Who shares the responsibility

 


Individually staff were asked to go through each of the parameters and place an X or an O. The X was for whether they believed the responsibility of that parameter lay with leadership or an O being the responsibility of the classroom teacher. Staff then discussed their answers with their table. Some indicated that responses were changed. Responses changed didn't move from one to the other, but more if a parameter could be interpreted as the responsibility of both. An example was given, "Even the parameter of 'Principal as Lead Learner' could be viewed as both the responsibility of the individual leadership member but also the responsibility of the classroom teacher as although they have to actively lead and be involved with the learning, the classroom teacher needs to help support that." Another said "'Allocation of System or School Funds for Learning' parameter might be strategically or systematically managed by leadership, but we only know what to spend our money on and whether it is having a worthwhile impact on the students if we communicate that with them."

Comments

Post a Comment

Popular posts from this blog

Revising the Parameter 1 and 14

Image
 Staff were asked to re-reflect on  Parameter 1 and the shared beliefs and understandings articulated by Lyn Sharrat. We had completed this same activity 12 months earlier and wanted to gain a sense of where we were placed collectively. Staff were asked to give a rating from 1 to 10 to indicate how much they believed in each of the statements and were encouraged to give a reason as to why they believed what they did. These ratings and reasons were collected anonymously. Then redistributed. Staff then stood behind the chairs, reading out the rating and reason they had been handed.  The photo below indicates where staff now sit with the statement: All leaders, teachers and students can articulate what they do and why they lead, teach and learn the way they do. The photos below are the staff's reaction to: High expectations and early and ongoing intervention are essential. The photos below are of staff's reaction to: All teachers can teach to high standards given time and th...
Read more

Going back to the Data Wall

Image
The following staff meeting was presented by the Learning Collaborative team. Time was spent selecting students for the next CMM. Teachers completed a Chronicle entry using the Case Management Meeting template on Compass . There was also a d iscussion of support such as Drew’s time (Thursday 9:00am - 10:00am). His time can be booked to release staff for Learning Collaborative engagement and a timetable for purpose and booking was shared.  Kim Post shared how her time has been used by staff and announced her availability continues (Monday to Thursday 9:00am - 11:00am). Staff shared how she had modeled the unpacking of Learning Intentions, co-constructed Success Criteria with students, and coached teachers around the construction of BIU walls and anchor charts that support student learning. Moving forward, she might be utilised as an extra set of hands in training students how to use the wall and effectively find stars and stairs in their own and others work. This staff meeting high...
Read more

Establishment of the SAIP for 2024

Image
After reviewing data from the Tell Them From Me Survey, NAPLAN, the data wall movement concerning Learning Progressions, and the focus of every Case Management meeting in 2023 around sentence structure, it became evident that there was a significant need to focus on improving student outcomes in sentence formation. Based on these findings, the School’s Annual Improvement Plan (SAIP) for Learning and Teaching was set to center on this goal. The Learning and Teaching Action Team, in consultation with staff and the Learning Collaborative Team, developed specific actions to address this goal and agreed on measurable indicators of success. The team also sought support from the Catholic Schools Office, which provided guidance and supply of some professional learning, recognizing that other schools in the region were also prioritizing similar goals around writing and sentence structure. Despite positive trends in the Diocesan writing data, the school acknowledged that continued investment i...
Read more