Interdisciplinary Strand Reasoning, Processing and Inquiry Creativity Reflection, evaluation and metacognition Communication Interdisciplinary Strand Listening viewing and responding Presenting Personal Learning Physical, personal and social Strand The individual learner Managing personal learning
  • 24. An integrated focus … A Transdisciplinary Approach Big Idea Why is it essential? Physical, Personal and Social Strand What is integrally related to the big idea? Explicitly taught Assessed Disciplinary Strand What is integrally related to the big idea? - Explicitly taught - Assessed Interdisciplinary Strand What is integrally related to the big idea? - Explicitly taught - Assessed
  • 25. Deep knowledge and transfer Capability Standards describe deep and interrelated knowledge and skills able to be applied in new situations Understanding Competence Outcomes describe specific knowledge and skills demonstrated in a familiar situation Knowing Familiar Situations New Situations Transfer and application Deep and Interrelated Learning Specific and Isolated Knowledge & Skills
  • 26. Principles of Learning and Teaching
    • Students learn best when:
    • The learning environment is supportive and productive
    • The learning environment promotes independence, interdependence and self-motivation
    • Their needs, backgrounds, perspectives and interests are reflected in the learning program
    • They are challenged and supported to develop deep levels of thinking and application
    • Assessment practices are an integral part of teaching and learning
    • Learning connects strongly with communities and practice beyond the classroom
  • 27.  
  • 28. The Audit Instruments
    • Teacher Questionnaire and
      • Teacher self rating on PoLT Components
    • Component Mapping
      • Teacher and coordinator discussion
    • Student perceptions
      • Feedback from class identified by the teacher organised aaroung the polt components.
    • Student Learning Preferences
      • Student information about how they learn best.
    • Professional Learning Team processes
      • Evaluation of team engaged in PoLT Process
    • Curriculum audit instrument
      • How is PoLT represented in the teacher or teams curriculum materials and design?
    • School audit
      • How is PoLT represented in school curriculum materials programs?
    • Cluster communication
      • Evaluation of cluster engaged in PoLT Process
      • Available through engaging in PoLT Process
  • 29. Components Of Principle 4: Students are challenged and supported to develop deep levels of thinking and application In learning environments that reflect this principle the teacher : 4.1 plans sequences to promote sustained learning that builds over time and emphasizes connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem-solving skills 4.6 uses strategies to foster imagination and creativity
  • 30.
    • 4.4 The teacher uses strategies that challenge and support students to question and reflect
    • This component is demonstrated by teachers:
    • introducing ideas by using interesting and challenging activities
    • using short, group-based challenging activities to raise questions
    • challenging students to reflect on their responses to tasks
    • asking students to represent their understandings in a variety of ways
    • encouraging students to see knowledge as a construction and to examine critically and even challenge information provided by the teacher, a textbook, a newspaper, etc.
    The Principles Unpacked
  • 31. 4. Students are challenged and supported to develop deep levels of thinking and application 4.4 The teacher uses strategies that challenge and support students to question and reflect In my practice: Component Mapping 5: I consistently design tasks that are structured to challenge and support students to engage with deeper levels of understanding and practice through questioning, interpreting, and reflecting. 4: Between these 3: I tend to use tasks involving standard procedures and interpretations, but occasionally use challenging tasks that engage students with deeper levels of questioning and interpretation. 2: Between these 1: I almost always use tasks involving standard procedures with fixed response formats. I rarely use tasks that require deeper level questioning and interpretation. Comment
  • 32. PoLT Initiative
    • Web-based resources for all schools:
      • Background paper
      • Principles of Learning and Teaching P-12
      • Principles Unpacked
      • Material and processes to support the improvement of teaching and learning
    • PoLT training program:
      • Leading Change Program
        • Including audit documents
      • Professional Development Program
      • Consultancy support
  • 33. Assessment and Reporting Assessment FOR Learning Formative teachers use inferences about student progress to inform their teaching. Assessment AS Learning In progress students reflect on and monitor their progress to inform their future learning goals Point in time Assessment OF Learning Summative Teacher judgements of standards and progression points
    • Report Card
    • Summative Rating
    • Achievements - Feedback on the learning progress made (Performance and Learning goals)
    • Areas for improvement - Feedback on the areas for future effort (Learning and Performance Goals)
    • Parent advice
    • Student input
  • 34. Assessment Modules
    • A series of approximately 2 hour modules that a school can work through.
      • Module 1: Connecting Assessment with Learning
      • Module 2: Assessment OF Learning
      • Module 3: Assessment FOR Learning
      • Module 4: Assessment AS Learning
      • Module 5: Making Consistent Judgements
    • Each module contains a selection of activities
    • Completion of the Assessment Self Assessment tool can assist in deciding which modules and activities might be useful for the school
  • 35. Teacher Learning Needs What knowledge and skills do teachers need to develop?
    • This will be dependent on the areas identified for action
      • VELS curriculum
      • Learning and teaching
      • Assessment For, As and Of learning
      • Reporting
      • Other issues
    • Whole school planning of professional learning
      • Need for a longer term view to support achievement of a school’s Strategic Improvement Plans
    • Link to Performance and Development Culture
      • Element 3 - Customised individual teacher plans based on individual development needs, student learning and school priorities.
    • Link to Teacher Professional Leave
      • Provide time for individual or a team from a school to engage in professional learning in an identified area.
    Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes
  • 36. Whole School Planning for Professional Learning PL Focus 2007 2008 2009 VELS Curriculum Review and dev. of units of work. Focus on new VELS domains especially Personal Learning Developmental continua Maths and English Focus on new VELS domains introduced Review Whole school Curriculum Map Principles of Learning and Teaching Begin with X PLT Train leaders to undertake role X PLT continue Y PLT begin X PLT review and refocus Y PLT continue Z PLT begin Assessment Moderation Module Assessment Of Learning Using progression points Assessment for Learning Using Maths and English continua Moderation Assessment As Learning Moderation Reporting Developing consistency of judgement Student input into reporting What the student has done/ areas for improvement? Advice to parents Other
  • 37. Considering Professional Learning Resources – Time, Money and People
    • What is the most effective way to allocate professional learning resources to different purposes?
    • Pupil free days
    • Allocated meeting time given to Professional Learning
      • Professional Learning Teams
      • Project Teams
    • Internal expertise
    • External expertise partnership opportunities
    • $ from Professional Learning Budget
    • Teacher Professional Leave (2007-8 round to be announced next year)
    • AGQTP (2007 round has just been!)
  • 38. Professional Learning Activities and Processes
    • Principles of Effective Professional Learning:
      • Focused on student learning
      • Embedded in practice
      • Research based
      • Collaborative
      • Evidence based and data informed
      • Ongoing and supported
      • Individual and collective responsibility.
    • Models of Effective Professional Learning:
      • Action Research
      • Examination of student work
      • Study Groups
      • Case Studies
      • Peer observation
      • Lesson Study
      • Coaching and Mentoring
      • Moderation
      • Learning Walks
    Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes