1. What strategies can be shared throughout our school to improve student achievement? 1 With other teachers at my school, I can plan to implement strategies that will benefit all students in all classrooms.

2. HOW IT’S BEING DONE: Urgent Lessons from Unexpected Schools Karin Chenoweth Education Trust (www.edtrust.org) Focus on what students need to learn Collaborate on how to teach it Assess frequently to see whether students have learned it Use data to inform instruction Build relationships Individually read the attributes and answer questions. Discuss with your table group.

3. The most powerful way of thinking about a teacher’s role is for teachers to see themselves as evaluators of their effects on students. John Hattie

4. InfluencesEffect Size Feedback0.73 Teacher-student relationships0.72 Mastery Learning0.58 Challenge of Goals0.56 Peer Tutoring0.55 Expectations0.43 Homework0.29 Aims & Policies of the School0.24 Ability Grouping0.12 Influences on Student Achievement

5. Individually reflect and then discuss: How can you modify your feedback practices to improve student achievement? How can we obtain more feedback from our students? How can we ensure we act on this feedback in order to improve student achievement? Individually read Hattie’s Feedback Research Summary.

6. Individually reflect and then discuss: What would it look like if setting goals with students was a regular part or your classroom routine? How can you as a school community encourage students to set ‘personal bests’? Individually read Hattie’s Challenge of Goals Summary.

7. Individually reflect and then discuss: How can you develop relationships with students in your classes? How can principals and students develop relationships? What classroom and building strategies will help support stronger relationships? Individually read Hattie’s Teacher-Student Relationships summary.

8. What is different about feedback that is descriptive versus feedback that is based on perceptions or conclusions. How are teacher-driven observation protocols similar to and different from how you have been observed previously? What questions do you have about using the protocol as an observer and as a teacher being observed?

9. 9 I can identify a problem of practice and, together with my PLC colleagues, plan for the collection and interpretation of evidence that will move my practice forward. How can I engage in a cycle of inquiry with my colleagues to improve my practice?

10. PLC Planning Time 10