2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
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TfEL Teachers’ eJournal South Australian Teaching for Effective Learning 2019 A yearly planner to support your pedagogy when teaching for effective learning
© 2019 Government of South Australia, Department for Education Produced by: Learning Improvement Division, Professional Practice Portfolio Other authors/contributors: South Australian Department for Education Designed by: Professional Practice Portfolio Printed by: Lane Print, South Australia Images used throughout this publication, apart from all marbling designs and cover image by Georgie Sharp, © Shutterstock and their submitters, and are used under licence, no copying of these images is permitted. Marbling designs and cover/title page image © 2010 Georgie Sharp
Welcome to the TfEL Teachers’ Companion 2019 Use this Companion throughout the year to support your pedagogy when teaching for effective learning. Personal details Name Telephone School Address Email Stay connected to TfEL professional learning Stay informed with professional learning opportunities and resources provided by the Department for Education, Learning Improvement Division. Internet links: http://bit.ly/TeachLearnSA LinkED: Online weekly communication Address: Education Development Centre 4 Milner Street, Hindmarsh SA 5007 Telephone: Leanne Milazzo – 08 8463 5801 Plink: www.plink.sa.edu.au TFEL Compass: Department for Education staff register via Learnlink or contact: compass@sa.gov.au https://www.facebook.com/groups/tfeltalk https://twitter.com/tfeltalk TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 3
4 South Australian Teaching for Effective Learning Framework unleashing learning potential Leaders create learning opportunities with staff Domain 1 Learning for effective teaching 1.1 understand how self 1.2 develop deep 1.3 participate in 1.4 engage with the 1.5 discuss educational 1.6 design, plan and and others learn pedagogical and content professional learning community purpose and policy organise for teaching leaders and teachers knowledge communities and leaders and teachers interact leaders and teachers and learning develop their understanding leaders and teachers develop networks with communities to build contribute to educational leaders and teachers develop of current learning theories, their expertise by strengthening leaders and teachers learning partnerships and dialogue and debate that systems and structures to and themselves as learners, their disciplinary knowledge participate in critically reflective connect student learning shapes whole school policy ensure effective teaching and to inform learning and and translating learning theory inquiry to develop teaching beyond the school and informs practice monitoring of learning progress teaching design into effective teaching practice and learning across the school TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division Teachers create learning opportunities with students Domain 2 Domain 3 Domain 4 Create safe conditions for rigorous learning Develop expert learners Personalise and connect learning 2.1 develop democratic relationships 3.1 teach students how to learn 4.1 build on learners’ understandings the teacher shares power with students recognising it as a fundamental the teacher develops student understanding of learning and expands the teacher identifies students’ prior knowledge and cultural practices condition for learning their strategies for thinking, learning and working collaboratively as a starting point for curriculum 2.2 build a community of learners 3.2 foster deep understanding and skilful action 4.2 connect learning to students’ lives and aspirations the teacher creates a culture where everyone inspires and encourages the teacher helps students build rich conceptual knowledge and the teacher ensures that learning builds on the resources, skills, each other’s learning mastery of complex skills knowledge and goals students develop in their homes and communities 2.3 negotiate learning 3.3 explore the construction of knowledge 4.3 apply and assess learning in authentic contexts the teacher responds to students’ changing needs and involves them the teacher shows that knowledge is open to question, serves the teacher structures the curriculum so that students apply their in deciding the direction of the curriculum particular purposes and is shaped by culture and experience learning in real-world/authentic contexts 2.4 challenge students to achieve high standards 3.4 promote dialogue as a means of learning 4.4 communicate learning in multiple modes with appropriate support the teacher provides opportunities for students to learn through the teacher ensures that the curriculum incorporates rich and varied the teacher has high expectations and guides each student to achieve interaction and learning conversation with others modes of making and communicating meaning his/her personal best
Calendar 2019 January February March April M T W T F S S M T W T F S S M T W T F S S M T W T F S S 1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 4 5 6 7 7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 14 14 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 21 21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28 28 29 30 31 25 26 27 28 25 26 27 28 29 30 31 29 30 May June July August M T W T F S S M T W T F S S M T W T F S S M T W T F S S 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 September October November December M T W T F S S M T W T F S S M T W T F S S M T W T F S S 1 1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 8 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 9 10 11 12 13 14 15 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 16 17 18 19 20 21 22 23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 23 24 25 26 27 28 29 30 30 31 School Holidays Public Holidays 2019 South Australian school term dates and public holidays Term 1 Term 2 Term 3 Term 4 Jan 29 – April 12 April 29 – July 5 July 22 – Sept 27 Oct 14 – Dec 13 Week 0 Jan 21–25 Week 1 Jan 29 –Feb 1 Week 1 April 29–May 3 Week 1 July 22–26 Week 1 Oct 14–18 Week 2 Feb 4–8 Week 2 May 6–10 Week 2 July 29–Aug 2 Week 2 Oct 21–25 Week 3 Feb 11–15 Week 3 May 13–17 Week 3 Aug 5–9 Week 3 Oct 28–Nov 1 Week 4 Feb 18–22 Week 4 May 20–24 Week 4 Aug 12–16 Week 4 Nov 4–8 Week 5 Feb 25–Mar 1 Week 5 May 27–31 Week 5 Aug 19–23 Week 5 Nov 11–15 Week 6 Mar 4–8 Week 6 June 3–7 Week 6 Aug 26–30 Week 6 Nov 18–22 Week 7 Mar 11–15 Week 7 June 10–14 Week 7 Sept 2–6 Week 7 Nov 25–29 Week 8 Mar 18–22 Week 8 June 17–21 Week 8 Sept 9–13 Week 8 Dec 2–6 Week 9 Mar 25–29 Week 9 June 24–28 Week 9 Sept 16–20 Week 9 Dec 9–13 Week 10 April 1–5 Week 10 July 1–5 Week 10 Sept 23–27 Week 10 Dec 16–20 Week 11 April 8–12 2019 South Australian public holidays Tues 1 Jan New Year’s Day Thurs 25 April Anzac Day Mon 28 Jan Australia Day Mon 10 June Queen’s Birthday Mon 11 Mar Adelaide Cup Day Mon 7 Oct Labour Day Fri 19 April Good Friday Wed 25 Dec Christmas Day Mon 22 April Easter Monday Thurs 26 Dec Proclamation Day TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 5
Year Overview | 2019 2019 January February March April May June MON School Holidays TUE 1 New Year’s Day WED 2 1 THU 3 2 FRI 4 1 1 3 SAT 5 2 2 4 1 SUN 6 3 3 5 2 MON 7 4 4 1 6 3 TUE 8 5 5 2 7 4 WED 9 6 6 3 8 5 THU 10 7 7 4 9 6 FRI 11 8 8 5 10 7 SAT 12 9 9 6 11 8 SUN 13 10 10 7 12 9 MON 14 11 11 Adelaide Cup Day 8 13 10 Queens Birthday TUE 15 12 12 9 14 11 WED 16 13 13 10 15 12 THU 17 14 14 11 16 13 FRI 18 15 15 12 17 14 SAT 19 16 16 13 School Holidays 18 15 SUN 20 17 17 14 19 16 MON 21 18 18 15 20 17 TUE 22 19 19 16 21 18 WED 23 20 20 17 22 19 THU 24 21 21 18 23 20 FRI 25 22 22 19 Good Friday 24 21 SAT 26 23 23 20 25 22 SUN 27 24 24 21 26 23 MON 28 Australia Day 25 25 22 Easter Monday 27 24 TUE 29 Term 1 26 26 23 28 25 WED 30 27 27 24 29 26 THU 31 28 28 25 Anzac Day 30 27 FRI 29 26 31 28 SAT 30 27 29 SUN 31 28 30 MON 29 Term 2 TUE 30 6 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Year Overview | 2019 2019 July August September October November December MON 1 TUE 2 1 WED 3 2 THU 4 1 3 FRI 5 2 4 1 SAT 6 School Holidays 3 5 2 SUN 7 4 1 6 3 1 MON 8 5 2 7 Labour Day 4 2 TUE 9 6 3 8 5 3 WED 10 7 4 9 6 4 THU 11 8 5 10 7 5 FRI 12 9 6 11 8 6 SAT 13 10 7 12 9 7 SUN 14 11 8 13 10 8 MON 15 12 9 14 Term 4 11 9 TUE 16 13 10 15 12 10 WED 17 14 11 16 13 11 THU 18 15 12 17 14 12 FRI 19 16 13 18 15 13 SAT 20 17 14 19 16 14 School Holidays SUN 21 18 15 20 17 15 MON 22 Term 3 19 16 21 18 16 TUE 23 20 17 22 19 17 WED 24 21 18 23 20 18 THU 25 22 19 24 21 19 FRI 26 23 20 25 22 20 SAT 27 24 21 26 23 21 SUN 28 25 22 27 24 22 MON 29 26 23 28 25 23 TUE 30 27 24 29 26 24 WED 31 28 25 30 27 25 Christmas Day THU 29 26 31 28 26 Proclamation Day FRI 30 27 29 27 SAT 31 28 School Holidays 30 28 SUN 29 29 MON 30 30 TUE 31 New Year’s Eve TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 7
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SA TfEL and Learning Design – A key focus in 2019 Teaching fo r Eff LEARNING DESIGN, ASSESSMENT ec t ive Lea Connecting up South Australian policy through rning The pedagogy – how students experience the learning – AND MODERATION STRATEGY 2017–2020 Learning Design matters to achievement, to both their future learning skills and The Department’s ‘Curriculum, Pedagogy, Assessment and dispostions as well as achievement. Reporting Policy for Reception-Year 10’ provides direction to For example, are students regularly asked to think, project, schools about expectations of what will be taught and how transfer,through interpet, analyse, generalise, imagine, create, critique, Connecting up South Australian policy Learning Design it will be taught, assessed and reported. This policy clarifies contruct shared meaning, justify . . . or is their educational ‘diet’ to use the Australian Curriculum and The The Department’s ‘Curriculum, Pedagogy, Assessment and expectations of educators Reporting Policy for Reception–Year 10’ provides direction 1 pedagogy—how students experience the learning— moretoabout matters practice, achievement, passive to both recall their future andskills learning disconnected events? our pedagogy framework, the Teaching to schools about expectationsfor Effective of what Learning will be taught and and dispositions as well as achievement. how it will be taught, assessed and reported. This policy In South Australia, teachers base their pedagogy on the SA Teaching (TfEL) Framework clarifies principles to: of educators to use the Australian expectations For example, are students regularly asked to think, project, for Effective transfer, interpet,Learning (TfEL) Framework, analyse, generalise, imagine, create, to ensure that how they • design studentCurriculum learning and our pedagogy framework, the Teaching for Effective Learning (TfEL) Framework principles to: critique, construct shared meaning, justify … or is their teach the‘diet’ educational Australian more aboutCurriculum and design practice, passive recall andlearning improves disconnected events? • monitor and assess• designstudent progress student learning student engagement, intellectual challenge and achievement. • monitor and assess student progress In South Australia teachers base their pedagogy on the SA • report student •progress to parents report student progress to parents The diagram Teaching below for Effective highlights Learning the three (TfEL) Framework, key questions to be to ensure that how they teach the Australian Curriculum and design • support student wellbeing. • support student wellbeing. considered learning improvesby educators student engagement,as they workchallenge intellectual collaboratively to design and achievement. ‘The curriculum, educators’ knowledge of their learners, ‘The curriculum, educators’ knowledge of their learners, student learning based on our agreed curriculum and pedagogy. The diagram below highlights the three key questions to be and local educational priorities and targets are the and local educational priorities and targets are the common common starting and reference points for designing These key considered questions, by educators and as they worktheir elaborations collaboratively to design(see page opposite) quality teaching and learning in schools.’ (DECD, 2013, p.4) student learning based on our agreed curriculum and pedagogy. starting and reference points for designing quality teaching formkeya questions, These ‘thinkingand map’ their for educators elaborations as they design intentional (see Appendix 5b, page 28) form a ‘thinking map’ for educators as they and learning in schools.’ and responsive learning experiences. design intentional and responsive learning experiences. R WHAT | C OU urr What do i c we want ul them to um learn? How will we know if they got it? OU So how will we R get there? O H W | Pe da gogy ing OUR WHAT | Curriculum OUR HOW | Pedagogy Develop learning that is engaging and intellectually Develop teachers as intentional and responsive stretches every student for improved learning learning designers through collaborative ongoing achievement. site-based professional learning communities. 1 Department for Education and Child Development (2013) ‘Curriculum, Pedagogy, Assessment and Reporting Policy for Reception–Year 10’, Government of South Australia Making TfEL Visible in our Learning Design It provides: This year the Companion explores a specific TfEL element • suggestions for practice to explore and develop in 500 STEM Educators in Primary Schools project | Primary PLP 2018 | Stage 1 4 each fortnight. varying levels of complexity – Model It unpacks: – Teach/Explain • what the element is and isn’t, and why it’s important for your practice – Involve your students – Build self-regulation • research evidence referenced against John Hattie’s Visible Learning (2009), and the Evidence for Learning • space for you to develop your own challenge of practice. Teaching and Learning Toolkit (2017). TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 9
Teaching fo r Eff ec t ive Lea rning FORMATIVE ASSESSMENT | Learning Design, Assessment and Moderation Strategy 2017–2020 10 The educational gains associated with formative assessment have been described as ‘among the largest ever reported for educational interventions’.1 Unpacking formative assessment Where the learner Where the learner How to get the Practice in a is going is now learner there classroom is formative to the extent that evidence When teachers do formative Teacher Providing about student achievement assessment effectively, students Eliciting is elicited, interpreted, and used learn at roughly double the rate feedback that by teachers, learners, or their peers, than they do without it.2 evidence moves learners to make decisions about the next Clarifying, of learning steps in instruction that are likely sharing and forward to be better, or better founded, Teachers using formative than the decisions they would assessments … interact Peer understanding have taken in the absence frequently with individual Activating students as learning of the evidence that learning or small groups of students resources for one another was elicited.8 and involve students in the intentions assessment process, providing Student Activating students as owners them with tools to judge the quality of their work.3 of their own learning TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division Adapted from Dylan William ‘Five key strategies for formative assessment’, in Leahy et al (2005)9 Peer feedback is also valuable because the interchange will be a language that … students do For feedback students themselves naturally not always learn to have maximum use and because students what we teach, and effect, students have to learn by taking the we had better find out Teachers who use be expected to use it to roles of teachers what they did learn before ‘assessment for learning’ improve their work and, in and examiners we try to teach them involve their students in many cases, taught how to themselves.7 anything else.4 ongoing self- assessment in do so. This is where student ways that reveal to those learners self-assessment and goal (a) where they are headed in their setting become part of 1 OECD (2017) http://tiny.cc/FormativeAssessSecOECD learning, (b) where they are the package.6 2 Wiliam D, http://tiny.cc/MoreThanClickers 3 OECD (2005) http://tiny.cc/FAImpLrngSec05 now in relation to those 4 Leahy S & Wiliam D (2015) Embedding formative assessment, p.9 expectations, and (c) how 5 Stiggins R (2002)‘Assessment for Learning’, Education Week, Vol. 21, Issue 26, pp 30, 32–33 6 Sapier et al (2008) http://tiny.cc/SapierEtAl08 each student can close 7 Black P, Harrison C, Lee C, Marshall B & Wiliam D (2004) ‘Working Inside the Black Box: Assessment the gap between for Learning in the Classroom’, Phi Delta Kappan, Vol.86, Issue 1, 8–21, Phi Delta Kappa International 8 Leahy S & Wiliam D (2015) Embedding formative assessment, p.8 the two.5 9 Leahy S & Wiliam D (2015) Embedding formative assessment, p.11 www.education.sa.gov.au/ldam | Informing learning and assessment design
Formative Assessment – A key focus in 2019 Learning Design, Assessment and Moderation Strategy Expectations for our SA educators The goals of the department’s state-wide Learning Design, Educators will collaboratively develop formative assessment Assessment and Moderation (LDAM) Strategy: processes that: • educators will use the Early Years Learning Framework, the • identify what learners know, understand and can do, prior to Australian Curriculum and the SACE to: and during the learning, and develop their expertise in designing learning that • use this information to inform and adjust next teaching steps. engages and intellectually challenges every learner (see unpacking formative assessment on opposite page for build consistency of professional judgement about the more information) evidence and quality of child/student learning. Learning Design, Assessment and Moderation Strategy Formative assessment to inform Learning Design for deep understanding FORMATIVE ASSESSMENT IS: Practice in a classroom is formative to the extent that decisions about the next steps in instruction that are likely to evidence about student achievement is elicited, interpreted, be better, or better founded, than the decisions they would and used by teachers, learners, or their peers, to make have taken in the absence of the evidence that was elicited.4 Our Leader’s ongoing work in the strategy is to support educators to: • collaboratively design formative • develop learning design skills to assessment processes to check-in respond to what was identified with the learner through the check-in: • increase educators’ repertoire of – for the overall learning plan formative assessment processes – in the teaching moment. Key message shared at the Department’s statewide Leaders’ Day, 16 February 2018 4 Leahy S & William D (2015) Embedding Formative Assessment, p.8 Check-in and act features consistently through the 2019 Companion. At the completion of each fortnight’s focus we’ll be asking you to think back on the formative assessment processes/practices you trialled/embedded in your practice by reflecting on the following questions. • What processes and practices have I used this fortnight to check in with my students? • Were they effective? What else could I do? • How have I acted/responded to this check-in? • What was the outcome? • How did this action/response impact on the learning/teaching? TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 11
Leading Learning and other TfEL resources Leading Learning – Making the Australian Curriculum work for us: www.acleadersresource.sa.edu.au In South Australia the release The Leading Learning – Making the Australian Curriculum work for us website is a suite of the Australian Curriculum of 21st century resources for leaders and teachers to support the implementation of the has provided the opportunity Australian Curriculum in South Australia. to think deeply about not only what we want our students How we work with the Australian Curriculum matters. This resource provides scaffolds to learn, but also how and online tools for leaders and teachers to support designing engaging and intellectually we want them to learn stretching learning experiences for all learners. The resource intentionally supports us so that they become powerful, to bring out the big enduring concepts and understandings of the Australian Curriculum. expert learners. These concepts increase in complexity over time from Foundation to Year 10. The Leading Learning resource focuses on the following areas of working with the Australian Curriculum: • Why this approach? – our strategic intent • What you value – finding the essence • Tuning in – why the essence matters • Bringing it to Life (BitL) – essence meets content • Learning Design – activating TfEL • Into the classroom – who’s doing the thinking? Key features of the Leading Learning resource The Conceptual Narrative A series of audio stories detailing the developmental progress of concepts from Foundation to Year 10 for each learning area. Additional year level specific stories outline how we might lead students to explore and learn about particular concepts. Conceptual Narrative Printables The resources show examples of how the BitL questions can be used to develop conceptual understanding using specific learning area content from F-10. The BitL tool The Bringing it to Life online tool incorporates aspects of the Australian Curriculum learning The conceptual narrative A series of audio stories detailing the developmental progress of concepts from Foundation to Year 10 for each learning area. Additional year level specific stories area and high challenge pedagogy. The tool poses a series of questions to position the student outline how we might lead students to explore and learn about particular concepts. toresources do the thinking. Conceptual Narrative Printables The show examples of how the BiTL questions can be used to develop conceptual understanding using specific learning area content from F-10 Transforming Tasks The BitL tool The Bringing it to life online tool incorporates aspects of the Australian Curriculum learning area and high challenge pedagogy. The tool poses a series of questions to A series of workshops designed to support teachers to reflect and build on current practices position the student to do the thinking. that engage and intellectually challenge students. Transforming Tasks A series of workshops designed to support teachers to reflect and build on current practices that engage and intellectually challenge students 12 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Your performance and development pathway This infographic represents the essential elements and the ongoing cycle of professional growth for all teachers. Exemplars and authentic artefacts of your teaching can be captured in a professional portfolio. This can provide evidence of your growth and developing knowledge, practice and engagement against the Australian Professional Standards for Teachers at the proficient career stage or beyond. This will be a great support to your performance and development conversations and planning processes. Setting goals that will support your development and that are aligned to TfEL, the EYLF and the relevant curriculum and assessment frameworks for your level of schooling will guide your engagement with relevant professional learning and provide areas for reflection, feedback and planning for next steps in your career. The TfEL Teachers’ Companion supports you to enact this pathway with links, processes, and strategies to action at each stage of this cycle. A copy of the Proficient Career Stage descriptors, and the 2018 AITSL classroom continuum are included at the end of this Companion. Goal setting on cti Pr fle ofe d re SACE SA TfEL ssio r Standard Feedback an che n a s al learn e T Professional in g portfolio Assessment EYLF/ RRR Australian Curriculum Im Teacher Teacher n ple Registration Registration si g en de Board SA Board SA m https://www.trb. https://www.trb. tat n& sa.edu.au/ sa.edu.au/ io n la c t , pTeacher R e fl e Teacher Teacher Registration standards standards Board SA https://www.aitsl. https://www.aitsl. https://www.trb. edu.au/teach/stan edu.au/teach/stan sa.edu.au/ dards dards acher Teacher Teacher Registration TeacherAustralian standards AustralianAustralian Curriculum Early Years Learning Board SA standards https://www.aitsl.edu. Curriculum https://www. Curriculum Framework tration https://www.trb.sa.edu.au/ https://www.aitsl. au/teach/standards australiancurriculum.edu.au/ https://www.education. rd SA https://www.austr https://www.austr edu.au/teach/stan gov.au/early-years-learn- www.trb. aliancurriculum.ed aliancurriculum.ed ing-framework-0 du.au/ dards u.au/ u.au/ acher Early YearsTfEL Teachers’ Companion 2019 |Early Yearsfor Education Learning Improvement Division 13 Department Australian Learning Learning ndards
Term 1 – Setting the foundations for an effective learning culture This term, our pedagogical focus is . . . Setting the foundations for an effective learning culture This term we focus on setting the foundations for effective learning through: sharing power; building community; knowing our students; exploring the importance of learning talk; and fostering student autonomy through negotiation. South Australian Teaching for Effective Learning Framework unleashing learning potential This will be done through a fortnightly focus on the Leaders create learning opportunities with staff following elements: Domain 1 Learning for effective teaching 1.1 understand how self 1.2 develop deep pedagogical 1.3 participate in professional 1.4 engage with the 1.5 discuss educational 1.6 design, plan and organise and others learn and content knowledge learning communities community purpose and policy for teaching and learning and networks Week 1 and 2 2.1 Develop democratic relationships Week 3 and 4 2.2 Build a community of learners Domain 2 Create safe conditions for rigorous learning Teachers create learning opportunities with students Domain 3 Develop expert learners Domain 4 Personalise and connect learning Week 5 Exploring the TfEL Compass as an effective feedback tool 2.1 develop democratic relationships 3.1 teach students how to learn 4.1 build on learners’ understandings Week 6 and 7 4.1 Build on learners’ understandings 2.2 build a community of learners 3.2 foster deep understanding and skilful action 4.2 connect learning to students’ lives and aspirations Week 8 and 9 2.3 Negotiate learning 2.3 negotiate learning 3.3 explore the construction of knowledge 4.3 apply and assess learning in authentic contexts Week 10 and 11 3.4 Promote dialogue as a means of learning 2.4 challenge students to achieve high standards 3.4 promote dialogue as a means of learning 4.4 communicate learning in multiple modes with appropriate support These elements have been strategically chosen in order to build the learning with your students each fortnight. It will give you the opportunity to work with colleagues, sharing and reflecting on your pedagogical practices together. The professional conversation prompt page at the end of the fortnight allows you to record your learning and thinking throughout the fortnight, and reflect on your specific challenge of practice, and formative assessment strategies you actioned. Your performance and development pathway Remember to be purposeful about collecting evidence of your planning, reflections and implementation of your teaching program to showcase how you are developing your knowledge, practice and engagement. How are you developing your pedagogy using the TfEL Framework and the EYLF, the curriculum and assessment frameworks and strategies for your level of schooling and any other information used to support your teaching? Annotating your evidence and reflecting on your development against the Australian Professional Standards for Teachers is a professional practice that will form the basis of a professional portfolio that you can use to support career development and professional conversations with your leader and other significant colleagues. Term Term 12 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 14
TfEL Teaching for Effective Learning: Create safe conditions for rigorous learning 2.1 Develop democratic relationships Term 1 Week 1 & 2 Jan 29-Feb 8 Essence > The teacher shares power with students recognising it as a fundamental condition for learning. What this element is: What this element isn’t: • The teacher jointly develops class expectations • The teacher placing all the onus on students to solve their own • The teacher ensures students feel safe to have a go and ask learning issues or behaviour problems questions • The teacher being defensive or using autocratic behaviour when • The teacher models and ensures respect and acknowledges challenged alternative perspectives • Class discussions being dominated by the teacher or by particular • The teacher intervenes to ensure active inclusion and shared students. responsibility. My challenge of practice – Activating this element in Why this element is important. my classroom Establishing democratic relationships is critical for sharing power with learners and developing a safe learning The teaching practice I will develop . . . environment. You may find it challenging to let go of control. Monitor your approach to ensure a balance between your directing and learners co-directing with you. Learners are willing to participate and take responsibility for their behaviour if they have a sense of control. This promotes a safe learning environment. I will involve students by . . . Evidence base Related effect sizes* Months of progress** Teacher credibility 0.9 Collaborative learning +5 Teacher clarity 0.75 Behaviour interventions +3 Social and emotional My success criteria (what I will expect students to do, say, make or write) . . . Classroom discussion 0.82 Classroom behaviour 0.62 learning +4 Teacher student relationships 0.52 2.1 This learning principle can be developed at different levels of complexity, dependent on your context *** MODEL TEACH/EXPLAIN IT INVOLVE YOUR STUDENTS BUILD SELF-REGULATION Model respectful interactions and Work with students to develop Create opportunities for students to Challenge students to take risks listening with students, including classroom expectations and make decisions in their learning. in their learning, and think and act expressing interest in your students’ consistently refer to these to manage Monitor the balance between teacher outside of their comfort zone. thoughts and opinions. the learning environment. talk and learner talk – use strategies Create a culture where students are Model not always knowing the Explicitly teach the skills of like community of inquiry, circle time, self-organisers of discussions, they answer and how you sometimes reflective listening, questioning and and Socratic seminars to structure negotiate learning tasks and take grapple with learning. paraphrasing to enable students conversations. action in setting goals for their own to participate in constructive Design learning interactions that learning. discussions. engage the diverse perspectives of your students. * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/ *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum 15 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes Term 1 Week 1 & 2 Jan 29-Feb 8 Practice check > How are students supported to make their own decisions? To do list Week11&&22Term Week Term11 Week 1 & 2 Term 1 The TheMeetings Theessence essenceof Theteacher ofthis thiselement> teachersharesThe shares element> essence power power withofstudents with this element> students recognisingititas recognising asaafundamental fundamentalcondition conditionfor forlearning. learning. The teacher shares power with students recognising it as a fundamental condition for learning. Activating Student Voice Practicecheck Practice check––How Howare arestudents studentssupported supportedto tomake maketheir theirown owndecisions? decisions? Whatthis thiselement Practice check – How are students supported to make their own decisions? elementisis Student Voice Audit and Action Cards What •• TheTheteacher What teacher this element jointly jointly developsisclass develops classexpectations expectations •• The •ensures Thestudents teacher feeljointly developshaveclass goexpectations Students as decision makers Theteacher teacherensures students feelsafe safe tohave to aago andask and askquestions questions •• TheTheteacher •models teachermodels Theandteacher and ensures ensures ensures students respect respect feel safe to have and acknowledges and acknowledges a go and alternative alternative ask questions perspectives perspectives •• TheTheteacher •intervenes teacherintervenesThe teacher totoensuremodels ensure and active active ensuresand inclusion inclusion respect and andresponsibility. shared shared acknowledges alternative perspectives responsibility. • The teacher intervenes to ensure active inclusion and shared responsibility. Whatthis What thiselement •• The elementisn’t Theteacher teacher isn’t What this element placing placing allthe all isn’ton theonus onus onstudents studentsto tosolve solvetheir theirown ownlearning learningissues issuesor orbehaviour behaviourproblems problems Students work with adults in •beingThe making decisions for teaching •• TheTheteacher teacherbeing teacheror defensive defensive placing or all the onus usingautocratic using autocratic on students behaviour behaviour to challenged when when solve their own learning issues or behaviour problems challenged •• Class Classdiscussions • The discussionsbeing teacher beingdominated being dominatedby defensive bythe theteacher or teacherorusing orby autocratic byparticular behaviour particularstudents students when challenged • Class discussions being dominated by the teacher or by particular students Whyisisthis Why thiselement elementimportant? important? and learning. Establishing Why isrelationships Establishingdemocratic democratic this elementisimportant? relationships iscritical criticalfor forsharing sharingpower powerwithwithlearners learnersand anddeveloping developingaasafesafelearning learningenvironment. environment.You You mayfind may directingwith directing withyou. Establishing findititchallenging challenging may you. tolet to letgodemocratic go find it are Learners Learners ofofcontrol. control. challenging arewilling willingto relationships Monitoryour Monitor toparticipate to isapproach your let go of control. participate critical approach andtake and take forto Monitor sharing to ensure ensure power your approach responsibility responsibility withbetween aabalance balance theirto fortheir for learners your between and yourdeveloping ensure a ifbalance behaviour behaviour ifthey between theyhave have a safe directingand directing and aasense sense learning learners learners your co-environment. You co- directing control. and learners co- ofofcontrol. Class agreement: Thispromotes promotesaasafe directing safe with learning you. Learners are willing to participate and take responsibility for their behaviour if they have a sense of control. environment. This learning environment. This promotes a safe learning environment. As an introductory activity, use decision-making Effectsizes> Effect sizes>teacher teachercredibility credibility0.9, 0.9,teacher teacherclarity clarity0.75, 0.75,classroom classroomdiscussion discussion0.82, 0.82,classroom classroombehaviour behaviour0.62, 0.62,teacher teacherstudent student processes to involve students in listing the relationships0.52. relationships Effect sizes> teacher credibility 0.9, teacher clarity 0.75, classroom discussion 0.82, classroom behaviour 0.62, teacher student 0.52. attitudes/actions they consider most important for Growth> relationships collaborative learning 0.52. +5, behaviour interventions +3, social Growth> collaborative learning +5, behaviour interventions +3, social and emotional learning +4and emotional learning +4 Growth> collaborative learning +5, behaviour interventions +3, social and emotional learning +4 maintaining a productive, democratic class. This QRcodes QR codes agreement is displayed in the room, each student QR codes AiTSLillustrations AiTSL illustrationsof ofpractice practice SocraticSeminar Socratic Seminar has a copy, and it is used as a reference for class TfELWebpage TfEL Webpage- -https://tinyurl.com/ybejmmvk https://tinyurl.com/ybejmmvk The Thefirst firstfew fewweeks weeksAiTSL - - illustrations of practice Socratic Seminar https://tinyurl.com/yakhghqy https://tinyurl.com/yakhghqy TfEL Webpage - https://tinyurl.com/ybejmmvk The first few weeks - https://tinyurl.com/ydg2mfvg https://tinyurl.com/ydg2mfvg https://tinyurl.com/yakhghqy issues as they arise. https://tinyurl.com/ydg2mfvg TfEL Webpage AITSL illustrations of Socratic Seminar https://tinyurl.com/ practice https://tinyurl.com/ ybejmmvk The first few weeks: yakhghqy https://tinyurl.com/ ydg2mfvg TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 16
Professional conversation prompts Term 1 Week 1 & 2 Jan 29-Feb 8 Am I making progress towards my/our improvement goals? Use the prompt questions in the left hand boxes to guide your reflections and dialogue. Your challenge of practice Evidence I achieved my challenge of practice I need to further develop How did I go addressing the practice check? Thinking through your formative assessment focus What processes and practices have I used this fortnight to check-in with my students? Were they effective? What else could I do? Have I acted on/responded to this check-in? What was the outcome? How did this action/response impact on the learning? 17 TfEL Teachers’ Companion 2019 | Department for EducationLearning Improvement Division
TfEL Teaching for Effective Learning: Create safe conditions for rigorous learning 2.2 Build a community of learners Essence > The teacher creates a culture where everyone inspires and encourages each Term 1 Week 3 & 4 Feb 11-22 other’s learning. What this element is: What this element isn’t: • The teacher develops a sense of community, identity and belonging • Individual achievement is prized over collaborative endeavours • The teacher encourages everyone to be a teacher and a learner • Students always work alone • The teacher actively develops each learner’s positive self-concept • Minimal noise and student movement are seen as indicators of • The teacher provides time and resources for team learning. competent teaching • Student assessment is always individual, at the end of the learning, and marked by the teacher. My challenge of practice – Activating this element in Why this element is important. my classroom It is easy to underestimate or dismiss how the learning culture, and learners’ self-concept impacts the learning The teaching practice I will develop . . . effectiveness. Teaching strategies that engender a sense of belonging, identity and positive self-concept can develop a positive culture. Shared understanding of what is an effective learning community will help develop learner responsibility and autonomy, so learners have strategies for learning in the classroom. I will involve students by . . . Evidence base Related effect sizes* Months of progress** Teacher credibility 0.9 Collaborative learning +5 Cognitive task analysis 1.29 Behaviour interventions +3 Social and emotional My success criteria (what I will expect students to do, say, make or write) . . . Classroom discussion 0.82 Teacher not labelling learning +4 students 0.61 Teacher student relationships 0.52. 2.2 This learning principle can be developed at different levels of complexity, dependent on your context *** MODEL TEACH/EXPLAIN IT INVOLVE YOUR STUDENTS BUILD SELF-REGULATION Position yourself as a learner and Develop class expectations Design individual and group activities Design learning processes with many discuss with students how you work in collaboratively, with group norms on to suit particular learning purposes. entry points to encourage students to teams both in and outside of school. how students will support each other in Provide time for students to practise be learning resources for each other, Ask students to reflect on and learning, for example actively listening learning community roles and the before needing to intervene yourself. share when they have collaborated to others, solving problems together, skills required - use strategies like Support students to be accountable effectively to achieve success. Ask asking for help, working in groups, community of inquiry, circle time, for their own and each other’s students to provide examples both in piggybacking on others’ ideas. and Socratic seminars to structure individual contributions to group and outside of school. Teach teamwork skills and reflect on conversations. outcomes by providing evidence of these at the completion of group tasks. Encourage student to student, and learning and participation. Teach students how to ask clarifying student to teacher interactions about questions to build understanding. key ideas of the topic. * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/ *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum 18 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes Practice check > Term 1 Week 3 & 4 Feb 11-22 Do all students feel a part of the class? To do list Meetings Activating Student Voice Student Voice Audit and Action Cards Students as advocates for 21C learning Students work with adults in Students speak upfor making decisions to teaching representand their own and others’ views. learning. Trust Class builders and trust busters: agreement: Students consider what As an introductory they activity, usevalue for their learning decision-making community processes to involve students in listing the attitudes/that and compile two lists: attitudes/actions ‘build’ actionslearning community they consider most capacity importantand for those that maintaining ‘bust’ it. These are revisited frequently. a productive, democratic class. This agreement is displayed in the room, each student has a copy, and it is used as a reference for class issues as they arise. TfEL Webpage Tips to create a https://tinyurl.com/ positive classroom ybejmmvk culture https://tinyurl.com/ yd2l4wdu TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 19
Professional conversation prompts Term 1 Week 3 & 4 Feb 11-22 Am I making progress towards my/our improvement goals? Use the prompt questions in the left hand boxes to guide your reflections and dialogue. Your challenge of practice Evidence I achieved my challenge of practice I need to further develop How did I go addressing the practice check? Thinking through your formative assessment focus What processes and practices have I used this fortnight to check-in with my students? Were they effective? What else could I do? Have I acted on/responded to this check-in? What was the outcome? How did this action/response impact on the learning? 20 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
TfEL Teaching for Effective Learning: Compass Reflecting on your pedagogy An online professional learning tool for teachers to reflect on their teaching Essence > and learning practices through self-reflection and feedback from students and Term 1 Week 5 Feb 25-Mar 1 trusted colleagues. What the TfEL Compass is: What this element isn’t: • Voluntary – the teacher decides on what, when and who provides • A top down Performance Management tool – however, you may observation feedback on their personal surveys wish to share your data with your line manager to demonstrate • Professional learning based your pedagogic growth • Triangulated feedback – self, peer, student • An isolated experience to define a teacher’s practice – it has been • Secure and private. You own your feedback and you decide if you designed as an ongoing process for learning conversations with want to share it students and trusted colleagues. • Support tool with ideas to develop your practice. My challenge of practice – Activating this element in Why this element is important. my classroom When students become partners in learning and see that their feedback is valued, they are powerful agents for The teaching practice I will develop . . . change. Students who understand and exhibit positive dispositions to learning, a ‘growth mindset’ and understand what quality pedagogy is, can positively influence learning and teaching outcomes. TfEL Compass data can help teachers make strategic evidence-informed decisions to support quality teaching. I will involve students by . . . Evidence base Related effect sizes* Months of progress** Feedback 0.7 Feedback +8 Teacher credibility 0.9 My success criteria (what I will expect students to do, say, make or write) . . . Student rating quality of teaching 0.5 Activating this element to improve your learning design *** START SMALL SELF-REFLECTION STUDENT FEEDBACK TRUSTED COLLEAGUE Start with a small habit. Complete the self-reflection survey Ask students to complete the survey Ask a trusted colleague to observe Film a five minute episode of your How did the questions affirm or Explain to students why their feedback you and complete the survey teaching and watch it back. Watching challenge your current teaching is being gathered using the Compass Pre observation, talk about what you yourself on video surfaces surprising practice? Using the polar map tool– invite constructive feedback and hope to achieve with your colleague. habits that you may not be aware of. data, identify the elements that explain how you will respond to their Unpack the data together in a post- What did you notice? Where were are strengths in your practice. Ask suggestions. What does the student observation conversation. Together your strengths? What could you yourself why this might be the polar map tell you? How does it compare decide on what your next steps for develop further? case? Share this thinking with your to the self-assessment you completed? development could be. Share this Choose an action to develop and students and ask for their opinions/ Share the key points of your feedback with your students and ask them to practise it over the next fortnight. evidence about what they see in your with your students – explain what your give you ongoing feedback to how practice aligned to your perceived next steps for development are and ask you are going. strengths. your students how they think they can support your learning. * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/ *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum 21 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes Practice check > Am I ‘walking the talk’ by analysing and sharing my own feedback? Term 1 Week 5 Feb 25-Mar 1 To do list he tfel compass e of the TfEL Compass> rofessional learning tool for teachers to reflect on their teaching and learning practices through self-reflection and feedback from nd trusted colleagues eck - Am I ‘walking the talk’ by analysing and sharing my own feedback? fEL Compass is oluntary – the teacher decides on what, when and who provides observation feedback on to their personal surveys rofessional learning based riangulated feedback – self, peer, student ecure and private. You own your feedback and you decide if you want to share it upport tool with ideas to develop your practice element isn’t down Performance Management tool – you may wish to share your data with your line manager to demonstrate your pedagogic h lated experience to define a teacher’s practice – it has been designed as an ongoing process for learning conversations with nts and trusted colleagues. element important? ents become partners in learning and see that their feedback is valued, they are powerful agents for change. Students’ who d and exhibit positive dispositions to learning, a ‘growth mindset’ and understand what quality pedagogy is they can positively earning and teaching outcomes. TfEL Compass data can help teachers make strategic evidence-informed decisions to support ching. Week 1 & 2 Term 1 > feedback 0.7, teacher credibility 0.9, student rating quality of teaching 0.5 Meetings eedback +8 The essence of this element> The teacher shares power with students recognising it as a fundamental condition for learning. this element to improve your learning design Activating Student Voice Practice check – How are students supported to make their own decisions? a small habit. Student Voice Audit and Action Cards minute episodeWhat this element is of your teaching and watch it back. Watching yourself on video surfaces surprising habits that you may not be aware • The teacher jointly develops class expectations d you notice? Where were your strengths? What could you develop further? • The teacher ensures students feel safe to have a go and ask questions action to develop and practice it over the next fortnight • The teacher models and ensures respect and acknowledges alternative perspectives Students as evaluators • The teacher intervenes to ensure active inclusion and shared responsibility. he self-reflection survey Whatorthis e questions affirm • this ce. Ask yourself why element your challenge Themight isn’t current teaching practice? Using the polar map data identify the elements that are strengths in teacher beplacing all the the case? onus this Share on students thinkingtowith solveyour theirstudents own learning andissues or behaviour ask for problems their opinions/evidence about what Students Students observe learning work with adultsand in • The teacher being defensive your practice aligned to your perceived • or using autocratic behaviour when challenged strengths. Class discussions being dominated by the teacher or by particular students teaching, and their for making decisions feedback is used. teaching and ts to completeWhy the issurvey this element important? learning. Work shoulder to shoulder with tudents why their feedback Establishing is beingrelationships democratic gathered using the Compass is critical for sharingtool– powerinvite constructive with learners feedbacka and and developing safe explain learning how you willYou environment. their suggestions. may What does the student find it challenging directingwith withyour to let gopolar you. students Learners are map Monitor of control. willing to tell you?your participate How does ittocompare approach and take ensure a to the self-assessment balance you completed? between your directing and learnersShare co- your Classstudents: agreement: nts of your feedback – explain what your next stepsresponsibility for theirare for development behaviour and askifyour they have a sense students howof control. they think This promotes a safe learning environment. pport your learning. When using the TfEL Compass share your learning with As an introductory activity, use decision-making your students. Ask them to be active participants in Effect sizes> teacher credibility 0.9, teacher clarity 0.75, classroom discussion 0.82, classroom behaviour 0.62, teacher student ed colleague torelationships observe you and complete the survey processes to involve students in listing the attitudes/ 0.52. your learning journey. ation, talk about what you Growth> hope to achieve collaborative with learning +5, your colleague. behaviour Unpack interventions the data +3, social together learning and emotional in a post-observation +4 conversation. actions they consider most important for maintaining ecide on what your next steps for development could be. Share this with your students and ask them to give you ongoing feedback a productive, democratic class. This agreement is are going. QR codes displayed in the room, each student has a copy, and it AiTSL illustrations of practice Socratic Seminar TfEL Webpage - https://tinyurl.com/ybejmmvk The first few weeks - https://tinyurl.com/yakhghqy is used as a reference for class issues as they arise. pass Webpage How teachers have used the Compass https://tinyurl.com/ydg2mfvg page - https://tinyurl.com/ybejmmvk https://tinyurl.com/y8yplbnq TfEL Webpage How teachers have https://tinyurl.com/ used the Compass ybejmmvk https://tinyurl.com/ y8yplbnq TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division 22
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