1. Teaching & Learning and Ultranet Coaches Dianne Peck General Manager, Student Learning Programs Division, OGSE

2. Program aims…. To develop a shared understanding of the intent and desired outcomes of the initiative To provide an opportunity to: clarify roles and responsibilities develop a shared understanding of effective teaching practice – maths, science, use of ICT gain an understanding of the Ultranet explore strategies to facilitate implementation begin the process of planning for implementation ask questions, seek clarification. To provide an overview of the ongoing professional learning program and the evaluation

3. Day 1 Wednesday 6 February 9:00-1.00pm (Breaks included) Overview of the initiative 2:00-4:00pmDifferentiated Workshops: One Separate sessions for T&L Coaches and Ultranet Coaches Day 2 Thursday 7 February 9:00-1.00pm (Breaks included) Coaching for teaching and learning Julie Boyd, Loren Peavey and Abby Graham, EdPartnerships International Whole group session with table discussions 2:00-4:00pmDifferentiated Workshops: Two Separate sessions for T&L Coaches and Ultranet Coaches Day 3 Friday 8 February 9:00-11:00amDifferentiated Workshops: Three Separate sessions for T&L Coaches and Ultranet Coaches 11:30-12:00pmThe Ultranet – A new paradigm Darrell Fraser, Deputy Secretary OGSE Whole group session 12:00-4.00pm (Breaks included) T& L Coaches Coaching Skills Ultranet Coaches workshop

4. Getting to know each other …….. Introduce self. What am I feeling excited about? What am I feeling nervous about? What 3 words/phrases would I want to use to describe my experiences at the end of the year?

5. School Improvement: Assumptions … All students can achieve at the appropriate level, given significant time and support Teaching and learning in all classrooms can be improved Improvement occurs by improving the knowledge- base, expertise and capability that the teacher and the student bring to teaching and learning Improving knowledge and capability requires professional learning in a context based on the principles of highly effective learning ( DE&T 2005)

6. Aims of the initiative Improve student learning outcomes Build teacher capacity Sustain improvement over time Support effective uptake of the Ultranet A two year initiative (2008-09)

7. 200 Teaching and Learning Coaches Part of regional school improvement teams Work in identified schools with individual teachers. Focus on Maths and Science Support teacher use of Ultranet (from 2009) 50 Ultranet Coaches Part of regional school improvement teams and central Ultranet team Support schools in implementation of Ultranet.

8. Context Blueprint for Government Schools Schools for Innovation and Excellence Literacy Improvement Team initiative Victoria’s Plan to Improve Literacy and Numeracy Outcomes Parliamentary Inquiry into Mathematics and Science Ultranet

9. Student Learning initiatives

10. Effective Schools 1. Professional Leadership 5. High expectations of all learners 2. Focus on Teaching & Learning 7. Learning Communities 3. Purposeful Teaching 4. Shared Vision & Goals 6. Accountability 8. Stimulating and secure learning environment necessary but not sufficient

11. Context Blueprint for Government Schools Schools for Innovation and Excellence Literacy Improvement Team initiative Victoria’s Plan to Improve Literacy and Numeracy Outcomes Parliamentary Inquiry into Mathematics and Science Ultranet

12. Context Blueprint for Government Schools Schools for Innovation and Excellence Literacy Improvement Team initiative Victoria’s Plan to Improve Literacy and Numeracy Outcomes Parliamentary Inquiry into Mathematics and Science Ultranet

13. NRA – Victoria’s Plan to improve literacy and numeracy outcomes Targets Increase the proportion of students achieving at or above the (minimum) national benchmark standard Increase the proportion of students achieving at or above the proficient standard. (Note: the proficient standard has yet to be determined, in the interim Victoria can use expected level as determined by the VELS) Goals Making sure we have the best teachers possible Fostering a culture of continuous improvement in our schools Targeting our resources to areas where they can most make a difference.

14. Context Blueprint for Government Schools Schools for Innovation and Excellence Literacy Improvement Team initiative Victoria’s Plan to Improve Literacy and Numeracy Outcomes Parliamentary Inquiry into Mathematics and Science Ultranet

15. Parliamentary Inquiry into Mathematics and Science Education Challenges: Improve the quality of teaching and learning in mathematics and science Raise the profile of mathematics and science in the community Increase the rates of student participation in mathematics and science. (March 2006)

16. Parliamentary Inquiry into Mathematics and Science Education (March 2006) Improvements required to: Strengthen and better target mathematics and science education initiatives –Increase focus on science in primary schools and build teacher capacity –Increase student engagement in secondary schools –Increase enrolments in senior secondary science courses –Address imbalances in participation and achievement between diverse groups of students –Address emerging shortages of teachers. Target mathematics and science education to current and future needs of industry and research

17. Context Blueprint for Government Schools Schools for Innovation and Excellence Literacy Improvement Team initiative Victoria’s Plan to Improve Literacy and Numeracy Outcomes Parliamentary Inquiry into Mathematics and Science Ultranet

18. The Ultranet is an intuitive student-centred electronic learning environment that supports high quality learning and teaching, connects students, teachers and parents and enables efficient knowledge transfer.

19. Ultranet A tool for school improvement Reporting Collaboration School info Staff info Student info Learning & Teaching Management Administration Whole school, program and teacher curriculum planning and delivery Student assessment, submission and feedback Digital learning content Shared curriculum/lesson plans Collaboration tools Discussion forums Messaging Blogs Staff profile Staff timetable Student profile Student results Course enrolment Profile Timetable Calendar Committees Clubs & organisations Management of: Attendance Timetable Calendar Resources Records Student report cards Standard reports Ad-hoc reports DEECD regions principalsteachers admin/support students parents What is the Ultranet: functionality? What is the Ultranet: users?

20. Teaching & Learning Coaches

21. Design Principles (1) Target resources: Support schools who have significant numbers of students who are achieving well below expected levels (focus on Ma/Sci) Regions are best placed to select schools and manage coaches Part of region’s school improvement strategy – not a stand alone initiative. Focus is on building capacity of teachers rather than intervention with students Provide one-to-one coaching for teachers in classrooms.

22. Design Principles (2) Use DEECD evidence-based resources to inform approach. Accountability critical – build into school strategic and annual implementation plans and Principal P&D plans. Targets required. Ensure improvement is sustainable. Monitoring and evaluation integrated throughout life of the initiative. Provide appropriate professional learning for Coaches

23. Intended Outcomes: Improved student learning outcomes, especially in the areas of mathematics and/or science, for students in identified schools. Improved teacher knowledge and skills related to effective mathematics and science teaching. Improved teacher capacity in the use of the Ultranet for curriculum planning and delivery. Improved school capacity to support continual improvement in student learning outcomes.

24. Collaborative approach Schools Principals and associated leadership team Teachers Coaches Regional Office Regional Team Coaches Central Office OGSE

25. Responsibilities of T&L Coaches Coach identified teachers in a one-to-one situation to build their knowledge, skills and capacity to ensure all students make progress Support high-quality use of the Ultranet Apply knowledge of other relevant DEECD initiatives and resources in work with teachers Assist schools to implement practices that sustain improvement Work collaboratively with colleagues in regional team. Participate in ongoing professional learning program provided by OGSE.

26. Responsibilities of T&L Coaches Coach identified teachers in a one-to-one situation to build their knowledge, skills and capacity to ensure all students make progress ?

27. Responsibilities of T&L Coaches Coach identified teachers in a one-to-one situation to build their knowledge, skills and capacity to ensure all students make progress –Build disciplinary knowledge and pedagogical content knowledge –Assist teachers to systematically analyse student data and use it plan for purposeful teaching –Identify appropriate teaching strategies to support student learning –Use strategies such as modelling, observation, shared planning, feedback

28. How People Learn Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. Teachers must draw out and work with the pre-existing understandings that their students bring with them.

29. How People Learn To develop competence in an area of inquiry, students must a)Have a deep foundation of factual knowledge b)Understand facts and ideas in the context of a conceptual framework c)Organise knowledge in ways that facilitate retrieval and application. Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge

30. How People Learn A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. The teaching of metacognitive skills must be integrated into the curriculum in a variety of subjects.

31. Effective teaching Knowledge of the discipline Pedagogical content knowledge EFFECTIVE TEACHING Generalised pedagogical knowledge

32. Building on what students know and are able to do (Vygotsky)

33. Every teacher is a teacher of literacy Literacy is foundational to learning in all domains. Online literacy professional learning resource (refer English domain page) Literacy MathsScience

34. Responsibilities of Principals Support a set of beliefs and understandings that underpin the implementation of the initiative Provide effective leadership to ensure sustained improvement Manage the organisation of the initiative in the school Lead and manage accountability processes All of above are also applicable to school leadership team

35. Responsibilities of Teachers Develop a repertoire of effective teaching practices to meet the diverse needs of students Participate in ongoing professional learning Plan for improved student learning outcomes Utilise assessment data effectively to inform curriculum planning and delivery Reflect on practice

36. Responsibilities of Regions Identify schools to participate and allocate Coaches Manage the organisation of the initiative in the region – includes line management of coaches and provision of professional learning Work collaboratively with central office Support schools (focus on school leaders) involved in the initiative Lead and manage accountability processes –Inclusion in Strategic and Annual Implementation Plans –Inclusion in Principal Performance & Development Plan –Involvement in evaluation

37. Responsibilities of Central Office Develop a set of underpinning design principles Provide advice about implementation of the initiative Work collaboratively with regions Develop and conduct professional learning Manage an external evaluation Provide evidence-based resources

38. Evaluation Extent to which following have improved: student learning outcomes in maths and science teacher’s capacity to support improved student learning teacher’s capacity to plan and deliver curriculum online and monitor student outcomes schools’ capacity to support and sustain improvement in student learning has occurred PLUS Factors critical to success of the initiative

39. Collection and use of data What data should we collect? –quantitative – qualitative How should data be used?

40. Ultranet Coaches

41. Responsibilities of Ultranet Coaches 2008 Focus on preparing schools for the Ultranet in the areas of: - Workplace Capability - Teaching and Learning - Leadership - Community - Data/Content - Infrastructure Champion the Ultranet Support Regions in their role to implement the Ultranet Late 2008 - 2009 Training Ultranet Super Users (average of 3-4 super users in each school)

42. Principal/teachers responsibilities - Ultranet 2008 Principals to champion Ultranet Performance goal around preparing their school for the Ultranet Begin planning for Ultranet implementation in their school Late 2008 - 2009 Undergo training for Ultranet Super Users and begin implementation of Ultranet into their school

43. Collaborative approach Schools Principals and associated leadership team Teachers Regional Office Regional Team Coaches Central Office ORI OGSE Ultranet team

44. Morning tea While you enjoy your morning break don’t forget to check out the resources table