Gowrie State School Pedagogical Framework Our Vision: If you take pride in yourself, you’ll take pride in your school. Our Values: We value; Rigour, Resilience, Respect, Relationships Responsibility and if you have all five, you’ll have a good Reputation. Our Pedagogical Beliefs: We believe there are four pedagogical frames: All students bring Prior Learning to a situation , All Learning is Inter-connected, We need to think about our thinking when we are learning, and We learn best when we work together. Prior Learning InterConnected Learning All students bring prior learning to a new situation Planning we: 1. 2. 3. Make decisions based on knowledge of the students and their prior learning & attributes; All assessment, with explicit criteria and standards, is planned up front and aligned with teaching; Responsible, innovative and ethical use of digital technologies is expected. All learning is inter-connected Planning we: 4 5 6 7 8 Strategies we use: Use a range of agreed data to tailor learning pathways and target resources; Align pedagogy with curriculum intent and demands of learning areas/subject, general capabilities and cross curriculum priorities; Inform our teaching and learning by performance data and validated research; Have consistent methodologies across the school to collect data and present learning; Use a comprehensive range of teaching strategies that support curriculum intent, engage students and explore available technology; Strategies we use: Thinking About Thinking We need to think about our thinking when we are learning Planning we: 1. 2. 3. 4. 5. 6. 1 a) Analysing data 1 b) Creating PLP’s & Differentiation Plans 1 c) Year Level Meetings to review Data. 2 a) C2C Units & Gowrie Standards for KLA’s 2 b) Model assessment criteria to students 2 c) Teaching is aligned with assessment 2 d) Use expert knowledge & best practice 2 e) Display pedagogy on the school web site 2 f) Provide A & C Exemplars to staff 3 a) Staff use ICT’s 3 b) Digital literacies 3 d) Expose students to technologies 3 e) Expect a commitment from staff and students to use digital literacies prudently 3 f) A Framework for teaching digital technologies taught across the whole school so students and teaching staff know all learning is interconnected. • • • • • • • • • • • • 4 a) “Warm Ups”, I Do, We Do & You Do,” and Seven Reading Habits 4 b) 50 Days Reading Progress, Class Data Sheets with targets for individual students. 4 c) Tracking student progress through class data sheets and individual portfolios to inform pedagogical choices; 4 d) Standardised tests: Waddington, South Australian Spelling, Pat Maths, Pat R, Vocab/Spelling/ Brigance Screen, PM Benchmarks, IPI’s & NAPLAN 4 e) Ability groupings for instruction 4 f) Program managers purchase resources 5 a) Alignment of curriculum, pedagogy and assessment exists through the use of C2C and other support processes-SDE units; 5 b) 16 Elements of Explicit Instruction from Archer & Hughes 5 c) GSS has a Bookwork Policy 6 a) Analysing data to inform teaching and learning practices; 6 b) Achievement deficiencies (data informed) dictates PD priorities; 6 c) Key personnel are employed to address Learning in Community Outline processes for professional learning and instructional leadership to support consistent school wide pedagogy; Detail procedures, practices and strategies for teaching, differentiation, monitoring, assessing and moderating; Establish comprehensive and challenging learning goals for each student based on agreed data sets; Develop learning through higher order thinking and authentic contexts; Use evidence from agreed teaching methods to inform our teaching; Differentiate and scaffold teaching based on the identified needs of students. Strategies we use: 9 a) Staff meetings are used to cater for in school PD-facilitated by all teaching staff 9 b) Rotational Reading Habits are modelled on assembly 9 c) PD activities are planned for and teachers form partnerships to provide peer feedback 9 d) Staff Notices to focus on priorities 9 e) Program managers plan & facilitate PD 9 f) Expert teaching teams are developed through peer PD sessions 9 g) Staff access specific PD through Professional Standards 10 a) Reading Habits are monitored every 50 days 10 b) School templates are used for Differentiation and PLP’s 10 c) A culture of feedback is made possible through principal and peer feedback 10 d) Moderation occurs at a cluster and district level 11 a) Teachers set goals for all subject areas 11 b) Targets are based on school data collectionSchool targets and achievement levels are passed on from year to year. 11 c) Teachers create expectations for each student – short and long term We learn best when we work together Planning we: 7. Describe and Model the school values and beliefs about teaching and learning that respond to the local context and the levels of student achievement; 8. Have agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff; 9. Establish comprehensive and challenging learning goals for each student based on agreed data sets; 10. Moderate our practices to support consistency of teacher judgment about assessment data; 11. Have agreed feedback practices for staff, parents and students; 12. Have consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy. Strategies we use: 15 a) Values and beliefs are community supported 15 b) School Motto “Dignity in Work and Play” is reinforced each assembly 15 c) 5R Values from YCDI Program 15 d) Every child matters everyday 15 e) All students can achieve 15 f) Every student is learning and achieving 15 g) Community Engagement Framework 15 h) Awards Night 16 a) Recognition on assembly 16 b) Student of the Week Certificates 16 c) Weekly Principal’s Award 16 d) NAPLAN / Behaviour/Attendance certificates 16 e) Student/Parent Survey feedback/response 16 f) School events that engage the community- ANZAC Dawn Service 16 g) Teacher-led PD 16 h) I Do, We Do, You Do 16 i) GROW –coaching/feedback model 16 j) Class feedback – teacher/teacher, principal/teacher 16 k) Instructional feedback in bookwork 16 l) On-going PD to focus on improvement agenda 17 a) Teachers set goals for all subject areas • • • • • • • • • • • • • • • • • • Evidence we see: Class Data Sheets, PLP’s, Differentiation Plans, Gowrie Standards, Sample Units, Sample Assessment, Sample Warm Ups, Best Practice, Staff Notices, Sample Digital Literacies, Commitment to ethical practices, Framework for Digital Literacies students at risk identified through data collection; 6 d) Archer & Hughes insights to focus on pedagogy 6 e) Reading Data Walls & Word Walls 7 a) Implementing C2C units 7 b) Needs specific timetabling for T/A 7 c) Upfront Planned Assessment using c2c and Gowrie Standards; 7 d) Regular formalised testing, unit assessment, monitoring of on -going tasks; 7 e) 3 week Naplan focus across the school 7 f) Peer Coaching to model lesson delivery; 7 g) Establish an overview of multi-age curriculum units taught across the school –Year A/B 7 h) Model the use of metalanguage 8 a) I Do, We Do, You Do 8 b) Warm Ups in all KLAs; 8 c) Reading Habit Rotation every three weeks; 8 d) Daily use/exposure of digital technologies 8 e) All resourced linked to c2c’s; 8 f) Lessons are designed to cater for different learning styles, & follow current trends of research: Fleming, Archer & Hughes; 8g) Professional development targets deficiencies 8 h) Ensure equal access to digital technologies for all students in all classes Evidence we see: Seven Reading Habits, Sample Lesson Plans, Sample Reading Data for 50 Days, Student Portfolio, Sample Standardised Test, Ability Groupings, Sample Program Manager’s Plan for Improvement, SDE Units, 16 Elements form Archer & Hughes, PD linked to data informed deficiencies, Whole of School Pedagogy, Sample c2c lesson plan, Teacher Aide Timetable, Assessment linked to Gowrie Standards, Rotational Reading Habits Peer Coaching, Overview for Multi Age Units, 12 a) Students are taught to ask more thick questions 12 b) Peer tutoring is encouraged 12 c) Frameworks are taught to assist problem solving 12 d) peer tutoring 13 a) Reading Habits improve reading comprehension 13 b) An Explicit Teaching Model of I Do, We Do, You Do is consistent across the school 13 c) Warm Ups are employed to assist moving short term learning to long term learning 13 d) All staff implement C2C units 13 e) Teachers make professional judgements to make resources, and lessons suitable for our classes 14 a) Targeted use of teacher aides and specialist support to cater for specific learning needs 14 b) Differentiated unit plans are accessed to assist learning 14 c) School Reading programs to scaffold learning experiences 14 d) YCDI is used for pastoral care; 14 e) The Shed & Clubhouse are used to support students and staff to cater for wellbeing. Evidence we see: PD is intentionally planned, Reading Habits are modelled on Assembly, Peer Feedback is specific regarding pedagogy, Staff Notices reinforce our focus, Program Managers plan specific PD, Expert Teaching Teams deliver PD, Staff apply for needs specific PD, samples of Pre testing and post testing taught Reading Habits, School templates for planning, Culture of Feedback, Cluster & District Moderation, Teachers set targets for students, School targets are set annually, Teachers create expectations for students, Students are provided scaffolding to ask higher level questions, Peer tutoring, 17 b) Targets are based on school data collection 17 c) Teachers create clear expectations for each student – short and long term 17 d) School targets and achievement levels are passed on from year to year. 17 e) Students know their level of achievement 18 a) Moderate with in school 18 b) Moderate with Clusters 18 c) Use Criteria sheets units 18 d) Teacher Prior experience and knowledge 19 a) Report cards twice a year 19 b) Parent – teacher interview twice a year 19 c) Weekly Newsletters 19 d) Website 19 e) Verbal / written feedback to students 19 d) School opinion survey 19 e) Staff feedback to each other 19 f) Principal feedback to teachers 20 a) Whole school approach on classroom and behaviour management 20 b) awards given – classroom, art, principal, sport etc 20 c) gotchas, pink slips, behaviour charts in classrooms and for parents, gold pass day rewards, behaviour certificates, Bunnings. Local businesses, sporting groups 20 d) Small School Sports, Academic Challenges 20 e) Cows Create Careers, Clean-Up Day, 20 f) community access to facilities 20 g) The Shed, Clubhouse 20 i) Students run assembly. Evidence we see: We promote the 5 Gowrie Values & Scholl Moto at every opportunity, The You Can Do It Program is used for Pastoral Care, All staff members contribute the Community Engagement Framework, We co-ordinate Anzac Dawn Service with The Gowrie Progress Assoc, The community supports our Award’s Night, All achievement is recognised on weekly assemblies, Certificates are awarded for achievement, behaviour & attendance, We use the GROW methodology to provide coaching feedback, PFD’s are used for induction & PD, There is a collegial approach to the provision of PD, Targets and goals are established after consultation and data analysis and set by teachers, Moderation occurs at Year level, Cluster and District level, Criterion sheets guide teacher judgment, SOS are conducted annually, Parents are invited to participate in reviews, School Responsible Behaviour Plan, GSS hosts Small Schools Academic & Sporting Challenges, We provide a venue for community groups, Student Centred approach to assemblies & Award’s Night, Bunnings provide rewards for Gold Pass Day.