National Partnership Agreement (NPA) Conference

1. National Partnership Agreement (NPA) Conference 4-10 Nov 2010

2. Days 1 and 2: Double-click in edit mode to see Program

3. Days 3 and 4:Double-click in edit mode to see program

4. Chris Smyth:National Partnerships Agreement Manager NPA encompasses three partnerships designed to • Augment teacher quality • Raise Literacy and Numeracy in schools • Provide funding and associated support for low SES schools

5. NPA Reform 1 Incentives to attract high performing teachers and Principals • LoP • Principal mentoring • Cross sectoral networks • System networks • NSW Institute of teachers • Australian Institute of teachers

6. NPA Reform 2 Adoption of best practice performance management and staffing arrangements • PPPR • Accreditation- Insittute of teachers • Strategic planning • Creative and innovative use of staff meeting time • Creative and innovative timetabling

7. NPA Reform 3 School operational arrangements that encourage innovation and flexibility • Teacher aides • Team teaching, Homework Centre, school hours • Resource -sharing… videoconferencing • Programs for new arrivals, refugees and indigenous students • Links with universities- will get bigger • Schools working together- collegial network of LoPs • Timetabling/linking of cluster schools

8. NPA Reform 4 Providing innovative and tailored learning opportunities • ICT integration • 21century learning • Middle years reform • Problem/inquiry/challenge-based learning • Integrated/vertical curriculum • Online learning • Differentiation • IEPs for students at risk • Transition plans for students from Primary • Partnership with teacher educator at Primary feeder school

9. NPA Reform 5 Strengthen school accountability • Quantitative AND Qualitative measurement- improving student wellbeing • SSER- survey • PPPR • AIP/ SRI framework • Annual report • External validation process • Growth from baseline data

10. NPA Reform 6 Community Partnerships • Boosting parent engagement to support student learning • Survey- parents being involved in decision making and policy direction. • Not about P and F meetings • Using parents as we build capacity

11. Reform 6 Resources • Partners4learning website • Parents in partnership double click in edit mode to open embedded file.

12. HCCR and Reforms- discussion • Teachers as HSC markers(Reform 1) • Learning committees encouraging professional dialogue (Reform 2) • Staff meetings focused on pedagogy, innovation (Reform 2) • Creative timetabling for Middle School (Reform 2 and 3) • Opportunities for students to study off campus where numbers are low, e.g. Ex 2 Maths (Reform 2) • Non-semesterisation of History and Geography in Stage 5 (Reform 3)

13. Discussion re Reforms • Middle school (Reform 4) • ICT Integration (Reform 4) • Active learning- digging a trench (Reform 4) • SSER- high participation (Reform 5) • IEPs in place for at risk students (Reform 5) • Development of data analysis tools at school level that map to CEO tools (Reform 5) • Artist in Residence Primary program as an example of connecting with feeder schools (Reform 6) • Back to Holy Cross Day (Reform 6)

14. Leadership Lessons- Derek SiversClick on the image to go to You Tube

15. Lessons from The Dancing Guy for HCCR: • Show a shared passion • Resilience-hang on in there • Confidence and courage • Nurture and support lone nuts • Play to your strengths- a background of success leads to success • Keep it simple, short and sweet • Focus on few- Don't be a lone nut on everything • Be clear about what you are doing • Share your anxieties (wisely) • Cuddle time • Show video to the boys and get their feedback

16. Dr Dan White key points • CEO Sydney- schools not a deficit model- building on strengths • Change in practice precedes change in belief • PL that happens in school and focuses on the classroom is most effective • Forming relationships is central to development of a learning community • Ready, Fire, Aim • Learning is the work- the interruptions often are the important work

17. Dr Dan White Activities: Mirrored Reductions • Rembrandt used mirrors to pinpoint the important details in his paintings. The mirrors increasingly refined what was in an image to its essence. • The idea was for us as a group to identify the big picture in terms of pedagogy and to then refine to a key ideas list and eventually to an essential statement.

18. Example 1: HCCR- Day 3

19. Example 2: HCCR Day 4

20. Summary: HCCR Feedback • Both culminating statements expressed the importance of knowing your students and offering learning that encourages both collaboration and independence.

21. Killer Apps activity Key points we made for HCCR: • Develop a vision that is targeted and focused. • Set achieveable goals- SMART • Build on existing strengths

22. Progress to date: • Staff meetings focused on learning • Middle school program • HSC Symposium- two for staff and two for students to date • Stronger focus on academic achievement • Better discipline

23. Our key concerns • Content at Stage 6 leading to stressed students • Not collaborating with each other- want teachers to provide the material • Teachers challenged to develop in them a love of learning and a hunger for learning • If we model a passion for our subject, this is a good starting point.

24. Smart goals wordle

25. What are our SMART Goals for 2011? Double-click in edit mode to read more.

26. Consider SSER in formulating SMART goals for 2011 • Great response- committed staff • What were HCCR strengths? • Did these align with CEO strengths overall? • What were HCCR areas for improvement? • Did these align with CEO areas for improvement? • Implications?

27. Corpus Christi Wollongong Double-click in edit mode to read more.

28. Planning and Implementing Differentiated Assessment- Ruth Phillips • Think broadly re how students differ, e.g. prior knowledge, learning rate, interest, gender etc. • Students need learning skills more than content • How are we measuring progress and what are we doing with this? • Students need to develop a sense of “Personal best” around assessment as they do with sport. • All students need to feel success • All students need to be able to access a task at their level.

29. Designing a differentiated task • Backward-design tasks- think about the end and work your way back to the beginning • Develop core assessment around core outcomes; core marking criteria • Develop extension and support outcomes and marking criteria • Develop extension and support assessment based on criteria • Develop pre and post-tests (based on core) well ahead so that task can be modified from pre-test results • Remember that BoS outcomes cannot be changed in intent or content but verbs can be changed. • This allows for Blooms Taxonomy, for example, to be incorporated, as higher order verbs could be added to outcomes for advanced students.

30. Day 5 in a nutshell • Feedback from Teacher Educators: Primary version of LoPs • Building relationships is key • Working with fellow practitioners in • the classroom very rewarding • Very busy in Term 1 due to data • collection requirements of NPA • Very happy in role • Do not have all the answers! • Work with resisters, they can become advocates Double click in Edit mode.

31. National Partnership Agreement (NPA) Conference 4-10 Nov 2010