Teacher Refresher Course Professional Learning Program Program 1 Learning Leaders: Jill Flack Maureen O’Rourke.

Slides:



Advertisements
Similar presentations
Inquiry as a Stance on Curriculum: Moving from Projects to Inquiry Kathy G. Short University of Arizona Tucson, Arizona, USA Burlington, Wisconsin,
Advertisements

© PMB 2007 Thinking Skills and Personal Capabilities Unit 6 Metacognition: Thinking About Thinking and Learning.
Substantive Conversations in the Classroom.
Day 2: Learning and Teaching Session 3: Effective Feedback NYSED Principal Evaluation Training Program.
PQF Induction: Small group delivery or 1-1 session.
RESA Implementation Sessions Day 2 Process Welcome – Before we Begin… Connect to the Internet Give copies of your Professional Development Plans to Facilitator.
A GUIDE TO CREATING QUALITY ONLINE LEARNING DOING DISTANCE EDUCATION WELL.
Principals Session: Introduction to NTI Goals and Session Framework for Principals EngageNY.org.
Strand C – In Depth. Competencies 8 and 9: The teacher demonstrates a willingness to examine and implement change, as appropriate. The teacher works productively.
Framework for Teaching Planning and Preparation Day 1 Summer 2012.
Quality, Improvement & Effectiveness Unit
Integration: LDC/MDC Strategies & the Teacher Professional Growth & Effectiveness System (TPGES) SREB August 26, 2013 KDE Effectiveness Coaches, Rebecca.
September 2013 The Teacher Evaluation and Professional Growth Program Module 2: Student Learning Objectives.
Chris John Merbein P-10 College. The initial plan was to work one-on-one with the three classroom teachers. The flaws in this plan quickly became apparent:
Planning Interventions for Instructional Success Working with Fiction Text.
Session 3: Living a Lesson Part 1 (Elementary)
PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE DAY 2 Student Success 2011 Summer Program Facilitating Learning Teams using.
Session 7: Using the Tuning Protocol to Adapt Modules
Leadership: Session #1. When we move on, people do not remember us for what we do for ourselves. They remember us for what we do for them. They are the.
Student-Centered Coaching Instructional Design and Assessment Presented by Diane Sweeney Author of: Student-Centered Coaching (Corwin, 2010), Student-
Please help yourself to a drink. We will start at 9.15a.m.
Learning Teaching and Family Support Retreat March 25, :00 am – 3:30 pm Wiki site
Pascoe Vale North Primary School
Presentation Outline 1.E5 Context 2.A perspective on coaching 3.E5 Support Resources.
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
A Framework for Inquiry-Based Instruction through
TPL Term Support Workshop. Entry Ticket Reflection How effectively am I using my precious TPL days for my own learning, for my learners,
Leading improvement using the Primary Framework. Keys to further improvement A growing body of research identifies important and interrelated keys to.
Today we will be looking in-depth at the Domain: Engage. We will be looking at the levels (1-4) within the model. A teacher can be doing the things found.
Supporting Rigorous Curriculum (Overcoming Isolationism) Participants are expected to purchase the book Results Now Instructional Leadership.
+ The continuum Summative assessment Next steps. Gallery Walk – the Bigger Picture Take one post it of each of the 3 colours. Walk around a look at the.
Learning Focused Observations BEST Leadership Roundtable February 1 st, 2012.
Teacher Refresher Course P R O F E S S I O N A L L E A R N I N G P R O G R A M Program DAYS 1 & 2.
Gradual Release of Responsibility
EngageNY.org Living a Lesson Part 1 (Secondary) Session 3, November 2013 NTI.
August 19, The current situation Fall 2008 – incoming college students needing writing remediation: 36.7% of incoming students in 2 year institutions.
EXAMINING THE MODULES: ASSESSMENT PRACTICES LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-
LeaPS Learning in Physical Science November 13, 2009 Supported by University of Kentucky PIMSER Math and Science Outreach Welcome!
11/26/2015 Developing Intellectual Skills: What You Can Do To Help Your Students Help Themselves Friday, April 19, 2013.
1 Support Provider Workshop # East Bay BTSA Induction Consortium.
Understand the purpose and benefits of guiding instructional design through the review of student work. Practice a protocol for.
Whole School Planning Lecturer: Pete Sanders Week 11: 19 July 2010 EDU4PIB – Issues in Education.
ISLLC Standard #1 Implementing a Shared Vision Name Workshop Facilitator.
INSTRUCTIONAL LEADERSHIP Supporting Common Assessments (Time for Common Assessments) © AZ Board of Regents, All rights reserved, 2012.
© 2013 UNIVERSITY OF PITTSBURGH Module 2: Engaging in Rigorous CTE Lessons Tennessee Department of Education CTE High School Supporting Rigorous CTE Teaching.
1 Learning to Lead Mathematics Professional Development.
Leadership: Session #1 Creating an Environment for Mathematical Success.
Instructional Leadership Planning with Indicators of Quality Instruction.
Module 3 21st Century Learning Design Peer Coach Training.
Citywide Expectations for
E5 – An Instructional Model in a P-6 Mathematics classroom Andrea Hillbrick.
1 Math CAMPPP 2011 Perspectives ??? Proportional Reasoning Breakout # 2.
A Deep Dive into the Mathematics Curriculum District Learning Day August 5, 2015.
Establishing Literacy Coaching in your School. Assessment as, of and for learning.
© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.
Formative Assessment and Feedback to Improve Writing CONVENING III, SECTION I.
Teacher Evaluation & CEL 5 D
Observation System Kidderminster College January 2012.
Implementation Training
TRANSITIONING TO NGSS: FROM CONCLUSION WRITING TO ARGUING FROM EVIDENCE Day 3 Craig Gabler Regional Science Coordinator ESD 113.
ELA Grade 11/12 Cohort Common Core Transition Training SY March 7, 2014 Professional Development Center (PDC) Judy Henderson, Emily Jimenez, Elizabeth.
1 Sample Introductory Rounds Session, Day 2. Learning Goals By the end of Day 2, we will:  Understand the elements of the instructional core  Be familiar.
Spelling and beyond – Curriculum
Welcome! Session 2 Theme: Instruction and Assessment
Scaffolding Lessons to Meet Students Needs
The Year of Core Instruction
Teacher Refresher Course
Analyzing Student Work
M.A.T.C.H. Professional Series: Module 11
Connecticut Core Standards for English Language Arts & Literacy
Presentation transcript:

Teacher Refresher Course Professional Learning Program Program 1 Learning Leaders: Jill Flack Maureen O’Rourke

Checking-In on our Learning Together Today Session 1: Debriefing site visits – how did they further illuminate our understanding of curriculum and effective teaching? + The role of assessment in learning. Session 2: Ideas Cafes - choices Session 3: Preparing for next classroom inquiry, self-paced learning and contributing to the the online learning community

Debriefing our School Visits Form Triads – at least one secondary per group On the Blue paper – 3 big ideas or key concepts that were important to the school you visited in their approach to teaching and learning On the yellow paper – at least 3 ‘I could do this’ ideas you have taken away from yesterday. Write in texta – you will post on wall for a Wall Walk- make sure you post your group’s ideas in one column

Wall Walks Post your groups responses together in a column One person stays by your wall to engage with walkers and explain why you have identified these particular concepts and actions Rotate after 5 mins so everyone gets to walk and talk.

What we noticed Principles of adult learning – there are connections to learning with students and principles of effective teaching Philosophies and approaches in primary and secondary overlap The ways the teachers work reflects the way the principal thinks New Q’s Could we see some responses to the selection criteria for a job applications How do we develop our teaching philosophy and refer to this in a job interview? Examples

What are the essential frameworks, policies and guidelines I need to be familiar with? How can these guide my professional learning and educational decision making so that I provide the best possible education for students? Australian System What are the essential frameworks, policies and guidelines I need to be familiar with? How can these guide my professional learning and educational decision making so that I provide the best possible education for students? Victorian System Teacher Refresher Course: Inquiry 1

TRC Learning Framework

e 5 Teacher Capabilities - Reflection Engage Develops shared norms Determines readiness for learning Establishes learning goals Develops metacognitive capacity Explore Prompts inquiry Structures inquiry Maintains session momentum Explain Presents new content Develops language and literacy Strengthens connections Elaborate Facilitates substantive conversation Cultivates higher order thinking Monitors progress Evaluate Assesses performance against standards Facilitates students self assessment

Learning Journeys Assessment as, of and for learning Using the Linking Chart – Identify what you have learned to date in this course.

Performances of Understanding Prompts Building from you you already knew Identifying what helped you to progress Showing what you now know, understand and think you can do in relation to your inquiry focus Reflecting on yourself as a learner

Using the Running Reflection scaffold Examples of when it helped to inform our teaching Examples of when it didn’t Implications for today Implications for using an INSIGHTs chart with a class in a school

Running Reflection Scaffold

Insights Chart Record your personal insights prior to MORNING TEA

Deepening our understanding of assessment Small study groups – choose a category of assessment to explore on behalf of your table Form Triads of Like Assessment Groups (As, Of or For).

Professional Reading Protocol We will be re-visiting the professional reading you did prior to today: Assessment As Learning Ch 3. Find the section of the article that relates to your category of assessment Re-read and code: = I already know OR agree with this X = I didn’t know this OR I’m not sure if I agree ? = I’ve got questions about this which are…

Reading Protocol 1.Take turns to share one example of your ✓ and ✗ codes – members of triad offer a 1 minute response 2.Take turns to share one individual question – groups discusses each Q for 3 mins each. 3.Now sort out all of the questions – try to identify themes. 4.Choose one Q that you think is a good place to start. Discuss your ideas in response to this. How could you collaboratively investigate this further?

Debriefing the Learning Brief Report Back from each Triad How could we pursue answers to our Assessment Qs? –Next site based learning day? –Self-paced learning using online wikispace materials –Other? Commitment – Make a contribution to the WikiSpace prior to Day 6: Share some answers, insights or recommendations in response to the Q you are pursuing.

Ideas Cafes What did we (your learning leaders) learn from last time? What did you learn about yourself when confronted with self-directed learning time? How can we scaffold this session to ensure that everyone has a positive learning experience? –Learning from what worked last time –Learning from what didn’t work last time

Ideas Cafes You have till Lunch time to explore your chosen area of interest Each Café has been designed with the following components –Identify the group’s questions and form smaller study groups –Choose one item to view together and one reading that is of interest to you personally –Make notes on anything that helps you gain clarity in response to your question –Share and discuss with your study group. Prepare key findings for the larger group.

LUNCH

Debrief the Ideas Cafes What worked better this time? What was still challenging? Implications for tackling the challenges – who needs to act? Day 6 Ideas Cafés – Identifying 3 priorities.

How have we used different types of assessment in this course? Learner Profiles and Needs Analysis Observing, listening and talking to you all Questions generated by the group INSIGHTS chart How have these informed our practice?

In Pairs – Prepare for visit next week How will you get the most from the day? In terms of progressing your curriculum, assessment and effective teaching knowledge, what will you be investigating and how? What else do you want to ask about while in the school? What’s your preference for shadow teacher?

What do I need to know, understand and be able to do in order to confidently apply for and work in a Victorian school? What would be expected of me as a professional in a Victorian school? Returning to School What is expected of me as a Victorian classroom teacher? What do I need to learn to strengthen my knowledge and capabilities in the classroom? Returning to the Classroom Teacher Refresher Course: Inquiry 2

The Online Learning Space How to access: teacherrefresher.wikispaces.com Commitments –Find and post a review one resource you found helpful that you think others in the group would also benefit from knowing about –Contribute a reflection about the site based learning days – new insights about teaching and learning in Victorian classrooms –Document your personal learning

Maureen: Jill: Maree: Ph: