professional learning term 2

7/28/2019 Professional Learning Term 2

1/21

+

Professional Learning

Terms 2 & 3


2/21

+Annual Action Plan


3/21

+Learning & Teaching

To improve student learning efficacy and engagement.

Students' will be independent learners who engage in deep and

purposeful learning.

Implement a structured approach using Change 2 tools to developstudents' capacity to be independent learners within an inquiry

unit.

Implement and monitor the effectiveness of WLA in Years 36.

Embed Lane Clark's process for learning.

Explore and implement AusVELS.


4/21


To improve Literacy Standards in Years 36.

Learning outcomes in Speaking and Listening will be improved P6

with the ultimate goal of improving Literacy Standards 36.

Continue to embed the WLA in L1 & L2. Introduce WLA L3L6. Whole school involvement in STEPS radio.

LAP second year professional learning CEO/University of

Melbourne.


5/21


To improve Mathematics Standards in Years P6.

Overall learning outcomes in Mathematics will be improved.

Continue to deepen understanding of AusVELS Mathematics.

Mathematical Literacy Program L1 & L2.

Emphasis on Oral Language in Math's units and consistent use of

student feedback and a focus on communicating Learning

Intentions at the beginning of every lesson.


6/21

+CLRP

Overall focus: To use technology to engage with other and find

solutions to their problems.

To know online collaborative tools, to use them independently

to enhance their learning with an authentic purpose To be confident using an array of technological tools for

social and learning purposes

To connect and collaborate with other learners

To be confident and skilled to choose the appropriate tools to

find solutions/process to problems


7/21

+Now

Moving from the me to we

1:1 implementation

Collaborating in an online world is beginning

Developing understanding of feedback and goal setting

Collaborating in communities / levels


8/21

+Next

Autonomous in their use of technologies (blogging,

researching, publishing)

Who should decide when/how technology can be used?

F-6 technology skills developmental continuum

Developing the students understanding of processes for

problem solving

Inquiry in Level 2


9/21

+Team Questions

Rebecca: What happens to students learning when the

students decide when and how technology is used in learning?

Maria: What happens to student learning when they

publish/share learning online?

Gayanji/Delphine: How does my teaching change when

students are using online collaborative tools?

Rachel: How can we incorporate a shared online learningspace in the Junior school?


10/21

+Focus on the Big Four

Learning Intentions explicitly

communicated to students

Developmental learning F-6

Blogging

Lane Clark Author Think


11/21

+The Big Four linked with AAP

Learning

Intentions

Developmental

Learning F-6

Blogging Lane Clark

Author Think

Improve

studentlearning

efficacy &

engagement

Literacy

standards

Mathematics

Standards


12/21

+7 Characteristics of Teacher Inquiry

Relevant - Student learning drives the inquiry.

Collaborative Teacher inquiry is a shared process.

Reflective Actions are informed by reflection.

Iterative Progressive understanding grows from cycles ofinquiry.

Reasoned Analysis drives deep learning.

Adaptive Inquiry shapes practice & practice shapes inquiry.

Reciprocal Theory and practice connect dynamically.


13/21

+St Elizabeths Professional Action

Research

Teachers at St Elizabeths engage in reflective,

collaborative, cyclical action research in order to:

Improve student outcomes

Constantly engage in self reflection for sustainable

improvement as a learning community

Improve teaching practice in line with current

thinking


14/21

+Conditions Essential for Action

Research

An open mind

A risk taking mentality

Use of current research and thinking

Willingness to gather evidence

Reflection on own practice

Collaboration and communication with colleagues

Flexibility

Willingness to take action resulting from research


15/21

+The Research Process

Identify an area of concern within the Big Four Topics whichdirectly result from the SIP and AAP.

Pose a question about your concerns.

Examine current research regarding your question.

Plan appropriate action which will address the question asked.

State the expected outcomes of answering the question.

Take the action, collecting evidence as the action is taken.

Analyse the evidence.

Present findings and suggest next questions.


16/21

+Research PlannerWhat areas of concern did you consider before identifying your focus

for this action research?

Term 2

Week 1

What question have you chosen for your focus? Term 2

Week 1

What current research relates to your focus? Weeks 2-3

What outcomes do you expect to achieve if your research provides an

answer to your question? (So What?)

Week 4

What actions do you propose to take as you start to research your area

of concern?

Weeks 5-7What evidence do you think you will need to collect?

Collect baseline data

Implement Action, collecting data along the way Week 7 onwards

How will you communicate and collaborate with colleagues during the

inquiry?

Ongoing on

personal blog

Publish reflections and a final report on your blog.

Identify further questions coming from this Action Research on your

blog.

Term 3

Weeks 9 - 10


17/21

+Learning Walks Policy

RATIONALE

Teaching is a public service and teachers learn best when they work collaborativelyand share their experiences.

OBJ ECTIVE:

To ensure that students learning needs are at the centre of our teaching

To support each other as educators

To identify good practice and share it with colleagues

To encourage teachers to see themselves as learners

To provide opportunities to give feedback

To promote reflection on our practice

To collect evidence of school effectiveness in terms of students achieving their potential


18/21

+Learning Walks

IMPLEMENTATION

Regular scheduled learning walks are part of our professional learning

Learning Walks are seen as part of our collaborative practice not events

Learning Walks are an opportunity for positive feedback as well asthoughtful observation and wonderings

Learning Walks are not about judgements or supervision of staff forReview purposes

WHO TAKES PART IN LEARNING WALKS?

All teaching staff


19/21

+Learning WalksPROTOCOLS

Staff involved in a Learning Walk respect the learners learning and theteachers teaching! This means taking care not to block line of view or interferewith the flow of the learning session.

A focus for the Learning Walk will be communicated to all teaching staff at leasta week before the Learning Walk.

The time allowed for a learning Walk is at the discretion of the Observers

Staff can initiate or request a Learning Walk

Observers will work in no more than a group of 3.

Feedback from the Walk will be communicated positively on a pre-determined

template. The emphasis will be on areas of excellence, identification of goodpractice and strategies that we would all want to incorporate into our ownpedagogy to support improved student outcomes.

Formal feedback sessions will be held within a couple of days after a LearningWalk. Observers need time for thoughtful reflection.

Learning Walks can take place at any time in the school year.


20/21

+Suggested Format

Level 4: What

happens to

student learning

when they

publish / share

online?

Level 3: What

effect does theuse of online

collaborative

tools have on

student learning?

Levels 1 & 2: Whathappens to student

learning when WLA

provocations are directly

linked with Lane Clark

tools in the context of

AusVELS?

Specialists: What effect doesthe explicit articulation of

Learning Intentions have on

student learning in my

subject?


21/21

+Commitment to Action Research

professional learning term 2

Documents