1. TRIADS 2016

2. 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 .

3. 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?

4. 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 .

5. 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 .

6. 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.

7. 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?

8. 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

9. 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.

10. 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.

11. 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

12. 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?

13. 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.