1. 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

2. Preparing for Learning Together Today Session 1: Learning together in community as active, evidence- informed, adult learners. Session 2: Offering students the best possible education – what does this mean? And what guides us to this? Session 3: How do we know what is essential for students to learn?

3. Running Reflection Scaffold

4. Photo Chat in triads Sharing your Photos or Object – you were asked to ‘bring a photo (or object) along to the first day that reflects something important about you as a teacher OR a learner” 1.Cold read: Partners share what they think the photo or object reveals - facts + inferences “I can see...” 2.Informed read: Owner shares their intent and the story behind the image

5. Debrief What did you notice about the assumptions or inferences you brought to your ‘cold read’ of your partner’s photo? What sort of evidence worked well to communicate who we are as learners and teachers?

6. How will we learn together in this course? Diversity of the group – what are the implications for learning together? Refer to Q9 responses in the handout: ✔ responses that are like you ✗ responses that are different to you Any opportunities or conflicts you can see?

7. This group thinks students learn best when... See your responses to Q9. in summary ->

8. So, who are we? a summary of our similarities and differences...

9. Learning Pathways possible in this Course Workshop based learning Site-based learning in schools Smaller group learning –Ideas Cafes –Common Interest Study Groups Self-paced online learning in community Learning Leader support

10. 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

11. 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

12. Preparing to View Learning Stories Table Groups: Orientation to the Task Split so that half the table focus on: >>> What students are learning... While the other half focus on: >>> How students are learning...

13. What were students learning? How were students learning? How does this relate to my previous experience?

14. Debrief How and what were students learning? How did the teacher enable their learning? How and what was this teacher learning?

15. Running Reflection Scaffold

16. Tea- time

17. Educational Goals for Young Australians What is the Melbourne Declaration on Educational Goals for Young Australians?

18. Reading the Melbourne Declaration Individually – Read and reflect on Goal 1 and 2 Highlight or Underline and mark up: ✓ Ideas that you strongly agree with & why ? Ideas you have questions about

19. How did our group responses align? Refer to the Q7 group responses (passed around by facilitators...) With a Partner, highlight the alignments between what our group thought and the actual goals. Refer to Q5 or Q7 in your own Learner Profile – is there anything else you’d like to add?

20. Learning Story Analysis Form groups of 3 – each person chooses a focus from the Melbourne Declaration Goals for Young Australians on P. 15 : –View the Learning Story –Reflect individually (3 mins) –Share what you noticed in your Triads (groups of 3)

21. The Melbourne Declaration of Educational Goals for Young Australians Successful LearnersCreative and Confident Individuals Active and Informed Citizens Jot down on p. 15

23. Running Reflection Scaffold

24. OVERVIEW VELS – Victorian Essential Learning Standards Outline what students should learn and develop between Prep to Year 10 Statewide standards to plan, assess and report

25. Partner Task Choose one of the Principles underpinning VELS Find someone in the room with the same Discuss the implications in light of your past experiences of Teaching and Learning. Now find someone with a different principle and discuss the relationship between the two principles

26. Refer to VELS structure in folder Three Main Strands Each strand is divided into key learning Domains - divided into six levels (prep-10) Each of the Domains is articulated via Dimensions See also AusVELS: http://www.vcaa.vic.edu.au/foundation10/curriculum/intro.html

27. Working with VELS Jigsaw Split into Primary and Secondary Groups – view film Form Triads (Groups of 3) –Each individual chooses ONE different VELS domain to consider from those listed: Secondary – see pps 23-32: Communication OR English OR Interpersonal Development) ; Primary – see pps 33-39: Thinking Processes OR English OR Science) –Find two other people looking at the same domain –Follow the prompts for Tasks 1-5 on P. 22 –Return to your Table and Share different perspectives

28. Ideas Cafés and Study Groups for Tomorrow Which system frameworks or guidelines would you like to explore further? –Curriculum Café –Effective Teaching Café – ( e 5 capabilities) –Assessment Café (As, of and for learning)

29. Running Reflection Scaffold

30. 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 DAY TWO

31. Reflections and Connections Group Check-In Discuss in pairs how you feel about yesterday... How are you travelling?

32. Challenge for Today: Who’s in your Learning Community? By the end of today, you will have completed a Learning Community Matrix that identifies the people in your Learning Community

33. Who are the people in my Learning Community? Name? My last School? Someone or some experience that has influenced your choice to become a teacher? My Learning Community © EdPartnerships International 2012

34. Day 2 Session 1: What kind of teaching enables the best possible education? Session 2: Ideas Cafes – exploring resources that help us to better understand system frameworks and guidelines Session 3: Preparing for our site visits and personalised inquiries + Using our Wikispace

35. What is considered Effective Teaching in Victoria? e 5 capabilities – as a tool for reflection

36. e 5 Instructional Model - Capabilities Purpose: Support teachers to reflect on their practice Five Domains of Practice: Engage, Explore, Explain, Elaborate, Evaluate. A set of capabilities has been identified – practices all teachers need in order to perform effectively We asked you to reflect on your (e 5 ) capabilities in the pre- workshop Learning Needs Analysis Survey (Qs 18-31).

37. Each Table allocated one set of professional capabilities listed below each heading. View: Learning Story Analysis: what are the signs of the capabilities in action? Debrief: What examples did your table come up with? Conceptual Understanding

38. Application of Capabilities Look at your individual profiles and the three teacher capabilities you identified as strengths. Which domain of practice do they relate to? (Ref p. 44) Choose one of your strong capabilities – See your individual profile Q 32. Now on p. 41 of your notes, jot down some insights about a time when you made use of this capability in your practice to progress valued student learning. You will be sharing your story in a group of 3.

39. Sharing Strength Stories – 10 mins each Groups of 3 Presenter 1: Share your story – (3 mins) – group takes notes Learning Partners: Ask clarifying questions (2 mins) Learning Partners: Discuss and analyse what you see as the contributing factors to the success. Presenter does NOT join in yet (3 mins) Presenter reflects (2 mins) Rotate Roles – Presenter 2 (10 mins) then Presenter 3 (10 mins)

40. Running Reflection Scaffold

41. Tea- time

42. Session 2 Ideas Cafes – exploring resources that help us to better understand system frameworks and guidelines

43. 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

44. TRC Learning Framework

45. Ideas Cafés Choose one of the two cafés offered today (you will be able to work through all three over the course): –Curriculum Café (exploring VELS): –Effective Teaching Café – (exploring e 5 capabilities) –Assessment Café (As, of and for learning)

46. Ideas Cafes You have till Lunch to explore your area of interest. KWL what we (might) Know already what we Want to know or have questions about what we Learn or discover from our collective inquiries Identify a manageable focus for your mini-inquiry with support from your learning leader. Explore a range of print resources on your own using the scaffold provided to document your learning. Reconvene to share what you have learned.

48. Running Reflection Scaffold

49. Use PoLT as a lens to reflect on this teacher’s practice – identify their strengths. (p.42-3) Now reflect on this teacher’s practice using the e 5 capabilities – which capabilities could be strengthened to improve the learning experiences of students? (p.44) Secondary Learning Story

50. Site Based Learning How might the opportunity of site-based learning assist you to further explore your questions about curriculum frameworks, effective teaching, assessment and/or the goals of education? What are some questions we can take to the Site-Based Learning Leaders – please indicate if these are for primary or secondary? Refer to folder for site based learning information see P. 46.

51. Site Based Learning Arrive at 9:10 for 9:20 start – go to the Office to sign in and get directions Meet with Site-Based Learning Leader and your EdP Learning Leader – they will provide an introduction to the school and some responses in light of your questions Classroom Observation – focused on curriculum, pedagogy or assessment in action Debrief with Site-Based Learning Leaders and Teachers Lunch Analysis and discussion about School Documents related to the system frameworks. Panel discussion.

52. Running Reflection Scaffold

53. Reading before next time... Please Read -> Assessment Of Learning, For Learning, As Learning (Earl 2003) As you read – Underline or highlight and mark up ✓ Ideas that you strongly agree with & why ? Ideas you have questions about