Tanduringie Pedagogical Framework

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At Tanduringie we value, believe in and demonstrate ;
 Commitment – students, staff and parents
 Self-Discipline – students and staff
 Respect: students- staff and parents
 Responsibility – students, staff and parents
 Honesty – students and staff
 Commitment – students, staff and parents
At Tanduringie we aim to foster an environment where ever decision we make and every
action we take contributes to the development of the child as a whole.
As educators, we aim to instil a passion for learning within all children and to nurture
their social, emotional, physical and academic development.
(TSS Chart of Expectations) (TSS Attendance Policy) (TSS Bookwork Policy) (TSS
Learning and Wellbeing Framework) (TSS Behaviour Management Policy)
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Plan teaching that aligns with the Mandated Curriculum (DOTAL)
Teachers implementing the Australian Curriculum (DDSW Charter No.3)
Use C2C document to align your planning. (DDSW Charter No.8)
Start from where the students are at (use data to inform your teaching)
(DOTAL)
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Help students to effectively interact with new knowledge (Marzano Domain 1 2.)
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Have students practice and deepen their understanding of new knowledge
(Marzano Domain 1 Q3), (Archer No 6)
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Lesson intent (WALT, WILF & TIB) (beginning of each explicit lesson). (Archer
No. 5)
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Plan and prepare for the use of technology(Marzano Domain 2)
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Embedding digital technologies – Symphony (DDSW Charter No.5)
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Plan and prepare for differentiation (Marzano Domain 2)
Key Documents
 Whole School Curriculum Plan
 WALT & WILF & TIB
 Symphony Placemat – Higher Order Thinking Skills
 Differentiation Placemat and Embedded in Unit Plans
 ISPs & ESPs
 A Handbook for Teachers on Verified Disabilities
Tanduringie State School
Plan and use assessment for learning (DoTaL)
o
Know where each student is at.
o
Use the information to make decisions about teaching and learning.
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Plan and use assessment as learning (DoTaL)
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Share learning intentions and achievement goals with students
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Support students to reflect on their progress
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Plan and use assessment of learning (DoTaL)
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Collect evidence of student achievement against the standards
o
Use data to plan the next steps in teaching and learning
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Monitor student performance closely (Archer 12)
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Use of data to improve student performance (DDSW Charter No.2)
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Achieving State (Naplan) and regional benchmarks as set by DDSW (DDSW Charter No.9)
Key Documents
 Assessment Calendar with Benchmarks
 Class Data Sets
 Student Assessment Portfolios
 Class Data Stories
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Revised 2015
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Students
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Given quality Feedback (DoTAL)/Provide immediate, affirmative and corrective feedback (Archer No
13).
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Require frequent responses (Archer No 11)
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Display, discuss and make connections with ‘A’ exemplars, criteria sheets, monitoring sheets.
Teachers
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Leaders coaching teachers and giving relevant feedback (DDSW Charter No.4)
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Multiple Sources of Feedback (Flemming)
o
Self-Observation (Marzano Domain 3)
o
Coaching (Marzano Domain 3)
o
Observation (Flemming)
o
Walkthroughs (Flemming)
Key Documents
 Tanduringie State School – Feedback for Classroom Teachers
 Self-Observation Protocols
 Tanduringie Coaching Framework
 Classroom Observation Protocols
 Walkthrough ‘Look Fors’
 Developing Performance Framework
 Tanduringie State School Induction Program
Use a variety of teaching strategies (DoTaL & SoTaL)
Explicit Teaching practices in all classrooms (DDSW Charter No.1)
o
Direct Teaching
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Explicit Teaching (Fleming)
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Warm up
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Ignite (I do)
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Together (We do)
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Power (You do)
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Bright Futures (Reflection)
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Provide guided and supported practice (Archer No 10)
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Deliver the lesson at a brisk pace (Archer 14)
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Moving student learning from short-term to long-term memory (Fleming)
Key Documents
 Explicit Teaching Lesson Plan
 Explicit Teaching visuals
 Warm-Ups at Tanduringie State School
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Quality bookwork in every classroom (DDSW Charter No.6)
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Be transparent about the expected quality of student performance (DoTAL)
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High levels of presentation of all work (Fleming)
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Correction of all work (Fleming)
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Monitor learning and use feedback about student learning to inform teaching and learning (DoTAL)
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Establish classroom routines (Mazano Domain 1)
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Organise the physical layout of the classroom (Mazano Domain 1) (Fleming)
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Quality classroom environment in every room (DDSW Charter No.7)
Key Documents
 Bookwork Policy
 Classroom Display Expectations
 Correction of Student Work
 PBL Expectations and Lessons
 Learning and Well-being Framework
 Moderation
Archer, A. & Hughes, C. (2011) Explicit Instruction – Effective and Efficient Teaching, Guilford Press, USA; Dimensions of Teaching and Learning (2011) Education Queensland; Fleming, J. (2007) Towards a Moving School, ACER, Victoria; Marzano, RJ
(2007) The Art and Science of Teaching – A Comprehensive Framework for Effective Instruction, ASCD, USA;
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