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SMARTER SCHOOLS NATIONAL PARTNERSHIPS INITIATIVE

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SMARTER SCHOOLS NATIONAL PARTNERSHIPS INITIATIVE St Mary Magdalen s Chadstone NAPLAN RESULTS!!!!! These are the cut scores from the CEO / Philip Holmes Smith red ... – PowerPoint PPT presentation

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Title: SMARTER SCHOOLS NATIONAL PARTNERSHIPS INITIATIVE


1
SMARTER SCHOOLS NATIONAL PARTNERSHIPS INITIATIVE
  • St Mary Magdalens
  • Chadstone

2
OUR CONTEXT
  • We are a small school in the south-eastern
    suburbs with approximately180 students.
  • We have previously won State Awards for
    Excellence in Literacy and Numeracy2006, 2007.

3
Our Community--
  • High ESL background
  • Varying socio-economic background
  • A significant proportion of our families receive
    welfare payments
  • Refugees
  • Children under the care of grandparents, DHS
    intervention
  • High level of learning difficulties amongst our
    studentsSevere Language Disorder, Physical,
    Social / Emotional, Intellectual as well as a
    high proportion who are just under a diagnosis
    level.
  • Over 50 /184 children access support from Speech
    Therapists, SCOPE, OnPsych psychologists or under
    the LNSLN umbrella.

4
School Improvement Goals 2008--2012
  • To develop confident, resilient life-long
    learners who are active participants in the
    changing global community.
  • To promote the academic, emotional, social and
    spiritual growth of each student.

5
WHERE IT ALL BEGAN
6
The National Partnerships Initiative
  • In Victoria, the Smarter Schools National
    Partnerships represent a partnership between the
    Australian Government, the State Government and
    the government, Catholic and Independent school
    sectors. 
  • We were selected to participate in this
    initiative due to our disappointing Literacy
    NAPLAN results in 2008.

7
GOALS
  • Build leadership capacity through coaching and
    professional learning.
  • Build teacher capacity through coaching and
    professional learning.
  • Improved monitoring of literacy performance.
  • Timely student intervention and support for
    students not achieving at expected levels.

8
The intended targets from this strategy were
  • To develop a shared vision for effective literacy
    learning and teaching.
  • To raise the standards of all students in
    literacy particularly the lowest 25.
  • That staff will embrace contemporary literacy
    pedagogy in classroom practice.
  • That all staff will participate in professional
    development in specific Literacy Teaching and
    Learning.
  • That all staff continue to collect and analyse
    data to provide strategic literacy activities
    that promote authentic learning tasks involving
    assessment of and assessment for literacy
    learning.

9
The Coach!!!!!
  • A major component of this initiative was the
    appointment of a Literacy Coach to work
    shoulder-to-shoulder in a school for oneday per
    week.
  • This required some level of adjustment by most
    staffWe believed we were working as hard as we
    couldwe now know we can work smarter and achieve
    higher results!!!!!

10
The VisionWhat we needed to do------
  • We needed to create a shared Literacy VisionThis
    now drives every PLT.
  • We created a list of non-negotiables.
  • We needed to create an Annual Literacy Plan based
    on the Sacred Landscape Document.
  • We needed to develop an impact statement where we
    could document, monitor and assess our progress.

11
FOCI from the impact statement
  • 2010
  • All teachers will use explicit comprehension
    strategies to match to the individual needs of
    the students.
  • (These strategies will sustain processing and
    expand thinking of all students)
  • 2011 and 2012
  • All teachers will use a wide range of DATA
    to inform their planning and teaching.
  • (Use of evidenceWhat the child does, says,
    makes, writes.)

12
Building the skills--
  • The role of the coach
  • model explicit teaching strategies
  • discuss the learning that was occurring
  • challenge the thinking that was happening
  • ensure explicit documentation of planning
  • raise the level of professional conversations
  • work alongside literacy leader and staff.

13
Professional DevelopmentOnsite--2010 and 2011
  • As a school we needed to provide additional time
    to specific staff to participate in weekly onsite
    professional development30 minutes per weekthis
    has been invaluable to our learning and student
    success.
  • These sessions provided feedback to teachers on
    strategies they were using and set goals for the
    next week.
  • There was a sharing of the learning that was
    occurring.

14
Offsite Professional Development
  • Throughout 2010 and 2011 the Literacy Leader
    attended 12 days of professional developmentsome
    with team and some individually.
  • We chose, as a staff, Prep4 to participate in
    Foundation days in 2010.
  • Staff in years 2, 3, 4 and 5 were also involved
    in 4 days each of offsite professional
    development in the national partnership
    initiative.
  • 5 Staff completed the TESL in 2011.
  • The Literacy Leader is completing the Experienced
    Literacy Leaders course and Literacy Support
    Leader is completing New Literacy Leaders course,

15
Structure for 2011
  • We were fortunate that CEOM recognised the effort
    we were putting into the initiative but they were
    also aware of the heavy demands a small school
    experiences in delivering quality programs.
  • Thus they provided us with extra financial
    support last year which enabled me to be fully
    released from the classroom .2 and a literacy
    support leader .1 to commence training.

16
Implementation Structure--2010
  • fociReading
  • 1st SemesterYears 3 and 5 /6 on a weekly
    basisfast track
  • 2nd SemesterYears 2 and 4 on a weekly basisslow
    track

17
Implementation Structure--2011
  • FociReading and Writing
  • Whole year---Years 3 /4
  • 1st Semester 5 / 6
  • 2nd Semester 1 /2
  • Term 4 we included the Preps in the program so
    that we had full coverage from Prep-6 over the
    two years.
  • Coach worked fortnightly in each classroom but
    planned weekly with these teachers.

18
Term 4 2011
  • As we were aware that the program was coming to
    an end we implemented a slightly different format
    in Term 4.
  • We implemented a team approach where the Coach
    modelled shared reading and writing strategies to
    whole groups-e.g. both prep classes or 1/2 or 3/4
    classes together so both teachers and all aides
    could see the same strategy.
  • This was the start of team teaching and mentoring
    between teams and is the format we are hoping to
    implement in 2012.
  • We were trying to allow the teachers to take
    control/ownership and share the teaching of the
    program and develop the professional dialogue
    between the teams.

19
  • This year we are continuing to focus on mentoring
    amongst staffmodelled on the role demonstrated
    by the coach
  • Setting guidelines/timetable
  • Specific structurewhat to focus on
  • Feedback opportunities
  • Powerful conversations are now occurring and this
    is leading to deeper knowledge and improved
    practicesstaff are actively seeking professional
    talk/development sessions.

20
Professional Learning Team Meetings
  • Weekly Professional Learning Team meetings are
    conducted for all staff, Prep6 and the Principal
    attends every sessionthus reinforcing her level
    of support for the program.
  • A smarter way of conducting PLTs is to be
    investigated in 2012allowing strategies to
    determine focus, applying these strategies across
    all subjectsliteracy, numeracy, inquiry
  • Data analysis
  • Effective school planners
  • Explicit strategies.

21
Special NeedsCatering for All
  • Our commitment to providing the best possible
    education for all and to match learning and
    teaching explicitly to needs has resulted in a
    higher level of identification of students with
    learning or social and emotional needsI am now
    able to assess at point of need as I am released
    from the classroom.
  • LNSLN2009---16 students
  • 201013 students
  • 201120 students
  • 201224 Students. (Possible)
  • Another 25 students access Speech pathologist
  • 15 students access services from on
    Psych--Psychologist

22
Integration Aides (6) Possibly 7 in 2012
  • AIDES----I have been able to provide the Aides
    with professional knowledge
  • They were keen to develop their skills.
  • They can now complete
  • Running Records
  • Speech Pathology programs
  • Develop targeted small group activities
  • Administer targeted programs to larger groups of
    children and document
  • Make informed judgements about student progress.

23
COMMUNITY
  • In 2011 without my classroom commitments it
    enabled me to conduct Parent workshops on topics
    of importance in an informal environment which
    encouraged many parents to attend.
  • I will offer this opportunity again in 2012.
  • Here I am reaching out to our families to try and
    change the cycle.

24
WHAT WE DID--
  • The Action we took----

25
The Action---NAPLAN Tests
  • We analysed the NAPLAN data and test to document
    the skills that were being tested and the skills
    that our children were having difficulty with.
  • This formed the basis of our teaching.
  • The results were evident immediately through
    classroom programs.

26
The Genre of Testing
  • We began to explicitly teach our students the
    genre of testing
  • To access texts in a variety of formscharts,
    diagrams, advertisements, factual excerpts
  • To understand importance of print, bold, italics,
    headings, labels
  • To identify distractors in questions
  • To read different texts for longer periods of
    time.
  • We used classroom resources to support this
    teachingnot tests!!

27
TEACHING TO THE TEST!!!!
  • AT NO TIME WERE WE TEACHING TO THE TESTWE WERE
    FOCUSING ON EXPLICIT INSTRUCTION OF COMPREHENSION
    STRATEGIES.
  • It was pleasing to hear Anna Burke our local
    federal member congratulate our school on having
    the greatest value added in her electorate in
    2010!!!!

28
  • Students were encouraged to think, pair and
    share.
  • This strategy became an integral part of our
    teachingwe were encouraging children to
    articulate the strategies.

29
EXPLICIT STRATEGIES
  • Making connections
  • Finding the main idea
  • Sequencing
  • Paraphrasing
  • Summarising
  • Scanning
  • Interpreting tables / diagrams
  • Predictions
  • Fact and Opinion
  • Phrasing and Fluency
  • Inferences
  • Analysing

30
Progress in 2011
  • Last year we were able to consolidate the
    learning that had occurred in Reading and
    transfer it to Writing.
  • We focused on
  • Explicit strategiessuch as
  • fact and opinion
  • compare and contrast
  • note-taking
  • cause and effect
  • skimming and scanning
  • locating the main idea
  • summarising.

31
The Incentives / results
  • Students began articulating the strategies they
    were using.
  • There was continuity across all levels of the
    school Prep6.
  • They began transferring the strategies across all
    areas of the curriculum.
  • There was a real effort to match text to needs /
    matching specific strategies.

32
  • The professional dialogue was developingstaff
    realised that the coach was interested in the
    best teaching and learning that could occur.
  • It was not about criticising staff efforts.
  • It was about acknowledging their strengths and
    raising questions to probe where they might go

33
  • Accountable talk became a powerful teaching and
    learning strategy.
  • Teachers can articulate what and why they are
    teaching and students can now articulate what,
    how and why they are learning.
  • This focused explicit teaching combined with
    professional conversations was the catalyst for
    improvement.

34
NAPLAN RESULTS!!!!!
35
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These are the cut scores from the CEO / Philip
Holmes Smithred one year behind, green one year
ahead YEAR 3 READING
2008 2009
2010
2011
State Mean 430
State Mean 419
State Mean 430
State Mean 434
38
These are the cut scores from the CEO / Philip
Holmes Smithred one year behind, green one year
ahead YEAR 5 READING
2008 2009
2010
2011
State Mean 504
State Mean 496
State Mean 506
State Mean 502
39
These charts look at the progress of the same
cohort of children in Reading.
20082010
2009--2011
ABOVE STATE MEAN 2008----5, 2010---- 12,
2009-----3, 2011---7
40
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Expected growth is 80 points per 2 years10
points per term
43
Expected growth is 80 points per 2 years10
points per Term
44
WHAT HAVE WE ACHIEVED?
45
On reflection---What have we achieved?
  • Everything is documenteddata drives the
    instruction.
  • Decisions are being made based on data and
    evidence.
  • Focus sheets are used from P-6.
  • Our commitment to providing time and support to
    explicit planning and documentation has
    underpinned and ensured continual success.

46
  • Differentiated teaching and learning is
    evidentwhilst the strategy is the same the
    learning is appropriate.
  • Students and staff can articulate what they are
    learning, what they are teaching and why.
  • We have embraced the contemporary curriculum
    through explicit teaching of literacy.

47
COACHING
  • The role of the coach has been paramount to the
    success of the initiative.
  • Her guidance, encouragement, mentoring, knowledge
    and support have underpinned the decisions we
    have made.
  • She has been able to transfer off-site
    professional learning to our school context and
    build upon it to explicitly match our needs.
  • She has been a mentor to myself as a Literacy
    Leader and this has then empowered me to lead
    staff.

48
How do we embed this practice?
  • 1. VISION
  • We have a documented Literacy Vision
  • We have documented expectations and
    non-negotiables.
  • We have developed an Annual Literacy Plan.
  • 2. INCENTIVES
  • Classroom datawhat the child says, makes, writes
    and does, and NAPLAN data significantly support
    the improved outcomes that we have documented.

49
3. SKILLS
  • We have provided opportunities for professional
    development on-site and offsite. We are providing
    mentoring opportunities.
  • We need to ensure school is committed to
    maintaining time commitment to Literacy Leader
    and Literacy Support Leader.
  • The Literacy Leader has been able to attend all
    back to back planning sessions, conduct literacy
    learning walks and conduct informal workshops on
    specific strategies.
  • The Literacy Leader is able to conduct informal
    Education workshops for parents to skill them in
    supporting their children at home with learning.
  • The Literacy Leader will complete the coaching
    module of professional study next year (2012).

50
  • 4. RESOURCES
  • We have provided targeted people resources to
    support the initiative.
  • We have purchased new resources.
  • We provided specific time for Literacy planning
    and this has been extremely beneficial and
    valuedpeople and time resource.
  • 5. ACTION PLAN
  • We now formulate a literacy plan for each term
    documenting the strategies and skills we wish to
    teach.
  • We are beginning to transfer these explicit
    strategies across all areas of the
    curriculumthus ensuring true contemporary
    learning is occurring.

51
INTO THE FUTURE
52
CHANGEThrough National Partnerships and the
support of the coach we have had a positive
impact on the learning patterns of our students
  • We have documented exceptional improvement in
    both classroom and NAPLAN data.
  • We must continue with our focus on
  • Professional support---for ALL
  • Professional conversation
  • Feedback.
  • We must continue with our
  • Explicit planning,
  • Explicit instruction
  • Accurate documentation.
  • We must continue to analyse data effectively.

53
DIRECTION FOR 2012
  • We have been able to fund the Literacy Leader .5
    and Literacy Support Leader .1 from our own
    budget. This will ensure the focus for literacy
    is maintained and the progress achieved over the
    last two years will be built upon.
  • We have been fortunate that the CEO has provided
    us with continued support of the Coach this year
    on a fortnightly basis.

54
  • As a staff we now value the coaching model and we
    have decided to implement this model in numeracy
    as well in 2012
  • Thus we employed a Numeracy Coach from our own
    budget to work fortnightly alternating with the
    Literacy Coach.
  • Every year level will participate in 1.5 hours of
    focused planning time for either Numeracy or
    Literacy on a fortnightly rotationthis is in
    addition to their weekly planning
    schedule/release time.

55
Useful resources
  • Strategies That WorkHarvey Goudvis
  • Teaching for Comprehending and FluencyFountas
    and Pinnell
  • Guiding Readers and WritersFountas and Pinnell
  • When Readers StruggleFountas and Pinnell
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