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TEACHING

Innovative, responsive and dynamic facilitators of learning

In preparation for this meeting the required body of evidence has been prepared, reviewed and annotated.  The Executive Summary synthesises the annotated information provided in the body of evidence. Click here to view Teaching Elements executive summary.

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Select an element from the table below for summary and evidence

TEACHING ELEMENT EXECUTIVE SUMMARY

Anchor 1

EFFECTIVE CLASSROOM PRACTICE

 

Over the past two years, an emphasis has been placed on ensuring the school’s classrooms are well managed environments with minimal disruption. The uninterrupted learning time from 9-11.00am, where key concepts have been taught in literacy and numeracy has proven beneficial.  Staff have developed, a culture of high expectation for academic success. This is shown and indicated in the TTFM surveys, teachers providing student feedback, student to student feedback, rubric assessments, weekly assessments, LaST testing, literacy and numeracy continuums and external student performance data. Across the school some staff and their students use a class dojo system for feedback to reinforce positive student learning and behaviour. The principal also collects student workbooks to assess effort and provide feedback to all pupils. Most staff collaboratively share expertise to improve teaching practice, self-assessment and reflection. At staff meetings we have looked at the work of Professor John Hattie and understand the importance of feedback to students. The implementation of the revised Wellbeing policy, (classroom expectations, consequences and warning processes, student recognition) supports improved consistency with classroom management thus increasing student engagement and reducing disruption in the classroom.

DATA SKILLS AND USE

 

IPS is a small school and all staff get on well with the executive. Together, we are a collaborative team and interested in student development. IPS accept that the culture of sharing, analysing, collecting and using data is vitally important. The school uses LaST data to identify the learning needs of its students. The school leaders examine data from sources such as NAPLAN, to inform staff at meetings. Here, key decisions are made to suit the learning needs of students. PLAN data is also being used by the Kindergarten teacher to track students’ progress. To ensure teachers were able to use these data skills, professional learning was organised. Two teachers visited schools out of our local area to observe the use of the continuum portfolios in a number of schools. Similarly, teachers analyse student performance data from sources such as diagnostic reviews, reading records, literacy and numeracy continuum cluster markers and the Waddington’s Spelling and Reading Tests.The Principal, at appropriate times will share data when and where required with the school community. This has included assemblies, newsletters, P&C meetings and the yearly Annual School Report when data is used to monitor and evaluate progress of the milestones in relation to the School Plan.

COLLABORATIVE PRACTICE

 

At the beginning of the school year, IPS staff identified the expertise within the teaching group to be responsible for certain Key Learning Areas (KLA’s), events and responsibilities. One of the most effective ways IPS teachers learn is by observing others, either at school (or at another partner school) or being observed and receiving specific feedback from that observation. Teachers analyse and reflect on this information and use it as a  valuable means of professional growth. The observations are well planned and sometimes videoed, so as to focus on specific issues and then a follow-up meeting is organised to provide feedback. At Iluka peer observation promotes an open environment where public discussion of teaching is encouraged and supported. During sustainability classes, l.C.T. lessons, the Sporting Schools’ Program, specific K.L.A days and other whole school events, teachers work well together to improve teaching and learning outcomes within their classes. In 2017, it is anticipated that more organised mentoring/coaching sessions by the executive will be timetabled to assist temporary, casual and new scheme teachers improve their teaching practice.

LEARNING AND DEVELOPMENT

 

All teaching staff at IPS take personal responsibility for improving their professional practice. All teachers have a negotiated Performance and Development Plan (PDP). PDP’s are produced following discussions with the Principal. The teachers’ personal goals link with the aims of the school’s Strategic Directions. All professional learning is authorised and planned to support and reach these goals. In 2016, many extra hours of professional learning undertaken at staff meetings has addressed several areas of need for IPS. This included a Principal Support Learning (PSL) conducting a workshop and discussion on the document, ‘What works best: Evidence-based practices to help improve NSW student performance’ to link with Strategic Direction 1 of the 2015-2017 school plan. As well, staff have been provided with a three hour workshop in using Sentral for Wellbeing (SD2) and developing Individual Learning Plans. (SD2) Other professional learning related to understanding the elements of the School Excellence Framework (SEF). Staff also focused on visiting other schools and organisations to gain an insight into what other schools/teachers feel important. A report is presented to staff at weekly meetings to discuss any professional learning undertaken. In 2017, the school will need to finance, budget and develop a New Scheme and Teachers Policy to assist all teachers gaining and maintaining accreditation at proficiency levels.

PROFESSIONAL STANDARDS

 

IPS is committed to the capacity building of all staff. Teachers have been given the opportunity to explore higher levels of accreditation tied with the School Plan and staff PDP’s. Expertise that other schools may have, was recognised and valued with several staff members attending classrooms outside the local area seeking further knowledge as well as better teaching practice concerned with the literacy and numeracy continuums. Similarly, IPS has been very generous in sharing its expertise to help build the knowledge and skills for the External Validation process across many north coast schools. The work of the school team has been highly valued and appreciated by other bigger schools. Physical resources have not been purchased this year. Rather, the emphasis at IPS has been to fund teacher time in order to collaborate and reflect on teaching. Our School Excellence Framework  self-assessment survey  and the External Validation process has assisted the school to refine strategic priorities in our school plan, leading to further improvements in the delivery of education to our students. IPS teachers have a stake in their school. They help make the decisions and set the goals, thus  participating in the ownership of their school. This type of commitment makes IPS teachers valuable employees, and it instills a sense of being a part of something bigger. Teachers at IPS are role models for their students. It’s important for our students to see the amazing contributions our teachers make at all levels. There are children in our town who have never been exposed to the concept of giving voluntarily. When IPS teachers demonstrate leadership in their school, they give young people the courage to think “I can do this too.” Seeing teachers who readily give of themselves provides students with the courage to make a difference as well. IPS teachers lead by example. The entire school becomes better because of its positive attitude towards unconditional support.

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