Work and Play - Biddeston State School · 2019-05-15 · Classroom Walk-throughs The Principal...
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PROFESSIONAL LEARNING— ‘How we monitor, adapt and improve to meet our purpose’ Classroom Walk-throughs The Principal undertakes classroom walkthroughs regularly. These can be both formal and informal in nature. The purpose of these visits is to ensure active implementation of the school curriculum plan, provide instructional leadership to staff, be a visible presence to students and identify areas for future development. Formal Observations Formal observations are made with a specific focus in mind and all staff members are included in this process. The process is planned, with an agreed, specific focus. Feedback sessions are integral to the process in order to ensure new learning can be contextualized and next steps clearly outlined. Developing Performance Plans Developing Performance Plans are used by all staff. The Principal, in consultation with each staff member, clarifies their work focus and expectations, establishing an agreement, including timely review and reflection. Coaching and Mentoring Coaching and mentoring systems are used to support the development of all staff. When appropriate, staff members will work with a coach to help support and develop additional skills. Biddeston State School Ph 46916145 Fax 46916133 [email protected] Work and Play Our school aims to provide the best possible conditions and opportunities for the educational development of all students. Be Responsible Be Respectful Be Safe - Our students - Biddeston SS P&C association - Our local community - Gore-Oakey Cluster - Band 5 schools cluster group - DDSW Region - Department of Education The What – School Curriculum Curriculum to the Classroom Teachers plan and deliver the curriculum to ensure that all students have opportunities to engage in meaningful learning. Biddeston State School teachers teach English, Mathematics, Science, HASS (Humanities and Social Sciences), Design and Digital Technologies, The Arts, Physical Education from the Curriculum to the Classroom multi-level units. Biddeston State School Pedagogical Framework 2018 (V3) The Who – School and Community Partnerships Biddeston State School’s Pedagogical Framework is the school’s vision encompassing the delivery of explicit teaching to facilitate learning in the classroom. The framework has been designed to incorporate the well-being of Biddeston State School students. At the core of the framework is our belief that: All students matter, every day All students can achieve high academic results Quality practices within the school enhance learning The Framework sets out clear expectations of our teachers and requirements of our school. It informs our community of what we value and how we equip our students for the future. --------------- Focus At Biddeston SS, all students have the right to develop to their potential, and through quality curriculum, quality teaching, quality learning experiences, and with support, student achievement is maximised. Quality teaching is equitable and inclusive, engaging all students and valuing diversity of experiences, knowledge and skills. Learning experiences connect with students’ existing knowledge and skills and build on these when purposeful, intellectually challenging and relevant to promote depth of understanding. To ensure curriculum is aligned, quality teaching and learning experiences reflect the intended learning and assessment reflects what is taught. At Biddeston State School we aim to achieve the best educational outcomes for every student in our school through quality curriculum, teaching and learning. Teachers maintain a safe, respectful, inclusive learning environment that promotes intellectual rigour in learning. Values are driven by the Friends For Life program.
Transcript of Work and Play - Biddeston State School · 2019-05-15 · Classroom Walk-throughs The Principal...
PROFESSIONAL LEARNING— ‘How we monitor, adapt and
improve to meet our purpose’ Classroom Walk-throughs The Principal undertakes classroom walkthroughs regularly. These can be both formal and informal in nature. The purpose of these visits is to ensure active implementation of the school curriculum plan, provide instructional leadership to staff, be a visible presence to students and identify areas for future development. Formal Observations Formal observations are made with a specific focus in mind and all staff members are included in this process. The process is planned, with an agreed, specific focus. Feedback sessions are integral to the process in order to ensure new learning can be contextualized and next steps clearly outlined. Developing Performance Plans Developing Performance Plans are used by all staff. The Principal, in consultation with each staff member, clarifies their work focus and expectations, establishing an agreement, including timely review and reflection. Coaching and Mentoring Coaching and mentoring systems are used to support the development of all staff. When appropriate, staff members will work with a coach to help support and develop additional skills.
!
Biddeston State School
Ph 46916145 Fax 46916133 [email protected]
Work and Play
Our school aims to provide the best possible conditions and opportunities for the educational development of
all students.
Be Responsible
Be Respectful Be Safe
!
Biddeston State School
Ph 46916145 Fax 46916133 [email protected]
Work and Play
Our school aims to provide the best possible conditions and opportunities for the educational development of
all students.
Be Responsible
Be Respectful Be Safe
- Our students - Biddeston SS P&C association - Our local community - Gore-Oakey Cluster - Band 5 schools cluster group - DDSW Region - Department of Education
The What – School Curriculum Curriculum to the Classroom Teachers plan and deliver the curriculum to ensure that all students have opportunities to engage in meaningful learning. Biddeston State School teachers teach English, Mathematics, Science, HASS (Humanities and Social Sciences), Design and Digital Technologies, The Arts, Physical Education from the Curriculum to the Classroom multi-level units.
Biddeston State School Pedagogical Framework 2018 (V3) The Who – School and Community Partnerships
Biddeston State School’s Pedagogical Framework is the school’s vision encompassing the delivery of explicit teaching to facilitate learning in the classroom. The framework has been designed to incorporate the well-being of Biddeston State School students. At the core of the framework is our belief that:
All students matter, every day All students can achieve high academic results
Quality practices within the school enhance learning
The Framework sets out clear expectations of our teachers and requirements of our school. It informs our community of what we value and how we equip our students for the future.
--------------- Focus
At Biddeston SS, all students have the right to develop to their potential, and through quality curriculum, quality teaching, quality learning experiences, and with support, student achievement is maximised. Quality teaching is equitable and inclusive, engaging all students and valuing diversity of experiences, knowledge and skills. Learning experiences connect with students’ existing knowledge and skills and build on these when purposeful, intellectually challenging and relevant to promote depth of understanding. To ensure curriculum is aligned, quality teaching and learning experiences reflect the intended learning and assessment reflects what is taught. At Biddeston State School we aim to achieve the best educational outcomes for every student in our school through quality curriculum, teaching and learning. Teachers maintain a safe, respectful, inclusive learning environment that promotes intellectual rigour in learning. Values are driven by the Friends For Life program.
The five Dimensions of teaching and learning form the basis of every teacher’s professional practice at Biddeston State School. At its centre are students. Each dimension links to and supports the others. No one dimension exists in isolation. There is no fixed starting point – most teachers begin by considering the mandated curriculum while taking into account what students already know and the best teaching strategies to support learning.
The School Improvement Hierarchy (SIH) provides a consistent framework for every level of the system to talk about improving student learning outcomes. It will become the system’s lens on school performance, and it will de-clutter our work and enable us to focus on what matters.
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The How – Teaching Practice Assessment, Data and Reporting Biddeston State School’s analysis of systemic and school-based data is used to reflect on and guide all decisions in relation to teaching, learning and assessment to meet the needs of our students. It is also used to inform and enact our priorities. This is done individually and collaboratively across the school at the end of each unit and each term. Moderation forms an important part of our assessment process and is engaged in twice yearly across our Band 5 cluster schools.
--------------- Our data is collected using: Curriculum Assessment - C2C GTMJ NAPLAN (Yr 3, 5) PAT testing – reading, mathematics PM Benchmark, Fountas and Pinnell School & class internal assessment & monitoring Waddington spelling and reading
----------------- Reporting Teachers report to parents with an A-E standards report, interim reports, NAPLAN report, weekly reports and interviews. Teachers track student progress on OneSchool. Students track own progress and set achievable goals.
Explicit instruction At Biddeston State School, our pedagogy is explicit instruction, encompassing the 16 Elements. Teachers direct the learning process, which is structured and explicit. Characteristics of Explicit Instruction are flexibility, promoting active engagement of all students, and structure of the learning process.
Feedback Feedback underpins all teaching, learning and assessment processes. It can be defined as information and advice provided by the teacher, peer, parent or self about aspects of one’s performance aimed at improving learning. Feedback is communicated through monitoring tasks, goal setting, written feedback, peer and self-reflection, parent interviews and reporting.
Differentiation The key to a differentiated classroom is that all students are regularly offered choices and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in four areas: Content, Process, Product and Environment.
Documents to support our Pedagogical Framework Biddeston SS Whole School Curriculum Plan Biddeston SS Responsible Behaviour Plan Biddeston SS Homework Policy Biddeston SS Bookwork Policy Biddeston SS Assessment, Timeline & Targets Policy Biddeston SS Reading Policy – CAFÉ Biddeston SS Charter Biddeston SS Gifted Education Plan
Our Responsible Behaviour Plan facilitates high standards of behaviour so students participate positively. Classroom Displays are purposeful, curriculum based and used to stimulate learning and reinforce the school’s improvement agenda.
