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Learning and Teaching

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  • Leader learner needs , linked to teacher learning needs, linked to student learning needs.—from the data.
  • Leader learner needs , linked to teacher learning needs, linked to student learning needs.—from the data.
  • The school were concerned by the large group of student just blow standard and also well below in year 4 and 6. So the leaders decided to change their practice and share the whole school data at the same time as the teachers viewed their data.The leaders class was the staff the teachers- they wanted the teachers to learn about the data, be interested in the data and have greater confidence with the data.
  • Targets for these students-personalised school targets to real names in a teachers class. The test results revealed a large percentage of the students were writing just below standard. We need to something differently with this students, we need to find out more abut their strengths and needs. And about our teachers strengths and needs in teaching these students. Teachers were being effective for SOME but NOT for ALL- they needed to learn and do something differently for these students. Needed the importance of focussing the inquiry
  • Co-constructed with the teachers
  • Practice analysis conversations occurred throughout the year with teachers getting feedback and feed forward on their learning goal.
  • Leader learner needs , linked to teacher learning needs, linked to student learning needs.—from the data.
  • Link to professional learning.
  • My role as the visiting leader was to work with the leaders to build their capability to do these things.
  • Transcript

    • 1. Broken Bay- Leading Learning July-August 2012 Mary Wootton
    • 2. . What strengths do our students have and what knowledge and skills do our students need? What strengths do we as teachers & leaders have and what knowledge and skills do we as teachers & leaders need?What has been theimpact of theprofessional learning?Our changedactions/practices? Deepen professional knowledge & refine skills. Build content knowledge & pedagogical knowledge Engage students in new learning experiences
    • 3. (Wootton, 2010)
    • 4. ActivityRead scenario from beginning to endRe read- each section- positives/negatives- rate the practiceBuddy who you don‟t normally work with share your reasons, discuss, modify, learnSchool groups what does this mean for us in our schoolWhole group- our professional learning what will we KEEP, STOP, START
    • 5. Keep-Analyse data with the teachers-Combine external and internal expertise-Practice on an identified student need-Sustained focus on the goal-Ongoing checking and monitoring – reflect on what is / isn‟tworking
    • 6. Stop- Waiting for the NAPLAN as the only analysis- Overusing the NAPLAN data- Hoping and assuming that the PL is used in the classroom- Changing the focus and direction- Relying on a PL meeting for all teachers- Relying on an external person to do the work
    • 7. Start- SIP is going to be referred to by all staff- Using internal expertise- Using ongoing monitoring and checking- Using a range of data for planning and teaching- Differentiating PL- Using student voice to see what has/hasn‟t worked for them- Start engaging teachers‟ existing theories- Asking key questions of the data and using a range ofmeasures to analyse the data
    • 8. Strategic actions - it‟s all in the planningDevelop a rich picture of the issue• Strengths and needs of the students within the target group• Strengths and needs of the classroom teacher/s• Strengths and needs of the middle leaders• Strengths and needs of leadershipDevelop a rich picture of the possible solutions• Research (formal and informal)• Develop a process for critiquing ideasMake a collective decisionActions•Should reflect a coherent improvement theory and strong pedagogicalknowledge.•Identify factors which may contribute to improving student achievement.
    • 9. Monitoring the impact your SIP Set up the evaluation at the same time as you set up your planWhat questions do you need to ask?• Looking for evidence that things are getting betterWhat is measured or assessed?- Identifying a range of indicators- Identifying what to expect within these indicators in the short, medium and long termHow will information be gathered?-Using processes/practices/systems already in place or that need to be outin place to monitor
    • 10. Transcript case studyLeaders had looked at their NAPLAN and PAT r dataWanted to include the staff in the whole processConcerned about reaction of teacher practice beingobserved. Story is not what about what they found outbut the process of using the data to inform their • Student achievement data, • Student survey and voice • Teacher practice data and voiceto inform their professional learning
    • 11. School Case Study• Testing their hypothesis- where to start?• Concerns about engagement of teachers• Teacher reaction to collecting teacher practice data- classroom observations• What do our students think?
    • 12. When/why/how did we collect classroom data?• We needed more reading data (baseline) - especially classroom data to help test hypotheses• Outlined we (the leadership team) would collect a straight transcript/record of what was said/done with no name or class on transcript• Other staff began taking transcripts
    • 13. What did we do once we had the classroom data?• Ensured we had de-identified samples• Photocopied samples into mixed groups so each group had about 6 samples• Group processing - patterns, inconsistencies and questions/ observations which arise from transcripts; perceived lesson purpose
    • 14. Student Focus GroupsWhat did you learn in guided reading this week?What sorts of things does the teacher do to help you with yourreading?What are some of the things the teacher does that doesn‟thelp you with your reading?
    • 15. Teacher Programs and SurveyHow often reading taken?What types of texts are used?Guided? Shared? Independent?Groups? Whole class? Individual?Purpose of the lesson
    • 16. OutcomesOwnership of the challengeEnthusiasm about the challengeEvidence from transcripts-teacher practicelinked to student achievement concernOwnership of where to next.
    • 17. Broken Bay February 2012 Mary Wootton
    • 18. Students Teachers Checking PD Classroom What are the strengths & learning needs of our students?Writing in books (target students)• How regularly was writing happening?• Was there feedback/feedforward in the students’ writing books?Planning• Learning intentions, success criteria, grouping for needStudent voice• Show me some feedback in your books• Tell me what it means• Have you used the feedback? Show/tell me how
    • 19. Students Teachers Checking PD Classroom School inquiry and professional learning: What is effective feedback?Alignment of goals - Student goalsI am learning to use my feedback to improve my writingOr I am learning to self assess using the success criteria?Teacher Goals-effective feedback/feed forwardI am learning about effective feedback. I am learning about theprogressions of writing so I can give effective feed forward.Leader:I am learning about practice analysis conversations so I can haveeffective feedback conversations with teachers.
    • 20. Students Teachers Checking PD Classroom Engagement in Professional LearningStudents:What is feedback? Why do I get it? What do I do with it?When?Teachers:Effective feedback (Linked to differentiated LI and SC)Feed forward - Knowledge of the progressions of writingLeaders:Effective feedback-linked to practice analysis with teachersBuilding pedagogical content knowledge- feed forward
    • 21. Students Teachers Checking PD Classroom Changes in PracticeStudent Using my feedbackTeacher Regular writing-clear audience and purpose Regular written and oral feedback/feed forward Using language students know Allowing time for students to respond Differentiated learning intentionsLeader Feedback conversations with teachers Have attended all PLD so they could build their pedagogical content knowledge so they could feedback and feed forward effectively.
    • 22. • High poverty school• Year 4 class- 8 to 9 year old students• Even mix of ethnicity• 4 years experience as a teacher• Part of the feedback professional learning
    • 23. Attributes of this Effective Teacher• Instructional writing occurs everyday• Learning intention linked to student need-focused inquiry• Daily modeling linked to the learning intention• Students learn in flexible groups based on identified learning needs-focused inquiry• Oral feedback is given daily• Written effective feedback at least twice a week
    • 24. Next learning steps for this teacherHow will you know you have done well?The teacher will tell meThe teacher will write in my book that I got it rightTeacher wants to support her students become more selfregulated by : Co – constructing the success criteria with the students Developing students‟ self assessment skills so they can identify: • what they have done well • their own next learning steps
    • 25. LEAP
    • 26. Questions to stimulate reflection and sustainability of effective practiceWhat impact have we had on student achievement? What is ourexplanation of this?Have we met our targets? What is our explanation of this?For which students have we had the most impact? What is ourevidence for this?For which students have we had the least impact? What is ourexplanation of this?What might we do differently to improve outcomes for all students?What is in place and is valued? What do we need to improve? Whatis essential to sustain? What can we plan to ensure this occurs?
    • 27. An example of targetsAll students not moving 1 sublevel in 2010 will move atleast 1 sublevel from November 2010 through toNovember 2011 based on Nationally NormedAssessment tools.All students (Year 0-10) working below expectations foryears 1-8 will move at least 2 sublevels.
    • 28. All students not moving 1 sublevel in 2010 will move at least 2 sublevels ~ AllStudents All students not moving 1 sublevel in 2010 will move at least 2 sublevels All Students 70% 60% 50% % of Each Year Level 40% 30% 20% 10% 0% Less than One Less than One Less than One Less than One Less than One Less than One Less than One Less than One More than Two More than Two More than Two More than Two More than Two More than Two More than Two More than Two One One One One One One One One Two Two Two Two Two Two Two Two Yr 2 (n=5) Yr 3 (n=41) Yr 4 (n=75) Yr 5 (n=15) Yr 6 (n=41) Yr 7 (n=29) Yr 8 (n=29) Yr 9 (n=41) Sub Level Movement End 10 - End 11 2011 Year Level
    • 29. All students (Year 0-8 End 2010) working 1 sublevel below cluster expectations willmove at least 2 sublevels ~ All Students All students (Year 0-8 End 2010) working 1 sublevel below cluster expectations will move at least 2 sublevels All Students 80% 70% 60% % of Each Year Level 50% 40% 30% 20% 10% 0% One One One One One One One One One Less than One Less than One Less than One Less than One Less than One Less than One Less than One Less than One Less than One Two Two Two Two Two Two Two Two Two More than Two More than Two More than Two More than Two More than Two More than Two More than Two More than Two More than Two Yr 1 (n=11) Yr 2 (n=51) Yr 3 (n=56) Yr 4 (n=83) Yr 5 (n=26) Yr 6 (n=34) Yr 7 (n=26) Yr 8 (n=20) Yr 9 (n=8) Sub Level Movement End 10 - End 11 2011 Year Level
    • 30. Teacher Goalsto learn what quality writing looks looks at all levelsto teach writing everyday from Day 1to monitor the progress of my focus studentsWhy? so I know what to expect at each curriculum level and the progressions so I can give effective feed forward to my students
    • 31. Student GoalsExpectations that I will write at the same level Iwas writing in November last yearI will be able to identify what I am doing well andwhat I need to learn next.I will be able to articulate where I am in mywriting and where I need to be and what I haveto learn to get there.
    • 32. School wide practices Introduced• A December writing sample that was typical of the student‟s writing will be glued into the next year‟s writing book• Practice analysis will include talking to the students about the sample in their writing books • Why is it there? How do they use it?• Students who had „dropped‟ were named in each class. Team meetings to include discussions around student progress towards the goal of moving 2 sub levels• Writing will occur daily and start Day 1.
    • 33. Leader Goals• To closely monitor the teaching of writing in all classes and agreed to practices• To lead professional learning to include: • What is quality writing • Effective teaching of writing • Progressions of writing.
    • 34. School A1Year 1 (Nov-Feb)Year 2 (Nov-Feb)
    • 35. Teacher voiceTeacher 1 “ it was our focus for everything. Staff meeting, syndicatemeetings, targets, my appraisal goals, professional development wereall about minimising the summer effect. The kids even knew about itand didn‟t want to drop” (Teacher, personal communication, February,2011). Teacher 2 “the way I think changed, I expected the kids to drop aftera six week break. What we did on teacher only day made me realize Icouldn‟t think that way any more, and I didn‟t and guess what-nowhere near as many of my kids dropped” (Teacher, personalcommunication, February, 2011). Teacher 3 “having the kid‟s writing in the front of the books andreminding them, and me to look at how they were writing andexpecting to write like that at the start of the year or better” (Teacher,personal communication, February, 2011).

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