PEDAGOGICAL FRAMEWORK

SCHOOL VISION

Craigslea State School will deliver an education to develop successful 21st century citizens by

maximising the learning achievements of every student, in every lesson, every day through

highly effective teaching practices in a safe and supportive environment

At Craigslea, we believe that every child can learn. Our pursuit of excellence in teaching - our success as teachers - is realised through a continual cycle of planning curriculum, implementing proven instructional strategies and assessing their effectiveness and impact of our teaching.

This effective teaching and learning cycle is supported by an environment that is embodied by high expectations for all students’ learning and behaviour, a strong learning engagement, positive relationships, clear rules and procedures and consistent adherence to these rules.

Our commitment to achieving the best outcomes for students in a safe and supportive environment is

embedded in our school’s motto of ‘Learn for Life’ and our four values of promoting Learning, developing Independence, establishing Friendships and fostering a positive learning Environment.

Our pedagogical framework is informed by the Australian Professional Standards for teachers, the

research done by John Hattie and Archer & Hughes, the Curiosity and Powerful Learning Framework (Hopkins and Craig), Positive Behaviour for Learning , Robert Marzano (ASoT) and an Age-Appropriate pedagogy implementing inquiry.

This framework is supported by Craigslea State School’s policies, programs, practices, tools and strategies to support staff to develop capacity in delivering high quality teaching focussed on the achievement of every student.

Embedding our school’s improvement agenda is founded on a strong professional learning community. Our teachers build professionalism through enacting a cyclic approach to personal goal setting and undertaking pertinent professional development and are committed to continual professional learning through instructional leadership and working in professional learning teams as depicted in the cycle below.

Seek and receive

focussed feedback

through peer

observations

Engage in

Professional Dialogue

through Coaching

and Mentoring

Deep Knowledge of

Effective

Professional Practice

Model of Continual Professional Learning

Professional

Learning Goals

established

Engage in deliberate

practice to enhance

skills

Updated 26-Jun-18

CRAIGSLEA STATE SCHOOL LEARN FOR LIFE

Craigslea State School Pedagogical Framework

INDEPENDENCE – be Independent

Curiosity and Powerful Learning Prioritise High Expectations

The teacher: Believes all students can learn.

Sustains a high expectations climate.

Convey optimism and hope through promotion of a growth mindset.

Attributes the best possible motive to behaviour

Affirms and encourages the best in others

Helps to reframe problems as opportunities and conveys to students they are resilient.

Sees needs as motivating behaviour and learning.

Challenges and supports.

Connects learning to students goals and aspirations.

Provides clear explanations

Holds students accountable and gives them real responsibilities.

Encourage self-awareness.

Sees students as constructors of their own knowledge and meaning.

Shows students what outstanding work looks like.

Sets goals, tracks and then reflects on progress for learning and behaviour Celebrates success and reinforcing effort through LIFE Awards, Year 6 Academic awards, Principal’s Academic Awards, Positive Recognition strategy, Shine Award

Curriculum Planning The Teacher …

Has a deep knowledge & understanding of: - students and how they learn. - the ACARA curriculum and how to teach it

Front-ends summative assessment tasks, aligns with the curriculum intent, achievement standards and criteria in the marking guide.

Varies the learning pathways for students in curriculum, pedagogy and assessment through adjustment of content, process, product and environment.

Embeds inquiry and investigations through age appropriate pedagogy in Prep to 2 and 3 to 6 through framing higher order questions and designing challenging learning tasks.

Uses the Explicit Instruction Template based on the elements the gradual release of responsibility model (I Do, We Do, You Do together, You Do).

Employs digital technology to enhance learning.

FRIENDSHIP – be a Friend

Curiosity and Powerful Learning Authentic Relationships The Teacher …

Creates and sustains a caring environment and shows interest in students.

Demonstrates and encourages the treatment of everyone with dignity and respect.

Establishes and maintains effective relationships with students, colleagues and parents and the community.

Respects students by showing enthusiasm, fairness & justice.

Seeks partnerships with home to consider and value students’ life context.

Displays objectivity and control.

Models behaviour which is collaborative, available and responsive.

ENVIRONMENT- be safe in all Environments

Positive Behaviour for Learning Our commitment is to ensure that

every day, in every lesson, every student is learning and achieving within a

safe, supportive and disciplined environment. To do this, everyone works

together and adopts a whole-school approach to promote positive behaviour

and learning through the implementation of the Responsible Behaviour Plan The teacher …

Establishes and maintains consistent school and classroom expectations, routines & procedures through explicit teaching

Is proactive to make a plan before potential issues occur including transitions in and out of the classroom; occupies the entire room visually and physically systematically and frequently.

Fosters a safe, supportive learning environment for risk taking within learning to occur.

Support students as they learn to adhere to expectations & procedures in line with CSS Responsible Behaviour Plan.

Uses evidence based and effective programs (SWPBS, Bridge Builders, U-Turn Table, Social Skills, Individual behaviour plans & class meetings) to reflect on behaviour.

LEARNING- be a Learner

Curiosity and Powerful Learning: LEARNER CHARACTERISTICS

Inquirers Communicators Balanced Caring

Knowledgeable Open-minded Principled

Risk-takers Thinkers Reflective

Instructional Strategies/Consistent Teaching Protocols The Teacher … HARNESS LEARNING INTENTIONS NARRATIVE AND PACE

creates a visual of the learning intention and success criteria;

uses a variety of exemplars for students to aspire to a higher standard of work;

provides opportunities to interact with new knowledge (summarising & note taking, non-linguistic representations; cues, questions & graphic organisers, chunking, relate to prior experience & learning);

offers practice to deepen new knowledge (warm ups, highlighting similarities & differences, homework, revision and consolidation of concepts;

reflects on teaching & supports students to reflect on- their learning;

challenges students to apply new knowledge to deepen their learning COMMIT TO ASSESSMENT FOR, AS and OF LEARNING

Establishes responsive learning goals as a driver for student learning

Utilises scheduled diagnostic assessment to inform teaching and learning

Provides explicit feedback to close the gap between where the students are and where they need to be against the achievement standards

Design tasks in the planning phase that will allow all students to demonstrate the identified achievement standard

SET CHALLENGING LEARNING TASKS

Facilitates collaborative and individual investigations that explore, consolidate and synthesise learning

Sets learning tasks to allow students to answer a big, essential question.

Provides multiple opportunities for students to demonstrate what they know and can do.

Implements open-ended learning activities using Bloom’s taxonomy of skills

academic games to challenge and focus attention FRAME HIGHER ORDER QUESTIONS

Encourages higher order thinking and strategies to challenge students to deepen knowledge, skills and understanding.

Enhances student engagement through the planned use of thick and thin questions.

Creates an environment that is language rich and dialogic IMPLEMENT COOPERATIVE GROUPS

Fosters an environment in a structured manner that stimulates a spirit of collaboration and mutual responsibility

Engages students in collaborative learning to develop critical thinking - reciprocal teaching, discussion, problem solving, peer tutoring

Provides opportunities for students to have voice and choice within their collaborative inquiry to answer the big essential question

physical movement and flexible groupings CONNECT FEEDBACK TO DATA

Uses data to inform learning intentions and success criteria

provides timely, constructive feedback on success criteria and learning goals through the use of various tools

draws on feedback from the students’ thinking, misconceptions and knowledge gaps to inform their teaching

Collaborates with a variety of colleagues and community members to ensure learning progression for all children

Celebrating success and reinforcing effort through a variety of positive recognition strategies including LIFE, Yr 6 Academic, Principal, Shine, classroom, Administration and GOTCHA Awards.

Assessment ‘for’ ‘as’ and ‘of’ Learning The Teacher …

Uses diagnostic & formative assessment to determine prior learning, check for understanding, identify misconceptions and adjust teaching.

Provides feedback to students in relation to Learning Intention and Success Criteria

Aligns teaching and learning with the summative assessment tasks and marking guides.

Ensures consistency of A-E judgements through moderation using achievement standards.

Communicates student progress to parents in formal and informal settings.

Celebrates success of student achievement and effort.

Learning * Independence * Friendship * Environment