1. Professional Learning Teams at Charles La Trobe College Prep – Year 6 Prep – 4 and Years 5 & 6 Years 7 & 8, Years 9 & 10, Years 11 & 12

2. Creating the PLT Focused on what the student can do ‘Don’t should on the kids’ Group of 6, meet for an hour Across year levels and disciplines Regular meetings x 2 term (5 weeks) Follow the format for the sessions Willingness to discuss strategies and challenge ideas Come prepared – bring evidence/ideas Accountable to the group PLT log for every students – evidence for next time

3. Format of the sessions 1.Identify the levels for study commonalities across students 2.The levels describe what they need to learn consider, discuss for some common understanding 3.Decide where you want to take them goal setting 4.Discuss how they might be taught comprehension Strategies 5.With what? Support/resources 6.How long will you work on this? timeline 7.Review the progress gather evidence What are the students making, saying, writing and doing? What inferences can I draw from these and the data – challenge these inferences so that teachers discuss more deeply and justify ideas

4. Professional Learning Team Log School code: Date: Student code: Level: Review data: 1. Is the level on the path in relation to evidence classroom? If not, what suggest? Why? way what was expected collected in the level does the evidence 2. What specific learning goals are set to support this student’s development and progress? 3a. What specific teaching strategies will you use to achieve these goals? 3b. What resources are needed? Share with student 4. What evidence (do, say, make, write) would show the goals are met?

5. What to look for… Differentiation of instruction in the classroom Knowing what did work and didn’t work and having evidence of this Identifying where we don’t know what to do and taking action to find out Small group consensus

6. Primary Campus PLTs Learning Leader workshopped the process with the staff Whole school P-6 Years P-4,Years 5&6 Years P-2, Years 3&4, Years 5&6 Meetings every 6 weeks Using the data, following the process

7. Primary Campus PLTs Meet fortnightly Start with data Structure followed, Learning Logs completed Professional learning needs highlighted –Strategies and activities –Use of data tools Process reviewed at Learning Leader and SIT meetings

8. Secondary Campus PLTs LL described the process at the SIT meeting and presented an example to the staff meeting Walked through the process as if they were one big PLT – developing understanding and expectations The timetable has ‘team’ time. PLT placed in this structure – provided focus and minimised ‘administrivia’ Reviewed at SIT meetings and LL meetings

9. Understanding the data…. Rocket Statement Level C - Paraphrases words or phrases to locate them in a text and read on and read back to combine information to infer meaning. Processes information presented out of chronological sequence; recognises textual features What we think it means Paraphrases words or phrases to decode text. Gains meaning from reading more than just one sentence. Combines the information to understand. Can understand what has been read even if it not in chronological sequence. Understands the how texts are structured (eg. Looks for headings, subheadings, illustrations) * Ask students to SAY BACK to you what they have just read, heard. Team Meeting Underline/highlight key words, and discuss the meaning or gist of the paragraph. Try putting into your own words…what does this mean. Isolate the verb and provide a synonym for this, then change the phrases around it into your own words. Stop when it doesn’t make sense and try some ‘fix up’ strategies such as read around to see if you can work out the meaning from the ‘gist’ of the sentence..what word would make sense here, check to see if that is it. Domain Meeting Read aloud to consolidate and articulate the strategies that you use as a good reader. Use a place mat to share ideas about the text before reading and then check into see if they were appropriate after reading.

10. Secondary Campus PLTs Helping Scheduled time in the time table Working in teams Sharing strategies across domains See student from others’ viewpoint Letting the student know Hindering Teams are too big, need more leaders Knowledge and understanding of strategies to use Support to investigate further T&L strategies Varying processes across the teams

11. Working on … Conversations that support and challenge Growing a deeper understanding of appropriate T&L strategies/activities Consistency of practice across the college –Data collection and interpretation –The process for PLTs –Keeping it ‘fresh’ Sharing with students

12. Gathering evidence See what students at the next level are doing, making saying and writing, that’s where you want your student to be….

13. Gathering evidence How do you monitor student progress? Checklist, rubric, monitoring grid How are you gathering evidence? Work samples, video footage, teach it to someone else, presentation, create questions, capacity matrix, self assess against criteria

14. Part of what we do here…. Data and Evidence PLTs A culture of collaboration & challenge Teaching & Learning Practice