1. Meeting 1: 29-05-14
Meeting Outcomes:
• Have recapped over the strategic direction of
the third teacher project
• Have a shared understanding of the vision and
principles that under the third teacher project
• Staff have a clearer view of their position of
participation with the third teacher project

2. An Environment for Learning

3. Third Teacher Project
Remake your classroom Part 1
“How might we create engaging
learning spaces with all members of
the School community?”

4. “How might we create
engaging learning spaces
with all members of the
School community?”

5. Post-It Note Activity
What would you like our teaching and learning
environment to look and feel like in the future?

6. Post-It Note Activity
What makes an ideal environment for learning?

7. Post-It Note Activity
What would you like our teaching and learning
environment to look and feel like in the future?
What makes an ideal environment for learning?

8. Some positions and questions posed
from Learning Scan Survey:
• How does St Pauls enable its staff and students to personally identify as belonging
to and making what is St Paul’s?
• How do staff and students associate with the spaces and the environments of St
Paul’s? How can they contribute to the humanising and personification of spaces
and place within the school?
• In what way can the staff and students create or contribute to the creation of
aesthetic forms that become part of the environment and history of the school? Do
students value the heritage of the place that they occupy? How can students and
staff create meaningfully an environment that they want to pass on to the next
generation of staff and students? Does each discipline area sing its respect to the
beauty of the subject/discipline?
• Will administration support review, trial and change of the environment – thus
supporting the notion of the environment as the third teacher?
• Can St Paul’s accept aesthetic considerations as part of any and all future
developments? Can St Paul’s look with new glasses at the existing environments
within and assist in the rebranding of spaces and places to include aesthetics?
• To create one’s own story one must have a pen and paper, know how to use them
and be allowed to scribble and scrawl along the way… How do we see students at
St Paul’s? Are they rich, strong, capable and do they have a voice that will affect
the creation of rich learning environments where they have a strong sense of
belonging and ownership.

9. Creation of a Third Teacher Project Team
• Proposal: Following the principles and honouring the
Design Thinking/Maker Movement of The Third Teacher
Initiative (The Third Teacher +) and the Reggio philosophy
of ‘environment as third teacher’, we propose the creation
of a ‘Third Teacher Project’ consultancy and task force. The
prime objective of this group would be to support the
school (staff and students) in the creation of dynamic,
engaging and interactive learning spaces (classrooms and
other indoor spaces, outdoor environments etc.) There are
several projects currently under construction/planning:
Design Tech Lab 4, Science Room S2, the ELC and the I-Centre/
Spiritual Home of Big History. This proposal seeks to
streamline the diverse array of projects into a more
coherent process and address the issues shown above.

10. Processes and Principles:
Expressions of interest are called for in late Term
4 2013/Early Term 1 2014 for colleagues to be
part of this VOLUNTARY consultancy/task force
The 3TP team establish a values/mission
statement and the collaborative norms/principles
they will operate under
The team meet at mutually agreed times to
discuss, evaluate, review or brainstorm and draw
up timelines, inventory’s, resources etc.

11. Projects: Application, Planning, Recording,
Resourcing and Reviewing:
 Interested teachers, teams of teachers or Learning Areas submit an
expression of interest and carefully document (using a 3TP pro-forma)
their proposal including timeframe (permanent, temporary
(term/semester focus), anticipated length of time to complete the
transformation, approximate costs and the value it will add in terms of
enhancing teaching and learning
 The 3TP team examine the proposal and assign a project manager (s) to
collaborate with the proposer in refining (costing, re-shaping etc.) the
application. There will be a ‘ceiling’ budget to encourage Learning Areas to
contribute and support colleagues wish to innovate. It will also dispel the
mindset that finances are the solution. Moreover, it encourages
imagination/creativity.
 The proposal is sent to T+L for feedback. A timeline is drawn up, resources
allocated and goals set.
 The project commences but is logged/filmed/recorded to be part of a
portfolio of case studies to support other applications.
 Upon completion, there is a formal handover of the room/space and
celebration. The Project Manager gives a final report to T+L. Participants
also complete a reflection to capture the benefits/obstacles of the project
to round the review.

12. Ladder of Participation
• Establishing values/mission statement
• Regular meeting times
• Create an application process for teachers/teaching
teams/learning areas to request support with
reimagining learning spaces
• Discuss, evaluate, review applications, drawing up
timelines, inventory’s resources
• Project managers
• Logging of project to become a case study
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• Approaching the learning environment at a
classroom/learning area level
• Adopting third teacher principles to your teaching and
planning
• Reading and contributing to the discussions on the 3TP
Wiki
Position of
Engagement
Position of
Interest

13. Where do we go from here?
• Consider you position of participation
• When and how often should we meet?
Remake your class Final Part
This term:
• What is our vision and core values that will
operate under?
• What would the application process look like?