St Agnes' Primary Learning Collaborative - a Journey for ALL staff

We started with pre-reading: Clarity: Pages 123-132. Staff then viewed the live model and explanation of the game, known as a 'Spot of Tennis.' Staff were asked to participate in a singles game for 3 mins. This is where on a piece of paper they shared one sentence of a 'key' learning from the chapter, then passed it to their partner to add to. The paper and journalling go back and forth between players until the time is up.  Staff were then asked to complete a Doubles game for 3 minutes. This is where partners combine and orally tell another partnership 'key' learnings from the chapter. Staff were encouraged to self-reflect at the conclusion of the game and consider: Where could they use this strategy in their own classroom practice? Staff then read through the continuum of Learning Intentions and Success Criteria and were asked to p lace themselves (by standing and moving) to where they believe they are on the wall (self-reflect and assess).  Staff then t alked...

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 ...

       E very Friday we share 'Faces Friday' by email... Celebrating (student name) 5S (class) Instructional strategies: M and his teacher, G, have been working on improving his vocabulary use. He received explicit instruction on how to highlight words within his own writing and was then encouraged to think of another word to replace it that is more sophisticated (see work sample below). If needed, M can use a thesaurus to help him. M now independently uses this strategy to improve his work and ensures he is applying Tier-3 words. M's learning partners who sit beside him have also started to adopt this strategy. It's a great way of celebrating and sharing what's working. It also prompts teachers to go and watch each other. We value both growth and achievement of the student and the team of teachers that support them. 11/20/22 2 Photos - View album 

Each school created anchor charts on the 'Look For's' in regards to: 1. The third teacher 2. Instructional Strategies (including Gradual Release of Responsibility, Differentiation and Accountable Talk) 3. The Assessment Waterfall 4. Robust Learning Tasks  

Within this staff meeting we covered Daily Learning Walks and Talks (LWTs). These are an instructional leadership tool for both leaders and teachers to use to move from ‘pockets of excellent practice’ to ‘school-wide excellence in classroom practice’. LWTs are powerful when used as a non-evaluative tool to grow practice in every school and system. The Five questions are useful in collecting data on how well students are taking ownership of their learning. They also inform leaders’ and teachers’ next steps in staff members’ Professional Learning. Today's meeting did not focus on the five questions. Instead it explored how a LWT can be as simple as 'walking the walls.' We started with data. Examining our 2022 NAPLAN (a reminder of our moral imperative). One of the ways we realised our data. Our principal gave each staff member a random student NAPLAN record sheet. In every area that was tested staff was asked to examine the student record card and walk to a particular place i...

We were still at a stage where people weren't booking in Case Management Meetings. So we were able to release every teacher in the school over two days to have a CMM and experience the process. Here is a sample of one of the CMM's that occurred during these days.