20 20 21 22 23 23 3. 24 24 24 24 25 26 27 27 4. 28 28 28 28 29 30 31 31 5. 32 32 32 32 33 33 35 35 6. 36 36 36 36 37 38 39 39 LEARNING ACTIONS INDICATORS ENGAGEMENT ACTIVITIES TOOLS SCHOOL
Know students and how they learn – 1.2, 1.3, 1.5 Know the content and how to teach it – 2.1. 2.3, 2.6 Plan for and implement effective teaching and learning – 3.2, 3.3, 3.4 Create and maintain supportive and safe learning environments – 4.1 DET – VCAA DET – Number 5 – Collaborative Learning, Number 9 – Metacognitive Strategies DET – VEYLDF Practice Guide and Video for “Integrated teaching and learning approaches”: http://www.education.vic.gov.au/childhood/providers/edcare/Pages/profresource.aspx Fullan, M., & Langworthy, M. (2014). The new pedagogies – Deep learning tasks. In A rich seam: How new pedagogies find deep learning, London: Pearson, pp. 21-29. Retrieved 25 September 2017 from the .
Excellence in teaching and learning 6. ‘Professionals use assessments to better understand the presenting situation or problem, to identify starting points for action, to decide on appropriate interventions, to monitor progress, and to evaluate the effectiveness of the decisions they make.’ - Geoff Masters, 2013 When multiple forms of assessment and feedback inform teaching and learning practices, student engagement and achievement are enhanced. Action Number Action Indicators Action 6.1 Teachers design authentic, fit for purpose assessments to reflect the learning program and objectives This is evident when the teacher: collaboratively develops assessment strategies that measure progress of student learning against achievement standards integrates assessment strategies into the learning sequence engages students in developing explicit assessment criteria uses a range of formative and summative assessment strategies. Action 6.2 Teachers moderate student assessment and use data to diagnose student learning needs and plan for learning This is evident when the teacher: works with colleagues to moderate and analyse multiple sources of assessment data uses a range of evidence to diagnose student learning embeds a range of assessment strategies within the learning program
Individual Stimulus – 15 minutes Watch the Australian Institute for Teaching and School Leadership’s Activity – approximately 45 minutes As you watch the video take notes on the practices used by the teachers in this video to engage parents. After watching the video, refer to the Actions and Indicators and reflect on the strengths of each practice the practices you already use effectively the practices that most closely relate to your context and would most benefit you and your students. From your reflection, identify ways you can enhance your communication with and engagement of parents/carers, and plan for the inclusion of new strategies in your daily practice. Team based Stimulus – 15 minutes In your Professional Learning Community (PLC) meeting, watch the Australian Institute for Teaching and School Leadership’s Activity – approximately one hour After watching the video, refer to the Actions and Indicators. Take notes on the strengths of the teacher practice featured in this illustration of practice. Reflect (individually or with your colleagues) on how this illustration of practice relates to your context. For instance: What are the set protocols for communicating with parents/ carers? Are there any cultural factors and other challenges involved in effectively engaging parents/carers in your community (e.g. language barrier, computer access)? How do you work with parents/carers to overcome these barriers? From your reflection, identify ways you can enhance your communication and engagement of parents/carers in your community. Know students and how they learn – 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Plan for and implement effective teaching and learning – 3.1, 3.2, 3.4, 3.5, 3.7 Create and maintain supportive and safe learning environments – 4.1, 4.3, 4.4 Assess, provide feedback and report on student learning – 5.1, 5.5 Engage professionally with colleagues, parents/carers and the community – 7.1, 7.3
1 - Principles FISO Priority FISO Dimension FISO Essential Elements Education State Targets VEYLDF Practice Principles Australian Professional Standards for Teachers (APST) 1. High expectations for every student promote intellectual engagement and Positive Climate for Learning Intellectual engagement and Setting expectations and promoting inclusion Whole school approach to health, wellbeing, inclusion and engagement Breaking the link High expectations for every child Know students and how they learn - 1.2, 1.3, 1.4, 1.5, 1.6 Know the content and how to teach it - 2.12.2, 2.3, 2.6 Plan for and implement effective teaching and learning - 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 Create and maintain supportive and safe learning environments - 4.1, 4.2, 4.3 Assess, provide feedback and report on student learning - 5.1, 5.2, 5.4 Engage professionally with colleagues, parents/carers and the community - 7.1, 7.2 2. A supportive and productive learning environment promotes Positive Climate for Learning Setting expectations and promoting inclusion Whole school approach to health, wellbeing, inclusion Breaking the link Equity and diversity High expectations for every child Know students and how they learn - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Know the content and how to teach it - 2.1, 2.2, 2.3,2.4
inclusion and collaboration and engagement Partnerships with families Partnerships with Plan for and implement effective teaching and learning - 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 Create and maintain supportive and safe learning environments - 4.1, 4.2 Assess, provide feedback and report on student learning - 5.2 Engage professionally with colleagues, parents/carers and the community - 7.3 3. Student voice, agency and leadership empower students and build school pride Positive Climate for Learning Empowering students and building school pride Student voice, leadership and agency in own learning activated so that students have positive school experiences and can act as partners in school Happy, healthy and resilient kids Respectful relationships and responsive engagement High expectations for every child Know students and how they learn - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Plan for and implement effective teaching and learning - 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 Create and maintain supportive and safe learning environments - 4.1, 4.2, Assess, provide feedback and report on student learning - 5.2, 5.4, 5.5
4. Curriculum planning and engages and challenges all students Excellence in Teaching & Learning Setting expectations and promoting inclusion Curriculum planning & assessment Documented curriculum plan, assessment and shared pedagogical approaches Learning for life Reflective practice Integrated teaching and learning approaches Assessment for learning and Equity and diversity Know students and how they learn - 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Know the content and how to teach it - 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Plan for and implement effective teaching and learning - 3.2 Assess, provide feedback and report on student learning - 5.1, 5.4 Engage in professional learning - 6.2, 6.3 Engage professionally with colleagues, parents/carers and the community - 7.4 5. Deep learning challenges students to construct and apply new knowledge Excellence in Teaching & Learning Curriculum planning & assessment Intellectual engagement and Documented curriculum plan, assessment and shared pedagogical approaches Learning for life Integrated teaching and learning approaches Respectful relationships and responsive engagement Know students and how they learn - 1.2, 1.3, 1.5 Know the content and how to teach it - 2.1. 2.3, 2.6 Plan for and implement effective teaching and learning - 3.2, 3.3, 3.4 Create and maintain supportive and safe learning environments - 4.1 6. Rigorous assessment practices and feedback inform Excellence in Teaching & Learning Evaluating impact on learning Documented curriculum plan, assessment and shared Learning for life Integrated teaching and learning approaches Know students and how they learn - 1.3, 1.5, Know the content and how to teach it - 2.2, 2.3,