Devonport Collective Department of Education COLLABORATIVE EXPERTISE Griffin Protocol – Assessment for Teaching

Organisation Whole staff session Protocol Morning Tea in Student Centre Protocol Return to your own school

Acknowledgement of Country We would like to acknowledge the traditional custodians of this land and pay our respects to the Elders past, present and future for they hold the memories, the traditions, the culture and hopes of the Tasmanian Aboriginal people.

Learning Intentions To develop understanding of why we should work together To minimise within-school variability To maximise inter-school reliability To maximise teaching quality through the use of collaborative expertise

Why work together?

A YEAR’S WORTH OF PROGRESS A consistent understanding across schools TEACHERS AS LEARNERS Develop a culture of trust and shared responsibility Focus on a culture of evidence STUDENTS AS LEARNERS Evaluating our impact on learning What do we work together on?

How Do We Work Together?

4 Key actions for every teacher 1.Know where students are in their learning 2.Know the literacy and numeracy demands and opportunities of their learning area/s 3.Use effective, evidence-based teaching practices and strategies 4.Reflect on teaching practice

1.Know where students are in their learning How do we know where our students are in their learning? How do we know the level of progress expected in the relevant curriculum area/s or framework? How do we use assessment data?

2.Know the literacy and numeracy demands and opportunities of their learning area/s What systematic processes do we have for considering the literacy and numeracy demands? How do we build consistency in Literacy and Numeracy practices in all learning areas?

3.Use effective, evidence-based teaching practices and strategies How do we know what they are? How do we select the most effective strategies? How de we ensure continuity and fidelity of practice?

4.Reflect on teaching practice How do we measure our impact? How do we know that we have ensured one year’s growth for one year’s input? How do we know when our students have learnt it or not? How do we identify personal/team/school professional learning needs?

Griffin Protocol Underpinning drivers of the protocol: – All students can learn- Development not deficit – Evidence not inference- Do, Say, Make, Write – Targeted teaching- Zone of Proximal Development (ZPD) – A culture of challenge- Consensus decision making

A Culture of Challenge In Platt and Tripp’s (2008) research into collaborative communities, less effective teams were categorised as either: – ‘toxic’ marked by many kinds of negativity – ‘laissez faire’ with members left to do their own thing And surprisingly… -‘congenial’ willing, supportive and nurturing...but…their desire for empathy and understanding allowed mediocrity to go unchallenged. The most effective collaborative communities? - Characterised by a culture of respectful challenge

A Culture of Challenge What does it look like? Focused on the effects of teaching on student learning rather than on the teachers themselves Focused on evidence not the authority or expertise of the teacher Shared responsibility for supporting each other to teach effectively No reassuring messages when students didn’t learn what they needed to learn Choices of teachers open to examination and revision

A Culture of Challenge What does it sound like? ‘Could you please show me where you found evidence of that in the student’s work?’ ‘I’m wondering if there is a step before the goal you’ve suggested that might be worth considering?’ ‘What evidence have you seen of this strategy being effective in situations like this?’ ‘If we look at the Achievement Standard, can you show me where it refers to the evidence you’re discussing?’

A Culture of Challenge Consensus Decision Making

Collecting Data PredictReflect What are my/our current practices? What are the possibilities of the protocol? What are the opportunities presented in the protocol? What are some other valued practices that may be important for us to learn about? Key Action 1 Know where students are in their learning Key Action 2 Know the literacy and numeracy demands and opportunities of their learning area/s Key Action 3 Use effective, evidence- based teaching practices and strategies Key Action 4 Reflect on teaching practice

Learning Intentions: To develop understanding of why we should work together To minimise within-school variability To maximise inter-school reliability To maximise teaching quality through the use of collaborative expertise

Final Messages Suspend judgment - a spirit of goodwill Learn by Doing– Ready, Fire, Aim All research and readings readily available to you on O365 (see link in )

Feedback 1.Please continue to fill in your Feedback form and hand to your facilitator at the end of the day 2.Please complete the survey (see s) Primary:

Devonport Collective Department of Education COLLABORATIVE EXPERTISE Griffin Protocol – Assessment for Teaching

Learning Intentions: To develop understanding of why we should work together To minimise within-school variability To maximise inter-school reliability To maximise teaching quality through the use of collaborative expertise