Inquiry Processes At Te Pahu School
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Te Pahu School has undergone observable changes in its inquiry processes including more collaborative planning across classes, topics, and the whole school. Frequent professional discussions are held in staff, syndicate, management, and board of trustee meetings as well as during discretionary time and conferences. The school's planning, teaching, assessment, and reporting processes have been reviewed to represent changes in learning and teaching with a focus on student self-assessment using criteria like learning intentions. A data projector has been purchased for each classroom using reclaimed finances and a grant. Professional development has had a whole school focus on inquiry-based learning approaches. The school's task is to continue exploring meaningful uses of inquiry processes in student and teacher learning to develop an
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1. Teachers and staff from each grade level and support roles will come together in vertical teams to discuss improving student outcomes and teacher effectiveness.
2. The teams will focus on five pillars: culture of rigor, capacity building, student achievement, conditions for learning, and purpose of our profession.
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The document discusses different types of assessment: assessment for learning, assessment as learning, and assessment of learning. It defines each type and provides examples. Assessment for learning occurs when teachers use student evidence to inform their instruction. Assessment as learning is when students self-assess and set goals to monitor their own progress. Assessment of learning refers to formal tests used by teachers to make judgments about student achievement against standards.
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This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
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The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
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The document discusses the essential role that guiding coalitions play in developing a professional learning community (PLC) culture. It covers defining what a PLC is, examining the role of guiding coalitions, assessing a school's current PLC status, and strategies for the upcoming year including organizing teachers into collaborative teams, using data to provide interventions, and supporting team development.
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This article argues that the most effective strategy for achieving school improvement is building the capacity of school personnel to function as professional learning communities, rather than conventional reform methods. It provides evidence that strategic planning in schools in the 1980s was overly complex and difficult to implement, monitor, and assess outcomes. In contrast, focusing on short-term improvement cycles and having teachers collaborate in teams to continuously achieve small wins leads to greater success and engagement over time. When teachers frequently discuss teaching practices and plan, design, and evaluate instruction together, it results in higher quality solutions and remarkable achievement gains.
Forbairt vehicle for improvement
This document discusses the Adult Learning Network (ALN) process, which involves principals and deputy principals participating in continuous professional development to improve their schools. Over 50% of schools have participated in the ALN, where leaders work through an action learning process to address an issue in their school. They receive feedback from others and develop a plan to enact changes. Participants found benefits like confidence building, exposure to best practices, and reassurance about leadership direction. The success of the ALN process is attributed to engagement of leaders, focusing on needs of individual schools, and building collaboration around teaching and learning.
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The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectiveness
The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
ISB ES Vision - The ROAD MAP
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Sally Brown 2008
"Fit for Purpose" Keynote for ATN Assessment conference, University of South Australia, Novemeber 20, 2008
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
1) The document discusses experiential education and outlines several methods like internships, field trips, and service learning.
2) It emphasizes the importance of reflection and assessing student learning through ongoing evaluation. Reflection should occur before, during, and after experiences.
3) Integrating experiential education university-wide faces challenges like coordinating placements and balancing academic and personal learning. Having a dedicated office to support experiential programs can help address these challenges.
Professional Learning Teams Powerpoint 1a
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
Issues in Developing and Implementing ePortfolios
Presnetation at a UK Jisc Regional Support Centre event on Choosing and Using an e-Portfolio - April 2008
Learning and development
This document discusses key aspects of learning, development, and assessment in early childhood education. It addresses how learners develop best when they understand what they are trying to learn and what is expected of them. It also discusses the importance of observation, assessment, and the planning cycle (OAP) in early childhood education. Assessment is described as being for multiple purposes, including the child, family, practitioner, and government accountability. The document outlines various forms of assessment and emphasizes the importance of formative assessment in moving learning forward.
Formative Reflective Assessment
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