Professional learning directions 2011
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Professional learning directions 2011

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An edited & summarised copy of our directions for 2011.

An edited & summarised copy of our directions for 2011.

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Professional learning directions 2011 Presentation Transcript

  • 1. Cerdon College Strategic Planning & Direction 2011
  • 2. The Agenda for 20111 Strategic Agenda (Parramatta CEO)1.1 Formation1.2 Literacy1.3 Numeracy (EMU Project)2. School Strategic Agenda2.1 Strategic Resourcing2.2 Teaching & Learning2.3 Leadership & Growth2.4 Catholic Formation (including Marist Charism)
  • 3. The Agenda for 20113. Teaching & Learning (FC)3.1 Administration3.2 Professional Learning3.3 Technology3.4 Assessment
  • 4. Year 12 Exit Survey Demographics (n = 152)• 85% of students studied 11 units or more (53% studied 11 units)• 54% had no paid employment in 2010. However 14% of students worked 11 - 18 hours per week & 2 students worked more than 18 hours per week.• 63% of students spent between 1 & 18 hours on home duties per week & 32% participated in sport (1 to 10 hours)• 83 students reported receiving some form of tutoring; most of these were in maths (1/2 to 6 hours per week), followed by English (1/2 to 4 hours per week), then science (1 to 3 hours per week).
  • 5. Year 12 Exit Survey Teaching & learning• Strengths included a high quality of relationships between staff & students, regard for the expertise of teachers & preparation for future learning experiences• Students somewhat to strongly agreed that teachers used a variety of learning experiences and that excursions & HSC study days contributed positively to their learning.• Almost half of the cohort reported that they did not really use study lessons effectively; those that said they did reported their use as somewhat effective rather than strongly agreeing on their effective use.
  • 6. Year 12 Exit Survey Assessment• Most students felt that tasks were not evenly spread throughout the calendar nor that two weeks was sufficient time to complete them.• Students mostly ‘somewhat agreed’ that there were a variety of task types, that there was sufficient, timely feedback and that assessment materials, reports and marking guidelines helped prepare for assessments.• The quality of the feedback & its timing, and the timing of assessment tasks continue to be challenges
  • 7. Year 12 Exit Survey Year 12 programs• The Getting of Wisdom was regarded as mostly ‘useful’ while the Information evening was mostly seen as ‘somewhat useful’• The retreat program was overwhelmingly seen as a valuable experience, along with other pastoral activities.• The timing of the Parent-Teacher evening was useful and appropriate, while students were split about whether the College Cup contributed to building a sense of unity within the cohort.
  • 8. Year 12 Exit Survey Quality teachers are in short supply, yet those who are, are very effective teachers in how they employ and motivate student relationships.The relationships with teachers were more relaxed which was useful. Cerdondid help manage stress and help us become ready for the future.Years 11 & 12 have been very positive experience through which I havedeveloped valuable relationships with friends and teachersI had a really great time here. I love the cosy atmosphere and will definitelymiss it.Teachers have been very helpful in my preparation for the HSC exams andthey attempt greatly to create a caring environment in the college.
  • 9. Year 12 Exit Survey Stress• Most students rated their ability to handle stress as satisfactory; the good news - few students rated their ability as poor• Most students saw that their relationships with their peers as the major source of stress followed by lack of direction, parental expectations and teacher expectations.
  • 10. Professional learning paradigm
  • 11. Professional learning paradigm
  • 12. Inquiry models of learning Action Learning
  • 13. Inquiry models of learning Action Learning“... they spend too much time watching videos andnot enough time talking [to each other] about whatthey’ve learned”
  • 14. Inquiry models of learning Action Learning“... they spend too much time watching videos andnot enough time talking [to each other] about whatthey’ve learned” Shane Warne The Sheik of Tweak (or Tweet)
  • 15. Why Action Learning?• Collaborative• Abundance model (acknowledges that we have some of the answers)• Metacognition• Formal & informal processes• Accreditation• Parallels with Formation
  • 16. FormationLeading Learning Leading Formation Personalised Personalised De-privatised Fellowship Integrated Incarnation Data Feedback Discernment
  • 17. Action Learning Works! Influences on teacher professional practice43210 Undergraduate Course Professional Reading Postgraduate Course Advice from Colleagues Reeves, 2008
  • 18. Hattie, 2009Rank Influence Studies Effects ES 11 Teacher-Student relationships 229 1450 .72 12 Spaced vs. Mass Practice 63 112 .71 13 Meta-cognitive strategies 63 143 .69 14 Prior achievement 3607 9209 .67 15 Vocabulary programs 301 800 .67 16 Repeated Reading programs 54 156 .67 17 Creativity Programs 685 837 .65 18 Self-verbalization & Self-questioning 113 1150 .64 19 Professional development 537 1884 .62
  • 19. Hattie, 2009Rank Influence Studies Effects ES 1 Self-reported grades 209 305 1.44 2 Piagetian programs 51 65 1.28 3 Providing formative evaluation 30 78 .90 4 Micro teaching 402 439 .88 5 Acceleration 37 24 .88 6 Classroom behavioral 160 942 .80 Comprehensive interventions for 7 learning disabled students 343 2654 .77 8 Teacher clarity na na .75 9 Reciprocal teaching 38 53 .74 10 Feedback 1287 2050 .73
  • 20. Technology Agenda
  • 21. Technology Agenda
  • 22. AssessmentBOS Feedback (junior assessment):Happy that we have both followed the letter & thespirit of BOS Assessment (ie Assessment forLearning)Not clear how both formal & informal assessmentcontribute to the determination of a report grade.Parents have asked that they receive some form of‘notification’ of assessments (P & F Term 3, 2010)
  • 23. The Agenda for 20114. Pastoral Care (LP)4.1 Role of the AP4.2 Formation4.3 Restorative Justice4.2 House System