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Science of Learning Partnership Schools Initiative

Evening Forum

Frank Tate Room, 4:30pm – 6:30pm

Welcome

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Our vision is to improve learning outcomes in Australian schools, through the promotion and

implementation of scientifically validated learning strategies and tools.

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SOL Partnership Schools Initiative

Science of Learning

School Based

Practice Translation

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The Feedback Rich School

Feedback

Teacher Dialogue

Self-Regulation

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A model of evidence based practice

Diagnose

Intervention

Implementation

Evaluation

Diagnose What are the needs of our learning community? What evidence do we have to support this?

Intervention What do we need to do to improve outcomes? What does the research suggest is the best course of action?

Implementation Intervention is implemented into practice. Resources support this priority

Evaluation What methods do we have to measure our impact? What are the next steps?

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Diagnose

Intervention

Implementation

Evaluation

A model of evidence based practice

Diagnose

Focus Keywords: Feedback, Formative Assessment, Peer voice, Self-Regulation

Learning Walks indicated consistent use of LI & SC, with these planned for, and presented with clarity

In reviewing lesson plans, there was little evidence of planning for Formative Assessment and harnessing of peer voice

When asking students, they were unable to articulate clearly how they think through problems, and supported that use of peer voice in formative assessment was lacking

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An example: Feedback

Diagnose

Intervention

Implementation

Evaluation

Intervention

In consultation with SOLC research support, the team identified a need to:

• Improve planning for formative assessment & use of student voice

• Develop student capacity to self-regulate when completing learning activities and reflecting on their work

Based on this, a range of strategies and resources were explored by the team, supported by the SOL Partnership Initiative

The team decide to focus on planning for, and using, three approaches to formative assessment in the classrooms

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An example: Feedback

Diagnose

Intervention

Implementation

Evaluation

Implementation

Over the course of an 8 week period, the team design a schedule for the implementation of the 3 formative assessment strategies with a nominated class

In order to measure impact, the team have students in their nominated class complete a simple survey about current peer assessment approaches, formative assessment opportunities, and ability to self-monitor

The team also schedule a fortnightly meeting to collaborate, and discuss, how the students have responded to the interventions

Student work samples are monitored, and photographed as evidence

SOL researcher visits, and provides feedback upon request in planning, and in classrooms

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An example: Feedback

Diagnose

Intervention

Implementation

Evaluation

Evaluation

At the end of the Implementation students in the nominated classes complete the feedback survey

The team meet to review the success of their intervention, considering data from:

• Pre & Post intervention survey

• Notes and observations throughout the process

• By discussing and comparing student work samples over time

The team report back to the school community on their findings, and share their experiences in ‘translation’ to other schools in the SOL Partnership Initiative

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An example: Feedback

Diagnose

Intervention

Implementation

Evaluation

In your school teams, develop a brief summary:

• Your context

• School vision / goals

• PL journey thus far…

• What you hope to achieve this year in the SOL Partnership School Initiative. Think of your own ‘keywords’ for where to next? on your schools journey

• What are the challenges?

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Reflection on your journey

In your school teams, using the butcher’s paper, create a mind-map. On your mind-map:

• Write your keywords

• Consider, what data do you currently have to help you form a picture of what is currently happening in your school?

• What other information / data do you need to gather that will help you become more informed in diagnosing and evaluating your current practice, and developing a plan for intervention & implementation?

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Evaluation - Diagnosis

Teacher Efficacy 6 conditions that build it

1. Advanced Teacher Influence: Defined by the degree to which teachers are provided opportunities to participate in important school-wide decisions.

2. Goal Consensus: Reaching consensus on goals not only increases collective efficacy, but it also has a direct and measurable impact on student achievement

3. Teachers’ Knowledge About One Another’s Work: Teachers gain confidence in their peers’ ability to impact student learning when they have more intimate knowledge about each other’s practice.

4. Cohesive Staff: Cohesion is defined as the degree to which teachers agree with each other on fundamental educational issues.

5. Responsiveness of Leadership: Responsive leaders show concern and respect for their staff and protect teachers from issues that detract from their teaching time and focus.

6. Effective Systems of Intervention: Effective systems of intervention help in ensuring that all students are successful.

(O’Donohoo, 2017)

Evaluation of PLP Program Some prompts:

•What are the goals of the PLP Program? • For school wide improvement?

• For increased staff professional knowledge - what skills / capacities is this program intended to develop?

• What are the intended outcomes?

• How is this learning, intended to translate into teacher practice? And, to what extent is this occurring?

• Do staff understanding of the goals / program, align with those articulated by leadership?

In your school teams, using the butcher’s paper, create a mind-map. On your mind-map:

• Write your keywords

• Consider, what data do you currently have to help you form a picture of what is currently happening in your school?

• What other information / data do you need to gather that will help you become more informed in diagnosing and evaluating your current practice, and developing a plan for intervention & implementation?

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Evaluation - Diagnosis

• Continue to reflect, meet and discuss the where to next? for your school

• Negotiation with Luke of on-site school visit for term one. Based on this:

o Allocate a time for the team to meet

o Discuss a plan for gathering of data (diagnosis) with SOL support

o Complete diagnosis phase in preparation for the next steps (Intervention)

• Provide feedback to Irina on support / resource needs

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Next steps…

Thank you