POSITION STATEMENT

Kaleen Primary School is committed to the continuous improvement of teaching practices and has developed a research based pedagogical framework that aligns with the ACT Public School Pedagogical Framework Guide. Kaleen's teachers use evidence-based, high impact strategies to improve student learning outcomes​​​​​​​​​​​​​ in all curriculum areas.​ Staff understand that improved teaching is the key to improved student learning and teachers deliver a balance of targeted, explicit and scaffolded instruction alongside inquiry based and student centred learning. Teachers' explicit instructions are intentional, planned, teacher-directed interactions that purposefully target student knowledge and skills to maximise academic growth.

Kaleen's teachers use the Gradual Release of Responsibility Model to move from assuming sole responsibility for performing a task to the students doing so, which supports students to become competent independent learners.

Kaleen's teachers are currently engaging in whole school professional learning related to the Ten Essential Literacy Practices. This is linked to our formative assessment and action learning initiatives. As part of this process, all teachers participated in asynchronous online professional learning led by Christine Topfer. Teachers worked with school executive to self/peer assess their individual and Cohort Collaborative Team (CCT) performance in each of these practices. They have set related goals and included these in their Teacher Performance and  Development Plans. The school continued to work intensively on the Ten Essential Literacy Practices over this term, transferring the knowledge and understanding school wide. With staff turnover and a number of new educators now working at Kaleen, our current work is to gain a consistent understanding and shared knowledge across the school and embed these in teacher practice. In addition to this, our new educators (through the Directorate's new educator support program) participated in a series of workshops related to the Ten Essential Practices in Literacy at the beginning of 2022.

Teachers receive feedback and learn from each other through the  5 Minute Feedback and SOOT (Steal Off Other Teachers) structures. With 5 minute feedback, teachers invite their team leader (or other relevant staff member) in to observe an agreed area of practice. This can be at a set time or anytime that is agreed with the teacher. The observation can be as little as 5 minutes, but can also be for longer if needed. The exec teacher (or staff member offering the feedback) record a voice memo offering strength based feedback, which will be emailed to the teacher by the end of the day. 

Kaleen's SOOT (Steal Off Other Teachers) structure offers teachers a chance to identify an area of focus through discussions at Sub School Collaborative Team (SSCT) meetings. Teachers highlight a particular teacher or practice they would like to observe and arrange a time to visit that classroom. The observing teacher then shares back what they observed, and plan what actions they will take in their own classroom as a result of the visit. The learning that occurs during this process becomes the basis for ongoing discussions in SSCT meetings. These processes are in addition to general sharing of research, ideas and practice in SSCT meetings.

SUPPORTING EVIDENCE

NEXT STEPS & FUTURE DIRECTION

Kaleen Primary School has already established many effective pedagogical practices. The next step is to embed these practices through ongoing, researched based, professional learning. The school would also benefit from enhancing our induction process for new staff and new educators (utilising SOOT and 5 Minute Feedback practices) to further embed effective pedagogical practices.