Northern Metropolitan Region School Improvement Strategy Flavia Vangelista Reservoir West Primary School Curiosity and Powerful Learning

Northern Metropolitan RegionSchool Improvement Strategy

Flavia Vangelista

Reservoir West Primary School

Curiosity and Powerful Learning


Reservoir West Primary School has recently undergone a major rebuilding program the 3 stages taking five years to complete. This has provided us with a completely new school, boasting ICT-rich and flexible learning areas. These learning areas are grouped around a common area. This allows teachers and students to explore innovative methods of teaching and learning. It allows for collaborative work, opportunities to observe pedagogy in action, and is assisting in building a more precise, collective enquiry into best practice.


Over the years, enrolment numbers have been increasing steadily and so too, have our teacher numbers. We are fortunate to have teachers with a range of experience, who have melded together as a group. Leadership and teachers work together in a collaborative culture stressing learning for all.

Over the past 4 years Reservoir West Primary School has been involved in the Northern Metropolitan Region “Achievement Improvement Zone” project designed to support changed practice in schools. The focus has been on improving teacher practice in the areas of literacy, numeracy and behaviour management to deliver powerful learning.


With a commitment to continuous improvement, through regular professional learning sessions we have endorsed and implemented the explicit teaching and learning strategies in the approaches of John Munro, Peter Sullivan and Ramon Lewis.

Whilst the AIZ approaches are embedded in the practice of teachers who have been through the AIZ journey from the onset, a focus is to continue addressing the needs of teachers who range widely in experience and who have come in at different stages of the journey. We aim to achieve this by providing training and support for implementation at individual or team levels through professional development provided at school or region level.


Identified parts of ‘Powerful Learning’ Strategy (2009) to focus on the quality of our teacher practice.

In 2010 we were involved in Instructional Rounds – created Theories of Action in related to school observation

- If teachers extend the students’ capacity to take more responsibility for their own learning, deeper and more powerful learning will occur.

-When teachers provide students with constructive feedback, learning is consolidated and future directions established.

Collegiate visits were an integral part of our learning culture – providing documented evidence and feedback.

For all our students to be literate, numerate and curious.

The Goal:

Key Levers for School Improvement

Our school improvement journey became clear through:

Participation in Action Improvement Zone – working on the explicit teaching and learning strategies via professional development in literacy, numeracy and behaviour management.

Instructional Rounds. Peer Observation. School Review served as a catalyst – analysis strengths & areas

for improvement. ‘Powerful Learning’ Model – focus on improvement – e5 model,

POLT Shared vision and ownership - engaging and empowering staff to

ensure ownership and take-up, moving one-step at a time, integrating, individualising.

‘Curiosity’ element aligned with the Theories of Action now providing strategies for teachers to work on their practice with greater precision.

Curiosity

If teachers, strongly supported by their schools, explicitly and consistently incorporate the theories of actions in their teaching, then our students’ curiosity will enrich their learning skills and their spirit of enquiry.

What Will Make a Difference? Clearly articulated vision and commitment. All teachers

‘on board’ with our direction to enhance students’ curiosity.

Whole School Theories of Action integrated into the school’s culture.

Theories of Action for the Teacher integrated into a teacher’s professional repertoire. Provision of strategies for teachers to work on their practice with greater precision, linking specific teaching strategies with curiosity-driven learning. Encompass a clear narrative that everyone can understand and use to give purpose to their work.

“How” “Who”

“What”

The Big Picture

When the Theories of Action are supported by the school and incorporated explicitly and consistently by teachers in their teaching they will enhance students’ curiosity and increase their desire to learn.

• Describe intended impact on teacher practice• Identify measures to monitor impact on teacher practice

• Articulate an aligned whole school vision for student learning and enhanced curiosity• Tool for developing high-quality teaching and learning protocols

Leadership TeamTeachers

Theories of Action

If we do the following…If we do the following…

•Make learning intentions and learning outcomes explicit•Make learning tasks purposeful, clearly defined, differentiated and challenging•Deepen levels of student understanding by employing high-order questioning•Connect feedback to data•Use assessment For Learning

•Regular timetabled Professional Learning sessions•Collegiate visits

Core Instructional

ProgramSix Theories of Action for the Teacher

Professional Learning

•Maintain high expectations•Establish authentic relationships•Generate an emphasis on enquiry focused teaching•Adopt consistent teaching protocols

Whole School Approach Theories of

Action

Plan of Action …then we will impact in

the following way …then we will impact in

the following way

• Give students more control over their own learning•Provide powerful, progressive and precise learning•Encourage curiosity by asking students to analyse, synthesise and evaluate•Direct and focus student learning•Understand where students are in their learning, where they need to go next and how best to get there.

•Professional learning in collaborative teams focuses on exploration and sharing of teaching & learning practices•Disseminate resources to support instructional practice•Develop self-efficacy for teachers

• Improve student confidence • Improve student achievement• Increase student capacity to

learn • Achieve vision for skills and

competencies• Increase student curiosity• Personal, meaningful, relevant

environment

…and our students will be

• Engaged

• Motivated

• Curious

learners

Teacher practice will be enhanced

Whole school will develop as a learning community

…and our students will be

• Engaged

• Motivated

• Curious

learners

Teacher practice will be enhanced

Whole school will develop as a learning community

•Student curiosity enriching their learning skills and their spirit of enquiry•Student motivation•Student engagement•Enhanced teacher practice

Professional

Development

Use of Data

Instructional Rounds

Improve pedagogic

al knowledge

Teach collaborati

vely

Assessment For

Learning

Peer Observatio

n

Feedback

Reflection

•AIZ - Strategies•Peer Observations•Working collaboratively•Ongoing Professional Development•‘Powerful Learning'

Current State Future State

Setting Directions

Whole School Theories of ActionWhat’s Our Current Status?

Theory of Action Where Are We? Some Examples of Evidence

1. Prioritise High Expectations & Authentic Relationships

On a scale from 1-5 to what extent is this practice in place at our school?

Circle one:12 3 4 5 Not at All Full Implementation

2. Emphasise Enquiry Focused Teaching



3. Adopt Consistent Teaching Protocols



4. Adopt Consistent Learning Protocols



Six Theories of Action for the Teacher

What’s Our Current Status?Theory of Action Where Are We? Some Examples of

Evidence

1. Harness Learning Intentions, Narrative and Pace

On a scale from 1-5 to what extent is this practice in place in our team?


2. Set Challenging Learning Tasks

3. Frame Higher Order Questions

4. Connect Feedback to Data

5. Commit to Assessment for Learning

6. Implement Cooperative Groups

Scope & Sequence

Teaching & Learning Protocols High Expectations Enquiry Focused Teaching

Authentic Relationships

Learning Intentions

Narrative & Pace Challenging Tasks Higher Order Questioning

Assessment For Learning Feedback & Data Cooperative Groups

Professional Learning

Support, Action & Accountability

Whole Schoo

l Theories of

Action

Teacher

Theories of

Action

2012

2013

2014

Linking the Theories of Action with School Strategic Plan

Goals identified in SSP

Indicators from the Theories of Action related to goals

Where are we now?

Where do we want to be?

What student evidence will tell us we’re there?

What do we have to do differently or learn to get there

Who can help us?

Who is monitoring/how/when?

Teachers develop shared beliefs and explicit teaching practice

•Teaching Protocols

•Learning Intentions

•Narrative

•Pace

•Explicit strategies implemented via AIZ approaches in literacy & numeracy

•E5 Instructional Model for enquiry & problem solving

•Collegiate visits

•Instructional Rounds

•Teaching models introduced

•Consistent & cohesive policies & procedures

•Planning & practice analyses and addresses the full range of learning needs of students providing coherence and continuity

•Teaching models established

•Visual displays promoting teaching model

•Relevantdocumentation

•Increase level of engagement

•Increase level of understanding

•More powerful, precise learning

•Greater student ownership of the learning process

•Common language of instructional process

•Lesson models

•Moderating

•Self & peer evaluation

•Lesson templates

•PLT

•Colleagues

•Professional Learning meetings

•Scheduled meetings

•Direct Observation-Collegiate visits-Peer Observation

•Data from School Level Report

•Student Survey

TOARelat

eTo

SSP

A Yearly Action Plan

Reflection

Documents

Northern Metropolitan Region School Improvement Strategy Flavia Vangelista Reservoir West Primary School Curiosity and Powerful Learning