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Cc scaling-teachers-final

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This is the document given to teachers to help identify their PDP goal for 2015.

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Cc scaling-teachers-final

  1. 1. Bianca  Hewes  2015         DIFFERENTIATION 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       ASSESSMENT AS LEARNING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       ASSESSMENT FOR LEARNING/ FORMATIVE ASSESSMENT 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       MENTORING/COACHING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________           COLLECTIVE  COMMITMENTS   (EVIDENCE-BASED GATS PRACTICES) All students work on the same tasks, all of the time.   Learning activities offer a variety of entry points for students who differ in abilities, knowledge and skills.   Students do not take responsibility for their own learning, and cannot use assessment to determine learning goals.   In my classes students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.   I never modify my teaching practice based on student’ knowledge, understanding and skills.   I frequently use evidence about students' knowledge, understanding and skills to inform my teaching throughout the teaching and learning process.   I don’t feel confident coaching or guiding other teachers in delivering quality teaching.   I confidently and regularly provide coaching and guidance to teachers in delivering quality teaching.  
  2. 2. Bianca  Hewes  2015       CREATIVE THINKING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       CRITICAL THINKING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       RESEARCH SKILLS 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       LITERACY SKILLS 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       CONNECTEDNESS/AUTHENTIC LEARNING EXPERIENCES 1 2 3 4 5 6 7 8 9 10 ___________________________________________________ I find it difficult to incorporate creative thinking strategies into my lessons.   I frequently provide students with opportunities to respond to authentic situations through design, imagination and innovation.   I rarely include opportunities for students to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, or use information to solve problems.   I create learning opportunities that require students to be broad, flexible and adventurous thinkers, make plans and be strategic, demonstrate metacognition, and display intellectual perseverance and integrity.   I do not teach research skills to students.   I confidently teach students how to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. I rarely employ teaching strategies to support students’ literacy achievement in my subject area.   I have deep knowledge and understanding of effective teaching strategies to support students’ literacy achievement in my subject area.   Students cannot see the connection between the work completed in class and real-life contexts or problems, and never apply their learning beyond the classroom or school.   Lesson activities rely on the application of school knowledge in real-life contexts or problems, and provide opportunities for students to share their work with audiences beyond the classroom and school.  
  3. 3. Bianca  Hewes  2015       STUDENT DIRECTION 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       ENGAGEMENT 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       EXPLICIT QUALITY CRITERIA 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       HIGHER ORDER THINKING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       ORGANISATION SKILLS 1 2 3 4 5 6 7 8 9 10 ___________________________________________________ Students are passive learners, and are given no direction over the learning that takes place in class.   Students exercise some direction over the selection of activities related to their learning and the means and manner by which these activities will be done.   Students are completing set tasks but lack enthusiasm, attention or interest.   Most students, most of the time, are seriously engaged in the lesson or assessment activity, rather than going through the motions. Students display sustained interest and attention. Students never, or are rarely ever, given explicit criteria for the quality of work they are to produce.   Students are provided with explicit criteria for the quality of work they are to produce and those criteria are a regular reference point for the development and assessment of student work.   Work set for students simply requires them to identify, define, describe, remember or understand content.   Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information. Many students are disorganised, unprepared and overwhelmed by the work they are required to complete.   I provide students with a range of strategies to ensure they are organised and prepared for learning in my classes, and manage their time effectively to complete all work to the best of their abilities.  
  4. 4. Bianca  Hewes  2015       COLLABORATION 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       STUDY SKILLS 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       WELLBEING 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       BEHAVIOUR MANANGEMENT 1 2 3 4 5 6 7 8 9 10 ___________________________________________________       ICT INTEGRATION 1 2 3 4 5 6 7 8 9 10 ___________________________________________________ Students only ever work individually in class, and at home.   Students frequently work collaboratively with others, including online, to support individual learning and contribute to the learning of others.   I do not teach students how to study for my subject.   I explicitly teach students effective study strategies to support their learning, including chunking assessment tasks, examination strategies and how to use online study aids.   I don’t feel confident using strategies to support my students’ emotional, social and intellectual wellbeing.   I use a wide range of strategies with my students to support the emotional, social and intellectual wellbeing of my students.   Students are often off task in class, or unable to work without frequent teacher instruction.   Students always work productively and never need teacher to manage off task behaviour.   Technology use in my classes is peripheral to the learning activity, and used only to deliver information.   Technology is used to construct and build knowledge, facilitates collaboration in and out of the classroom, and is mostly being used by students.  
  5. 5. Bianca  Hewes  2015       Sources:     BOSTES:  http://syllabus.bos.nsw.edu.au/support-­‐materials/assessment/   QTF:  https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf   ISTE  NETS:  https://www.iste.org/docs/pdfs/20-­‐14_ISTE_Standards-­‐S_PDF.pdf     AUSTRALIAN  CURRICULUM:   http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-­‐and-­‐creative-­‐thinking     DETE  QLD:  http://deta.qld.gov.au/great-­‐teachers/excellence/mentoring.html           Australian  Professional  Standards:     6.2.3,  6.2.4,  6.3.3,  6.3.4,  1.2.2,  1.2.3  

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