tpl report may 2011
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- 1. TPL REPORT
25TH MAY 2011
Chris, Davina, Rachel and Sandy
2. OUR QUESTION
How can we as a group of new colleagues build a professional
learning community which enables us to work collaboratively and
develop shared norms for positive teaching strategies within a K-12
setting?
Actions:
Investigate established schools and models
Visit each others campuses
Investigate thecapability of developing shared norms within the
Engage domain of E5
Facilitate substantive conversations.
3. SURVEY RESULTS
Thank you to everyone who completed the survey. The results were on
the whole very positive.
4. I am looking forward to working in a K-12 school
Strongly Agree 60.7%
Agree 32.1%
Disagree 7.1%
Strongly Disagree 0.0%
5. I am happy to have teachers from the other campus come to visit
my classes.
Strongly Agree 41.7%
Agree 58.3%
Disagree 0.0%
Strongly Disagree 0.0%
6. SCHOOL STRUCTURES
So far we have visited:
Laverton P-12
Narre Warren P-12
The Knox School (ELC-12)
7. LAVERTON P-12
Two Primary Schools and one Secondary school merged to form a
school with approximately 600 students.The current arrangement is 3
Learning Communities:
P-4
5-8 Working in a primary style model
9-12
8. The leadership structure for each Learning community:
One Principal (AP) with no teaching load.
One Team Leader (LT)
One Curriculum Leader (LT)
9. NARRE WARREN
Narre Warren started with P-4, 5-8 and 9-12 but in 2011 changed to
P-6 and 7-12.
This change was driven by their data that suggested the 5&6s
were not ready for the secondary model and still needed one teacher
for the core. In year 7 & 8 they minimise the number of
teachers for each class and are leaning towards a more primary
model.
10. Leadership Structure
5 APs P-2, 3-6, 7-9, 10-12 and Operations and Daily Org.
Year Level Leading Teachers
Leading Teachers for some KLAs (English and Maths)
11. The Knox School
Pre-prep -4
Lower Middle 5-7
Upper Middle 8-9
Senior 10-12
They have had three years with this model; previously they had 5-9
but they couldnt drive the 5 & 6 curriculum effectively.
12. Leadership Structure
Each Subschool had a Head and Deputy Head both had some teaching
load.
A director of curriculum for the whole school
A whole school Data Analyst
13. MIDDLE SCHOOL 5-8?
14. AEU CONDITIONS
Laverton: Primary trained teachers worked to the primary agreement
which consists of 22.5 hours face to face teaching per week.
Secondary trained teachers worked to the secondary agreement which
consists of 20 hours face to face teaching per week. This was
regardless of which year levels they taught. The learning
communities tried to make it as equitable as possible.
15. AEU CONDITIONS
Narre Warren:
Both Primary and Secondary conditions in operation with teachers
allocated planning time on a pro rata basis depending on their
load.
Knox School:
Not bound by AEU conditions; all staff had 20 hours face to face.
All Extra curricular duties including yard duty were set at a limit
of 75 hours per year. These were publicised for all staff to
see.
16. PLAYGROUND AND STUDENT INTERACTION
All schools had designated areas for junior levels (P-4) but the
majority of space was open to all year levels.
None of the schools reported issues with bullying or older students
having a poor influence on younger students.
Both Laverton and Narre Warren reported more issues with Juniors
annoying Seniors.
Narre Warren is happy to have visitors during recess or lunch to
observe student interaction.
17. TIMETABLING
All schools we have visited so far work on a 5 period day.
Laverton, Narre Warren and Berwick Chase had two periods, Recess,
Two periods, Lunch and then one period. (BPS currently on this
model)
The Knox School had had two periods, Recess, one period, Lunch and
then two periods. (BHC currently on this model)
None of these schools had different lunchtimes or recess for
different year levels.
18. ?
19. MEETINGS
At all three schools staff were allocated to one learning community
or year level. (eg. 5-8)
This allowed for meetings to be curriculum, Teaching and Learning
and learning community issues focussed rather than individuals
attending numerous meeting across learning communities.
In general whole school staff meetings were minimal, briefing type
announcements and only 15 mins leaving time for the issues that
really matter.
Laverton rarely use the third hour.
20. OPEN LEARNING SPACES
All three schools endorse the use of open learning spaces but only
Laverton was purpose built for this style of teaching. The others
have converted existing rooms and buildings. These do not appear to
be as successful.
Narre Warren and Laverton both stressed the need for extra planning
time, PD and visits to other schools so that all staff feel
supported in the transition to this style of teaching.
All schools we visited had extra support staff available to assist
in these open Learning spaces.
21. OPEN LEARNING SPACES
It is essential that a team approach is taken by all staff members
in the learning community. This is supported by a strong leadership
presence and clearly defined policies, procedures and expectations
for students and staff.
From our observations learning appeared to be organised and
positive because of this strong leadership support structure.
22. 23. 24. 25. 26. Laverton 5-8 Learning Community
27. Berwick Chase Primary School
We visited Berwick Chase this week and noticed similar trends to
what we have observed at the others.
Large emphasis on meetings with a teaching and learning
focus.
Extra time for planning. Whole team meets for one full day every
five weeks.
Less students in the areas than they are built for with many extra
adults (parents, Aides etc) to assist.
Students move between the groups according to their ability in some
areas.
They also have their timetable operating as 2-2-1 as many other
schools.
28. 29. ABILITY GROUPINGS
Laverton are aspiring to have students working in ability groups.
Therefore if a student in Grade 4 is reading at a yr7 level he
would work at that level with other students of the same ability.
However, this has proven to be more difficult than anticipated.
Students are working in ability grouping within a learning
community. (5&6 or 7&8)
This is an area we are still investigating.
30. ASSESSMENT
We asked the question: How do you assess and write reports on
students that are changing from group to group throughout the
semester?
All schools had some form of central database that all teachers
could add to and the reports were collated and written by a
homegroup teacher.
None of the principals we have spoken to really knew how this was
working but assured us that staff had their individual methods for
recording assessment and were happy for us to contact them for
further information.
31. BHC Yr 9 Numeracy Assessment
32. QUESTIONS
Please email us with any questions, concerns or requests.
Visit our BLOG at www.boroniak-12.blogspot.com
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