TRIADS 2016

Professional Expectations for all teaching staff Teachers collaborate and examine and research student learning. Teachers to engage purposefully in the TRIAD action learning process to improve student learning/teacher practice Teachers to be explicit in linking the observation and feedback to overall focus for improvement Teachers to share with colleagues progress and outcomes of learning - twice yearly Teachers build a personal ePortfolio that documents annual Professional Learning .

TRIAD Action Learning Cycle Professor Helen Timperley Bisti in et ut voluptis escia et quis et arano untotat quasper. Ratemporerem vollatus Facerfer ferion porum nis voluptis escia. Lignisqui sim rerspelique delictusae exeriasi. Ehentur aut labot la nonem ut am. Dusa si blatem sundaeria ipsamen imillacero molore que. Lignisqui sim rerspelique delictusae exeriasi. Ehentur aut labot la nonem ut am. Dusa si blatem sundaeria ipsamen imillacero molore que. Lignisqui sim rerspelique delictusae exeriasi. Ehentur aut labot la nonem ut am. My thinking? What do I need to What are my students learning needs? What do they already know? What sources of evidence have I used to inform my thinking? What do they need to learn, do and understand? How do I build on what they know, understand and can do? 2. What are my learning needs? What do I know about that I can use to improve student outcomes? What do I need to learn to do and understand to improve student outcomes? What sources of evidence/knowledge can I utilise? 3. What professional knowledge and understanding will I need? What range of professional learning activities will allow me to transform this knowledge into practice/s? How will I access this PL? 4. What are my changed teaching practices as a result of my professional learning? How will I embed these practices? How will I reflect on and refine my practice? 5. How has my learning impacted on student outcomes? How effective has what I have learned and done been in promoting student learning?

What to focus on in your TRIAD Links to academic goals: for 2016 Research supported innovative practices that impact on student learning Practices that promote higher order thinking Differentiated teaching practices Formative Feedback practices that promote student learning Specific intervention strategies to assist struggling/underperforming students .

Alignment with research Visible Learning: Strategies John Hattie Principles to Practice and Approaches to Learning IB Concept based curriculum Lynn Erickson Formative Assessment Dylan Wiliam Differentiation Carol Anne Thomlinson Cultures of Thinking and Making Thinking Visible Ron Ritchhart & Project Zero Building Learning Power Guy Claxton National Professional Teaching Standards AITSL .

Build a Vision for Learning Think about what student learning you would like to see in your classes this year Consider the cohort of students with whom you will be working this year. Where would you like them to be as learners at the end of the year? How will you determine where they are right now? How will you bridge the gap between the current situation and the vision you have for where you want your students to be? Take a couple of minutes to think about what you would like your students to be as learners this year. Share with the person next to you.

Build a Vision for Learning If you were to project forward to the end of the year and observe your class what would you ideally like to see or hear with respect to the student learning? 1. What might students be doing and saying and hearing? 2. What might you be doing and saying and hearing? 3. How would the students be interacting with one another? 4. What would the physical environment look like?

The Importance of Evidence Pre – During – Post Evidence of student learning pre- strategy/intervention Evidence gathered during the period of change/intervention Evidence of student learning post strategy/intervention

The Importance of Evidence Quantitative: statistical numbers and frequencies Qualitative: observational describing meaning Quantitative methods are those which focus on numbers and frequencies rather than on meaning and experience. Quantitative methods provide information which is easy to analyse statistically and fairly reliable. Qualitative methods are ways of collecting data which are concerned with describing meaning, rather than with drawing statistical inferences. What qualitative methods lose on reliability they gain in terms of validity. They provide a more in depth and rich description.

The Importance of Evidence Take some time now to jot down what evidence you will collect and how you’ll do it. Some examples to consider: Student test results Student work samples Student voice surveys Observational data Comparative assessment data Feedback from peers Student interviews Video footage Other? Quantitative methods are those which focus on numbers and frequencies rather than on meaning and experience. Quantitative methods provide information which is easy to analyse statistically and fairly reliable. Qualitative methods are ways of collecting data which are concerned with describing meaning, rather than with drawing statistical inferences. What qualitative methods lose on reliability they gain in terms of validity. They provide a more in depth and rich description.

Moving Forward Gathering Evidence Term 1 Forming TRIAD teams Completing TRIAD plans- Friday February 19 Identify, consider and capture a range of relevant evidence to establish learning needs of students Determine what strategies are available for you to use What new learning do you need to do? Implement strategies – collect evidence of student learning

Teaching and Learning Forums Lunch Time Study Groups Professional Support Teaching and Learning Forums and Lunch Time Study Groups Observation – building your observation skills Effective Feedback – Using the Ladder of Feedback Protocol – How to give the feedback? Evidence of student learning – choosing the best source of evidence to demonstrate impact on student learning?

Professional Sharing JuloCon: Sharing of progress – with core teams – section, year level or faculty DecCon: Sharing of final results – with mixed groups of staff from across the college Sharing is building the culture across the college – learning with and from each other.