La Salle College – Middle Swan 1400 students (Yr 7 -> Yr 12) 100 teaching staff

1. La Salle College – Middle Swan • 1400 students (Yr 7 -> Yr 12) • 100 teaching staff

2. Stage 1 – Whole Staff meeting • THE PREFERRED YEAR 7 CLASSROOM • DESCRIBE/IDENTIFY THE ELEMENTS OF THE IDEAL CLASSROOM • Curriculum differentiation • Teacher movement • Lots of quality questions • Chunk the learning structured tasks • Lesson expectations • Student centred learning guided discovery • One size doesn’t fit all – have to teach skill set • Getting students to put learning into own words • Functional technology that is being used for a purpose • Teachers • Students • Collaboration and use of inquiry based learning • Global classroom (connectedness – students to students) • Choice from both parties • Students/parents • 3 VITAL PEDAGOGICAL BEHAVIOURS • Teaching of basic skill set • Collaborative learning with social skill development • Lesson structure: • How to break up the lesson to facilitate student understanding

3. THE PREFERRED YEAR 8 CLASSROOM • DESCRIBE/IDENTIFY THE ELEMENTS OF THE IDEAL CLASSROOM • Welcoming and identifying factor • Students establish ownership of classroom (e.g. PGG) • Orderly / organised • Colourful / usually aesthetically pleasing • Students work displayed • Adaptable classroom (e.g. desks) • Connection between students and teacher • Happy, engaged, content students • Technology e.g. laptop, whiteboard • Resources • Hands on / active teacher • Recognition of multiculturalism • Plants • Reading corner • Photographs (PCG)

4. THE PREFERRED YEAR 8 CLASSROOM • VITAL PEDAGOGICAL BEHAVIOURS • Adaptability (Bloom’s taxonomy) • Understanding the student culture • Approachability • Professional standard of dress • Punctuality / standard of professional / expectation • 3 VITAL PEDAGOGICAL BEHAVIOURS • Belonging / acceptance • Building the bridge from Year 7 to Year 8 • Consolidation / continuation from Year 7 to Year 8 • behaviours • Hands on / active teacher • Teacher walks around classroom • Positive reinforcement, acknowledging good work, etc. • Displaying student work in classroom

5. THE PREFERRED YEAR 9 CLASSROOM • DESCRIBE/IDENTIFY THE ELEMENTS OF THE IDEAL CLASSROOM • More individual learning • From support to self-directed learning • More opinionated opportunities to debate • More questioning • Need to adjust to maturity levels • No group tables (chatty) • Depends on subject areas and individual class dynamics • Need to understand dynamics in relation to seating plans, classroom organisation • Expect more dev. Writing / literacy skills • Able to focus more • More highly developed listing skills • Expect better personal organisation • Toilets • Drinks

6. THE PREFERRED YEAR 9 CLASSROOM • DESCRIBE/IDENTIFY THE ELEMENTS OF THE IDEAL CLASSROOM • Learning materials i.e. pens • Higher expectations in relation to homework commitments • Needs to filter down to lower levels • Greater accountability for organisation • Bringing folders etc • Presentation • Storing / filing worksheets • Should see: • Teacher checking, giving feedback • Students who have pride in their work • Using higher level thinks skills • Evaluating • Analysing • Interpreting • Should be staring to develop study skills, not just homework • Summarising • Note taking

7. THE PREFERRED YEAR 9 CLASSROOM • 3 VITAL PEDAGOGICAL BEHAVIOURS • Talk less, do more (students’ doing) • Relates to increased self directed learning • Activities must be meaningful • Consistent engagement, feedback, checking from teacher • Developing higher level thinking skills

8. Stage 2 – Teacher PD DAY

16. Group Challenge • Team of Ten (10) teachers to participate in an observation and collaboration trial • Each of the Ten (10) selected teachers to visit TWO (2) classrooms: • One from your Learning Area • One from another Learning Area • During each 40 minute visit the teacher is to use the Observation Checklist to reflect on pedagogy and practice. • Following the session the teachers (observer and demonstrator) to engage in dialogue around the Observation Checklist • Visits to be undertaken over the course of Term 2 with points for reflection, discussion and collaboration. • Note: One visit during (DOTT) and One visit supported by the college.

17. La Salle College Building Teacher Capacity Classroom Observation Checklist Teacher:Date: Year:Period: Learning Area: Instructions: The following observation checklist is designed as a stimulus for reflection and dialogue on teaching and learning (pedagogy). The checklist acts as a set of prompts for individual reflection and engagement between both the “teacher observer” and “teacher demonstrator.” As you engage in classroom observation of your peer colleagues use the checklist to critically reflect on the pedagogy used to engage students in the learning process and maximize their achievement. Compare and contrast with your pedagogical approaches

18. Teaching and Learning Strategies Consider: the strategies used by the teacher the variety and pacing of instruction presentation skills; clarity; content knowledge Instructor-Student rapport effectiveness of the strategy/ies used Classroom Setup Consider: the layout of the class classroom organization effectiveness of the classroom set up Behaviour Management Consider : behaviour management approach used effectiveness of the approach and strategies used?

19. Resources (including ICT) Consider the: resources used in the lesson effectiveness of the resources use of ICT in the lesson Summation Consider: What went well? What worked well? How engaged were the students? What were the levels of achievement? How appropriate was the approach for the observed middle years group? How might you use aspects of the observed pedagogy in your classrooms?

20. Stage 3 – Learning Area Coordinators The Role of Curriculum Leaders: Building Pedagogical Practice in your Team Building Cross Curricula Conversations Performance management?

22. Where to from here? • Expansion of the Middle Years Development Group -> to • have a voice in each Learning Area • Positives: • Talking about PEDAGOGY! • Negatives: • Ownership? Who owns it?