TRIADS 2016 Professional Expectations - PowerPoint Presentation

Slide1

TRIADS

2016

Professional Expectations

for all teaching staff

.

Teachers collaborate and

examine and research

student learning.

Teachers

to

engage purposefully in the TRIAD action learning process to improve student learning/teacher practice

Teachers to be explicit in linking the observation and feedback to overall focus for improvement

Teachers to share

with colleagues progress

and outcomes of

learning

- twice yearly

Teachers build a personal

ePortfolio

that documents annual Professional Learning

Bisti

in et

ut

voluptis

escia et quis et arano untotat quasper. Ratemporerem vollatus Facerfer ferion porum nis voluptis escia.

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TRIAD Action Learning Cycle Professor Helen Timperley

What to focus on in your TRIAD

.

Links to

academic goals: for 2016

Research supported innovative practices that impact on student learningPractices that promote higher order thinking Differentiated teaching practicesFormative Feedback practices that promote student learningSpecific intervention strategies to assist struggling/underperforming students

Alignment with research

.

Visible Learning:

Strategies John HattiePrinciples to Practice and Approaches to Learning IB Concept based curriculum Lynn EricksonFormative Assessment Dylan WiliamDifferentiation Carol Anne ThomlinsonCultures of Thinking and Making Thinking VisibleRon Ritchhart & Project ZeroBuilding Learning Power

Guy ClaxtonNational Professional Teaching Standards AITSL

Think about what student learning you would like to see in your classes this year

Consider the cohort of students with whom you

will be working

this year. Where would you like them to be as learners at the end of the year?How will you determine where they are right now? How will you bridge the gap between the current situation and the vision you have for where you want your students to be?Build a Vision for Learning

If you were to project forward to the end of the year and observe your class what would you ideally like to

see or hear with respect to the student learning?1. What might students be doing and saying and hearing?

2. What might you be doing and saying and hearing?3. How would the students be interacting with one another?4. What would the physical environment look like?

Build a Vision for

Learning

Pre – During – Post

Evidence of student learning pre- strategy/intervention

Evidence gathered during the period of change/intervention

Evidence of

student learning post strategy/interventionThe Importance of Evidence

Quantitative

: statistical numbers and frequencies

Qualitative: observational

describing meaningThe Importance of Evidence

Take some time now to jot down what evidence you will collect and how you’ll do it

.Some examples to consider:

Student test resultsStudent work samplesStudent voice surveys

Observational data

Comparative assessment dataFeedback from peersStudent interviewsVideo footageOther?The Importance of Evidence

Term 1

Forming TRIAD teams

Completing TRIAD plans- Friday February 19

Identify

, consider and capture a range of relevant evidence to establish learning needs of studentsDetermine what strategies are available for you to useWhat new learning do you need to do?Implement strategies – collect evidence of student learning Moving Forward Gathering Evidence

Teaching and Learning Forums

and

Lunch Time Study Groups

Observation

– building your observation skillsEffective Feedback – Using the Ladder of Feedback Protocol – How to give the feedback?Evidence of student learning – choosing the best source of evidence to demonstrate impact on student learning?Professional Support

JuloCon

: Sharing of progress –

with core teams – section, year level or faculty

DecCon

: Sharing of final results – with mixed groups of staff from across the collegeProfessional Sharing