St Ignatius, Bourke Truth, Co-operation and Understanding
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Transcript of St Ignatius, Bourke Truth, Co-operation and Understanding
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St Ignatius,
Bourke Truth, Co-operation and
UnderstandingLTLL Mid-point Meeting
CobarThursday 17th March,
2011
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Authentic Learning
andTeaching
of reading at St Ignatius
Closing the Gap Initiative
LTLL-Leaders Transforming Learning and
Learners
National Partnerships
Low socio economic
status
Catholic Education
Office supports
Development of Personalised
Learning Plans
Engaging our Community – both
parents and the wider community
Lead TeacherLearning Support Teacher
Information Communication
Technology Teacher
Discussions with parents about
what their concerns about education are
Re engaging parents
Agreed Reading Practices
Provides support for class
teachers in literacy planning
Provides support for children and
teachers engaging
in new technologies
Home visits with AEW and TeachersPrincipal
Safe FamiliesRestructuring
the Library
Data AnalysisSMART targets
Teachers utilising new technologies
Building the Education Revolution
Open invitations to hear and see
what is happening at school
PaCE in conjunction
with DET
StaffMeetings
What is needed to make a confident reader?
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Staff Evaluation from Initial LTLL Meeting
Focus 1: The Transformed Learner
Focus 2: Teacher as Leader
Focus 3: Values – Transformation
Focus 4: Ethics – Authenticity
Focus 5: Educative Leadership
Focus 6: Authentic Learning
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What did we set out to do?
Goal: To assist students in becoming more independent learners by developing their comprehension skills through the focused teaching of reading.
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Why was reading comprehension our focus?
Data from NAPLAN results and school assessment have indicated that there is a need for focused teaching in this area
Our students read well but display problems comprehending the texts they are reading and connecting these to the wider community/environment
We needed to establish a set structure for support and documentation to challenge and teach reading comprehension in new and exciting ways
Needed all staff working towards the same goals for reading. i.e. Agreed Practice for Reading
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We want our students to be able to comprehend what they are reading and use this knowledge to become more independent and interested learners.
Teachers observations: Reliance on support from aides/AEWs Reluctance to attempt anything on their own Children not showing improvement from 1:1
withdrawal Due to cultural/economic practices in the local
community academic achievement is not always valued
Children are unwilling to take risks
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What have we actually done?
Developed our Action Plan National Partnerships Low SES - focus is on reading Reviewed Smart data and had tutorials in e-learning Reviewed current teaching practices for reading Created a draft Agreed Practice for Reading Professional Development in First Steps Reading Processes and
Strategies Identified available resources and purchased new resources to assist
with the teaching of comprehension Time management for Stage Meetings PLP process PD in the teaching of comprehension Explore Professional Learning Cycle Therese & Jenny Kinder trial and evaluation of target students
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National Partnerships
Under the National Partnerships Initiative we are classified as a Low SES School
Developed a situation analysis Developed and began implementing our
Implementation Plan The focus is on reforms 1, 4 and 6
– 1: Incentives to attract high performing teachers and principals
– 4: Providing innovative and tailored learning opportunities– 6: External partnerships with parents, other schools,
business and communities for the provision and access to extended services
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PLP Process (Closing the Gap)
Through the Government’s ‘Closing the Gap’ program, St Ignatius has began implementing Personalised Learning Plans for all Aboriginal Students
Developed an outline for AEW’s to use when on home visits to discuss initial meeting
Held a Parent Meeting to explain the initiative to parents Began PLP’s and parent meetings for Infant students in
Term 4, 2010 Had follow up meetings with some parents Began PLP’s throughout the school in Term 1 2011
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LST
Professional development for staff Supporting teachers with planning and programming
in literacy Working individually with students to support literacy
needs Develop procedures for assessment and tracking
information Develop annual literacy and numeracy plans in
cooperation with staff and principal Work with staff to analyse Naplan data and school
assessment information
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School Initiatives
Professional Development in First Steps Reading Processes and Strategies
Identified available resources and purchased new resources to assist with our teaching of comprehension
Time management for Stage Meetings Kinder trial and evaluation of target setting for students in
reading Community involvement – Safe Families Reading Initiatives
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What successes have we seen?
Children are enjoying reading groups/literacy session Agreed Practice for Reading PLP fridge reminder, home visits outline, meeting with parents,
PLP outline/goals being achieved Kindergarten 2010 students achieved improved results in Marie
Clay Observation Survey Children discussing their learning outside the classroom,
developing a common language across the school Using the reading strategies across KLA’s, transferring
knowledge
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Success in pictures:
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Success in pictures:
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Evidence
Benchmarking Evidence of teaching and learning practices
in programs Agreed Practice for Reading Class environment Work Samples
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Three Challenges:
1. Understanding and implementing all the different initiatives whilst continuing to be a good practitioner.
2. Time management and coping with the demands of paperwork
3. BER Project – no access to library resources and IT resources for the majority of 2010
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Three Learnings:
1. The importance of self reflection and self evaluation
2. The need to revise current resources such as First Steps strategies/teaching of reading
3. How an Agreed Practice for Reading leads to a common language/goal throughout the school
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Three Questions:
1. How can you measure independence in the ‘transformed learner’?
2. What can we do to improve our professional development in the teaching of reading/comprehension?
3. How can we consolidate partnerships with the local community and parents?
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St Ignatius Parish SchoolLeaders Transforming Learning and Learners