whole school planning for student learning

Whole School Planning for Student Learning

Grampians Region DE&T

Purpose and Intended Outcomes

Flagship Strategy 1- Student Learning has: Four major areas of action

– Victorian Essential Learning Standards – Principles of learning and teaching– Assessment – Reporting

Two major resources and supports– Curriculum Planning Guidelines– Knowledge Bank

Region has requested that a Whole School Plan for Student Learning (referred to in Annual Implementation Plans) be developed before the end of 2006

By the end of the day the intention is that schools will have– A clear idea of what to include in a school plan– A draft of some parts of the school plan– Processes and resources to use in developing a school plan

Relationship between Strategic Plan, Annual implementation Plan and Whole School Plan for Student Learning

Whole School

Plan for StudentLearning

Diagram from Annual Implementation Plan Guidelines Oct 2005

Whole School Plan for Student Learning

Statement of Curriculum Principles, Purpose and Intent– Provides the vision to be enacted in the curriculum and in the teaching and learning

program. – Touchstone for evaluating the curriculum.

Statement of Response to Student Needs and Characteristics– The curriculum does not exist independently of the students. – Consideration of students’ needs and characteristics in curriculum design.

Curriculum Map– Identify areas of curriculum that address domains and dimensions

Development Plan– Keep tasks and workloads manageable – Set development priorities and timelines

Units of work reviewed and developed in line with: – VELS – Principles of Learning and Teaching– Assessment and Reporting

Student LearningBackward Mapping - Forward Planning

Shared Principles,Purpose

and Intent

Goals and Targetsfor our

Students

Areas for Action

TeacherLearningNeeds

ProfessionalLearningActivities

and Processes

Progress Toward

Actualisation Student

Achievement

Changed Teacher Actions

TeacherLearning

Outcomes

Review of Professional

Learning

What evidence would you expect to see? Continuous Monitoring and Evaluation

Significant questions along the way…

Why might this be important? Purpose – How does it relate to my school? Context

Where are you up to? Rating – How do you know? Evidence

What might you do? Planning – How will you know? Evaluation

Shared Principles, Purpose and Intent

Key Questions and responses found within the Victorian Essential Learning Standards

What will students need for their future?– Futures oriented curriculum

What will students need?– Student capacities

What are the underlying values that should underpin our endeavour? – Set of educational principles

What is it about? Clarity

Shared Principles,Purpose and Intent

Goals and Targetsfor our Students

Areas for ActionTeacher Learning

NeedsProfessional Learning Activities and Processes

Can we develop Shared Principles, Purpose and Intent? (Efficiently?)

Directions for our VELS curriculum

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Responses

Responses

What might you do?

Can we develop Shared Principles, Purpose and Intent? (Efficiently?)Using post it notes address each of the questions and the kinds of outcomes you would expect. Use the ribs of the fishbone to collect ideas

Directions for our VELS curriculum

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Resource 2.1

Developing Shared Principles, Purpose and Intent

Where are you up to?

Novice

6%

Are appropriate planning processes in place?

Is there a partially developed vision for the curriculum?

Apprentice

28.4%

What areas do we need to consider further?

Is the curriculum vision appropriate to the local context?

Capable

61.2%

How well does our curriculum reflect the principles, purpose and intent?

What areas do we need to give further attention to in our

context? Expert

4.4%

Is the school’s vision for curriculum documented?

What processes have been established for the evaluation and refinement of our curriculum in relation to the vision?

% based on All School’s response to Region Survey (n=70)

Shared Principles, Purpose and Intent

Purpose

Developed using inclusive processes– Who needs to be involved?– What type of involvement?

Responsive to the local context– What local issues should be included?

Provides direction for development from where we are now to where we want to be.– What existing documentation do we have?– What continuity?

Documented– Is the document available as clear and concise statement?– Is it used as a reference point in discussion and planning?

Processes for monitoring and evaluation of progress– Is there to be a process for review and refinement? (a vision should not be set in concrete!)

Other Resources

Student learning package Curriculum planning guidelines.

Where are you up to now?

Goals and target for our studentsResponding to Student Needs and Characteristics

Statement of the needs and characteristics of our students

– Who are our students?

– What are our students learning needs and

priorities?

– What wellbeing and engagement needs do

our students have?

– What needs emerge as our students

progress through the school?– Stages of Learning– Level Statements

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What is it about? Clarity





Use to inform Student Achievement

Use to inform Wellbeing and Engagement

Use to inform Pathways and Transitions

Goals, Targets and Key Strategies

Assuming the Strategic Plan is in place– How do the Flagship Strategy 1 initiatives relate

to the achievement of the Goals (aspirational statements) in

Student learning outcomes? Wellbeing and engagement? Student Pathways and Transitions?

– How can the Flagship Strategy 1 initiatives be used in setting specific and measurable targets?

– What key strategies will involve working on Flagship Strategy 1 initiatives?

Whole School

Plan for StudentLearning

Responding to Student Needs and Characteristics

Novice

1.5%

What are the needs of students at each stage of learning?

What are the characteristics of students at the level?

Within the particular cohort are their specific needs?

Apprentice

19.4%

How well does our curriculum respond to the needs of students at stages of learning?

How well does our curriculum respond to the needs and characteristics of students at different levels?

Capable

64.2%

How does our curriculum met student needs and characteristics within the context of our community?

What areas of the curriculum need to be developed to better meet specific cohort needs?

Expert

14.9%

Does documentation make reference to the ways in which the curriculum responds to student needs and characteristics and the specific needs of cohorts?

What processes have been established to review the curriculum in relation to student needs and characteristics?

How far have you progressed?

Areas for Action 1Mapping curriculum and planning development

Audit– Identify where in the existing curriculum the domains are

represented – Critical test – Is there sufficient emphasis on the dimension

to be an explicit part of what is taught and to provide an assessment

Completion of a curriculum map– Map audit information to compile a sequence noting 2 year

per levels and accommodating cycles of units.– Identify gaps in curriculum map

Planning development– Plan to address gaps by establishing priorities and timelines– Align with school goals– Note requirements for reporting 2007

What is it about?





Auditing, Mapping Curriculum and Planning Development

Novice

11.9%

Where are the different domains and dimensions developed in the curriculum?

What needs to be developed and by when? (Development Plan)

Apprentice

50.7%

How are the different domains and dimensions developed in the curriculum and sequenced through the levels?

What needs to be developed and by when? (Development Plan)

Capable

23.9%

How will time and resources be allocated to complete the plan?

What processes will be used to develop curriculum, and build teacher capacity?

Expert

13.4%

Is documentation complete? (Audit, Curriculum Map)

Are steps and milestones in the development plan being achieved?


Creating a FS 1 Development Plan

Considerations– Need to focus on School Goals and Targets

These may identify particular areas that need development– Need to ensure minimum departmental expectations are

met 2007 domains 2008 domains

– Need to ensure the task is manageable Information

– Curriculum Audit – areas needing development– Curriculum Map

gaps continuity and coherence across a level and through the years

Areas for Action 2 – Reviewing and developing Units of work

VELS Curriculum design– Focus on ‘essential’ knowledge and skills– Interweaving the 3 strands – Deep understanding and transfer

Principles of Learning and Teaching– Self evaluation, Professional Dialogue, Using Feedback– Developing and enacting changes to learning and teaching

Assessment – Assessment FOR Learning– Assessment AS Learning– Assessment OF Learning

Reporting– Accurate and consistent judgments – Effective communication to parents

What is it about?





Reviewing Existing Units of Work and Developing New Units of Work

Novice

14.9%

What would such units look like?

What format should we use?

Apprentice

32.8%

How does our curriculum employ VELS design?

How can assessment for, as and of learning be incorporated in the unit plans?

Capable

35.8%

What frameworks are incorporated into curriculum planning?

How does the unit provide opportunities to enact the Principles of Learning and Teaching?

Expert

16.4%

Is documentation complete?

What processes have been established for the evaluation and refinement of units?


Models of Implemention… no one size fits all solution

Schools will construct appropriate curriculum programs which ensure these essential learnings are achieved, in ways which reflect the resources and expertise available, and the particular needs and interests of the school community.Fundamental to the Victorian Essential Learning Standards is: An approach to defining what is essential An integrated focus on the three strands A focus on developing deep understanding in learners A focus on developing knowledge skills and behaviours that can be transferred to new and different circumstancesImplementation of the VELS therefore requires an holistic, whole school response. There is, however, no single approach.

From the VELS Overview

An integrated focus … Across the Strands

Science

Discipline based Strand

Thinking

Interdisciplinary Strand

Reasoning, Processing and Inquiry

Creativity

Reflection, evaluation and metacognition

Communication


Listening viewing and responding

Presenting

Personal Learning

Physical, personal and social Strand

The individual learner

Managing personal learning

An integrated focus … A Transdisciplinary Approach

Big Idea

Why is it essential?

Physical, Personal and Social Strand

What is integrally related to the big idea?

Explicitly taughtAssessed

Disciplinary Strand

What is integrally related to the big idea?- Explicitly taught- Assessed


What is integrally related to the big idea?- Explicitly taught- Assessed

Deep knowledge and transfer

Capability

Standards describe deep and interrelated knowledge and skills able to be applied in new situations

Understanding

Competence

Outcomes describe specific knowledge and skills demonstrated in a familiar situation

Knowing

Familiar Situations New Situations

Transfer and application

Deep and Interrelated Learning

Specific and Isolated

Kn

ow

led

ge &

Skills

Principles of Learning and Teaching

Students learn best when:1. The learning environment is supportive and productive

2. The learning environment promotes independence, interdependence and self-motivation

3. Their needs, backgrounds, perspectives and interests are reflected in the learning program

4. They are challenged and supported to develop deep levels of thinking and application

5. Assessment practices are an integral part of teaching and learning

6. Learning connects strongly with communities and practice beyond the classroom

The Audit Instruments Teacher Questionnaire and

– Teacher self rating on PoLT Components Component Mapping

– Teacher and coordinator discussion Student perceptions

– Feedback from class identified by the teacher organised aaroung the polt components.

Student Learning Preferences– Student information about how they learn best.

Professional Learning Team processes– Evaluation of team engaged in PoLT Process

Curriculum audit instrument – How is PoLT represented in the teacher or teams curriculum materials and design?

School audit– How is PoLT represented in school curriculum materials programs?

Cluster communication– Evaluation of cluster engaged in PoLT Process

Available through engaging in PoLT Process

Components Of Principle 4: Students are challenged and supported to develop deep levels of thinking and application

In learning environments that reflect this principle the teacher:4.1 plans sequences to promote sustained learning that builds over

time and emphasizes connections between ideas4.2 promotes substantive discussion of ideas4.3 emphasises the quality of learning with high expectations of

achievement4.4 uses strategies that challenge and support students to question

and reflect4.5 uses strategies to develop investigating and problem-solving

skills4.6 uses strategies to foster imagination and creativity

4.4 The teacher uses strategies that challenge and support students to question and reflect

This component is demonstrated by teachers:• introducing ideas by using interesting and challenging activities• using short, group-based challenging activities to raise questions• challenging students to reflect on their responses to tasks• asking students to represent their understandings in a variety of

ways• encouraging students to see knowledge as a construction and to

examine critically and even challenge information provided by the teacher, a textbook, a newspaper, etc.

The Principles Unpacked

4. Students are challenged and supported to develop deep levels of thinking and application 4.4 The teacher uses strategies that challenge and support students to question and reflectIn my practice:

5: I consistently design tasks that are structured to challenge and support students to engage with deeper levels of understanding and practice through questioning, interpreting, and reflecting.

4: Between these

3: I tend to use tasks involving standard procedures and interpretations, but occasionally use challenging tasks that engage students with deeper levels of questioning and interpretation.

2: Between these

1: I almost always use tasks involving standard procedures with fixed response formats. I rarely use tasks that require deeper level questioning and interpretation.

Comment

Component Mapping

PoLT Initiative Web-based resources for all schools:

– Background paper– Principles of Learning and Teaching P-12– Principles Unpacked– Material and processes to support the improvement of

teaching and learning

PoLT training program:– Leading Change Program

Including audit documents– Professional Development Program– Consultancy support

Assessment and Reporting

Assessment FOR Learning

Formative

teachers use inferences about student progress to

inform their teaching.

Assessment AS Learning

In progress

students reflect on and monitor their progress

to inform their future learning goals

Point in time

Assessment OF LearningSummative

Teacher judgements of standards and progression points

Report Card• Summative Rating

• Achievements - Feedback on the learning progress made (Performance and Learning goals)

• Areas for improvement - Feedback on the areas for future effort (Learning and Performance Goals)

• Parent advice

• Student input

Assessment Modules

A series of approximately 2 hour modules that a school can work through.

– Module 1: Connecting Assessment with Learning– Module 2: Assessment OF Learning– Module 3: Assessment FOR Learning– Module 4: Assessment AS Learning– Module 5: Making Consistent Judgements

Each module contains a selection of activities Completion of the Assessment Self Assessment tool

can assist in deciding which modules and activities might be useful for the school

Teacher Learning NeedsWhat knowledge and skills do teachers need to develop?

This will be dependent on the areas identified for action– VELS curriculum– Learning and teaching– Assessment For, As and Of learning– Reporting– Other issues

Whole school planning of professional learning– Need for a longer term view to support achievement of a school’s Strategic

Improvement Plans Link to Performance and Development Culture

– Element 3 - Customised individual teacher plans based on individual development needs, student learning and school priorities.

Link to Teacher Professional Leave– Provide time for individual or a team from a school to engage in

professional learning in an identified area.





Whole School Planning for Professional LearningPL Focus 2007 2008 2009

VELS Curriculum

Review and dev. of units of work.

Focus on new VELS domains especially Personal Learning

Developmental continua Maths and English

Focus on new VELS domains introduced

Review Whole school Curriculum Map

Principles of Learning and Teaching

Begin with X PLT

Train leaders to undertake role

X PLT continue

Y PLT begin

X PLT review and refocus

Y PLT continue

Z PLT begin

Assessment Moderation Module

Assessment Of Learning Using progression points

Assessment for Learning Using Maths and English continua

Moderation

Assessment As Learning

Moderation

Reporting Developing consistency of judgement

Student input into reporting

What the student has done/ areas for improvement?

Advice to parents

Other

Considering Professional Learning Resources – Time, Money and People

What is the most effective way to allocate professional learning resources to different purposes?

Pupil free days Allocated meeting time given to Professional Learning

– Professional Learning Teams– Project Teams

Internal expertise External expertise partnership opportunities $ from Professional Learning Budget Teacher Professional Leave (2007-8 round to be announced

next year) AGQTP (2007 round has just been!)

Professional Learning Activities and Processes

Principles of Effective Professional Learning:– Focused on student learning– Embedded in practice – Research based– Collaborative – Evidence based and data informed– Ongoing and supported– Individual and collective responsibility.

Models of Effective Professional Learning:– Action Research– Examination of student work – Study Groups– Case Studies– Peer observation– Lesson Study– Coaching and Mentoring– Moderation – Learning Walks





whole school planning for student learning

Education

areas of curriculum

vels principles of learning

vels curriculum

learning program

intent purpose

curriculum design

curriculum map

school plan processes