March 21, 2019

Curiosity and Powerful Learning

Two of our Key Improvement Strategies in our 2017-2020 Strategic Plan are to “develop precision in teacher practice using agreed lesson structures and challenging learning tasks that reflect high expectations for student learning and strengthen feedback and coaching for staff;” and to “develop and embed rigorous, reliable and well differentiated assessment practices to support quality learning outcomes for all students.” To support this our Professional Learning schedule with staff this year is focused on:

– Connecting feedback to data following a cycle of inquiry supported by our Triad coaching program and Learning Area focus in supporting the use of assessment data to improve each teacher’s ability to diagnose and evaluate student learning growth over time. This includes using multiple data sources and for differentiation to be evident in lesson planning and feedback to students;

– continuing to embed the MC Instructional Model (for consistency of teacher practice) supported by our Triad coaching program and Learning Area walks

– continuing a whole school literacy focus on Writing.

We are measuring improvement in teaching practice and precision through student perception data collected during early Term 1 and all teachers will be surveying students again in October. Teachers receive results for their individual class/es and we also receive collated results for the whole school by learning area and year level. Teachers also complete a self-assessment tool at the start, mid-year and end of year, where we expect to see growth.

Teachers are also continuing their work on developing challenging learning tasks in their collaborative planning time together each Monday after school. When learning tasks are purposeful, clearly defined, differentiated and challenging, then all students will experience powerful, progressive and precise learning. We believe curiosity is enhanced when students work at a level appropriate to their understanding.

Michelle Roberts