Preparation for the Staff Development Day

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The Assessment Waterfall Chart

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  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...
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A deep dive into LWT's with the Learning Collaborative Team

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We reviewed the last staff meeting that covered Learning Walks and Talks - looking for the 3rd teacher in each other's rooms. We started our meeting then with data - exploring the new analytics site and in particular the use of Hattie's effect size to determine how our school was scoring using NAPLAN Data. Interestingly, we were in the negative in each learning space - Numeracy, Language Conventions, Writing and Reading. Our Learning Intention was stated. We are learning to understand a leadership learning walk and talk so that we can continue to develop assessment-capable learners in our classrooms As a team presenting out success was based on whether participants could: - understand the purpose of a learning walk and talk - recognise the links to the assessment waterfall chart - identify what learning walks and talks are and what they are not There are two ways of authentically monitoring student progress and teacher collective capacity-building. 1. : Developing and maintain ...
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Building a Collaborative Data Wall: A Journey in Teaching and Learning

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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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