DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING (Insert appropriate images as selected from Image palette) NT Teaching and Learning Framework May 2008

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Purpose and content of this session Content Overview of the DEET Teaching and Learning Framework Purpose In principle support for Executive Endorsement

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Aligning curriculum, pedagogy and assessment What does learning look like? How is learning organised? How is learning monitored and measured Talf

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING principalteacher student 3. What do highly effective principals do to improve outcomes for students? 2. What do highly effective teachers do? 1. What does effective learning look like ?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Underpinning research Effective learning Bransford Brown and Coking, How People Learn, 2002 Marzano meta-analysis, 1997 Effective teaching Hattie and Marzano’s meta-analysis Queensland Schools Longitudinal Reform Study, 2000 Helen Timperley et al., 2007, teacher professional learning Effective leadership of learning Vivianne Robinson et al, 2007, leadership dimensions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 1. teachers identify and work from individuals’ current knowledge, skills and beliefs Dimension 1 Dimension 2 2. it leads to deeper understandings of concepts and their applicability Dimension 3 Dimension 4 3. decision makers are able to monitor and act on feedback about learning Dimension 1 Dimension 5 Underpinning research – What does effective learning look like?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Underpinning research – What do highly effective teachers do?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What is it that we do to make a difference to learning? Hattie’s meta-analysis

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Meta analysis research – What significantly influences learning REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Underpinning research – What do effective leaders of learning do?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Link to DEET Initiatives 8 Learning Management Questions What do learners already know? Where do learners need and want to be?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 8 Learning Management Questions What do learners already know? WHAT What do learners need and want to learn? SO WHAT How best do learners learn? NOW WHAT What resources are at my disposal? NOW WHAT What constitutes the learning journey? What is the context for learning? NOW WHAT Who will do what? NOW WHAT How will we check to see the learner has achieved the learning outcomes? WHAT How will learners and others be informed of the progress? NOW WHAT

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 8 Learning Management Questions Gathering Evidence Judging and Recording Evidence Feedback and Reporting Teaching and Learning How will we know when learners have demonstrated the learning outcomes? What do learners already know? How will we inform the learner and others of the learners progress? Where do learners need and want to be? How best do learners learn? What resources do we have? What will constitute the learning journey? Who will do what?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Link to DEET initiatives Model for teacher professional learning that improves student outcomes Principal and Teacher Performance Review Special Education Policy Guidelines EAP…. School Improvement and Operational Plans Designing for learning

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Planning for Teaching Teaching and Learning Gathering EvidenceTeaching and Learning What do I want learners to learn? How will I know when learners have demonstrated learning outcomes? What will constitute the learning journey? What are the best contexts for teaching? What resources will I use? Gathering, Judging and Recording What do learners already know? Reporting How will I inform the learners and others of their progress? Where do learners need and want to be? Who will do what?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Design for Learning Gathering Evidence Making Judgments Using reports Teaching and LearningGathering Evidence Making Judgments Feedback and Reporting How will we know when learners have demonstrated learning outcomes? What do learners already know? Where do learners need and want to be? How best do learners learn? How will we know when learners have demonstrated learning outcomes? How will I and learner inform each other of their progress? What resources are available? What is the best context for learning? What constitutes the learning journey? Who will do what?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What’s happening in schools? Grants Personnel School initiated professional learning through school initiatives Coordination of professional learning communities Research Development Implementation

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What’s next? Implementation Plan Aug 2008: Executive Endorsement - policy or guidelines? See Deb Susan Ongoing 2008: Contribution NT stories Dec 2008: Inclusion in online curriculum environment 2009: Impact evaluation