Professional learning
Thanks to everyone for their work completed during our latest Within School Leaders meeting. Above is the link to the slides which also has the scenarios presented by Rachel Peak on the day. It was a hugely positive day overall with some amazing feedback.
“The highlight of the day was Rachel’s presentation on how we can become more effective facilitators, the scenarios were great and very accurate.”
Within School Leaders are working hard in their schools and are now well on their way to completing their collaborative inquiries. The next Within School Leader meeting was also discussed with schools starting to prepare their 'Celebrating Success' presentations, see you all November 19th!
Special character: education is founded on the gospel values of the Catholic faith,
Collaborative inquiry
teachers work together to identify common challenges, analyze relevant data, and test out instructional approaches as systematic, collaborative work will increase student learning.
Spiral of Inquiry; Timperly, Kaser & Halbert (2014)
collaboration to improve learner outcomes
p4 CoL working towards collaborative practices
p4 School Evaluation Indicators: effective practice for improvement and learner success (2016)
p4 Effective School Evaluation: How to do and use internal evaluation for improvement (2016).
Student agency
sometimes called student-centered or student-focused learning... it tends to be differentiated for learners with different needs, if not individualized for each student. At its best, students are deciding what to learn (following their passions), and how to learn it (playing to the strengths of their own learning styles). The teacher’s role is facilitator or coach
http://blog.edtechteam.com/2016/11/what-does-student-agency-mean.html
TKI - student agency and elearning
Core education - learner agency
Ministry of education - developing school wide student agency for primary schools
Effective transitions
students’ well being and learning must be maintained as they transition from primary to secondary schools. A student’s transition can be complicated by the social, emotional and physiological changes that can negatively impact on their learning. Teachers that understand how these changes impact on their students are better placed to help students make positive adjustments to their new school. http://www.ero.govt.nz/publications/evaluation-at-a-glance-transitions-from-primary-to-secondary-school/6-transition-from-primary-to-secondary-school/
ERO - transitioning from primary school to secondary school
TKI - managing times of change
Education counts - transitioning from primary to secondary schooling
Ministry of Education - National transition guidelines
Education review magazine - the transition between ECE and school
Culturally responsive pedagogy
a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning
https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0
Education counts - Developing mathematical models of inquiry with pasifika learners
Kia Eke panuku - culturally responsive and relational pedagogy
Future focused learning
“The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.”
We need to be future orientated and adaptable, adopting a more complex view of knowledge, that incorporates knowing, doing and being. Alongside this we need to re-think our ideas about how our learning systems are organised, resourced and supported http://elearning.tki.org.nz/Teaching/Innovative-learning-environments/Future-focused-learning
Data and evidence analysis
Determining which students would most benefit from pedagogical change, determines what you focus your inquiry on. Student achievement data, in the form of standardized tests and OTJs, can be a valuable - and fast - way of deciding who needs more or different instruction in order to gain success.
This is not the only measure that can be used. Anecdotal evidence, gathered from observations, evidence from formative assessment tasks, student or parent voice - all are valid ways of identifying areas where students may need modified instruction. http://nzcurriculum.tki.org.nz/Teaching-as-inquiry/Collecting-evidence