1. Curiosity and Powerful Learning
Northern Metropolitan Region
School Improvement Strategy
Flavia Vangelista
Reservoir West Primary School

2. 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.

3. 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.

4. 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.

5. 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.

6. The Goal:
For all our students to be
literate, numerate and curious.

7. 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.

8. 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.

9. 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.

10. The Big Picture “How” “Who”
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.
“How”
“Who”
Describe intended impact on teacher practice
Identify measures to monitor impact on teacher practice
Theories of Action
Leadership Team
Teachers
“What”
Articulate an aligned whole school vision for student learning and enhanced curiosity
Tool for developing high-quality teaching and learning protocols

11. Plan of Action If we do the following…
…then we will impact in the following way
…and our students will be
Engaged
Motivated
Curious
learners
Teacher practice will be enhanced
Whole school will develop as a learning community
Maintain high expectations
Establish authentic relationships
Generate an emphasis on enquiry focused teaching
Adopt consistent teaching protocols
Improve student confidence
Improve student achievement
Increase student capacity to learn
Achieve vision for skills and competencies
Increase student curiosity
Personal, meaningful, relevant environment
Whole School Approach
Theories of Action
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
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.
Core Instructional Program
Six Theories of Action for the Teacher
Regular timetabled Professional Learning sessions
Collegiate visits
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
Professional Learning

12. Setting Directions Current State Future State Professional Development
Improve pedagogical knowledge
Future State
Use of Data
Teach collaboratively
AIZ - Strategies
Peer Observations
Working collaboratively
Ongoing Professional Development
‘Powerful Learning'
Student curiosity enriching their learning skills and their spirit of enquiry
Student motivation
Student engagement
Enhanced teacher practice
Instructional Rounds
Assessment For Learning
Peer Observation
Feedback
Reflection

13. Whole School Theories of Action What’s Our Current Status?
Theory of Action
Where Are We?
Some Examples of Evidence
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
Emphasise Enquiry Focused Teaching
Adopt Consistent Teaching Protocols
Adopt Consistent Learning Protocols

14. Six Theories of Action for the Teacher What’s Our Current Status?
Theory of Action
Where 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

15. Teacher Theories of Action
Scope & Sequence
2012
2013
2014
Whole School
Theories of Action
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
Teacher Theories of Action

16. 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
Professional Learning meetings
Scheduled meetings
Direct Observation
-Collegiate visits
-Peer Observation
Data from School Level Report
Student Survey
Linking the Theories of Action with School Strategic Plan
TOA
Relate To
SSP

17. Instructional Program Professional Learning
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 teachers
End 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
Professional Learning
Professional Learning Teams
Collegiate visits
Peer Observation
Regular meeting schedule
Organisational structures in place
Time-tabled collegiate visits
Co-ordinator
PLT’S
Ongoing

18. Reflection