Bilingual Schools Network Workshop Friday 12 August, 2011 “ Collaborating effectively to enhance literacy Carmela Caruso

My Journey  About Me  1989 – 2011 Teaching in the Bilingual Programs  Change of structure Pairing teachers  Bilingual Grants Project Extra teachers, purchasing of resources, multicultural aides The Lalor North school structure supports all staff at the school and facilitates collaboration. This helps us to achieve the professional standards that will lead to the improvement of student learning outcomes.

Structure of the School Lalor North Primary School has 340 students. All students learn a language – Greek, Italian or Macedonian. All teachers work in Professional Learning Teams – Early Years, Early Middle Years, Middle Years and Specialists Early Years PLT Standard Program 2 x Prep/1 classes, 1 x1/2 class, 1 x Grade 2 Greek Bilingual Program 1 x Prep/1 – Ana/Viv/Georgina Macedonian Bilingual Program 1 x Prep – Mirjana/Janine 1 x 1/2 - Jovanka/Lorena Early Middle Years PLT Standard Program 2 x 3/4 classes Greek Bilingual Program 1 x 2/3class – Mandy/Carmela Macedonian Bilingual Program 1 x 3/4class – Mirjana/Elizabeth Middle Years Standard Program 3 x 5/6 classes Greek Bilingual Program 1 x 4/5/6 class – Mandy/Ana Macedonian Bilingual Program 1 x 5/6 class – Jovanka/Lorena

What were our goals? 1. To improve teacher practice. 2.To improve student outcomes Working collaboratively we achieved both! Literacy standards improved by working with staff on best practice strategies. 1. Professional Development – Early Years initiative 2. Resources – Literacy and Numeracy resources were purchased and translated. Computer, scanners, cameras etc...were purchased. 3. Collaboration and Communication - sharing of the curriculum 4. Good strategies in the English and the LOTE – Early years strategies, Reciprocal reading, literature circles 5.The Effective Schools model (2006)– focus on teaching and learning, high expectations of all learners, professional leadership, stimulating and secure learning environment, purposeful teaching, learning communities – working in partnership with families. All teachers worked together on proven strategies that improved student outcomes and teacher practice.

Where are we now in 2011? How does this collaboration work? What does it look like when you walk around the school? Collaboration at Lalor North occurs at two levels: 1.Bilingual level  Paired teachers working together sharing the curriculum and the accountability.  Purposeful teaching P/1/2 – 11 sessions of English, 15 sessions of LOTE + specialists and pmp 3/4 – 16 sessions of English, 9 sessions of LOTE + specialists and sport 5/6 – 16 sessions of English, 9 sessions of LOTE + specialists and sport

2. At the School Level  All staff are a part of a Professional Learning Team and attend weekly level meetings.  Northern Region initiative –AiZ (Area Improvement Zone) Professional Learning – Literacy, Numeracy, Data analysis, Classroom Management. The structure of the Reading and Numeracy classroom lesson.  Teacher’s weekly work program template is linked to the e5 Instructional model Daily Numeracy lesson structure  Learning intention – What are we going to learn today?  Engage – number fluency  Launch – tasks are explained  Explore – Students work independently  Explain, Elaborate – summary – Was the learning intention achieved?  The School Improvement Team (SIT) and all staff sharing best teacher practice strategies.

 One school with many programs  Teachers working in partnership  Professional Learning Teams membership  Professional Learning  Respect and valuing of all  Students learning through LOTE