LTLL Final GatheringLTLL Final Gathering

St Laurence’s School, FORBESSt Laurence’s School, FORBES

Monday 28 November 2011Monday 28 November 2011

What did we set out to do?What did we set out to do?

Focus 1: The transformed learner

Focus 2: Teacher as Leader

Focus 5: Educative Leadership (leadership for professional learning)

Focus 6: Authentic Learning (Assessment FOR and AS learning)

Learning journeys / 3

way interviews

Engaged learners

Reflecting

Integrate ICT

Teacher knowledge and skill development

Authentic learning experiences

Authentic assessment

Learning from

colleagues

Provide meaningful feedback to students

and parents

Why?Why?Focus 1Focus 1: The transformed learner: The transformed learner

We want our students to be excited by learning, We want our students to be excited by learning, to be critical and creative thinkers and problem to be critical and creative thinkers and problem solvers.solvers.

We want to try different ways of teaching to We want to try different ways of teaching to accommodate different learning styles while accommodate different learning styles while providing ‘real’ learning experiences.providing ‘real’ learning experiences.

We saw the need for a better use of technology We saw the need for a better use of technology

within the curriculum.within the curriculum.

Why?Why?Focus 2Focus 2: Teacher as Leader: Teacher as LeaderFocus 5Focus 5: Educative Leadership (Leadership for : Educative Leadership (Leadership for

professional learning) professional learning)

We want to provide our students with authentic learning opportunities We want to provide our students with authentic learning opportunities to assist them to become transformed learners.to assist them to become transformed learners.

We want to become more skilled on how to provide authentic We want to become more skilled on how to provide authentic learning experiences.learning experiences.

We want to continue to learn; build our knowledge, skills and to We want to continue to learn; build our knowledge, skills and to also change our practice.also change our practice.

We want to become more active in our contributions to the We want to become more active in our contributions to the educative leadership of our school.educative leadership of our school.

We want to seek professional learning opportunities outside of We want to seek professional learning opportunities outside of the school while also utilising the many skills of our teaching the school while also utilising the many skills of our teaching staff to share their knowledge and skills in school based staff to share their knowledge and skills in school based workshop sessions.workshop sessions.

Why?Why?Focus 6Focus 6: Authentic learning (Assessment FOR and AS : Authentic learning (Assessment FOR and AS

learning) learning)

We want to become more confident and build our skills We want to become more confident and build our skills when assessing our students.when assessing our students.

We want to provide our students with authentic learning We want to provide our students with authentic learning experiences and learn how to use authentic assessment experiences and learn how to use authentic assessment strategies to inform our teaching.strategies to inform our teaching.

We want to make assessment an integral part of the We want to make assessment an integral part of the teaching and learning process; basing our assessment teaching and learning process; basing our assessment on the curriculum and using the assessment data to on the curriculum and using the assessment data to shape our teaching and learning. shape our teaching and learning.

We want to become more effective at providing regular, We want to become more effective at providing regular, clear and meaningful feedback to students and parents.clear and meaningful feedback to students and parents.

What did we actually do?What did we actually do?Recap of our Mid-Point PresentationRecap of our Mid-Point Presentation

Developed an action plan.Developed an action plan.

Surveyed the teaching staff regarding Surveyed the teaching staff regarding Professional Development interests.Professional Development interests.

Surveyed the teaching staff regarding their Surveyed the teaching staff regarding their areas of expertise and colleagues that they areas of expertise and colleagues that they would like to observe in ‘action’ to appreciate would like to observe in ‘action’ to appreciate and learn from.and learn from.

Scheduled Professional Development Scheduled Professional Development Workshops into the staff meeting agenda Workshops into the staff meeting agenda utilising the skills of ‘guru’ staff members.utilising the skills of ‘guru’ staff members.

What have we actually done? What have we actually done? Recap of our Mid-Point Presentation Recap of our Mid-Point Presentation (continued…)(continued…)

Implemented Learning Journeys/Three Implemented Learning Journeys/Three Way Interviews K-6 (Term 1 & Term 2).Way Interviews K-6 (Term 1 & Term 2).

Surveyed teachers, parents and students Surveyed teachers, parents and students regarding the Learning Journey/Three regarding the Learning Journey/Three Way Interview process. Way Interview process.

Organised and allowed teachers to be Organised and allowed teachers to be released to observe their colleagues in released to observe their colleagues in ‘action’ to appreciate and learn from them.‘action’ to appreciate and learn from them.

What did we actually do? What did we actually do? Since our Mid-Point Presentation…Since our Mid-Point Presentation…

Scheduled Professional Development Workshops into the Scheduled Professional Development Workshops into the staff meeting agenda utilising the skills of ‘guru’ staff staff meeting agenda utilising the skills of ‘guru’ staff members (3 Workshops ~ ICT/IWB, iPads and Literacy).members (3 Workshops ~ ICT/IWB, iPads and Literacy).

Organised and allowed teachers to be released to observe Organised and allowed teachers to be released to observe their colleagues in ‘action’ to appreciate and learn from their colleagues in ‘action’ to appreciate and learn from them. them.

Looked at the Generative Questions posed at the Mid-Point Looked at the Generative Questions posed at the Mid-Point Presentation.Presentation.

Looked at research from New Zealand regarding Learning Looked at research from New Zealand regarding Learning Journeys/Three Way Interviews.Journeys/Three Way Interviews.

Term 3 ~Term 3 ~ Learning Journeys: whole school Religion, Maths Learning Journeys: whole school Religion, Maths & Literacy focus (parent survey)& Literacy focus (parent survey)

Term 4 ~Term 4 ~ Open classroom (Monday) Open classroom (Monday) ~ Formal parent/teacher interviews (Wed & Thurs)~ Formal parent/teacher interviews (Wed & Thurs)

ResearchResearchWorkshops & Observing ColleaguesWorkshops & Observing Colleagues

‘‘Peer Coaching Overview; introduction to peer coaching. Topic 3 Coaching Peer Coaching Overview; introduction to peer coaching. Topic 3 Coaching roles and responsibilities’ roles and responsibilities’

Partners in Learning NetworkPartners in Learning Network http://us.partnersinlearningnetwork.com http://us.partnersinlearningnetwork.com

““Teachers lack time and opportunities to view each other’s classrooms, Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively.”learn from mentors, and work collaboratively.”

““Peer coaching is clearly at the centre of effective professional learning.”Peer coaching is clearly at the centre of effective professional learning.”

““Effective professional learning is intensive, ongoing, focused on the Effective professional learning is intensive, ongoing, focused on the classroom and occurs during the teachers’ workday.”classroom and occurs during the teachers’ workday.”

““When all teachers in a school learn together, all students in the school When all teachers in a school learn together, all students in the school benefit.”benefit.”

““Highly effective schools enabled teachers to learn from one another by Highly effective schools enabled teachers to learn from one another by providing time and support for educators to co-plan learning activities, providing time and support for educators to co-plan learning activities, observe each other teach, and reflect on what they saw.”observe each other teach, and reflect on what they saw.”

““If you want good teachers, you need to have good teachers train them.”If you want good teachers, you need to have good teachers train them.”

ResearchResearch

Learning Journeys/Three Way InterviewsLearning Journeys/Three Way Interviews

‘‘About student-led conferences and three-way About student-led conferences and three-way conferencesconferences’ ’

http://assessment.tki.org.nz/Reporting-to-parents-families-and-whanau/http://assessment.tki.org.nz/Reporting-to-parents-families-and-whanau/Examples-and-templates/About-student-led-conferencesExamples-and-templates/About-student-led-conferences

““The process gives students an opportunity to share with their parents The process gives students an opportunity to share with their parents their growth as a learner. They accept accountability and responsibility their growth as a learner. They accept accountability and responsibility for their progress and achievement, and demonstrate a growing for their progress and achievement, and demonstrate a growing understanding of their development as independent learners.”understanding of their development as independent learners.”

““Some schools set up stations, often for the younger students, where Some schools set up stations, often for the younger students, where students and their parents move around looking at different aspects of students and their parents move around looking at different aspects of learning.”learning.”

““Schools regularly modify and improve their processes each year as they Schools regularly modify and improve their processes each year as they respond to feedback from their community and strengthen their practices respond to feedback from their community and strengthen their practices in this area.”in this area.”

ResearchResearchLearning Journeys/Three Way InterviewsLearning Journeys/Three Way Interviews

‘‘Student-led and three-way conferencesStudent-led and three-way conferences’ ’ http://www.assessmentforlearning.edu.au/professional_learning/student_self-http://www.assessmentforlearning.edu.au/professional_learning/student_self-

assessment/student_strategies_enhance.html#1assessment/student_strategies_enhance.html#1

““The setting of learning targets, or goal-setting, is an intrinsic part of the The setting of learning targets, or goal-setting, is an intrinsic part of the iterative nature of self-assessment.”iterative nature of self-assessment.”

““Students will increasingly assume responsibility for setting their learning Students will increasingly assume responsibility for setting their learning targets and also for the monitoring or tracking of those targets. In practice, targets and also for the monitoring or tracking of those targets. In practice, of course, students' ability to do this will vary, and teacher assistance will of course, students' ability to do this will vary, and teacher assistance will be more important to some students than others.”be more important to some students than others.”

““As with other aspects of instruction, the use of modelling and explicit As with other aspects of instruction, the use of modelling and explicit teaching is of relevance here. Teachers commonly use the SMART teaching is of relevance here. Teachers commonly use the SMART acronym as a way of guiding students in the design of a learning target.” acronym as a way of guiding students in the design of a learning target.”

S = Specific S = Specific M = Measurable M = Measurable A = Achievable or Attainable A = Achievable or Attainable R  = Relevant R  = Relevant T  = Time-boundT  = Time-bound

How did our plans change along How did our plans change along the way and why?the way and why?

After parent feedback from Term 2 Learning After parent feedback from Term 2 Learning Journey/Three Way Interview – we scheduled Journey/Three Way Interview – we scheduled open classrooms and formal interview for Term open classrooms and formal interview for Term 4.4.

We narrowed down the focus to ‘step by step’ – We narrowed down the focus to ‘step by step’ – went for depth rather than breadth.went for depth rather than breadth.

At the beginning each stage did their own thing. At the beginning each stage did their own thing. We came together to share with whole school We came together to share with whole school then refined the process to have a more uniform then refined the process to have a more uniform approach (specific KLA focus per term across approach (specific KLA focus per term across the whole school).the whole school).

What difference did our actions What difference did our actions make?make?

For staff:For staff: More confident using ICT in classroom.More confident using ICT in classroom. Shift to partners in learning (teachers with students).Shift to partners in learning (teachers with students). Ability to see what is happening across the school not Ability to see what is happening across the school not

just in our stage.just in our stage. Parent feedback affirmed our hard work.Parent feedback affirmed our hard work. Hands on workshops focused on things that were helpful Hands on workshops focused on things that were helpful

and immediately being able to be used.and immediately being able to be used. Has built stronger camaraderie within the staff Has built stronger camaraderie within the staff

group/team.group/team. Helped provide a basis for professional conversation; Helped provide a basis for professional conversation;

we feel more confident to share with each other.we feel more confident to share with each other. Made our teaching more authentic.Made our teaching more authentic.

Evidence.Evidence.

Evidence.Evidence.167 parent surveys returned after Learning Journeys in 167 parent surveys returned after Learning Journeys in

Term 3 compared to just 46 in Term 2 – WOW!Term 3 compared to just 46 in Term 2 – WOW!

Parent Comments:Parent Comments:

““This is an excellent idea to encourage the kids to come This is an excellent idea to encourage the kids to come home and actually talk to us about what they are doing.”home and actually talk to us about what they are doing.”

““We appreciate the opportunity to have an insight into our We appreciate the opportunity to have an insight into our children’s learning and progress.” children’s learning and progress.”

““A great way to connect one on one.”A great way to connect one on one.”

““Jacob is very proud of his work, he can see where he has Jacob is very proud of his work, he can see where he has improved also know where he needs a little work.”improved also know where he needs a little work.”

““I think it is great that the students are able to talk us I think it is great that the students are able to talk us through the processes involved in their learning. Thank through the processes involved in their learning. Thank you!”you!”

Evidence.Evidence.

Evidence.Evidence.

Evidence.Evidence. ““It is so good to be working through these ‘skills’ It is so good to be working through these ‘skills’

with others and have someone to help if you get with others and have someone to help if you get stuck.”stuck.”

““Loved it. So worth our time. Great to find so many Loved it. So worth our time. Great to find so many new resources and look back at others.”new resources and look back at others.”

““This is just what I have needed. The talent in this This is just what I have needed. The talent in this area of our young staff members has been utilised area of our young staff members has been utilised today. I loved this workshop.”today. I loved this workshop.”

““Thank you. Wonderful sharing of the talents of Thank you. Wonderful sharing of the talents of staff who helped those of us who are a little staff who helped those of us who are a little challenged!”challenged!”

Evidence.Evidence.

Evidence.Evidence.

““Such an insightful and practical workshop, what Such an insightful and practical workshop, what great ideas I can use in my own classroom.”great ideas I can use in my own classroom.”

““An excellent workshop affirming some of my An excellent workshop affirming some of my current practice (that made me feel very good current practice (that made me feel very good ) ) and giving me more ideas to go with.and giving me more ideas to go with.””

““Great to learn from a colleague with enormous Great to learn from a colleague with enormous experience and knowledge.”experience and knowledge.”

““I loved watching you in action (video clip). I also I loved watching you in action (video clip). I also loved seeing some THRASS resources I haven’t loved seeing some THRASS resources I haven’t seen before.”seen before.”

What difference did our actions What difference did our actions make?make?

For students:For students: Younger students have the ability to reflect.Younger students have the ability to reflect. Improvement in oral language.Improvement in oral language. Flexibility to represent their learning in different Flexibility to represent their learning in different

formats.formats. Feeling of ownership of their learning.Feeling of ownership of their learning. A feeling of pride to be given the opportunity to A feeling of pride to be given the opportunity to

share their learning with their families.share their learning with their families. An awareness and understanding of their An awareness and understanding of their

strengths and weaknesses.strengths and weaknesses.

Evidence.Evidence.

Reflecting on the Learning Journey process Reflecting on the Learning Journey process K-6 – students’ perspective.K-6 – students’ perspective.

Video InterviewsVideo Interviews

What have we learned from the What have we learned from the LTLL Project?LTLL Project?

Can be difficult to get students to identify specific skills that Can be difficult to get students to identify specific skills that they would like as goals rather than just the ‘big picture.’they would like as goals rather than just the ‘big picture.’

Quality not quantity.Quality not quantity. Across our staff we have a broad range of skills to share Across our staff we have a broad range of skills to share

with one another and to be creative with the resources that with one another and to be creative with the resources that we have e.g. RFF ICT.we have e.g. RFF ICT.

It is ok to make changes and it is ok to be apprehensive.It is ok to make changes and it is ok to be apprehensive. New technology skills and we have built upon previous New technology skills and we have built upon previous

skills.skills. How to reflect and how to get our students to reflect.How to reflect and how to get our students to reflect.

About Learning Journey/Three Way Interview initiative.About Learning Journey/Three Way Interview initiative.

A range of assessment tools that we can further explore as A range of assessment tools that we can further explore as a result of the whole Learning Journey/Three Way Interview a result of the whole Learning Journey/Three Way Interview process.process.

What now?What now? Continue to incorporate Professional Development Continue to incorporate Professional Development

Workshops into the staff meeting agenda.Workshops into the staff meeting agenda.

Continue with the implementation of Learning Continue with the implementation of Learning Journeys/Three Way Interviews – sustainable because it Journeys/Three Way Interviews – sustainable because it will become part of our practice and part of our Literacy will become part of our practice and part of our Literacy and Numeracy plan.and Numeracy plan.

Develop a Learning Journey/Three Way Interview Scope Develop a Learning Journey/Three Way Interview Scope and Sequence & outline procedures (staff days in Week and Sequence & outline procedures (staff days in Week 11)11)

Continue to look at research to assist with Learning Continue to look at research to assist with Learning Journeys and Three Way Interviews, goal/target setting.Journeys and Three Way Interviews, goal/target setting.

Continue with colleague observations.Continue with colleague observations.

The The End!End!

Thank you for listening to Thank you for listening to our presentation.our presentation.