Presentation on theme: "Northern Metropolitan Region School Improvement Strategy Flavia Vangelista Reservoir West Primary School Curiosity and Powerful Learning."— Presentation transcript:
Northern Metropolitan Region School Improvement Strategy Flavia Vangelista Reservoir West Primary School Curiosity and Powerful Learning
Reservoir West Primary School Reservoir West Primary School has recently undergone a major rebuilding program the 3 stages taking five years to complete. This has provided us with a completely new school, boasting ICT-rich and flexible learning areas. These learning areas are grouped around a common area. This allows teachers and students to explore innovative methods of teaching and learning. It allows for collaborative work, opportunities to observe pedagogy in action, and is assisting in building a more precise, collective enquiry into best practice.
Reservoir West Primary School Over the years, enrolment numbers have been increasing steadily and so too, have our teacher numbers. We are fortunate to have teachers with a range of experience, who have melded together as a group. Leadership and teachers work together in a collaborative culture stressing learning for all. Over the past 4 years Reservoir West Primary School has been involved in the Northern Metropolitan Region “Achievement Improvement Zone” project designed to support changed practice in schools. The focus has been on improving teacher practice in the areas of literacy, numeracy and behaviour management to deliver powerful learning.
Reservoir West Primary School With a commitment to continuous improvement, through regular professional learning sessions we have endorsed and implemented the explicit teaching and learning strategies in the approaches of John Munro, Peter Sullivan and Ramon Lewis. Whilst the AIZ approaches are embedded in the practice of teachers who have been through the AIZ journey from the onset, a focus is to continue addressing the needs of teachers who range widely in experience and who have come in at different stages of the journey. We aim to achieve this by providing training and support for implementation at individual or team levels through professional development provided at school or region level.
Reservoir West Primary School Identified parts of ‘Powerful Learning’ Strategy (2009) to focus on the quality of our teacher practice. In 2010 we were involved in Instructional Rounds – created Theories of Action in related to school observation - If teachers extend the students’ capacity to take more responsibility for their own learning, deeper and more powerful learning will occur. -When teachers provide students with constructive feedback, learning is consolidated and future directions established. Collegiate visits were an integral part of our learning culture – providing documented evidence and feedback.
For all our students to be literate, numerate and curious. The Goal:
Key Levers for School Improvement Our school improvement journey became clear through: Participation in Action Improvement Zone – working on the explicit teaching and learning strategies via professional development in literacy, numeracy and behaviour management. Instructional Rounds. Peer Observation. School Review served as a catalyst – analysis strengths & areas for improvement. ‘Powerful Learning’ Model – focus on improvement – e5 model, POLT Shared vision and ownership - engaging and empowering staff to ensure ownership and take-up, moving one-step at a time, integrating, individualising. ‘Curiosity’ element aligned with the Theories of Action now providing strategies for teachers to work on their practice with greater precision.
Curiosity If teachers, strongly supported by their schools, explicitly and consistently incorporate the theories of actions in their teaching, then our students’ curiosity will enrich their learning skills and their spirit of enquiry.
What Will Make a Difference? Clearly articulated vision and commitment. All teachers ‘on board’ with our direction to enhance students’ curiosity. Whole School Theories of Action integrated into the school’s culture. Theories of Action for the Teacher integrated into a teacher’s professional repertoire. Provision of strategies for teachers to work on their practice with greater precision, linking specific teaching strategies with curiosity-driven learning. Encompass a clear narrative that everyone can understand and use to give purpose to their work.
“How” “Who” “What” The Big Picture When the Theories of Action are supported by the school and incorporated explicitly and consistently by teachers in their teaching they will enhance students’ curiosity and increase their desire to learn. Describe intended impact on teacher practice Identify measures to monitor impact on teacher practice Articulate an aligned whole school vision for student learning and enhanced curiosity Tool for developing high-quality teaching and learning protocols Leadership Team Teachers Theories of Action
If we do the following… Make learning intentions and learning outcomes explicit Make learning tasks purposeful, clearly defined, differentiated and challenging Deepen levels of student understanding by employing high- order questioning Connect feedback to data Use assessment For Learning Regular timetabled Professional Learning sessions Collegiate visits Core Instructional Program Six Theories of Action for the Teacher Professional Learning Maintain high expectations Establish authentic relationships Generate an emphasis on enquiry focused teaching Adopt consistent teaching protocols Whole School Approach Theories of Action Plan of Action …then we will impact in the following way Give students more control over their own learning Provide powerful, progressive and precise learning Encourage curiosity by asking students to analyse, synthesise and evaluate Direct and focus student learning Understand where students are in their learning, where they need to go next and how best to get there. Professional learning in collaborative teams focuses on exploration and sharing of teaching & learning practices Disseminate resources to support instructional practice Develop self-efficacy for teachers Improve student confidence Improve student achievement Increase student capacity to learn Achieve vision for skills and competencies Increase student curiosity Personal, meaningful, relevant environment …and our students will be Engaged Motivated Curious learners Teacher practice will be enhanced Whole school will develop as a learning community …and our students will be Engaged Motivated Curious learners Teacher practice will be enhanced Whole school will develop as a learning community
Student curiosity enriching their learning skills and their spirit of enquiry Student motivation Student engagement Enhanced teacher practice Professional Development Use of Data Instructional Rounds Improve pedagogical knowledge Teach collaboratively Assessment For Learning Peer Observation Feedback Reflection AIZ - Strategies Peer Observations Working collaboratively Ongoing Professional Development ‘Powerful Learning' Current StateFuture StateSetting Directions
Whole School Theories of Action What’s Our Current Status? Theory of ActionWhere Are We?Some Examples of Evidence 1.Prioritise High Expectations & Authentic Relationships On a scale from 1-5 to what extent is this practice in place at our school? Circle one: Not at All Full Implementation 2.Emphasise Enquiry Focused Teaching On a scale from 1-5 to what extent is this practice in place at our school? Circle one: Not at All Full Implementation 3.Adopt Consistent Teaching Protocols On a scale from 1-5 to what extent is this practice in place at our school? Circle one: Not at All Full Implementation 4.Adopt Consistent Learning Protocols On a scale from 1-5 to what extent is this practice in place at our school? Circle one: Not at All Full Implementation
Six Theories of Action for the Teacher What’s Our Current Status? Theory of ActionWhere Are We?Some Examples of Evidence 1. Harness Learning Intentions, Narrative and Pace On a scale from 1-5 to what extent is this practice in place in our team? Circle one: Not at All Full Implementation 2. Set Challenging Learning Tasks 3. Frame Higher Order Questions 4. Connect Feedback to Data 5. Commit to Assessment for Learning 6. Implement Cooperative Groups
Scope & Sequence Teaching & Learning Protocols High Expectations Enquiry Focused Teaching Authentic Relationships Learning Intentions Narrative & Pace Challenging Tasks Higher Order Questioning Assessment For Learning Feedback & Data Cooperative Groups Professional Learning Support, Action & Accountability Whole School Theories of Action Teacher Theories of Action
Linking the Theories of Action with School Strategic Plan Goals identified in SSP Indicators from the Theories of Action related to goals Where are we now? Where do we want to be? What student evidence will tell us we’re there ? What do we have to do differently or learn to get there Who can help us? Who is monitoring/ how/when? Teachers develop shared beliefs and explicit teaching practice Teaching Protocols Learning Intentions Narrative Pace Explicit strategies implemented via AIZ approaches in literacy & numeracy E5 Instructional Model for enquiry & problem solving Collegiate visits Instructional Rounds Teaching models introduced Consistent & cohesive policies & procedures Planning & practice analyses and addresses the full range of learning needs of students providing coherence and continuity Teaching models established Visual displays promoting teaching model Relevant documentation Increase level of engagement Increase level of understanding More powerful, precise learning Greater student ownership of the learning process Common language of instructional process Lesson models Moderating Self & peer evaluation Lesson templates PLT Colleagues Profession al Learning meetings Scheduled meetings Direct Observation -Collegiate visits -Peer Observation Data from School Level Report Student Survey TOA Relate To SSP
A Yearly Action Plan 2012 What will we do this year?What tasks need to be completed ? Who is responsible?In Place by? Whole School Approach Teaching Protocols Learning Protocols Establish teaching models Assess school approach to learning All teachersEnd 2012 Instructional Program Feedback to data Assessment For Learning ( Time-line of documented evidence in Assessment For Learning) Improving school’s use of student performance data Assess school’s approach to assessment Documentation on Assessment Of, For, As Learning All teachersEnd 2012 Professional Learning Professional Learning Teams Collegiate visits Peer Observation Regular meeting schedule Organisational structures in place Time-tabled collegiate visits Professional Learning Co-ordinator PLT’S Ongoing