lifton—a luster of exellene · [howard gardner, 5 minds for the future, 2008] in the lifton...

CLIFTON—A CLUSTER OF EXCELLENCE Back Plains SS, Emu Creek SS, Clifton SS, Clifton SHS, Greenmount SS, Nobby SS, Pilton SS, Ryeford SS

CLIFTON CLUSTER

PEDAGOGICAL FRAMEWORK—2014—2016

This pedagogical framework with its emphasis on higher order thinking has

been designed to operate across the schools in the Clifton Cluster so that a

seamless transition from Prep to Year 12 is achieved.

The framework ultimately is designed to ensure that students exiting from

cluster schools have the resources for and are prepared for further learning,

work, or ………

2

UNITED IN OUR

PURSUIT OF

EXCELLENCE

3

CLUSTER SCHOOLS

School Band Teacher/s Years Composition Students

- number

Ryeford SS 5 One Prep – year 6 Multi-age group 5

Emu Creek SS 5 One Prep – year 6 Multi-age group 16

Back Plains SS 5 One Prep – year 6 Multi–age group 19

Pilton SS 5 One Prep – year 6 Multi-age group 22

Greenmount SS 5 Two Prep – year 6 Multi– age group 29

Nobby SS 5 Two Prep – year 6 Multi-age group 40

Clifton SS 6 Four Prep – year 6 Combined classes 95

Clifton SHS 8 Multiple 7 - 12 Single classes + select-ed combined [11 & 12] classes

269-273

A Seamless Transition

4


Successful learners are “creative thinkers shaped by inspiring and challenging

learning experiences”.

We want “future global citizens who recognise and value diversity”.

[Draft Strategic Plan 2013-2017, “Brighter Futures”.]

5


CLIFTON—A CLUSTER OF EXCELLENCE

TABLE OF CONTENTS

Page Contents Theoretical underpinnings

6 Vision of Future – Five Minds of Future Howard Gardner

8 Cluster Purpose and Vision

9 Cluster Pedagogical Framework Quality Teaching Framework [NSW],

Archer & Hughes

Pearson & Gallagher, Fisher & Frey,

John Hattie

Three Pillars [SW Region]

11 Elements of the Pedagogical Framework As Above

15 Processes and Procedures

32 Resources

6



INTELLECT CHARACTER

In developing the intellect and character of our future citizens, Howard

Gardner believes there is a need to cultivate five minds.

What kind of person [citizen/worker] will thrive in the twenty-first century?

Howard Gardner advocates that there are two central aspects:

7


CLIF-


CLIFTON CLUSTER – a vision of the future

What are the five minds needed by our future citizens?

In the future:

Individuals who wish to thrive will need to be experts in at least one area – they will need

discipline knowledge—eg History, Maths, Science, Art THE DISCIPLINED MIND

They will need to be able to gather the crucial information from disparate sources availa-

ble and put it together in ways that make sense to self and others.

THE SYNTHESISING MIND

Because they will need to be able to go beyond existing knowledge and beyond synthesis

to pose, new questions, offer new solutions, fashion works that stretch new genres

and configure new ones. THE CREATING MIND

The world of today is becoming increasingly diverse. There is no way to cordon oneself off

from this diversity. Accordingly, we must respect those who differ from us and respond

sympathetically and constructively in a way that extends beyond mere tolerance and

political correctness. THE RESPECTFUL MIND

Finally, as workers and citizens, we need to be able to act ethically -----

To think beyond our own self-interest and to do what is right under the circumstanc-

es—striving towards good work and good citizenship.

THE ETHICAL MIND

THE FIRST THREE MINDS DEVELOP THE INTELLECT

THE NEXT TWO MINDS DEVELOP CHARACTER

[Howard Gardner, 5 Minds for the Future, 2008]

In the Clifton cluster, our curriculum delivery and pedagogical approach is designed to ultimately produce students who,

when they leave school, can contribute to the future of Australia as global citizens by displaying these “five minds”. Our

pedagogical framework [articulating with each school’s Well Being Framework] will achieve this.

8


CLUSTER PURPOSE AND VISION

Vision: In the Clifton Cluster, our vision is for a seamless transition from Prep to

Year 12. This vision positively frames and espouses high expectation of success in

teaching and learning shaped by the understanding that high expectations leads to

the achievement of every student.

Statement of purpose: The intentional focus of this cluster is to continue to build

on the professional exchanges and collaboration between the schools that has de-

veloped over the last two years in order to provide support to colleagues and to

markedly improve the outcomes for all students.

Values:

Collegiality

Collaboration

Evidence–based school pedagogical decision making

Improved outcomes and thus opportunities

Building the “minds” of the future Australians

Commitment to excellence across the cluster


9



Cluster Pedagogical Framework

In the Clifton Cluster, while each school will maintain its own identity, vision and values, our shared

core belief is to provide teaching focused on consistently improving student outcomes. It is our belief,

validated by the evidence of an extensive research project, that the three key features of classroom

practice that delivers such improvements are:

a pedagogy based on promoting high levels of intellectual quality

a pedagogy soundly based on promoting a quality learning environment

a pedagogy that develops and makes explicit to students the significance of their work.

[from “Quality Teaching in NSW schools”, NSW Dept Ed & Training, 2003 – derived from Productive

Pedagogies research , Qld].

This framework aligns with and foregrounds an emphasis on higher order thinking. It aligns with our

core pedagogical belief that we need to deliver quality teaching characterised by high expectations of

every student and the understanding that each student, regardless of ability level or circumstance,

benefits by being challenged to think.

This framework shows that intellectual challenge is central to teaching that produces high quality

learning outcomes although all three dimensions are essential for students to benefit from learning

that has high intellectual challenge.

This foundational framework is, however, further shaped and refined to take account of and align

with the theoretical frames underpinning core system and specific regional priorities. The cluster

model, therefore, is one of principled eclecticism based on a variety of evidence.

10



This model has been developed because central to the pedagogies in the Clifton cluster are the beliefs that:

Learning needs to:

provide high intellectual quality

be significant

take place in a quality learning environment. [3D of QT, NSW]

Learners need to:

take increasing responsibility for their learning [GRR, Pearson & Gallagher; Fisher & Frey]

have key concepts, skills and thinking strategies taught explicity. [Archer & Hughes]

Learning outcomes are improved by:

explicit instruction for effective learning and high quality teaching

purposeful use of data

coaching and feedback [Greg Dickman drawing on Hattie, Archer and Hughes, ]

high expectations of student success.

11



ELEMENTS OF THE PEDAGOGICAL FRAMEWORK - UNPACKED

INTELLECTUAL QUALITY

Higher order thinking

Deep knowledge

Deep understanding

Problematic knowledge

Metalanguage

Substantive conversation

INTELLECTUAL QUALITY refers to pedagogy focused on producing deep un-

derstanding of important, substantive concepts, skills and ideas. It is a peda-

gogy that treats knowledge as something that requires active construction

and requires students to engage in higher-order thinking and to communi-

cate substantively about what they are learning. High intellectual quality

student outcomes result when learning:

provides intellectual work that is challenging; is centred on significant concepts and ideas; requires substantial cognitive and academic engagement with deep knowledge.

To deliver this, teachers need to have a deep understanding of the

knowledge they provide students and seek depth in the work produced by

their students.

The explicit teaching of concepts, skills, and higher order thinking will un-

derpin the development of intellectual quality. Students are also provided

opportunities for divergent and lateral thinking to develop creativity

(analysing, evaluating, problem solving, synthesizing, generating solutions,

creating) Ongoing assessment for learning, active processing of knowledge;

use of data and feedback; investigation and inquiry are central to develop-

ing intellectual quality.

QUALITY LEARNING ENVIRONMENT

Explicit quality criteria

Engagement

High expectations

Social Support

Self-regulation

Student direction

QUALITY LEARNING ENVIRONMENT refers to pedagogy that creates class-

rooms where teachers and students work productively in an environment

clearly focused on learning. This is a pedagogy that sets high and explicit ex-

pectations and develops positive relationships between teachers and stu-

dents and among students. Learning is improved when the classroom or oth-

er learning environments provide high levels of support for learning. There is

a need to support learning, as well as well as the need to support students in

classrooms. A quality learning environment is one in which the classroom is a

safe, caring and supportive place but it extends further than this – sup-

portiveness of student learning reaches across the school.

The explicit teaching of concepts and skills, the scaffolding of this learning

through the “gradual release of responsibility”, collaborative learning and

differentiation are core tenets of a quality learning environment that pro-

vides support for all students. The gradual release of responsibility se-

quences learning through focused learning episodes, guided practice, col-

laborative practice and independent practice and offers opportunities for

the teacher to provide feedback to individuals and groups.

12



SIGNIFICANCE

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative

SIGNIFICANCE refers to pedagogy that helps make learning meaningful and im-

portant to students. Such pedagogy draws clear connections with students’ prior

knowledge and their identities and interests, with contexts outside of the classroom,

and with multiple ways of knowing or cultural perspectives.

Students need to see why, and to understand that, their learning matters. To under-

stand how learning is significant connections need to be made between the student,

their identity and experiences; the nature of the learning they are undertaking; and

the contexts in which such learning matters.

Significance relates to learning important to the student; to the discipline or do-

main of learning; and also to the world, work, ideas and social issues.

EXPLICIT TEACHING

Goal for learning

Warm up

I do; We do; You do -

collaboratively; You do—

independently

Review

+ use of 16 Elements

Explicit teaching underpins the structure of lessons in the Clifton Cluster. All lessons

following the explicit teaching pattern will follow the clear sequence based on evi-

dence based research. The explicit teaching model is based on a framework of Total

Teacher Responsibility, Joint teacher-student responsibility; total Student Responsi-

bility.

Allied with this structure are the 16 elements [Archer and Hughes].

All teachers are expected to follow the Explicit Teaching sequence in the majority of

their lessons. Review of teacher lessons by peers and/or supervisors will be conduct-

ed at least once each term to monitor and support the implementation and effec-

tiveness of explicit teaching , especially warm ups/consolidation across the cluster.

GRADUAL RELEASE OF

RESPONSIBILITY

Total Teacher Responsibility

Joint Teacher—Student Responsibility

Student Responsibility

The notion of the gradual release of responsibility underpins the region’s “lead mod-

el” of “I do, We Do, You Do” classroom delivery of instruction – a direct instruction

model that supports explicit instruction of concepts, processes, skills and thinking

practices. The gradual release of responsibility , however, “emphasises instruction

that mentors students into becoming capable thinkers and learners when handling

the tasks with which they have not yet developed expertise” [Beuhl, 2005]. It is also

documented as an effective approach for improvement of Writing achievement

[Fisher & Frey, 2003]; Reading comprehension [Lloyd, 2004]; Literacy outcomes for

English language learners [Kong & Pearson, 2003].

However, as students progress through their school years, there will be variability in

the use of the explicit model across selected units and subjects [such as those which

are primarily research and experiment based]. From Year 1 to Year 6, as from year 7

to year 12 there will be evidence of the gradual release of responsibility and of stu-

dent independence in selected aspects of learning.

A core element in every unit must be explicit teaching but as time progresses these

explicit lesson sequences might occur primarily at the beginning of units and in later

phases of units where [or for identified groups for whom] re-teaching is necessary.

13



USE OF DATA

Both

Quantitative

and

Qualitative

Principled use of a wide variety of national [NAPLAN, Competitions], system [NAPLAN,

QCS], school wide diagnostic [eg PAT tests] and individual class data [including One-

School] will underpin decision making about what needs to be taught, where there

are gaps in learning and teaching and how teaching needs to be reframed.

Data is used for improvement, differentiation and to provide feedback to students in

order to develop and deepen learning.

However, the collection of data is not in itself of value – it is the analysis and interpre-

tation of data that is prioritised in order to make evidence based interventions to sup-

port student learning.

Classroom teachers, HOSES or HODS, deputies and principals need to use data to as-

certain if student skills are developing and to identify if and what interventions are

working.

Data – quantitative and qualitative - will be used in data conversations .

Use data to develop substantive conversations with teachers about the quality of

their teaching and with students about the quality of their learning.

Use of assessment for learning not only assessment of learning – use this evidence at

each phase of learning cycle – and to ensure that the learning is challenging.

FEEDBACK AND COACHING

Feedback is twofold:

That provided to students

and

That provided to teachers

Feedback is also used to

report to parents

For students, teachers draw on class work and assessment to provide students with

explicit and timely information about how to improve based on matching to specific

criteria [ eg what to do to move from a C to a B] or on evidence such as identified

patterns of weakness [eg in spelling] or to remedy misconceptions.

The explicit lesson structure provides opportunities for teachers to seek feed-

back from students about what they understand, how they are applying learn-

ing and how they are thinking or using particular strategies. Here an important

understanding about feedback can be derived from John Hattie’s insight ,of 2009 “ It

was only when I discovered that feedback was the most powerful when it

is from the student to the teacher that I started to understand it better.

When teachers seek, or at least are open to, feedback from students as to

what students know, what they understand, where they make errors, when

they have preconceptions, when they are not engaged – then, teaching and

learning can be synchronised and powerful. Feedback to teachers helps make

learning visible”. Quality feedback is immediate, affirmative and corrective

[Archer]

14



FEEDBACK AND COACHING

(Cont.)

Feedback is twofold:

For teachers, ongoing reflection, evaluation and response to con-

structive feedback are essential elements of their professional

growth and development.

Supervisors and peers provide explicit and timely feedback to teach-

ers on overall lesson effectiveness [such as sequence, pacing and en-

gagement] or how to implement a particular strategy, deliver a warm

-up, scaffold learning for understanding. Such feedback is based on

lesson observation, walkthroughs with feedback, and overviews of

lesson and unit plans.

Coaching

Coaching is a collaborative process designed to assist all teachers

within the school to expand their repertoire of effective teaching

practices – particularly in terms of the district’s priorities and lead

models. All teachers in the cluster engage in coaching conversations

once a semester to ensure that teachers have both knowledge of the

discipline as well as relevant pedagogical knowledge. Using feedback

from both peers and supervisors about planning and implementation

of units and lessons, teachers identify areas for improvement/

development. In the coaching conversations, supervisors assist

teachers in developing goals and strategies for improvement within

negotiated or specified areas, such as differentiation, task design, the

teaching of reading, use of a range of teaching strategies.

15



Processes and

Procedures

16

Planning processes and procedures: Strategies: Evidence:

The WHAT of

Teaching

Curriculum Intent

What we want stu-

dents to know, un-

derstand and be

able to do

Planning we do to implement curriculum:

Aligns with mandated curriculum:

Australian Curriculum ACARA (C2C)

Early years Curriculum Guidelines

Daniel Morcombe Curriculum

Dotal

Senior Syllabuses/SAS

Year 10 Guidelines

Essential Learnings

Aligns with Whole School Curriculum, As-

sessment and Reporting Plan/Regional

benchmarks

Takes account of teacher practices required

by Professional Standards for Teachers

Strategies we use:

Construct and have approved work pro-

grams and study plans

Develop year 10 semester overviews

Adapt or adopt C2C/semester overviews

Plan units, scope and sequence robust units

using Quality Teaching dimensions and

elements– modification of units as required

to differentiate for individuals (OneSchool)

Plan challenging and engaging lessons –

individually and in teams—based on curricu-

lum intent (including Across Curriculum

priorities and General Capabilities) informed

by data

ILPs for SWDs

Collaborative planning

Evidence we see:

A universal and common understanding of the

alignment between what is planned, what is

taught, what is assessed and what is reported.

Term/Unit/Semester Overviews in Student

diaries/exercise books

Fully scoped and resourced / units derived

from and aligning to the mandated curriculum

documents

The HOW of

Teaching

Sequencing of

teaching and learn-

ing

The relationships

between what is

taught and how it is

taught in order to

maximise student

learning

Planning we do for teaching/learning:

Develops challenging learning activities:

a) for Intellectual Quality – HOT, Deep

Knowledge, Metalanguage, Deep Under-

standing, Knowledge as Problematic – with

focus on use of wide range or higher order

cognitive [analyse, evaluate, synthesise,

create/design/redesign] and collaborative

skills

b) for Significance – Connectedness, etc –

so learning is meaningful and important for

students and significant for discipline and/or

the society

Provides for learning in a Quality Learning

Environment - high expectations in a posi-

tive learning environment

Accounts for Gradual Release of Responsibil-

ity

Lessons use Explicit Teaching structure [I Do,

We Do, You Do [collaboratively], You Do

[independently] as well as making use of

Archer & Hughes 16 elements

Embeds use of technology

Differentiates instruction to meet individual

student needs identified from monitoring

and use of a variety of data

Based on front -ending of assessment

Strategies we use:

Embedded Practice is Direct Teaching/

Explicit teaching with 16 elements; Other

practices include—Indirect Teaching/

Inquiry based learning with attention to

gradual release of responsibility, Problem

based learning, Independent learning, Inter-

activeTeaching/Whole-class discussion,

cooperative learning, peer partner learning;

Experiential Learning/ Field Experiences,

simulation, role play

Classroom observations – walk-throughs [eg

focused on a teaching strategy], drop-ins –

and evaluations of teaching and learning

against stated criteria and standards

Coaching and mentoring sessions to im-

prove explicit teaching and embedding of 16

elements.

Modelling and use of metalanguage

Embedding of Whole School Literacy and

Numeracy Plan and Spelling Program into

curriculum delivery in all subjects

Modelling, joint construction and independ-

ent construction of knowledge as well as of

task.

Integration of digital resources into lessons

and assessment .

Curriculum boxes—C2c resources

Evidence we see:

Innovative use of digital technologies in class

and comprehensive and challenging learning

goals in units

Learning intent visible for students in every

lesson—WALT, WILF & TIB

Students can communicate substantively

about their learning – in written and spoken

modes

Classroom engagement in learning

Evidence of thinking that shows deep under-

standing of concepts and their interrelation-

ships— in class discussions and assessment

Student metacognition, divergent thinking and

lateral thinking

Evidence of thinking routines

Glossary [vocabulary] and spelling for each

unit in each subject/KLA - vocabulary trees,

vocabulary walls

Spelling Issues Identifications in student fold-

ers [ie problems with Syllable Juncture or

Derivational stage etc as relevant to stage]

Feedback used to inform sequencing of teach-

ing and learning as well as selection of re-

sources

Warm ups and other elements used

High quality current displays in classrooms

Assessment

The evidence on

which judgments

about students

learning is made in

order to inform

future teaching and

learning

Planning we do to assess:

Aligns with curriculum intent and teaching

and learning

Uses assessment for learning, as learning

and of learning.

Differentiates assessment for individual

needs (identified from data)

Plans to gather data on performance under

different conditions and use it for improve-

ment

Assessment caters for Intellectual quality

and significance [age/cohort appropriate] – a

special focus on Higher Order thinking and

assessment of learning that is significant in

the discipline [eg Science, Mathematics …..]

Takes into account Regional benchmarks and

school targets

Strategies we use:

A variety of assessment techniques – obser-

vation, consultation, focused analysis

A range of conditions – assessment for

different audiences, contexts and purposes

Collaborative development of assessment

tasks

Moderation processes to internally quality

assure validity and rigour of assessment

items

Provision of A and C standard exemplars

Assessment Planner/Calendar

Identification of CCES (Common Curriculum

Elements made available by task/s [High

School]

Evidence we see:

Modified assessment tasks as relevant

Modified units—as relevant

Assessment task sheets with CCEs [in baskets]

on task sheet with explicit descriptions differ-

entiating the standards

Criteria/Standards Sheets [Marking Rubics]

which are task specific

A and C standard exemplars attached to units

+ interrogated by students [in books/folders,

highlighted]

Monitoring of progress in assessment [eg

check date’s with feedback]

Contextualised assessment with contexts

related to real world or discipline

Responsible and ethical use of technology in

assessment by students

Cluster Moderation/ twice per year


Clifton Cluster—Alignment of Curriculum, Pedagogy and Assessment

17

Making judgments

The use of explicit

standards to make

evidence based

judgments in order

to monitor and

inform the next

steps for learning

Planning we do to make judgments:

Uses explicit criteria matched to evidence

and teacher agreement to achieve consisten-

cy in judgment making

Draws standards and criteria from the Exit

Standards in Syllabuses/SASes, Yr 10 Guide-

lines and from Descriptors on ACARA (C2C)

Uses internal and external moderation proc-

tices

Strategies we use:

Selection of clear, task specific criteria

drawn from standard in curriculum docu-

ments

Being clear with students about how they

will be judged—about what will be valued

Provide clear expectations about quality

performance

Teach students to use task-specific stand-

ards descriptors to plan and to review their

progress

Moderation—sampling within and across

classes or within and across schools to verify

teacher decisions about standards and de-

velop consistent understanding and match-

ing work to criteria

Evidence we see:

Judgments supported and upheld at panels, in

cluster meetings and at in-school moderation

In school cross marking in cohorts with more

than one class in a subject [once per semes-

ter]

Moderation across cluster once per semester

Feedback

The information and

advice provided by a

teacher [or peer,

aide] or by a stu-

dent about perfor-

mance aimed at

improving learning.

Planning we see uses:

Feedback from students used to find out

information about – prior knowledge, inter-

ests, needs, future learning goals, current

understanding/thinking

Feedback to students about understand and

progress

Feedback about student learning used to

inform teaching decisions—content, group-

ing, differentiation.

Multiple sources of feedback to teachers:

Self-reflection

Observation (negotiated and target-ed

Walkthroughs

Drop-ins

Coaching Feedback to parents :

Phone calls or letters re lateness and/or non completion of tasks/assessment

Formal reporting to parents—mid semester and end of semester (followed by interviews as required)

Strategies we use:

Checking work in progress and providing

feedback on drafts

Provide quality feedback against explicit

criteria

Timely provision of feedback

Make thinking visible in classroom – eg

group feedback, class room displays

Peer observation and feedback [to teachers

re their use of in class feedback], data con-

versations, differentiation conversations

Feedback on teaching of targeted areas—eg

reading

Classroom profiling and feedback [RBP]

Evidence we see:

Written feedback in student exercise books ,

on check dates and on task standards sheet

Verbal feedback from teacher to student—

how to improve …….

Verbal feedback from student to teacher – eg

explanation of thinking process, explaining

what do/do not understand

Student goal setting and reflection

Student profiles and tracking sheets

OneSchool records of conversations with

parents; letters on file



18

Alignment to Core Systemic Principles Alignment to Re-

gional priorities

School priorities and implementation

INTELLEC

TUA

L QU

ALITY

Deep Knowledge

Deep Understanding

Problematic Knowledge

Higher Order Thinking

Metalanguage

Substantive Communication

Alignment of curriculum, pedagogy and assessment-

Pedagogy aligned with curriculum intent and demands

of the learning area/subject, general capabilities and

cross curriculum priorities

High Expectations – deep learning through higher order

thinking and authentic contexts

Feedback

Explicit teaching

Feedback

QSA syllabuses/year 10 Guidelines,

Australian Curriculum/C2C units

Work programs/Unit plans Disciplined

Mind

Review results and feedback on class

performance, drafts and assessment

tasks

Higher Order Thinking

Baskets/CCES

+ Creative Mind

Literacy and Numeracy Plans

Spelling program

Reading Program

Interactive teaching strategies

SIGN

IFICA

NC

E

Background Knowledge

Cultural Knowledge

Inclusivity

Knowledge Integration

Connectedness

Narrative

Student Centred Planning: Decisions based on

knowledge of students, prior learning and attributes +

Range of agreed data to tailor learning pathways and

target resources +

Frequent monitoring and diagnostic assessment to

inform differentiation

Evidence Based Decision Making: Teaching and learn-

ing is informed by student performance data and vali-

dated research + Quality evidence of the sustained

impact of the agreed teaching methods is used to

inform teaching and learning

Safe, supportive, connected and inclusive learning

environments: . . . recognition of difference ..

Student Centred Planning: Frequent monitoring and

diagnostic assessment to inform differentiation

Targetted and scaffolded instruction – comprehensive

range of agreed contemporary teaching strategies that:

support curriculum intent, engage students and exploit

available technology


environments: Innovative, responsible and ethical use

of digital technologies

I Do, We Do, You Do

+ Warm Ups

Use of data

[NAPLAN, Regional

benchmarks]

Indigenous Perspec-

tives

Closing the Gap

Cater for Diverse

Learners

ESL

Access prior knowledge at beginning

of unit and lessons [warm –ups] I Do,

We Do, You Do [collaboratively], You

Do [Independently]

Use of classroom data,

Differentiation/modify planning and

assessment

Support Group + Excellence Com-

mittee’s Strategy

Respectful Mind

Synthesising Mind

Ethical Mind

Cluster NAIDOC Cultural Day

Attendance Data—Everyday counts


Clifton Cluster Pedagogical Framework—Alignment to Regional & School Priorities


APPENDIX

19

QU

ALITY

LEAR

NIN

G E

NV

IRO

NM

ENT

Explicit Quality Criteria

Engagement

High Expectations

Social Support

Student’s Self Regulation

Student Direction

Alignment of curriculum, pedagogy and assessment –

assessment with explicit criteria and standards, planned

up front and aligned with teaching





High Expectations – comprehensive and challenging

learning goals for each student based on agreed data


environments: . . . student well being


environments: Consistent, Whole S chool approaches

to classroom and behaviour management, recognition

of difference, student well being and development of

student autonomy





Regional

Expectations

Mandatory and

consistent across all

classrooms.

Relevant class-

room displays

Behaviour

Rules

Values

Bookwork expec-

tations

Targets

Goals

Homework

High expectations

related to topics

eg. maths—

number facts

Task + criteria to HOD at beginning of

unit

Use of exemplars + annotation

Direct teaching [ie explicit teaching –

16 Elements]; Indirect Teaching [ie

inquiry and problem based learning];

Interactive teaching [whole-class

discussion, co-operative learning,

peer tutoring]; Experiential teaching

[Field experience, role play, simula-

tion, process drama]

Everyone Moves Up One + Achieving

in Every Field + Excellence Com-

mittee’s Strategy

Excellence in Teaching + Positive

Behaviour + School Behaviour plan

Ethical Mind

Gradual Release of Responsibility

Direct teaching strategies

Indirect teaching strategies

Experiential teaching strategies

Interactive teaching strategies

EXP

LICIT T

EAC

HIN

G

GR

AD

UA

L RE

LEASE

Alignment of curriculum, pedagogy and assessment:

Lesson design and delivery . . . . consistent across the

school and learning area

I Do, We Do, You Do

model of explicit

teaching + 16 Ele-

ments of Archer and

Hughes

I Do, We Do, You Do [Collaborative],

You Do [Independent] - Gradual re-

lease of responsibility

16 Elements of Archer & Hughes

Gradual release of responsibility

USE

of D

ATA

Alignment of curriculum, pedagogy and assessment: . .

. . monitoring and data collection practices consistent

across the school and learning area + Moderation

practices to support consistency of teacher judgement

about assessment data

Evidence Based Decision Making: Teaching and learn-

ing is informed by student performance data and vali-

dated research + Quality evidence of the sustained

impact of the agreed teaching methods is used to

inform teaching and learning

Student Centred Planning: Decisions based on

knowledge of students, their prior learning and attrib-

utes + Range of agreed data to tailor learning pathways

and target resources + Frequent monitoring and diag-

nostic assessment to inform differentiation

Use of Data

Use of data:

Junior Secondary/Primary – NAPLAN,

Assessment Framework—Regional

benchmarks, PAT testing, end of

semester results

Senior Secondary – end of semester

subject results, QSA/QCS test results

and data analysis, R3 and R6 results,

School Leaving placements, University

offerings

Across levels – student performance

on individual assessments against

stated national/state/regional/school

expectations

FEEDB

AC

K a

nd

CO

AC

HIN

G

High Expectations: Agreed procedures for: Ongoing

induction; coaching; mentoring; and support in teach-

ing and learning for all staff

Evidence based decision making: Agreed feedback

practices for staff, parents and students

Feedback and

Coaching

Feedback to staff based on

walkthroughs and drop ins + targeted

observations using collaboratively

developed standards derived from

the 16 Elements of Effective Teaching.

Small coaching teams assigned to

management team

Developing performance discussion/

planning

20

DIFFER

EN

TIATIO

N

Disability Standards for Education 2005 Verification

AIMS

‘On the Same

Page’

SEPs

Regional funding

for AVTs and

STLaNS

Behaviour Man-

agement Team

Regional Funding

for Guidance

Office/Speech

Patholoogists/

Occupational

Therapists

iPads for students

Denise Kable unit

for cluster groups

School-based/Cluster Differ-entiation Model School-based/Cluster Gifted and Talented Policy Frequent monitoring and di-agnostic assessment to inform differentiation Differentiation Placemat FNQ (link below) ILPs for Verified, G&T, Stu-dents in Care, Behaviour stu-dents Timetabling for AVTs and STLaNs across Cluster Timetabling for Guidance Office/Speech Pathologists/Occupational Therapists across Cluster Use of Assistive technologies where required Shooting for the Stars Pro-gram Modification of C2C (or like) units/assessment tasks. Tar-geted and scaffolded instruc-tion – comprehensive range of agreed contemporary teach-ing strategies that: support curriculum intent, engage students and exploit available technology Clifton Cluster access to Den-

ise Kable Unit.


21



PLANNING

The Gradual Release Model is a progressive Model

which occurs:

1. Over the school life of a student

It is expected that students will be more dependant on the teacher instruction in the early years of learning and as they

progress through the years should develop become more independent learners

Year 12 Prep

Teacher Responsibility Student Responsibility

2. Within Subject Specific Unit Plans.

It is expected that the beginning lessons of a unit plan will have a focus of instructional teaching through the “I Do, We

do” sections of the explicit teaching model, whereby teachers teach metacognition and use scaffolding tools.

Planning and delivering challenging and engaging programs of learning for students with diverse learning and abilities; pro-grams address significant learning and provide intellectual challenge and are delivered in a quality learning environment. Fo-cus throughout the years on the development of literacy and numeracy with increasing attention to the subject/discipline specificity of these literacies/numeracies. Planning gives systematic attention to use of ICTs and Cross Curricular Priorities and to making links between different subjects/learning areas/disciplines. Planning at the classroom level requires use of a range of teaching, cognitive and collaborative strategies with a strong focus on higher order thinking. Planning for differentiation takes account of where students are on their learning journey. In doing this, a variety of data is analysed to identify learning strengths and needs of individuals or groups so students have knowledge consolidated or extended. Where possible, a team approach is used to develop, adopt or adopt a unit or work or a program of learning - in the high school, this will entail teachers in year levels/subjects with multiple classes planning together to develop a unit focus, learning goals, sequence and modifications of learning – with documentation of the extent of these modifications for individuals/groups; learning experiences that are challenging, develop cognition and metacognition, use a range of collaboration strate-gies and are differentiated [see Differentiation Placemat for strategies]; lessons are sequenced and delivered according to the Explicit Instruction phases, including Warm Ups, clear learning goal and Closure. Planning includes making decisions about how to use feedback drawn from assessment for learning so students know how to improve. Assessment of learning is “front-ended” in unit planning with assessment tasks designed prior to lesson delivery to ensure that what is assessed aligns directly with the learning goal and the explicit development of concepts, skills, thinking, literacy and numeracy requirements for the task/unit outcome. Assessment tasks should show connection to the “real world” where possi-ble.

22



Beginning of Unit

End of Unit

Unit Plan Gradual Release of Responsibility

Teacher Orientation

Purpose & Goal

I Do

We Do

You Do It – Collaboratively

You Do It- Inde-pendently

Review

Student

&Teacher

Orientation

Purpose & Goal

I Do

We Do


You Do It- Independently

Review

Student

Orientation

Purpose & Goal

I Do

We Do



Review

Assessment

Feedback

Orientation

Purpose & Goal

I Do

We Do



Review

Within Individual Lesson Plans

23

Intellectual Quality

The explicit teaching of concepts, skills, and higher order thinking will underpin the development of intellec-tual quality. Ongoing assessment for learning, active processing of knowledge, use of data and feedback, as well as tasks involving investigation and inquiry are central to developing intellectual quality. The elements of intellectual quality are listed below [from NSW Quality Teaching materials]:



Planning with the Quality Teaching Framework

Element What does it look like in the classroom? What does it look like in assess-ment tasks?

Higher order thinking Students can transform information and ideas. They do this when they combine facts and ideas and synthesise, general-ise, explain, hypothesise or arrive at some conclusion or interpretation

Tasks require students to organ-ise, reorganise, explain, analyse, synthesise and evaluate knowledge and information and draw conclusions or interpreta-tions.

Deep knowledge Concepts learned are concerned with the central ideas of a topic or discipline and are judged as crucial to it. Focus is on the relationships between and among concepts.

Tasks show understanding of key concepts and ideas with topics, disciplines or subjects and require clear articulation of the relationships between and among concepts.

Deep understanding Students grasp relatively complex rela-tionships between the central concepts of a topic or discipline. They can pro-duce new knowledge by discovering relationships, solving problems, con-structing explanations and drawing con-clusions.

Tasks require students to demonstrate deep rather than superficial understanding of what they are learning.

Problematic Knowledge

[Knowledge is prob-lematic]

Students understand knowledge is not a fixed body of information, but rather as being constructed, open to question and subject to political, social and cultural influences and implications.

Tasks require students to pre-sent or analyse alternative per-spectives and/or solutions and to show how the construction of knowledge relates to their understanding of the task.

Metalanguage Students and teachers explicitly name, use and analyse the specialist/technical language of a field/discipline. There is frequent discussion about how and why this language is used and the various contexts in which language is used differently.

Tasks require students to use metalanguage, interpret and comment on language use and the contexts of differing lan-guage uses.

Substantive conversation

Students are regularly engaged [with teacher as well as other students] in sustained conversations about the con-cepts and ideas they encounter.

Tasks require students to com-municate their understanding in a substantive [oral, written or visual] fashion.

24



Significance

Significance relates to learning important to the student; to the discipline or domain of learning; and also to the world, work, ideas and social issues.

The elements of this dimension are [from NSW Quality Teaching materials]:

Element What does it look like in the classroom? What does it look like in assess-ment tasks?

Background knowledge

Lessons regularly and explicitly allow students to make links to their back-ground knowledge and experience and the concepts, topics, skills and compe-tencies they are learning and acquiring.

Tasks require students to demonstrate links between old and new knowledge.

Cultural knowledge Lessons regularly acknowledge and give status to a range of cultures by incorpo-rating the cultural knowledge of diverse social groups [based on differences such as class, gender, ethnicity, race, disabil-ity]

Tasks incorporate the cultural knowledge of diverse social groupings – including across time.

Knowledge integration Lessons regularly demonstrate explicit links between and within subjects [subject area knowledge] and concepts.

Tasks require students to build from an understanding of the links between and within sub-jects and concepts.

Inclusivity Lessons intentionally acknowledge, sup-port and value the participation of stu-dents from diverse backgrounds.

There is recognition and acceptance of students’ diverse backgrounds, experi-ences and abilities.

Tasks allow the participation of all students.

Connectedness Lessons have value and meaning beyond the classroom and school and connect to real life contexts or are real life prob-lems. Opportunities are available for students to share their learning with audiences beyond the classroom or school.

Tasks allow knowledge to be applied in real-life contexts or require solution of real-life problems and provide opportu-nities for students to share their work beyond the class-room.

Narrative Lesson use narratives as process or con-tent; narratives are used to enrich stu-dent understanding.

Tasks allow students to use narratives of various forms – personal stories, biographies, historical accounts and literary and cultural texts.

25

Quality Learning Environment

The explicit teaching of concepts and skills, the scaffolding of this learning through the “gradual release of re-sponsibility”, collaborative learning and differentiation are core tenets of a quality learning environment that provides support for all students. The gradual release of responsibility sequences learning through focused learning episodes, guided practice, collaborative practice and independent practice.

The elements of this dimension are [from NSW Quality Teaching materials]:



Element What does it look like in the classroom? What does it look like in assessment tasks?

Explicit quality criteria The criteria for judging student work are made explicit. These criteria are “unpacked” for students and they, and the standards associated with the criteria, are a regular reference point for the develop-ment, as well as the assessment of student work.

Tasks provide standards schemas [rubrics] making explicit the quality of work students are expected to produce. These standards and criteria derive from syl-labus documents.

Engagement Students [most students – most of the time] are seriously engaged and on task. They are not going through the motions of lesson or assessment activity. Students dis-play sustained interest and attention to the engaging activities developed for them and show this by asking questions, contributing to group activities and helping peers.

_______________________

High expectations High expectations for all students are com-municated and conceptual risk taking is encouraged and rewarded.

Quality of tasks demon-strates that there are high expectations for student achievement.

Social support There is an atmosphere of mutual respect and support between teachers and stu-dents and among students.

_______________________

Self-regulation Students regulate their own behaviour so minimal attention to the disciplining and regulation of students is required.

_______________________

Student direction Students have some influence over the spe-cific activities or tasks they will undertake and how they do them.

Task design allows students to exercise some direction over the selection of re-search questions, selected activities and the means and manner in which the tasks will be done.

26


IMPLEMENTATION – aligning curriculum, pedagogy and assessment.

THE FOLLOWING STEPS IN THE IMPLEMENTATION PROCESS OUTLINE QUESTIONS TEACHERS MAY NEED TO ADDRESS TO EFFECTIVELY IMPLEMENT THE SYLLABUS AND DESIGN ENGAGING AND EFFECTIVE LEARNING AND TEACHING PROGRAMS.

What do we want our students to learn?

Explore the requirements of the relevant syllabus, national curriculum including general capabilities and cross-curricular priorities.

What do we do to understand our learners?

Consider and/or explore student prior knowledge, needs, interests and differences using evidence from data and how available resources in the school may be used? Eg staff, support staff . . .

What is our agreed purpose and approach for teaching the syllabus in this school?

Use of pedagogies that focus on developing higher order thinking and creativity, establish the significance of learning and occur in quality teaching environments with a focus on explicit teaching, the gradual release of responsibility, and draws on effective analysis of data and feedback about learning and teaching. Make decisions drawn from monitoring and diag-nostic assessment/external feedback. Share ideas among teachers about how this will be done to the benefit of all stu-dents in the cluster and what specific approaches will be taken in your school. Consider what is necessary to build success and high achievements/outcomes for each student.

How will we build the framework for the course plan? [semester/year plans]

Make decisions about the organisational structure for the course/programme of learning, including how classes will be grouped and the implications of those groupings, the need for/desirability of integration of subjects, reporting require-ments, teacher strengths and availability, potential to use digital technologies, the need to allow students to take increas-ing responsibility for their learning as well as careful teacher scaffolding and explicitness of instruction. Construct frame-

work based on comprehensive and challenging learning goals. Plan for the gradual release of responsibility.

How do we develop a course plan that effectively allocates all syllabus requirements?

Create a progression of learning for students and ensure that the plan/programme allows for the development of deep understanding and will allow for tasks/assessments that will be significant, show higher order thinking, derive from au-thentic contexts, and use available school resources, including digital technologies. Build a plan to expand resources and amend activities with new materials. Make decisions about how each class group and/or different cohorts will experience the learning. Make decisions about how different groups [those needing support or extension] will experience the teach-ing plan for their optimal results and/or engagement.

How do we develop units of work? [term /semester or other]

Develop the goals of the unit/semester plan and evidence of learning needed. Brainstorm ideas about how to engage stu-dents and design and refine [“front end] tasks that will be significant, engaging and challenging for the students but achievable within school resources. Develop a sequence of teaching and learning activities for students that will build from what they already know and can do, support them to gain, effectively interact and integrate new knowledge, skills and ways of thinking and allow them to show evidence of their learning. Develop units of learning that allow all the elements of the 3 Dimensions [QT] to be used in learning and in assessment design. Devise ways [strategies, procedures and thinking routines] for students to move learning to deep memory, gener-ate and test hypotheses, investigate effectively, analyse, evaluate, synthesise, apply imaginatively. Consider If using C2C materials, what choices do we make about adopting or adapting for our students in the cluster schools? Espe-cially consider pedagogy and how the unit/s might need to be adjusted for higher order thinking and how we might need to ascertain and accommodate students’ different stages of learning. Upload/schedule units in OneSchool.

27

How do we teach to achieve improve results/outcomes for all students?

Make effective use of our cluster pedagogical framework by using all three dimensions of the Quality Teaching Framework [but not all elements of each] into every lesson. Use the explicit teaching lesson structure [I Do, We Do, You Do – collabo-ratively and independently] for all lessons dealing with development of concepts, new knowledge, new skills; application, revision and revisiting of knowledge and skills; model thinking strategies, accommodate student differences by differenti-ating [Use Differentiation Placemat for four aspects of differentiation]. Use a variety of teaching strategies. Consider how high expectations will be communicated to students and what/ how quality product/assessments will be used to show expected/desirable learning. Provide assessment item at beginning of unit, explain criteria, teach the explicit knowledge and language [literacy/numeracy/scientific concepts] and thinking required for the discipline [if in middle/later years of primary and secondary]. Consider how learning will be celebrated and displayed. Design lessons that use the Archer and Hughes elements. Monitor student learning within each lesson and make adjustments as necessary for individuals and groups. Consider how classroom expectations/procedures and relationships affect teaching and learning and develop increasing student respon-sibility and autonomy.

How will we know if we are being effective in our teaching of this course?

Establish mechanisms to monitor the effectiveness of the teaching and learning during the unit. Identify what needs to be modified during or in evaluations at the end of the unit or programme of learning. Use data from the learning as students progress [assessment for learning eg classroom interactions, homework classwork and check dates] as well as assessment of learning [assignments or projects] to feedback to student and to inform new learning. Use data from tests to review and make decisions about focus of learning for improvement [eg reading comprehension, particular aspects of numeracy, types of thinking – analysis, evaluation, synthesis, creation/design]. Review success of learning at end of semester and year in order to make decisions about the sustained impact of learning/teaching [eg use of NAPLAN and QSA data and feedback and how meet regional benchmarks]. Moderate outcomes with other teachers in cluster twice a year so shared understandings of standards and evidence of learning are understood.


28


Teacher R

espo

nsib

ility

Lesson Phase Focus on thinking

Explanation of phase Element

WARM UP

Gaining student atten-tion and orientation to learning

Activating prior knowledge

Foundation Thinking Skills (FTS): Remember

Structured revision of knowledge and skill by making connections to previous related work. Vital for transferring knowledge to long term memory. Quick and focused: switch on students to learning

develop automaticity

consolidate core concepts and skills [review

prior learning]

move student knowledge from short term to

long term memory

build confidence in students to acquire

knowledge, providing opportunities for repeti-

tion and practice

OPENING PREVIEW: Purpose & Goal

Lesson Intent

WALT WILF TIB ……..

Foundation Thinking Skills (FTS): Remember & Understand

State goal of lesson. Clearly let the students know what they are going to learn and help THEM focus on the upcoming content.

“By the end of this lesson you will be able to…”

Discuss relevance of target skills (or of larger goal), relate to real life/concrete examples i.e. ensure stu-dents understand significance of learning.

What is your criteria for success?

3 W’s: Why? When? Where?

BODY OF LESSON

I DO IT—TEACHING IT

“Focus Lesson”

Explicit teaching & modelling of concept/skill/INVOLVE STU-DENTS

Foundation Thinking Skills (FTS): Remember , Understand & Apply

The Explicit teaching and demonstration of new knowledge and skills. The modelling of practices. Clear step by step explanations, with revision and reinforcement.

Define concept/skill to be taught

Explicitly model skill/strategy/concept/thinking being taught

Break down into clearly defined steps

Provide examples and non examples

Provide more than one demonstration if needed C3C’s: Clear, Consistent (i.e. terminology), Concise

BODY OF LESSON

WE DO it

Prompted or Guided Practice

Differentiated levels of scaffolding—

Tell them what to do

Ask them what to do

Remind them what to do

Gradual release prompts

Foundation Think-ing Skills (FTS):

Apply

Higher Order Thinking Skills (HOTS): Analyse, Evaluate, or Design

New knowledge and skills practised with teacher. Teacher reteaches during guided practice: they prompt, question, facilitate, or lead students through tasks that increase understanding of a par-ticular text.

Students provided with visual, physical, verbal prompts/scaffolds as they all work through the same example/s. Prompts may include explicit instructions, use of graphic organisers, charts or other visual prompts; questions, directions, clues or reminders; physical prompts

Several opportunities should be given for students to practise skill/strategy and experience success

Scaffolds gradually withdrawn [gradual release mod-el) to develop student independence

LESSON PLAN

29



Stud

ent R

espo

nsib

ility

YOU DO IT

“Collaboratively”

Practice Together

Foundation Thinking Skills (FTS):

Remember, Understand Apply

Higher Order Think-ing Skills (HOTS):

Analyse, Evaluate, or Design

New knowledge and skills are practised in groups. Teacher actively intervenes to re-teach where required for individuals/groups. During the collaborative learn-ing phase, students consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers.

Students perform skill/strategy that was modelled, individual adjustments created so that every child/student can work independently

Check for understanding and provide individual feedback

Differentiation evident in this phase—in groupings

Feedback to teacher

YOU DO IT

“Independently”

Independent Practice


Remember, Understand Apply



Individual activities consolidate new learning. Exten-sion of skills learning/thinking for those who are able. This component addresses the most important goal of good instruction—to provide students with practice in applying skills and information in new ways.

Where possible, unprompted practice—i.e students de-sign activity. As students transfer their learning to subse-quent tasks, they synthesize information, transform ideas, and solidify their understanding.

Students perform skill/strategy that was modelled, individual adjustments created so that every child can work independently

Check for understanding and provide individual feedback

Differentiation evident in this phase—for individuals

Feedback to teacher

CLOSE OF THE LESSON

“Closing it up”

Review

Reflect


Remember, Understand



Review purpose, goal and critical content – students should be able to articulate ‘what they learnt’, ‘why it’s important’ or how it changed what they thought.

Feedback to teacher re learning

Student reflection –written or spoken

30

Focusing on improvement

The Clifton Cluster has high expectations for the continuous improvement of student outcomes and attendance.

With this is a commitment to a collaborative and collegial approach to the coaching and mentoring of teachers. A

priority for the cluster is the use of collaborative approaches in professional development to ensure effective prac-

tices are used in classrooms and schools across the cluster.

Evidence based research makes it clear that in the classroom, the teacher is the biggest factor in the success of

learning. Thus a collaborative approach is used to support cluster teachers in the improvement of pedagogical prac-

tice.

Classroom Observation and Feedback

Classroom observation and feedback at the school level is designed within a spirit of developing collegial processes

towards feedback to assist teachers in reflection on and [continuous] improvement of their professional practice.

Once per term every teacher within the cluster will experience a walkthrough or targeted lesson observation by a

peer or supervisors. Walkthroughs and specific observations will occur in mutually agreed upon lessons and be

based on a negotiated focus. Feedback is provided based on this negotiated focus – eg phase of lesson, use of high-

er order thinking, skill in use of a manageable number of the 16 Elements. This is a focus of implementation in early

2014. Teachers will use the Quality Teaching reflective tool to reflect on their progress in implementing the 3 di-

mensions of the Quality Teacher Framework that is central to the cluster pedagogical model

Review and Coaching

Teachers throughout the cluster reflect on or develop increasingly their skills in reflecting on the effectiveness of

learning programs, units and other aspects of their teaching practice such as effectiveness of lesson design and im-

plementation, effectiveness of task design and judgment making. Feedback from students, observers, and modera-

tion processes inform teacher reflections. A coaching and mentoring approach throughout the cluster will assist all

staff as typically there is only one teacher in a school, on a multiage group, with a class group or in a specific special-

ist subject area. Teachers/supervisors/other principals support group in modifying unit plans, amending assessment

tasks, designing lessons. Each semester at least one coaching conversation will be conducted with a supervisor/

colleague and strategies devised collaboratively in order to improve and to inform later plans in formal developing

performance planning.



31



Induction

Cluster Meetings—Principals

The regular cluster meetings provide a forum for the induction of principals into the shared cluster goals and vision and sup-

port their implementation of the cluster pedagogical framework.

The first meeting of the cluster, convened by the cluster chair [a position rotated annually], mentors incoming principals into

the shared vision.

Meetings convened determine key professional development for the cluster and collaboration in professional development.

At least one of the afternoon “student free day” sessions shall involve all principals and their teaching and/or key support

staff in a programme that maintains and develops cluster understandings about the cluster pedagogical framework. These

would include higher order thinking, differentiation, use of the Quality Teacher Reflection Tool [adapted from the Productive

Pedagogies Reflection Tool—P-12 Curriculum Framework and available on DDSW Support Site], developing criteria for effec-

tiveness of use of the 16 elements [Archer and Hughes].

Mentoring

New, beginning and returning teachers need to be supported with a programme of induction conversations that allows them

to make a successful transition into the school.

At Clifton State High School, a formal induction programme will be conducted by the deputy principal and orientate incomers

to the range of information, documents, policies and practices that will allow this smooth transition and assist in the mainte-

nance of consistency in classroom expectations, teaching practices.

The HODS—Junior Secondary, Senior Secondary, Alternative Pathways—will ensure that incomers to their subject areas are

apprised of curriculum and planning documents and goals for the year.

The Clifton management team of Principal, Deputy and HODS are further involved in a formal process of mentoring through-

out the year being assigned a small number of staff to formally mentor, coach and provide feedback. This mentor conducts

walkthroughs, drop-ins, and targeted observations of sections of or complete lessons as determined by yearly focus - higher

order thinking, use of Essential Skills of Teaching and managing classrooms, use of Archer and Hughes 16 Elements [focusing

on Warm ups in early 2014], use of differentiation, reflection tool Quality Teaching.

The mentor will negotiate observations of elements, provide targetted feedback [ 3 positives and a polisher ] and have

coaching discussions. The key phases of the mentor’s coaching role is a discussion prior to the lesson observation about focus

of observation and criteria; lesson observation; and the post observation reflection by the teacher and discussion of the

mentor’s evaluation against stated criteria.

The goal of the mentoring programme is to develop reflective practice of all teachers , improve teaching practice and the

outcomes for students. The overall focus of teacher reflections should be:

Are all students/teacher, regardless of background, engaged in intellectually challenging and relevant curriculum in a sup-

portive environment? How do my teaching and assessment practices support or hinder this? What opportunities do I have to

critically reflect on my professional practice with my colleagues? What actions do I need to take to improve the engagement

and learning and outcomes of each of my students?

32



Resources to support

pedagogical practice

33



Cognitive Processes &

Collaborative Strategies used

Element

How will I activate prior

knowledge?

What is the goal for my lesson?

How significant is this for stu-

dents and how will I make that

clear to them?

What will I DO? What will I ex-

plicitly teach – explain, demon-

strate, model?

How will I teach this? How will

students engage with this?

How will I guide student practice

of this new knowledge

[concept]/or skill? What will WE

DO?

What feedback will I gather to

assist with reteaching and/or

grouping?

How and what will students col-

laboratively practice to embed

this learning in deep memory?

YOU DO together

How and what will students

practice INDEPENDENTLY? How

will each extend understanding

of concept/skill/in what new

ways will each use it? YOU DO

alone

How will I review and close les-

son? How will students reflect

on their learning?

Clifton Cluster ---------------------LESSON PLAN – outline

SAMPLE

34



TOOL FOR TEACHER REFLECTION

Focus Questions Reflections

What happened/ what did I see or do

Lesson

ob

jectives

Did the students understand what we did in the lesson?

Was what we did too easy or too difficult?

What problems did the students have (if any)? Was there a clear outcome for the students?

What did they learn or practise in the lesson? as it useful for them?

Acti

vities an

d materials

What different materials and activities did we use?

Did the materials and activities keep the stu-dents interested?

Could I have done any parts of the lesson differ-ently?

Stud

ents

Were all the students on task (i.e. doing what they were supposed to be doing)?

f not, when was that and why did it happen? Which parts of the lesson did the students seem

to enjoy most? And least?

Classro

om

man

agemen

t

Did activities last the right length of time? Was the pace of the lesson right? Did I use whole class work, group work, pair work or individual work?

What did I use it for? Did it work? Did the students understand what to do in the lesson? Were my instructions clear? Did I provide opportunities for all the students to partic-ipate?

Was I aware of how all of the students were progress-ing?

35



NEGOTIATED OBSERVATION RE APPLICATION OF ELEMENT

SAMPLE [from SW Region Support materials]

Teacher’s Name Observers: Date:

Which section of an Explicit Teaching Lesson is to be observed: please circle

Warm up Opening Body Closing

Focus Areas Observable Teacher Characteristics Frequency

Element 8:

Uses clear and concise language

Succinct language

Shared language

Age Appropriate language

Consistent use of language

Element 11

Require frequent responses

Oral Responses: (Choral, Partnered, Team, Individual)

Written Responses: (Response board, Individual journal etc.)

Action Responses: (Pointing, Acting out, Gestures)

Element 12

Monitor student performance closely

Walk around. Look around. Talk around

Scans for student responses

Moves to see and check student responses

Listens to responses

Determines if responses are correct or incorrect

36



Teacher’s Name Observers: Date:

Which section of an Explicit Teaching Lesson is to be observed: please circle

Warm up Opening Body Closing

Focus Areas Observable Teacher Characteristics Frequency

NEGOTIATED OBSERVATION RE APPLICATION OF ELEMENT

37



Focused Lesson Observation – explicit teaching sequence

Teacher: Class and subject:

Observer: Date:

Agreed focus of observation [negotiated]:

Sequence Indicators Comments

Start of lesson Appropriate routines

Classroom tone

Attention and engagement

Learning goals Display and communica-

tion of learning goals

Explanation of relevance

[significance] and connec-

tion to prior learning

Warm Up Moving knowledge from

short-term to long term

memory

Developing automaticity in

prerequisite skills and

knowledge

Activating prior knowledge

Engaging and focused ac-

tivity

I Do

Examples and non –

examples

Clear, precise language

Logically sequenced

We Do Scaffolded and guided

practice to develop profi-

ciency and automaticity

Observation, corrective

feedback and frequent

questioning

SAMPLE

38


You Do

[collaboratively]

Differentiated groupings,

collaborative practice,

additional modelling by

teacher and support for

selected individuals/

groups

Varying levels of scaffold-

ing and complexity for

differentiation

Consolidating skills and

knowledge

You Do

[independently]

Independent practice

Regulating difficulty to

promote success

Varying levels of scaffold-

ing and complexity for

success

Applying in new contexts

and relating to previous

skills and knowledge

Review and reflec-

tion

Revisit and make links to

learning goal/s

Checking for understand-

ing

Connections to future

learning [where next]

Students reflect on what

they have learned/how

they learnt/what they

need to know

Commendations – what

worked well

I liked how . . . .

Suggestions –

What if ……. [or Have you thought …..]

Teacher reflections -

I thought I could have ……

I was pleased that …….

What I undertake to do …….

Observer signature:

Teacher signature:

39



WALK THROUGHS [CLASSROOM VISITS]

Date: Lesson/

Session:

Area/s/Class/es

visited:

Observer:

Impression of student engagement, conduct and adherence to routines

Books and equipment

Student diaries/

planners

Uniform/workplace

safety requirements

Student attentiveness,

behaviour and follow-

ing of class routines

[eg monitors, book/

equipment distribu-

tion, use of technolo-

gy]

Classroom entry or exit

routine

Homework set and

checked

Book/journal work

and/or presentation

Class displays – stu-

dent work, thinking

made visible, key

words/terms etc

Differentiation

Regular teacher ques-

tioning and

feedback

Teacher “presence”

and movement

Students show under-

standing of learning

Students show under-

standing of the signifi-

cance or relevance of

work/task/activity

SAMPLE

40

Evidence of higher or-

der thinking/divergent

thinking

Observer able to clear-

ly identify the phase of

the explicit lesson se-

quence – clear learning

goals; Warm up; I Do;

We Do: You Do

[collaboratively]; You

Do [independently]

Classroom order/

organisation, condition

and maintenance

Positives and Pol-

isher



41



Leaders of the future.

lifton—a luster of exellene · [howard gardner, 5 minds for the future, 2008] in the lifton...

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