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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Where we are up to

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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...
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New team members to The Learning Collaborative Team

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At the start of 2024, the Learning Collaborative team underwent a review to ensure that all stages of the school community were represented. Following a staff vote, new members were selected to join the team. To help integrate these new members, they participated in a question-and-answer session with existing team members. This allowed them to understand the role and goals of the team within the school. Additionally, they had the opportunity to observe learning walks and attend talks with established team members, further supporting their understanding of the collaborative process. As part of their integration, the new team worked together to establish the Glow and Grow protocol, a key framework designed to inform and enhance professional learning. The Glow and Grow protocol would become an ongoing cycle throughout the year, aimed at identifying and addressing teachers’ learning needs. This approach ensured that professional development remained dynamic and responsive to individual an...
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