Slide 1

Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 IDEAS Diagnostic Inventory Diagnostic InventoryDiagnostic Inventory 1.School Successes and Achievements Mean 3.57 2.Strategic Foundations Mean 3.9 3.Cohesive Communities Mean 3.95 4.Infrastructural Design Mean 2.89 Slide 7 IDEAS Diagnostic Inventory 5.Teaching And Learning Mean 3.31 Low items: The School staff have developed an agreed definition of excellence in teaching Mean 2.56 The pedagogical practices of staff are consistent with the school vision Mean 3.11 Successful practices in teaching and learning are identified and celebrated Mean 3.08 Slide 8 IDEAS Diagnostic Inventory 6.Professional Supports Mean 3.02 Low Items The school has processes in place to enable teachers to learn from each others successful practices. Mean 2.80 Expert advice is readily available to staff on issues of priority to them. Mean 3.09 Staff have access to internal networks to obtain helpful feedback on their teaching Mean 2.86 Adequate planning time is available for shared staff reflection. Mean 2.09 Slide 9 Getting Staff onside HISTORY WALK Slide 10 Students were involved all the way DI Analysis Slide 11 VISION CareEngageExcel CareEngageExcel Slide 12 BELIEFS We believe POSITIVE RELATIONSHIPS are the key to success. In the INDIVIDUAL OWNERSHIP of learning. In striving for PERSONAL BEST and CELEBRATING EXCELLENCE. Slide 13 SCHOOL WIDE PEDAGOGY R espect A chievement C ollaboration E ngagement R elevance How do we get these planks of SWP (or Principles of Teaching and Learning) fully integrated across the school? How do we sustain their use? Slide 14 SWP Slide 15 Slide 16 II CL FG SP II CL SP FG II IL CL SP FG II IL CL SP FG Slide 17 Slide 18 Overall School Goal By the end of 2010 we will be seeing teachers visiting each others classrooms and providing support for instructional practice, indicated by the extent of: Cooperative learning Sharing best practice Collaboration and teamwork Improvement in literacy and numeracy standards Slide 19 TARGETS 1.By Semester 2, 90% of staff has incorporated at least two Cooperative learning tactics in programmes of work. 2.By the end of Semester 1, all teaching staff will have visited two other teachers classrooms with a focus on instructional strategies (one visit within their own Learning Area and one visit outside their Learning Area) Slide 20 The DI was done again in August 2009 to gather evidence concerning the success of the IDEAS program. Below is a summary of the main improvements and areas of weakness. Overall, there has been a VERY SIGNIFICANT IMPROVEMENT in the school based on this data. Scores of 3.20 or less indicate challenges. Scores of 3.70 and above indicate successes. Slide 21 Significant Improvements from 2006-2009 (the mean for these increased by 0.30 or more on a scale of 1-5) OutcomesQuestion20062009 School Successes and Achievements 4. Students acquire significant processes for applying what they learn to real life situations. 8. The morale of classroom teachers at the school is high. 9. The morale of non-teaching staff at the school is high. 10. The teachers at this school perceive themselves to belong to a significant, influential profession. 17. The staffs procedures for ongoing professional dialogue result in effective critique of their professional practice. Cont 3.49 3.22 3.25 3.24 3.24 3.80 3.63 3.63 3.74 3.64 Slide 22 Significant Improvements from 2006-2009 (the mean for these increased by 0.30 or more on a scale of 1-5) OutcomesQuestion20062009 School Successes and Achievements Cont 18. The staff manage processes of change effectively. 19. Clear consistency is evident between the schools vision, community expectations and teaching and learning practices. 20. The schools vision is evident in students achievements 3.30 3.14 3.21 3.73 3.75 3.57 Slide 23 OutcomesQuestion20062009 Strategic Foundations 1. The school is guided by an inspirational vision. 2. The school assesses the relevance of its vision to the needs of students on a systematic basis. 3. There is a shared commitment throughout the staff to the achievement of the vision. 4. The goals and values of the senior administration are clearly articulated. 6. The school administration is active and visible in promoting excellence in the school and the broader community. 9. Faculty resource planning begins with consideration of how to enhance teaching and learning. 2.75 2.62 2.72 3.44 3.91 3.49 3.70 3.82 3.63 4.00 4.21 3.84 Slide 24 OutcomesQuestion20062009 Cohesive Community 7. Open door communications among staff, parents, administrators and students are a feature of the school. 3.444.04 Infrastructure1. Teachers at the school are encouraged to design learning environments which facilitate high quality teaching. 5. At this school planning of the schools facilities begins with consideration of how to enhance teaching and learning. 8. Students in my area(s) of responsibility have good access to specialist learning resources. 3.24 2.88 2.99 3.85 3.28 3.42 Slide 25 OutcomesQuestion20062009 3-Dimensional Pedagogy 1. The school staff have developed an agreed definition of excellence in teaching. 2. The pedagogical practices of staff are consistent with the school vision. 3. The school staff systematically examine their teaching in the light of agreed standards for high quality instruction. 4. Teaching practices are grounded in current educational theory. 6. Successful practices in teaching and learning are identified and celebrated. 7. Students are helped to develop individual learning styles. 2.56 3.11 3.21 3.46 3.08 3.03 3.68 3.70 3.75 3.81 3.72 3.62 Slide 26 OutcomesQuestion20062009 Professional Support 1. The schools professional development policies reflect agreed priorities for teaching and learning. 2. The school has processes in place to enable teachers to learn from each others successful practices. 3. A whole school approach to professional development, encompassing all staff and administrators, is in place. 4. Expert advice is readily available to staff on issues of priority to them. 5. Financial resources to support staff development are used to good advantage. Cont 3.21 2.80 3.47 3.09 2.95 3.80 4.06 4.07 3.56 3.45 Slide 27 OutcomesQuestion20062009 Professional Support Cont 6. If staff encounter difficulties with teaching processes effective support systems are available. 9. Staff have access to internal networks to obtain helpful feedback on their teaching. 10. Adequate planning time is available for shared staff reflection. 3.15 2.86 2.09 3.54 3.62 2.53 Slide 28 Outcomes Needing Attention (below 3.20) OutcomesQuestion20062009 Infrastructure2. The physical design of the school is conducive to effective teaching and learning in my areas of professional responsibility. 3. The physical design of the school encourages positive staff interaction. 4. The environment of the school is aesthetically pleasing and well maintained. 6. Flexibility in the use of time enables pedagogical innovation. 9. School programs are adequately resourced to facilitate effective pedagogy. 2.43 2.17 3.35 2.59 2.82 2.33 2.26 2.85 2.73 2.92 Professional Support 10. Adequate planning time is available for shared staff reflection. 2.092.53 Slide 29 Average Scores Across Each Major Outcome Outcome20062009 School Successes and Achievements 3.573.77 Strategic Foundations3.393.83 Cohesive Community3.593.77 Infrastructure2.893.04 3-Dimensional Pedagogy3.313.76 Professional Support3.023.56 Slide 30 Average Scores Across Each Major Outcome This clearly shows there is an improvement in EVERY outcome, although Infrastructure is lagging. It is important to realise that we deliberately avoided work in the Infrastructure area to concentrate on where the main challenges for teaching and learning lay Strategic Foundations, 3-DP and Professional Support. Slide 31 The Ed. Dept of WA School Accountability and Improvement Framework lists five (5) areas of focus for effective school operations: Teaching A school wide pedagogy that challenges but supports students and connects to their experience, stage of development and background. LearningEnvironment A safe, caring and inclusive environment is a pre-requisite for improving standards of achievement Slide 32 Leadership Leaders focus on pedagogy and practice. Expert teachers are encouraged to operate collaboratively and share their skills and understandings. Resources / Infrastructure Resources are targeted, through school planning, to maximise student achievement. Relationships. Building strong internal and external relationships facilitate the alignment of school goals and the capacity to enact whole-school approaches and consistent practice. internal Slide 33 Things We Do How we link SWP to the Classroom Co-operative Learning Focus Groups mixed Learning Areas Classroom visits in own Learning Area Classroom visits in other Learning Area Whole school PD based on classroom practices Instructional Intelligence Parallel Leadership roles eg: run PD PD for teacher leaders Student ISMT class groups working on posters, run assembly Slide 34 Things We Do Reflective practices common planning template for programs in all Learning Areas Coaching/mentoring Posters in classrooms student productions Classroom Management Strategies pursued at PD and in Focus Groups Building a Professional Learning Community use of Skilful Conversations at all times HOLAs/TICs taking the lead School Plan, videoing classroom methods Slide 35 Other Bits 2011 Yr 8 subject added to curriculum based on Respect, Achievement and Collaboration. 18 different teachers (not Administration) have run school PD on SWP during the last 3 years. More lined up! Promoting the school use RACER. eg; School Booklet. Professional Learning Booklet - all teachers. Principal MUST be on side and involved. Slide 36 Slide 37 Slide 38 ISMT members (new members added since photograph Aaron Gibson, Doug Dearle)