lifton—a luster of exellene · [howard gardner, 5 minds for the future, 2008] in the lifton...
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CLIFTON—A CLUSTER OF EXCELLENCE Back Plains SS, Emu Creek SS, Clifton SS, Clifton SHS, Greenmount SS, Nobby SS, Pilton SS, Ryeford SS
CLIFTON CLUSTER
PEDAGOGICAL FRAMEWORK—2014—2016
This pedagogical framework with its emphasis on higher order thinking has
been designed to operate across the schools in the Clifton Cluster so that a
seamless transition from Prep to Year 12 is achieved.
The framework ultimately is designed to ensure that students exiting from
cluster schools have the resources for and are prepared for further learning,
work, or ………
2
UNITED IN OUR
PURSUIT OF
EXCELLENCE
3
CLUSTER SCHOOLS
School Band Teacher/s Years Composition Students
- number
Ryeford SS 5 One Prep – year 6 Multi-age group 5
Emu Creek SS 5 One Prep – year 6 Multi-age group 16
Back Plains SS 5 One Prep – year 6 Multi–age group 19
Pilton SS 5 One Prep – year 6 Multi-age group 22
Greenmount SS 5 Two Prep – year 6 Multi– age group 29
Nobby SS 5 Two Prep – year 6 Multi-age group 40
Clifton SS 6 Four Prep – year 6 Combined classes 95
Clifton SHS 8 Multiple 7 - 12 Single classes + select-ed combined [11 & 12] classes
269-273
A Seamless Transition
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A Seamless Transition
Successful learners are “creative thinkers shaped by inspiring and challenging
learning experiences”.
We want “future global citizens who recognise and value diversity”.
[Draft Strategic Plan 2013-2017, “Brighter Futures”.]
5
A Seamless Transition
CLIFTON—A CLUSTER OF EXCELLENCE
TABLE OF CONTENTS
Page Contents Theoretical underpinnings
6 Vision of Future – Five Minds of Future Howard Gardner
8 Cluster Purpose and Vision
9 Cluster Pedagogical Framework Quality Teaching Framework [NSW],
Archer & Hughes
Pearson & Gallagher, Fisher & Frey,
John Hattie
Three Pillars [SW Region]
11 Elements of the Pedagogical Framework As Above
15 Processes and Procedures
32 Resources
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
INTELLECT CHARACTER
In developing the intellect and character of our future citizens, Howard
Gardner believes there is a need to cultivate five minds.
What kind of person [citizen/worker] will thrive in the twenty-first century?
Howard Gardner advocates that there are two central aspects:
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A Seamless Transition
CLIF-
CLIFTON—A CLUSTER OF EXCELLENCE
CLIFTON CLUSTER – a vision of the future
What are the five minds needed by our future citizens?
In the future:
Individuals who wish to thrive will need to be experts in at least one area – they will need
discipline knowledge—eg History, Maths, Science, Art THE DISCIPLINED MIND
They will need to be able to gather the crucial information from disparate sources availa-
ble and put it together in ways that make sense to self and others.
THE SYNTHESISING MIND
Because they will need to be able to go beyond existing knowledge and beyond synthesis
to pose, new questions, offer new solutions, fashion works that stretch new genres
and configure new ones. THE CREATING MIND
The world of today is becoming increasingly diverse. There is no way to cordon oneself off
from this diversity. Accordingly, we must respect those who differ from us and respond
sympathetically and constructively in a way that extends beyond mere tolerance and
political correctness. THE RESPECTFUL MIND
Finally, as workers and citizens, we need to be able to act ethically -----
To think beyond our own self-interest and to do what is right under the circumstanc-
es—striving towards good work and good citizenship.
THE ETHICAL MIND
THE FIRST THREE MINDS DEVELOP THE INTELLECT
THE NEXT TWO MINDS DEVELOP CHARACTER
[Howard Gardner, 5 Minds for the Future, 2008]
In the Clifton cluster, our curriculum delivery and pedagogical approach is designed to ultimately produce students who,
when they leave school, can contribute to the future of Australia as global citizens by displaying these “five minds”. Our
pedagogical framework [articulating with each school’s Well Being Framework] will achieve this.
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A Seamless Transition
CLUSTER PURPOSE AND VISION
Vision: In the Clifton Cluster, our vision is for a seamless transition from Prep to
Year 12. This vision positively frames and espouses high expectation of success in
teaching and learning shaped by the understanding that high expectations leads to
the achievement of every student.
Statement of purpose: The intentional focus of this cluster is to continue to build
on the professional exchanges and collaboration between the schools that has de-
veloped over the last two years in order to provide support to colleagues and to
markedly improve the outcomes for all students.
Values:
Collegiality
Collaboration
Evidence–based school pedagogical decision making
Improved outcomes and thus opportunities
Building the “minds” of the future Australians
Commitment to excellence across the cluster
CLIFTON—A CLUSTER OF EXCELLENCE
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Cluster Pedagogical Framework
In the Clifton Cluster, while each school will maintain its own identity, vision and values, our shared
core belief is to provide teaching focused on consistently improving student outcomes. It is our belief,
validated by the evidence of an extensive research project, that the three key features of classroom
practice that delivers such improvements are:
a pedagogy based on promoting high levels of intellectual quality
a pedagogy soundly based on promoting a quality learning environment
a pedagogy that develops and makes explicit to students the significance of their work.
[from “Quality Teaching in NSW schools”, NSW Dept Ed & Training, 2003 – derived from Productive
Pedagogies research , Qld].
This framework aligns with and foregrounds an emphasis on higher order thinking. It aligns with our
core pedagogical belief that we need to deliver quality teaching characterised by high expectations of
every student and the understanding that each student, regardless of ability level or circumstance,
benefits by being challenged to think.
This framework shows that intellectual challenge is central to teaching that produces high quality
learning outcomes although all three dimensions are essential for students to benefit from learning
that has high intellectual challenge.
This foundational framework is, however, further shaped and refined to take account of and align
with the theoretical frames underpinning core system and specific regional priorities. The cluster
model, therefore, is one of principled eclecticism based on a variety of evidence.
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
This model has been developed because central to the pedagogies in the Clifton cluster are the beliefs that:
Learning needs to:
provide high intellectual quality
be significant
take place in a quality learning environment. [3D of QT, NSW]
Learners need to:
take increasing responsibility for their learning [GRR, Pearson & Gallagher; Fisher & Frey]
have key concepts, skills and thinking strategies taught explicity. [Archer & Hughes]
Learning outcomes are improved by:
explicit instruction for effective learning and high quality teaching
purposeful use of data
coaching and feedback [Greg Dickman drawing on Hattie, Archer and Hughes, ]
high expectations of student success.
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CLIFTON—A CLUSTER OF EXCELLENCE
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ELEMENTS OF THE PEDAGOGICAL FRAMEWORK - UNPACKED
INTELLECTUAL QUALITY
Higher order thinking
Deep knowledge
Deep understanding
Problematic knowledge
Metalanguage
Substantive conversation
INTELLECTUAL QUALITY refers to pedagogy focused on producing deep un-
derstanding of important, substantive concepts, skills and ideas. It is a peda-
gogy that treats knowledge as something that requires active construction
and requires students to engage in higher-order thinking and to communi-
cate substantively about what they are learning. High intellectual quality
student outcomes result when learning:
provides intellectual work that is challenging; is centred on significant concepts and ideas; requires substantial cognitive and academic engagement with deep knowledge.
To deliver this, teachers need to have a deep understanding of the
knowledge they provide students and seek depth in the work produced by
their students.
The explicit teaching of concepts, skills, and higher order thinking will un-
derpin the development of intellectual quality. Students are also provided
opportunities for divergent and lateral thinking to develop creativity
(analysing, evaluating, problem solving, synthesizing, generating solutions,
creating) Ongoing assessment for learning, active processing of knowledge;
use of data and feedback; investigation and inquiry are central to develop-
ing intellectual quality.
QUALITY LEARNING ENVIRONMENT
Explicit quality criteria
Engagement
High expectations
Social Support
Self-regulation
Student direction
QUALITY LEARNING ENVIRONMENT refers to pedagogy that creates class-
rooms where teachers and students work productively in an environment
clearly focused on learning. This is a pedagogy that sets high and explicit ex-
pectations and develops positive relationships between teachers and stu-
dents and among students. Learning is improved when the classroom or oth-
er learning environments provide high levels of support for learning. There is
a need to support learning, as well as well as the need to support students in
classrooms. A quality learning environment is one in which the classroom is a
safe, caring and supportive place but it extends further than this – sup-
portiveness of student learning reaches across the school.
The explicit teaching of concepts and skills, the scaffolding of this learning
through the “gradual release of responsibility”, collaborative learning and
differentiation are core tenets of a quality learning environment that pro-
vides support for all students. The gradual release of responsibility se-
quences learning through focused learning episodes, guided practice, col-
laborative practice and independent practice and offers opportunities for
the teacher to provide feedback to individuals and groups.
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CLIFTON—A CLUSTER OF EXCELLENCE
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SIGNIFICANCE
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
SIGNIFICANCE refers to pedagogy that helps make learning meaningful and im-
portant to students. Such pedagogy draws clear connections with students’ prior
knowledge and their identities and interests, with contexts outside of the classroom,
and with multiple ways of knowing or cultural perspectives.
Students need to see why, and to understand that, their learning matters. To under-
stand how learning is significant connections need to be made between the student,
their identity and experiences; the nature of the learning they are undertaking; and
the contexts in which such learning matters.
Significance relates to learning important to the student; to the discipline or do-
main of learning; and also to the world, work, ideas and social issues.
EXPLICIT TEACHING
Goal for learning
Warm up
I do; We do; You do -
collaboratively; You do—
independently
Review
+ use of 16 Elements
Explicit teaching underpins the structure of lessons in the Clifton Cluster. All lessons
following the explicit teaching pattern will follow the clear sequence based on evi-
dence based research. The explicit teaching model is based on a framework of Total
Teacher Responsibility, Joint teacher-student responsibility; total Student Responsi-
bility.
Allied with this structure are the 16 elements [Archer and Hughes].
All teachers are expected to follow the Explicit Teaching sequence in the majority of
their lessons. Review of teacher lessons by peers and/or supervisors will be conduct-
ed at least once each term to monitor and support the implementation and effec-
tiveness of explicit teaching , especially warm ups/consolidation across the cluster.
GRADUAL RELEASE OF
RESPONSIBILITY
Total Teacher Responsibility
Joint Teacher—Student Responsibility
Student Responsibility
The notion of the gradual release of responsibility underpins the region’s “lead mod-
el” of “I do, We Do, You Do” classroom delivery of instruction – a direct instruction
model that supports explicit instruction of concepts, processes, skills and thinking
practices. The gradual release of responsibility , however, “emphasises instruction
that mentors students into becoming capable thinkers and learners when handling
the tasks with which they have not yet developed expertise” [Beuhl, 2005]. It is also
documented as an effective approach for improvement of Writing achievement
[Fisher & Frey, 2003]; Reading comprehension [Lloyd, 2004]; Literacy outcomes for
English language learners [Kong & Pearson, 2003].
However, as students progress through their school years, there will be variability in
the use of the explicit model across selected units and subjects [such as those which
are primarily research and experiment based]. From Year 1 to Year 6, as from year 7
to year 12 there will be evidence of the gradual release of responsibility and of stu-
dent independence in selected aspects of learning.
A core element in every unit must be explicit teaching but as time progresses these
explicit lesson sequences might occur primarily at the beginning of units and in later
phases of units where [or for identified groups for whom] re-teaching is necessary.
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
USE OF DATA
Both
Quantitative
and
Qualitative
Principled use of a wide variety of national [NAPLAN, Competitions], system [NAPLAN,
QCS], school wide diagnostic [eg PAT tests] and individual class data [including One-
School] will underpin decision making about what needs to be taught, where there
are gaps in learning and teaching and how teaching needs to be reframed.
Data is used for improvement, differentiation and to provide feedback to students in
order to develop and deepen learning.
However, the collection of data is not in itself of value – it is the analysis and interpre-
tation of data that is prioritised in order to make evidence based interventions to sup-
port student learning.
Classroom teachers, HOSES or HODS, deputies and principals need to use data to as-
certain if student skills are developing and to identify if and what interventions are
working.
Data – quantitative and qualitative - will be used in data conversations .
Use data to develop substantive conversations with teachers about the quality of
their teaching and with students about the quality of their learning.
Use of assessment for learning not only assessment of learning – use this evidence at
each phase of learning cycle – and to ensure that the learning is challenging.
FEEDBACK AND COACHING
Feedback is twofold:
That provided to students
and
That provided to teachers
Feedback is also used to
report to parents
For students, teachers draw on class work and assessment to provide students with
explicit and timely information about how to improve based on matching to specific
criteria [ eg what to do to move from a C to a B] or on evidence such as identified
patterns of weakness [eg in spelling] or to remedy misconceptions.
The explicit lesson structure provides opportunities for teachers to seek feed-
back from students about what they understand, how they are applying learn-
ing and how they are thinking or using particular strategies. Here an important
understanding about feedback can be derived from John Hattie’s insight ,of 2009 “ It
was only when I discovered that feedback was the most powerful when it
is from the student to the teacher that I started to understand it better.
When teachers seek, or at least are open to, feedback from students as to
what students know, what they understand, where they make errors, when
they have preconceptions, when they are not engaged – then, teaching and
learning can be synchronised and powerful. Feedback to teachers helps make
learning visible”. Quality feedback is immediate, affirmative and corrective
[Archer]
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
FEEDBACK AND COACHING
(Cont.)
Feedback is twofold:
For teachers, ongoing reflection, evaluation and response to con-
structive feedback are essential elements of their professional
growth and development.
Supervisors and peers provide explicit and timely feedback to teach-
ers on overall lesson effectiveness [such as sequence, pacing and en-
gagement] or how to implement a particular strategy, deliver a warm
-up, scaffold learning for understanding. Such feedback is based on
lesson observation, walkthroughs with feedback, and overviews of
lesson and unit plans.
Coaching
Coaching is a collaborative process designed to assist all teachers
within the school to expand their repertoire of effective teaching
practices – particularly in terms of the district’s priorities and lead
models. All teachers in the cluster engage in coaching conversations
once a semester to ensure that teachers have both knowledge of the
discipline as well as relevant pedagogical knowledge. Using feedback
from both peers and supervisors about planning and implementation
of units and lessons, teachers identify areas for improvement/
development. In the coaching conversations, supervisors assist
teachers in developing goals and strategies for improvement within
negotiated or specified areas, such as differentiation, task design, the
teaching of reading, use of a range of teaching strategies.
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CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Processes and
Procedures
16
Planning processes and procedures: Strategies: Evidence:
The WHAT of
Teaching
Curriculum Intent
What we want stu-
dents to know, un-
derstand and be
able to do
Planning we do to implement curriculum:
Aligns with mandated curriculum:
Australian Curriculum ACARA (C2C)
Early years Curriculum Guidelines
Daniel Morcombe Curriculum
Dotal
Senior Syllabuses/SAS
Year 10 Guidelines
Essential Learnings
Aligns with Whole School Curriculum, As-
sessment and Reporting Plan/Regional
benchmarks
Takes account of teacher practices required
by Professional Standards for Teachers
Strategies we use:
Construct and have approved work pro-
grams and study plans
Develop year 10 semester overviews
Adapt or adopt C2C/semester overviews
Plan units, scope and sequence robust units
using Quality Teaching dimensions and
elements– modification of units as required
to differentiate for individuals (OneSchool)
Plan challenging and engaging lessons –
individually and in teams—based on curricu-
lum intent (including Across Curriculum
priorities and General Capabilities) informed
by data
ILPs for SWDs
Collaborative planning
Evidence we see:
A universal and common understanding of the
alignment between what is planned, what is
taught, what is assessed and what is reported.
Term/Unit/Semester Overviews in Student
diaries/exercise books
Fully scoped and resourced / units derived
from and aligning to the mandated curriculum
documents
The HOW of
Teaching
Sequencing of
teaching and learn-
ing
The relationships
between what is
taught and how it is
taught in order to
maximise student
learning
Planning we do for teaching/learning:
Develops challenging learning activities:
a) for Intellectual Quality – HOT, Deep
Knowledge, Metalanguage, Deep Under-
standing, Knowledge as Problematic – with
focus on use of wide range or higher order
cognitive [analyse, evaluate, synthesise,
create/design/redesign] and collaborative
skills
b) for Significance – Connectedness, etc –
so learning is meaningful and important for
students and significant for discipline and/or
the society
Provides for learning in a Quality Learning
Environment - high expectations in a posi-
tive learning environment
Accounts for Gradual Release of Responsibil-
ity
Lessons use Explicit Teaching structure [I Do,
We Do, You Do [collaboratively], You Do
[independently] as well as making use of
Archer & Hughes 16 elements
Embeds use of technology
Differentiates instruction to meet individual
student needs identified from monitoring
and use of a variety of data
Based on front -ending of assessment
Strategies we use:
Embedded Practice is Direct Teaching/
Explicit teaching with 16 elements; Other
practices include—Indirect Teaching/
Inquiry based learning with attention to
gradual release of responsibility, Problem
based learning, Independent learning, Inter-
activeTeaching/Whole-class discussion,
cooperative learning, peer partner learning;
Experiential Learning/ Field Experiences,
simulation, role play
Classroom observations – walk-throughs [eg
focused on a teaching strategy], drop-ins –
and evaluations of teaching and learning
against stated criteria and standards
Coaching and mentoring sessions to im-
prove explicit teaching and embedding of 16
elements.
Modelling and use of metalanguage
Embedding of Whole School Literacy and
Numeracy Plan and Spelling Program into
curriculum delivery in all subjects
Modelling, joint construction and independ-
ent construction of knowledge as well as of
task.
Integration of digital resources into lessons
and assessment .
Curriculum boxes—C2c resources
Evidence we see:
Innovative use of digital technologies in class
and comprehensive and challenging learning
goals in units
Learning intent visible for students in every
lesson—WALT, WILF & TIB
Students can communicate substantively
about their learning – in written and spoken
modes
Classroom engagement in learning
Evidence of thinking that shows deep under-
standing of concepts and their interrelation-
ships— in class discussions and assessment
Student metacognition, divergent thinking and
lateral thinking
Evidence of thinking routines
Glossary [vocabulary] and spelling for each
unit in each subject/KLA - vocabulary trees,
vocabulary walls
Spelling Issues Identifications in student fold-
ers [ie problems with Syllable Juncture or
Derivational stage etc as relevant to stage]
Feedback used to inform sequencing of teach-
ing and learning as well as selection of re-
sources
Warm ups and other elements used
High quality current displays in classrooms
Assessment
The evidence on
which judgments
about students
learning is made in
order to inform
future teaching and
learning
Planning we do to assess:
Aligns with curriculum intent and teaching
and learning
Uses assessment for learning, as learning
and of learning.
Differentiates assessment for individual
needs (identified from data)
Plans to gather data on performance under
different conditions and use it for improve-
ment
Assessment caters for Intellectual quality
and significance [age/cohort appropriate] – a
special focus on Higher Order thinking and
assessment of learning that is significant in
the discipline [eg Science, Mathematics …..]
Takes into account Regional benchmarks and
school targets
Strategies we use:
A variety of assessment techniques – obser-
vation, consultation, focused analysis
A range of conditions – assessment for
different audiences, contexts and purposes
Collaborative development of assessment
tasks
Moderation processes to internally quality
assure validity and rigour of assessment
items
Provision of A and C standard exemplars
Assessment Planner/Calendar
Identification of CCES (Common Curriculum
Elements made available by task/s [High
School]
Evidence we see:
Modified assessment tasks as relevant
Modified units—as relevant
Assessment task sheets with CCEs [in baskets]
on task sheet with explicit descriptions differ-
entiating the standards
Criteria/Standards Sheets [Marking Rubics]
which are task specific
A and C standard exemplars attached to units
+ interrogated by students [in books/folders,
highlighted]
Monitoring of progress in assessment [eg
check date’s with feedback]
Contextualised assessment with contexts
related to real world or discipline
Responsible and ethical use of technology in
assessment by students
Cluster Moderation/ twice per year
CLIFTON—A CLUSTER OF EXCELLENCE
Clifton Cluster—Alignment of Curriculum, Pedagogy and Assessment
17
Making judgments
The use of explicit
standards to make
evidence based
judgments in order
to monitor and
inform the next
steps for learning
Planning we do to make judgments:
Uses explicit criteria matched to evidence
and teacher agreement to achieve consisten-
cy in judgment making
Draws standards and criteria from the Exit
Standards in Syllabuses/SASes, Yr 10 Guide-
lines and from Descriptors on ACARA (C2C)
Uses internal and external moderation proc-
tices
Strategies we use:
Selection of clear, task specific criteria
drawn from standard in curriculum docu-
ments
Being clear with students about how they
will be judged—about what will be valued
Provide clear expectations about quality
performance
Teach students to use task-specific stand-
ards descriptors to plan and to review their
progress
Moderation—sampling within and across
classes or within and across schools to verify
teacher decisions about standards and de-
velop consistent understanding and match-
ing work to criteria
Evidence we see:
Judgments supported and upheld at panels, in
cluster meetings and at in-school moderation
In school cross marking in cohorts with more
than one class in a subject [once per semes-
ter]
Moderation across cluster once per semester
Feedback
The information and
advice provided by a
teacher [or peer,
aide] or by a stu-
dent about perfor-
mance aimed at
improving learning.
Planning we see uses:
Feedback from students used to find out
information about – prior knowledge, inter-
ests, needs, future learning goals, current
understanding/thinking
Feedback to students about understand and
progress
Feedback about student learning used to
inform teaching decisions—content, group-
ing, differentiation.
Multiple sources of feedback to teachers:
Self-reflection
Observation (negotiated and target-ed
Walkthroughs
Drop-ins
Coaching Feedback to parents :
Phone calls or letters re lateness and/or non completion of tasks/assessment
Formal reporting to parents—mid semester and end of semester (followed by interviews as required)
Strategies we use:
Checking work in progress and providing
feedback on drafts
Provide quality feedback against explicit
criteria
Timely provision of feedback
Make thinking visible in classroom – eg
group feedback, class room displays
Peer observation and feedback [to teachers
re their use of in class feedback], data con-
versations, differentiation conversations
Feedback on teaching of targeted areas—eg
reading
Classroom profiling and feedback [RBP]
Evidence we see:
Written feedback in student exercise books ,
on check dates and on task standards sheet
Verbal feedback from teacher to student—
how to improve …….
Verbal feedback from student to teacher – eg
explanation of thinking process, explaining
what do/do not understand
Student goal setting and reflection
Student profiles and tracking sheets
OneSchool records of conversations with
parents; letters on file
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
18
Alignment to Core Systemic Principles Alignment to Re-
gional priorities
School priorities and implementation
INTELLEC
TUA
L QU
ALITY
Deep Knowledge
Deep Understanding
Problematic Knowledge
Higher Order Thinking
Metalanguage
Substantive Communication
Alignment of curriculum, pedagogy and assessment-
Pedagogy aligned with curriculum intent and demands
of the learning area/subject, general capabilities and
cross curriculum priorities
High Expectations – deep learning through higher order
thinking and authentic contexts
Feedback
Explicit teaching
Feedback
QSA syllabuses/year 10 Guidelines,
Australian Curriculum/C2C units
Work programs/Unit plans Disciplined
Mind
Review results and feedback on class
performance, drafts and assessment
tasks
Higher Order Thinking
Baskets/CCES
+ Creative Mind
Literacy and Numeracy Plans
Spelling program
Reading Program
Interactive teaching strategies
SIGN
IFICA
NC
E
Background Knowledge
Cultural Knowledge
Inclusivity
Knowledge Integration
Connectedness
Narrative
Student Centred Planning: Decisions based on
knowledge of students, prior learning and attributes +
Range of agreed data to tailor learning pathways and
target resources +
Frequent monitoring and diagnostic assessment to
inform differentiation
Evidence Based Decision Making: Teaching and learn-
ing is informed by student performance data and vali-
dated research + Quality evidence of the sustained
impact of the agreed teaching methods is used to
inform teaching and learning
Safe, supportive, connected and inclusive learning
environments: . . . recognition of difference ..
Student Centred Planning: Frequent monitoring and
diagnostic assessment to inform differentiation
Targetted and scaffolded instruction – comprehensive
range of agreed contemporary teaching strategies that:
support curriculum intent, engage students and exploit
available technology
Safe, supportive, connected and inclusive learning
environments: Innovative, responsible and ethical use
of digital technologies
I Do, We Do, You Do
+ Warm Ups
Use of data
[NAPLAN, Regional
benchmarks]
Indigenous Perspec-
tives
Closing the Gap
Cater for Diverse
Learners
ESL
Access prior knowledge at beginning
of unit and lessons [warm –ups] I Do,
We Do, You Do [collaboratively], You
Do [Independently]
Use of classroom data,
Differentiation/modify planning and
assessment
Support Group + Excellence Com-
mittee’s Strategy
Respectful Mind
Synthesising Mind
Ethical Mind
Cluster NAIDOC Cultural Day
Attendance Data—Everyday counts
CLIFTON—A CLUSTER OF EXCELLENCE
Clifton Cluster Pedagogical Framework—Alignment to Regional & School Priorities
A Seamless Transition
APPENDIX
19
QU
ALITY
LEAR
NIN
G E
NV
IRO
NM
ENT
Explicit Quality Criteria
Engagement
High Expectations
Social Support
Student’s Self Regulation
Student Direction
Alignment of curriculum, pedagogy and assessment –
assessment with explicit criteria and standards, planned
up front and aligned with teaching
Targetted and scaffolded instruction – comprehensive
range of agreed contemporary teaching strategies that:
support curriculum intent, engage students and exploit
available technology
High Expectations – comprehensive and challenging
learning goals for each student based on agreed data
Safe, supportive, connected and inclusive learning
environments: . . . student well being
Safe, supportive, connected and inclusive learning
environments: Consistent, Whole S chool approaches
to classroom and behaviour management, recognition
of difference, student well being and development of
student autonomy
Targetted and scaffolded instruction – comprehensive
range of agreed contemporary teaching strategies that:
support curriculum intent, engage students and exploit
available technology
Regional
Expectations
Mandatory and
consistent across all
classrooms.
Relevant class-
room displays
Behaviour
Rules
Values
Bookwork expec-
tations
Targets
Goals
Homework
High expectations
related to topics
eg. maths—
number facts
Task + criteria to HOD at beginning of
unit
Use of exemplars + annotation
Direct teaching [ie explicit teaching –
16 Elements]; Indirect Teaching [ie
inquiry and problem based learning];
Interactive teaching [whole-class
discussion, co-operative learning,
peer tutoring]; Experiential teaching
[Field experience, role play, simula-
tion, process drama]
Everyone Moves Up One + Achieving
in Every Field + Excellence Com-
mittee’s Strategy
Excellence in Teaching + Positive
Behaviour + School Behaviour plan
Ethical Mind
Gradual Release of Responsibility
Direct teaching strategies
Indirect teaching strategies
Experiential teaching strategies
Interactive teaching strategies
EXP
LICIT T
EAC
HIN
G
GR
AD
UA
L RE
LEASE
Alignment of curriculum, pedagogy and assessment:
Lesson design and delivery . . . . consistent across the
school and learning area
I Do, We Do, You Do
model of explicit
teaching + 16 Ele-
ments of Archer and
Hughes
I Do, We Do, You Do [Collaborative],
You Do [Independent] - Gradual re-
lease of responsibility
16 Elements of Archer & Hughes
Gradual release of responsibility
USE
of D
ATA
Alignment of curriculum, pedagogy and assessment: . .
. . monitoring and data collection practices consistent
across the school and learning area + Moderation
practices to support consistency of teacher judgement
about assessment data
Evidence Based Decision Making: Teaching and learn-
ing is informed by student performance data and vali-
dated research + Quality evidence of the sustained
impact of the agreed teaching methods is used to
inform teaching and learning
Student Centred Planning: Decisions based on
knowledge of students, their prior learning and attrib-
utes + Range of agreed data to tailor learning pathways
and target resources + Frequent monitoring and diag-
nostic assessment to inform differentiation
Use of Data
Use of data:
Junior Secondary/Primary – NAPLAN,
Assessment Framework—Regional
benchmarks, PAT testing, end of
semester results
Senior Secondary – end of semester
subject results, QSA/QCS test results
and data analysis, R3 and R6 results,
School Leaving placements, University
offerings
Across levels – student performance
on individual assessments against
stated national/state/regional/school
expectations
FEEDB
AC
K a
nd
CO
AC
HIN
G
High Expectations: Agreed procedures for: Ongoing
induction; coaching; mentoring; and support in teach-
ing and learning for all staff
Evidence based decision making: Agreed feedback
practices for staff, parents and students
Feedback and
Coaching
Feedback to staff based on
walkthroughs and drop ins + targeted
observations using collaboratively
developed standards derived from
the 16 Elements of Effective Teaching.
Small coaching teams assigned to
management team
Developing performance discussion/
planning
20
DIFFER
EN
TIATIO
N
Disability Standards for Education 2005 Verification
AIMS
‘On the Same
Page’
SEPs
Regional funding
for AVTs and
STLaNS
Behaviour Man-
agement Team
Regional Funding
for Guidance
Office/Speech
Patholoogists/
Occupational
Therapists
iPads for students
Denise Kable unit
for cluster groups
School-based/Cluster Differ-entiation Model School-based/Cluster Gifted and Talented Policy Frequent monitoring and di-agnostic assessment to inform differentiation Differentiation Placemat FNQ (link below) ILPs for Verified, G&T, Stu-dents in Care, Behaviour stu-dents Timetabling for AVTs and STLaNs across Cluster Timetabling for Guidance Office/Speech Pathologists/Occupational Therapists across Cluster Use of Assistive technologies where required Shooting for the Stars Pro-gram Modification of C2C (or like) units/assessment tasks. Tar-geted and scaffolded instruc-tion – comprehensive range of agreed contemporary teach-ing strategies that: support curriculum intent, engage students and exploit available technology Clifton Cluster access to Den-
ise Kable Unit.
A Seamless Transition
21
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
PLANNING
The Gradual Release Model is a progressive Model
which occurs:
1. Over the school life of a student
It is expected that students will be more dependant on the teacher instruction in the early years of learning and as they
progress through the years should develop become more independent learners
Year 12 Prep
Teacher Responsibility Student Responsibility
2. Within Subject Specific Unit Plans.
It is expected that the beginning lessons of a unit plan will have a focus of instructional teaching through the “I Do, We
do” sections of the explicit teaching model, whereby teachers teach metacognition and use scaffolding tools.
Planning and delivering challenging and engaging programs of learning for students with diverse learning and abilities; pro-grams address significant learning and provide intellectual challenge and are delivered in a quality learning environment. Fo-cus throughout the years on the development of literacy and numeracy with increasing attention to the subject/discipline specificity of these literacies/numeracies. Planning gives systematic attention to use of ICTs and Cross Curricular Priorities and to making links between different subjects/learning areas/disciplines. Planning at the classroom level requires use of a range of teaching, cognitive and collaborative strategies with a strong focus on higher order thinking. Planning for differentiation takes account of where students are on their learning journey. In doing this, a variety of data is analysed to identify learning strengths and needs of individuals or groups so students have knowledge consolidated or extended. Where possible, a team approach is used to develop, adopt or adopt a unit or work or a program of learning - in the high school, this will entail teachers in year levels/subjects with multiple classes planning together to develop a unit focus, learning goals, sequence and modifications of learning – with documentation of the extent of these modifications for individuals/groups; learning experiences that are challenging, develop cognition and metacognition, use a range of collaboration strate-gies and are differentiated [see Differentiation Placemat for strategies]; lessons are sequenced and delivered according to the Explicit Instruction phases, including Warm Ups, clear learning goal and Closure. Planning includes making decisions about how to use feedback drawn from assessment for learning so students know how to improve. Assessment of learning is “front-ended” in unit planning with assessment tasks designed prior to lesson delivery to ensure that what is assessed aligns directly with the learning goal and the explicit development of concepts, skills, thinking, literacy and numeracy requirements for the task/unit outcome. Assessment tasks should show connection to the “real world” where possi-ble.
22
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Beginning of Unit
End of Unit
Unit Plan Gradual Release of Responsibility
Teacher Orientation
Purpose & Goal
I Do
We Do
You Do It – Collaboratively
You Do It- Inde-pendently
Review
Student
&Teacher
Orientation
Purpose & Goal
I Do
We Do
You Do It – Collaboratively
You Do It- Independently
Review
Student
Orientation
Purpose & Goal
I Do
We Do
You Do It – Collaboratively
You Do It- Independently
Review
Assessment
Feedback
Orientation
Purpose & Goal
I Do
We Do
You Do It – Collaboratively
You Do It- Independently
Review
Within Individual Lesson Plans
23
Intellectual Quality
The explicit teaching of concepts, skills, and higher order thinking will underpin the development of intellec-tual quality. Ongoing assessment for learning, active processing of knowledge, use of data and feedback, as well as tasks involving investigation and inquiry are central to developing intellectual quality. The elements of intellectual quality are listed below [from NSW Quality Teaching materials]:
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Planning with the Quality Teaching Framework
Element What does it look like in the classroom? What does it look like in assess-ment tasks?
Higher order thinking Students can transform information and ideas. They do this when they combine facts and ideas and synthesise, general-ise, explain, hypothesise or arrive at some conclusion or interpretation
Tasks require students to organ-ise, reorganise, explain, analyse, synthesise and evaluate knowledge and information and draw conclusions or interpreta-tions.
Deep knowledge Concepts learned are concerned with the central ideas of a topic or discipline and are judged as crucial to it. Focus is on the relationships between and among concepts.
Tasks show understanding of key concepts and ideas with topics, disciplines or subjects and require clear articulation of the relationships between and among concepts.
Deep understanding Students grasp relatively complex rela-tionships between the central concepts of a topic or discipline. They can pro-duce new knowledge by discovering relationships, solving problems, con-structing explanations and drawing con-clusions.
Tasks require students to demonstrate deep rather than superficial understanding of what they are learning.
Problematic Knowledge
[Knowledge is prob-lematic]
Students understand knowledge is not a fixed body of information, but rather as being constructed, open to question and subject to political, social and cultural influences and implications.
Tasks require students to pre-sent or analyse alternative per-spectives and/or solutions and to show how the construction of knowledge relates to their understanding of the task.
Metalanguage Students and teachers explicitly name, use and analyse the specialist/technical language of a field/discipline. There is frequent discussion about how and why this language is used and the various contexts in which language is used differently.
Tasks require students to use metalanguage, interpret and comment on language use and the contexts of differing lan-guage uses.
Substantive conversation
Students are regularly engaged [with teacher as well as other students] in sustained conversations about the con-cepts and ideas they encounter.
Tasks require students to com-municate their understanding in a substantive [oral, written or visual] fashion.
24
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Significance
Significance relates to learning important to the student; to the discipline or domain of learning; and also to the world, work, ideas and social issues.
The elements of this dimension are [from NSW Quality Teaching materials]:
Element What does it look like in the classroom? What does it look like in assess-ment tasks?
Background knowledge
Lessons regularly and explicitly allow students to make links to their back-ground knowledge and experience and the concepts, topics, skills and compe-tencies they are learning and acquiring.
Tasks require students to demonstrate links between old and new knowledge.
Cultural knowledge Lessons regularly acknowledge and give status to a range of cultures by incorpo-rating the cultural knowledge of diverse social groups [based on differences such as class, gender, ethnicity, race, disabil-ity]
Tasks incorporate the cultural knowledge of diverse social groupings – including across time.
Knowledge integration Lessons regularly demonstrate explicit links between and within subjects [subject area knowledge] and concepts.
Tasks require students to build from an understanding of the links between and within sub-jects and concepts.
Inclusivity Lessons intentionally acknowledge, sup-port and value the participation of stu-dents from diverse backgrounds.
There is recognition and acceptance of students’ diverse backgrounds, experi-ences and abilities.
Tasks allow the participation of all students.
Connectedness Lessons have value and meaning beyond the classroom and school and connect to real life contexts or are real life prob-lems. Opportunities are available for students to share their learning with audiences beyond the classroom or school.
Tasks allow knowledge to be applied in real-life contexts or require solution of real-life problems and provide opportu-nities for students to share their work beyond the class-room.
Narrative Lesson use narratives as process or con-tent; narratives are used to enrich stu-dent understanding.
Tasks allow students to use narratives of various forms – personal stories, biographies, historical accounts and literary and cultural texts.
25
Quality Learning Environment
The explicit teaching of concepts and skills, the scaffolding of this learning through the “gradual release of re-sponsibility”, collaborative learning and differentiation are core tenets of a quality learning environment that provides support for all students. The gradual release of responsibility sequences learning through focused learning episodes, guided practice, collaborative practice and independent practice.
The elements of this dimension are [from NSW Quality Teaching materials]:
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Element What does it look like in the classroom? What does it look like in assessment tasks?
Explicit quality criteria The criteria for judging student work are made explicit. These criteria are “unpacked” for students and they, and the standards associated with the criteria, are a regular reference point for the develop-ment, as well as the assessment of student work.
Tasks provide standards schemas [rubrics] making explicit the quality of work students are expected to produce. These standards and criteria derive from syl-labus documents.
Engagement Students [most students – most of the time] are seriously engaged and on task. They are not going through the motions of lesson or assessment activity. Students dis-play sustained interest and attention to the engaging activities developed for them and show this by asking questions, contributing to group activities and helping peers.
_______________________
High expectations High expectations for all students are com-municated and conceptual risk taking is encouraged and rewarded.
Quality of tasks demon-strates that there are high expectations for student achievement.
Social support There is an atmosphere of mutual respect and support between teachers and stu-dents and among students.
_______________________
Self-regulation Students regulate their own behaviour so minimal attention to the disciplining and regulation of students is required.
_______________________
Student direction Students have some influence over the spe-cific activities or tasks they will undertake and how they do them.
Task design allows students to exercise some direction over the selection of re-search questions, selected activities and the means and manner in which the tasks will be done.
26
CLIFTON—A CLUSTER OF EXCELLENCE
IMPLEMENTATION – aligning curriculum, pedagogy and assessment.
THE FOLLOWING STEPS IN THE IMPLEMENTATION PROCESS OUTLINE QUESTIONS TEACHERS MAY NEED TO ADDRESS TO EFFECTIVELY IMPLEMENT THE SYLLABUS AND DESIGN ENGAGING AND EFFECTIVE LEARNING AND TEACHING PROGRAMS.
What do we want our students to learn?
Explore the requirements of the relevant syllabus, national curriculum including general capabilities and cross-curricular priorities.
What do we do to understand our learners?
Consider and/or explore student prior knowledge, needs, interests and differences using evidence from data and how available resources in the school may be used? Eg staff, support staff . . .
What is our agreed purpose and approach for teaching the syllabus in this school?
Use of pedagogies that focus on developing higher order thinking and creativity, establish the significance of learning and occur in quality teaching environments with a focus on explicit teaching, the gradual release of responsibility, and draws on effective analysis of data and feedback about learning and teaching. Make decisions drawn from monitoring and diag-nostic assessment/external feedback. Share ideas among teachers about how this will be done to the benefit of all stu-dents in the cluster and what specific approaches will be taken in your school. Consider what is necessary to build success and high achievements/outcomes for each student.
How will we build the framework for the course plan? [semester/year plans]
Make decisions about the organisational structure for the course/programme of learning, including how classes will be grouped and the implications of those groupings, the need for/desirability of integration of subjects, reporting require-ments, teacher strengths and availability, potential to use digital technologies, the need to allow students to take increas-ing responsibility for their learning as well as careful teacher scaffolding and explicitness of instruction. Construct frame-
work based on comprehensive and challenging learning goals. Plan for the gradual release of responsibility.
How do we develop a course plan that effectively allocates all syllabus requirements?
Create a progression of learning for students and ensure that the plan/programme allows for the development of deep understanding and will allow for tasks/assessments that will be significant, show higher order thinking, derive from au-thentic contexts, and use available school resources, including digital technologies. Build a plan to expand resources and amend activities with new materials. Make decisions about how each class group and/or different cohorts will experience the learning. Make decisions about how different groups [those needing support or extension] will experience the teach-ing plan for their optimal results and/or engagement.
How do we develop units of work? [term /semester or other]
Develop the goals of the unit/semester plan and evidence of learning needed. Brainstorm ideas about how to engage stu-dents and design and refine [“front end] tasks that will be significant, engaging and challenging for the students but achievable within school resources. Develop a sequence of teaching and learning activities for students that will build from what they already know and can do, support them to gain, effectively interact and integrate new knowledge, skills and ways of thinking and allow them to show evidence of their learning. Develop units of learning that allow all the elements of the 3 Dimensions [QT] to be used in learning and in assessment design. Devise ways [strategies, procedures and thinking routines] for students to move learning to deep memory, gener-ate and test hypotheses, investigate effectively, analyse, evaluate, synthesise, apply imaginatively. Consider If using C2C materials, what choices do we make about adopting or adapting for our students in the cluster schools? Espe-cially consider pedagogy and how the unit/s might need to be adjusted for higher order thinking and how we might need to ascertain and accommodate students’ different stages of learning. Upload/schedule units in OneSchool.
27
How do we teach to achieve improve results/outcomes for all students?
Make effective use of our cluster pedagogical framework by using all three dimensions of the Quality Teaching Framework [but not all elements of each] into every lesson. Use the explicit teaching lesson structure [I Do, We Do, You Do – collabo-ratively and independently] for all lessons dealing with development of concepts, new knowledge, new skills; application, revision and revisiting of knowledge and skills; model thinking strategies, accommodate student differences by differenti-ating [Use Differentiation Placemat for four aspects of differentiation]. Use a variety of teaching strategies. Consider how high expectations will be communicated to students and what/ how quality product/assessments will be used to show expected/desirable learning. Provide assessment item at beginning of unit, explain criteria, teach the explicit knowledge and language [literacy/numeracy/scientific concepts] and thinking required for the discipline [if in middle/later years of primary and secondary]. Consider how learning will be celebrated and displayed. Design lessons that use the Archer and Hughes elements. Monitor student learning within each lesson and make adjustments as necessary for individuals and groups. Consider how classroom expectations/procedures and relationships affect teaching and learning and develop increasing student respon-sibility and autonomy.
How will we know if we are being effective in our teaching of this course?
Establish mechanisms to monitor the effectiveness of the teaching and learning during the unit. Identify what needs to be modified during or in evaluations at the end of the unit or programme of learning. Use data from the learning as students progress [assessment for learning eg classroom interactions, homework classwork and check dates] as well as assessment of learning [assignments or projects] to feedback to student and to inform new learning. Use data from tests to review and make decisions about focus of learning for improvement [eg reading comprehension, particular aspects of numeracy, types of thinking – analysis, evaluation, synthesis, creation/design]. Review success of learning at end of semester and year in order to make decisions about the sustained impact of learning/teaching [eg use of NAPLAN and QSA data and feedback and how meet regional benchmarks]. Moderate outcomes with other teachers in cluster twice a year so shared understandings of standards and evidence of learning are understood.
A Seamless Transition
28
CLIFTON—A CLUSTER OF EXCELLENCE
Teacher R
espo
nsib
ility
Lesson Phase Focus on thinking
Explanation of phase Element
WARM UP
Gaining student atten-tion and orientation to learning
Activating prior knowledge
Foundation Thinking Skills (FTS): Remember
Structured revision of knowledge and skill by making connections to previous related work. Vital for transferring knowledge to long term memory. Quick and focused: switch on students to learning
develop automaticity
consolidate core concepts and skills [review
prior learning]
move student knowledge from short term to
long term memory
build confidence in students to acquire
knowledge, providing opportunities for repeti-
tion and practice
OPENING PREVIEW: Purpose & Goal
Lesson Intent
WALT WILF TIB ……..
Foundation Thinking Skills (FTS): Remember & Understand
State goal of lesson. Clearly let the students know what they are going to learn and help THEM focus on the upcoming content.
“By the end of this lesson you will be able to…”
Discuss relevance of target skills (or of larger goal), relate to real life/concrete examples i.e. ensure stu-dents understand significance of learning.
What is your criteria for success?
3 W’s: Why? When? Where?
BODY OF LESSON
I DO IT—TEACHING IT
“Focus Lesson”
Explicit teaching & modelling of concept/skill/INVOLVE STU-DENTS
Foundation Thinking Skills (FTS): Remember , Understand & Apply
The Explicit teaching and demonstration of new knowledge and skills. The modelling of practices. Clear step by step explanations, with revision and reinforcement.
Define concept/skill to be taught
Explicitly model skill/strategy/concept/thinking being taught
Break down into clearly defined steps
Provide examples and non examples
Provide more than one demonstration if needed C3C’s: Clear, Consistent (i.e. terminology), Concise
BODY OF LESSON
WE DO it
Prompted or Guided Practice
Differentiated levels of scaffolding—
Tell them what to do
Ask them what to do
Remind them what to do
Gradual release prompts
Foundation Think-ing Skills (FTS):
Apply
Higher Order Thinking Skills (HOTS): Analyse, Evaluate, or Design
New knowledge and skills practised with teacher. Teacher reteaches during guided practice: they prompt, question, facilitate, or lead students through tasks that increase understanding of a par-ticular text.
Students provided with visual, physical, verbal prompts/scaffolds as they all work through the same example/s. Prompts may include explicit instructions, use of graphic organisers, charts or other visual prompts; questions, directions, clues or reminders; physical prompts
Several opportunities should be given for students to practise skill/strategy and experience success
Scaffolds gradually withdrawn [gradual release mod-el) to develop student independence
LESSON PLAN
29
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Stud
ent R
espo
nsib
ility
YOU DO IT
“Collaboratively”
Practice Together
Foundation Thinking Skills (FTS):
Remember, Understand Apply
Higher Order Think-ing Skills (HOTS):
Analyse, Evaluate, or Design
New knowledge and skills are practised in groups. Teacher actively intervenes to re-teach where required for individuals/groups. During the collaborative learn-ing phase, students consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers.
Students perform skill/strategy that was modelled, individual adjustments created so that every child/student can work independently
Check for understanding and provide individual feedback
Differentiation evident in this phase—in groupings
Feedback to teacher
YOU DO IT
“Independently”
Independent Practice
Foundation Thinking Skills (FTS):
Remember, Understand Apply
Higher Order Think-ing Skills (HOTS):
Analyse, Evaluate, or Design
Individual activities consolidate new learning. Exten-sion of skills learning/thinking for those who are able. This component addresses the most important goal of good instruction—to provide students with practice in applying skills and information in new ways.
Where possible, unprompted practice—i.e students de-sign activity. As students transfer their learning to subse-quent tasks, they synthesize information, transform ideas, and solidify their understanding.
Students perform skill/strategy that was modelled, individual adjustments created so that every child can work independently
Check for understanding and provide individual feedback
Differentiation evident in this phase—for individuals
Feedback to teacher
CLOSE OF THE LESSON
“Closing it up”
Review
Reflect
Foundation Thinking Skills (FTS):
Remember, Understand
Higher Order Think-ing Skills (HOTS):
Analyse, Evaluate, or Design
Review purpose, goal and critical content – students should be able to articulate ‘what they learnt’, ‘why it’s important’ or how it changed what they thought.
Feedback to teacher re learning
Student reflection –written or spoken
30
Focusing on improvement
The Clifton Cluster has high expectations for the continuous improvement of student outcomes and attendance.
With this is a commitment to a collaborative and collegial approach to the coaching and mentoring of teachers. A
priority for the cluster is the use of collaborative approaches in professional development to ensure effective prac-
tices are used in classrooms and schools across the cluster.
Evidence based research makes it clear that in the classroom, the teacher is the biggest factor in the success of
learning. Thus a collaborative approach is used to support cluster teachers in the improvement of pedagogical prac-
tice.
Classroom Observation and Feedback
Classroom observation and feedback at the school level is designed within a spirit of developing collegial processes
towards feedback to assist teachers in reflection on and [continuous] improvement of their professional practice.
Once per term every teacher within the cluster will experience a walkthrough or targeted lesson observation by a
peer or supervisors. Walkthroughs and specific observations will occur in mutually agreed upon lessons and be
based on a negotiated focus. Feedback is provided based on this negotiated focus – eg phase of lesson, use of high-
er order thinking, skill in use of a manageable number of the 16 Elements. This is a focus of implementation in early
2014. Teachers will use the Quality Teaching reflective tool to reflect on their progress in implementing the 3 di-
mensions of the Quality Teacher Framework that is central to the cluster pedagogical model
Review and Coaching
Teachers throughout the cluster reflect on or develop increasingly their skills in reflecting on the effectiveness of
learning programs, units and other aspects of their teaching practice such as effectiveness of lesson design and im-
plementation, effectiveness of task design and judgment making. Feedback from students, observers, and modera-
tion processes inform teacher reflections. A coaching and mentoring approach throughout the cluster will assist all
staff as typically there is only one teacher in a school, on a multiage group, with a class group or in a specific special-
ist subject area. Teachers/supervisors/other principals support group in modifying unit plans, amending assessment
tasks, designing lessons. Each semester at least one coaching conversation will be conducted with a supervisor/
colleague and strategies devised collaboratively in order to improve and to inform later plans in formal developing
performance planning.
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
31
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Induction
Cluster Meetings—Principals
The regular cluster meetings provide a forum for the induction of principals into the shared cluster goals and vision and sup-
port their implementation of the cluster pedagogical framework.
The first meeting of the cluster, convened by the cluster chair [a position rotated annually], mentors incoming principals into
the shared vision.
Meetings convened determine key professional development for the cluster and collaboration in professional development.
At least one of the afternoon “student free day” sessions shall involve all principals and their teaching and/or key support
staff in a programme that maintains and develops cluster understandings about the cluster pedagogical framework. These
would include higher order thinking, differentiation, use of the Quality Teacher Reflection Tool [adapted from the Productive
Pedagogies Reflection Tool—P-12 Curriculum Framework and available on DDSW Support Site], developing criteria for effec-
tiveness of use of the 16 elements [Archer and Hughes].
Mentoring
New, beginning and returning teachers need to be supported with a programme of induction conversations that allows them
to make a successful transition into the school.
At Clifton State High School, a formal induction programme will be conducted by the deputy principal and orientate incomers
to the range of information, documents, policies and practices that will allow this smooth transition and assist in the mainte-
nance of consistency in classroom expectations, teaching practices.
The HODS—Junior Secondary, Senior Secondary, Alternative Pathways—will ensure that incomers to their subject areas are
apprised of curriculum and planning documents and goals for the year.
The Clifton management team of Principal, Deputy and HODS are further involved in a formal process of mentoring through-
out the year being assigned a small number of staff to formally mentor, coach and provide feedback. This mentor conducts
walkthroughs, drop-ins, and targeted observations of sections of or complete lessons as determined by yearly focus - higher
order thinking, use of Essential Skills of Teaching and managing classrooms, use of Archer and Hughes 16 Elements [focusing
on Warm ups in early 2014], use of differentiation, reflection tool Quality Teaching.
The mentor will negotiate observations of elements, provide targetted feedback [ 3 positives and a polisher ] and have
coaching discussions. The key phases of the mentor’s coaching role is a discussion prior to the lesson observation about focus
of observation and criteria; lesson observation; and the post observation reflection by the teacher and discussion of the
mentor’s evaluation against stated criteria.
The goal of the mentoring programme is to develop reflective practice of all teachers , improve teaching practice and the
outcomes for students. The overall focus of teacher reflections should be:
Are all students/teacher, regardless of background, engaged in intellectually challenging and relevant curriculum in a sup-
portive environment? How do my teaching and assessment practices support or hinder this? What opportunities do I have to
critically reflect on my professional practice with my colleagues? What actions do I need to take to improve the engagement
and learning and outcomes of each of my students?
32
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Resources to support
pedagogical practice
33
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Cognitive Processes &
Collaborative Strategies used
Element
How will I activate prior
knowledge?
What is the goal for my lesson?
How significant is this for stu-
dents and how will I make that
clear to them?
What will I DO? What will I ex-
plicitly teach – explain, demon-
strate, model?
How will I teach this? How will
students engage with this?
How will I guide student practice
of this new knowledge
[concept]/or skill? What will WE
DO?
What feedback will I gather to
assist with reteaching and/or
grouping?
How and what will students col-
laboratively practice to embed
this learning in deep memory?
YOU DO together
How and what will students
practice INDEPENDENTLY? How
will each extend understanding
of concept/skill/in what new
ways will each use it? YOU DO
alone
How will I review and close les-
son? How will students reflect
on their learning?
Clifton Cluster ---------------------LESSON PLAN – outline
SAMPLE
34
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
TOOL FOR TEACHER REFLECTION
Focus Questions Reflections
What happened/ what did I see or do
Lesson
ob
jectives
Did the students understand what we did in the lesson?
Was what we did too easy or too difficult?
What problems did the students have (if any)? Was there a clear outcome for the students?
What did they learn or practise in the lesson? as it useful for them?
Acti
vities an
d materials
What different materials and activities did we use?
Did the materials and activities keep the stu-dents interested?
Could I have done any parts of the lesson differ-ently?
Stud
ents
Were all the students on task (i.e. doing what they were supposed to be doing)?
f not, when was that and why did it happen? Which parts of the lesson did the students seem
to enjoy most? And least?
Classro
om
man
agemen
t
Did activities last the right length of time? Was the pace of the lesson right? Did I use whole class work, group work, pair work or individual work?
What did I use it for? Did it work? Did the students understand what to do in the lesson? Were my instructions clear? Did I provide opportunities for all the students to partic-ipate?
Was I aware of how all of the students were progress-ing?
35
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
NEGOTIATED OBSERVATION RE APPLICATION OF ELEMENT
SAMPLE [from SW Region Support materials]
Teacher’s Name Observers: Date:
Which section of an Explicit Teaching Lesson is to be observed: please circle
Warm up Opening Body Closing
Focus Areas Observable Teacher Characteristics Frequency
Element 8:
Uses clear and concise language
Succinct language
Shared language
Age Appropriate language
Consistent use of language
Element 11
Require frequent responses
Oral Responses: (Choral, Partnered, Team, Individual)
Written Responses: (Response board, Individual journal etc.)
Action Responses: (Pointing, Acting out, Gestures)
Element 12
Monitor student performance closely
Walk around. Look around. Talk around
Scans for student responses
Moves to see and check student responses
Listens to responses
Determines if responses are correct or incorrect
36
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Teacher’s Name Observers: Date:
Which section of an Explicit Teaching Lesson is to be observed: please circle
Warm up Opening Body Closing
Focus Areas Observable Teacher Characteristics Frequency
NEGOTIATED OBSERVATION RE APPLICATION OF ELEMENT
37
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Focused Lesson Observation – explicit teaching sequence
Teacher: Class and subject:
Observer: Date:
Agreed focus of observation [negotiated]:
Sequence Indicators Comments
Start of lesson Appropriate routines
Classroom tone
Attention and engagement
Learning goals Display and communica-
tion of learning goals
Explanation of relevance
[significance] and connec-
tion to prior learning
Warm Up Moving knowledge from
short-term to long term
memory
Developing automaticity in
prerequisite skills and
knowledge
Activating prior knowledge
Engaging and focused ac-
tivity
I Do
Examples and non –
examples
Clear, precise language
Logically sequenced
We Do Scaffolded and guided
practice to develop profi-
ciency and automaticity
Observation, corrective
feedback and frequent
questioning
SAMPLE
38
CLIFTON—A CLUSTER OF EXCELLENCE
You Do
[collaboratively]
Differentiated groupings,
collaborative practice,
additional modelling by
teacher and support for
selected individuals/
groups
Varying levels of scaffold-
ing and complexity for
differentiation
Consolidating skills and
knowledge
You Do
[independently]
Independent practice
Regulating difficulty to
promote success
Varying levels of scaffold-
ing and complexity for
success
Applying in new contexts
and relating to previous
skills and knowledge
Review and reflec-
tion
Revisit and make links to
learning goal/s
Checking for understand-
ing
Connections to future
learning [where next]
Students reflect on what
they have learned/how
they learnt/what they
need to know
Commendations – what
worked well
I liked how . . . .
Suggestions –
What if ……. [or Have you thought …..]
Teacher reflections -
I thought I could have ……
I was pleased that …….
What I undertake to do …….
Observer signature:
Teacher signature:
39
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
WALK THROUGHS [CLASSROOM VISITS]
Date: Lesson/
Session:
Area/s/Class/es
visited:
Observer:
Impression of student engagement, conduct and adherence to routines
Books and equipment
Student diaries/
planners
Uniform/workplace
safety requirements
Student attentiveness,
behaviour and follow-
ing of class routines
[eg monitors, book/
equipment distribu-
tion, use of technolo-
gy]
Classroom entry or exit
routine
Homework set and
checked
Book/journal work
and/or presentation
Class displays – stu-
dent work, thinking
made visible, key
words/terms etc
Differentiation
Regular teacher ques-
tioning and
feedback
Teacher “presence”
and movement
Students show under-
standing of learning
Students show under-
standing of the signifi-
cance or relevance of
work/task/activity
SAMPLE
40
Evidence of higher or-
der thinking/divergent
thinking
Observer able to clear-
ly identify the phase of
the explicit lesson se-
quence – clear learning
goals; Warm up; I Do;
We Do: You Do
[collaboratively]; You
Do [independently]
Classroom order/
organisation, condition
and maintenance
Positives and Pol-
isher
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
41
CLIFTON—A CLUSTER OF EXCELLENCE
A Seamless Transition
Leaders of the future.