The learning Collaborative team engaged with learning around the Assessment Waterfall Chart. We begun by analyzing the purpose of assessment. The learning focused on how every meeting should start with data and ensuring our instructional strategies move students to learning the deeper, broader concepts that sit beyond the context of the activity. We also contemplated how learners best learn and how this might influence us as teachers of students and each other as professionals. The Assessment Waterfall Chart directly connected to the 5 Questions we ask with Learning Walks and Talks. If students are able to answer the questions then the Waterfall chart is evident. As a Learning Collaborative we discussed the importance of unpacking each section so that our students can become assessment capable learners (an effect size of 1.44). With staff we shared how The Assessment Waterfall Chart depicts all of the components of assessment as and for learning, NO amount of instruc...
Using the fishbowl technique staff viewed a Case Management Meeting which involved the Principal, Year 2 teacher, Year 1 teacher (Knowledgeable Other) and Assistant Principal (Learning and Teaching). The team viewed the work sample provided by the Year 2 teacher. The teacher had the opportunity to share the student's profile and what instructional strategies had been trialled so far. Following the script, the Knowledgeable Others made suggestions for instruction and so did each table of teachers. The team will resume in three weeks time to review the impact of the instruction. Staff agreed on the following practicalities: Our next staff meeting was to determine what data would be used to create the data wall. Staff were asked to consider, given they were within the current reporting period, their current class and place students within the Venn Diagram. Many staff used their work samples to help confirm their judgements. Teacher Assistants looked over all three classes and gave in...
In responding to teacher feedback from the earlier creation of a data wall, it was proposed that teachers create a simplified data wall to meet the writing needs of their students. Here, we share the journey our teaching staff undertook in developing their own data wall with a focus on sentence structure. Starting with Professional Reading Our journey began with a shared commitment to understanding the purpose and potential of data walls. Staff engaged in professional readings centered around norms and protocols for using data walls effectively. These readings provided a theoretical foundation, emphasising the importance of data walls and how best to use these as a team. This step was important to ensure that a shared understanding was developed by all teams, prior to the construction of our data wall. We explored the meaning of our watermark and how it centred us back to our core mission. We also examined the difference between independence and interdependence and how this related t...
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