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Anabella Gonzalez
Nov 10, 2021
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Anabella Gonzalez
Feb 11, 2020
In Anabella
My Learning Goal: By the end of 2020 I will engage in professional collaboration with the Leadership Team and Literacy PLT to establish a common understanding amongst all staff around the teaching of modelled and shared reading, encompassing programs, language and pedagogy. I will engage with professional readings to develop my skills and expertise around best practices in the areas of modelled and shared reading. My Performance Goal: By the end of 2020 we will have Shared Readings Programs across all grades that are responsive to data and underpinned by the Gradual Release of Responsibility, while encompassing the two distinct aspects of the teaching of Reading: "Learning to Read" and "Learning to Comprehend". These program components will be evident in pedagogical practices across all grades. Evidence for.. My Learning Goal: I engaged with various professional readings to further refine my skills and expertise on contemporary practices for the teaching of reading as well as enhancing my knowledge and understating of the GROR and how to best embed these practices into teaching programs and classroom pedagogy My research enabled me to establish structures around the planning, programming and pedagogical practices to refine and streamline the teaching of reading across all classes. As a Literacy PLT, Dee and I established frameworks that focused on two clear aspects in the teaching of the reading process: Learning to Read and Learning to Comprehend, with a second layer that encompassed the GROR. As these are now evident across all Shared Reading programs from K to 6, a common and shared understanding around language and pedagogy is visible. To align our work with the whole school focus on Visible Learning, the structures established for the programming of shared reading ensured that clarity around learning to read and learning to comprehend were explicit as teaching and assessment were guided by LI and SC. Professional readings engaged with: Reading_K_3_English The Reading Book: A Complete Guided to Teaching Reading (Sheena Cameron/ Louise Dempsey) Teaching Comprehension Strategies: A practical classroom guide (Sheena Cameron) READING - An Instructional Approach Gradual Release of Responsibility-Frey/Douglas Gradual Release of Student Responsibility Evidence for.. My Performance Goal: In collaboration with Dee, I have been to achieve the following, enabling me to meet my performance goal. Developed and implemented a Literacy Plan that is responsive to data and outlines focuses for targeted grades. Professional development for teachers to build their capacity on the fundamentals of the GROR and how they were to be embedded into the components of a weekly modelled/shared reading program. Ensured Modelled/Shared Reading Programs were responsive to Visible Learning principles, with a particular focus on Learning Intentions and Success Criteria to support student learning and infrom assessment. Supported teachers during fortnightly planning sessions during PPT to develop shared reading programs that were aligned with best pedagogical practices. Organised resources for teachers to establish a common language and strategies around the explicit teaching of comprehension strategies. Worked with teachers to develop their capacity to interrogate their data and use this to inform the learning to read and learning to comprehend aspects of their shared reading programs (Reading Records data K - Y4, Reading Common Assessment Y4 - Y6). Implemented an Observation and Feedback model to build teacher capacity around the programming and delivery of Modelled and Shared reading lessons. Evidence of professional development/resources for teachers: Modelled/Shared Reading Collaborative Planning PD for Teachers Modelled/Shared Reading Collaborative Planning PD - Kindergarten GROR Glossary Comprehension Strategies Language Posters Shared Reading - Knowledge and Skills Evidence of Modelled/Shared Reading programs: 2020 Term 1 Kindergarten Shared Reading Program 2020 Term 3 Year 1 Shared Reading Program 2020 Term 3 Year 3 Shared Reading Program Year 5_Term 3_2020_ Shared Reading Program Evidence of Impact A clearer understanding exists amongst teachers around the principles of the GROR and the process of teaching modelled/shared reading (Learning to Read and Learning to Comprehend) An growth in confidence is evident amongst teachers around the structure of a modelled/shared reading lesson and the components of a weekly modelled/shared reading program. Increased independence demonstrated by teachers in the analysis and use of data to inform their programming of modelled/shared reading. Observable growth in student reading data (Reading Records K-4, Common Reading Assessment 4-6). Consistency exists across grades in the planning, programming, teaching and assessment of reading.
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Anabella Gonzalez
Jun 28, 2019
In Anabella
Teacher Growth For Leaders Of Learning 2019 - DISCIPLINED COLLABORATION (NESA Accredited Professional Learning - 20 hours /year) Standards 1.3.3 Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 2.1.3 Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. 3.2.3 Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. 5.4.3 Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. 6.2.3 Plan for professional learning by accessing and critiquing relevant research, engage in high-quality targeted opportunities to improve practice Links to AIP 4.1 Increase the capacity of teachers and learning support staff to respond to the holistic needs of all students 2.3 Community members will understand and articulate the student learning progressions for writing and the dispositions for learning. LITERACY LEADERS COLLECTIVE GOAL: By the end of the year, I will have developed staff capacity to use data to collaboratively plan, teach and use feedback to enable students to demonstrate their ability to be assessment capable learners. DISCIPLINED COLLABORATION CYCLE IMPLEMENTATION Focus Areas: - The data used to identify our problem is gathered from our Diverse Learning needs across the school which identifies the short reach of interventions and specialist curriculum delivery. It is reflective of both the EAL/D and Special Education data which aims to use our collaborative structures to design and deliver curriculum to improve student learning and build teacher capacity - Embed the research of John Hattie through Visible Learning strategies to create assessment capable learners who can articulate the school developed dispositions needed to drive their own learning. INNOVATION MY EDUCATION GOAL: By the end of 2019 I will have engaged in professional development based on Hattie’s Visible Learning principles so that I can lead others in the implementation of student learning dispositions to enhance assessment capable learning using the writing learning progressions. PROFESSIONAL LEARNING 2019: Corwin: Visible Learning - C8 Cluster PL - Sheena Cameron Conference: Increasing Student talk during reading to enhance comprehension PROFESSIONAL READINGS - Assessment Capable Learners, John Hattie - Collaborative Professionalism, Andy Hargraves - Clarity, Lyn Sharrett MY EXPOSURE GOAL: By the end of 2019 I will have collaborated professionally with the Leadership Team, C8 Literacy Cluster Coach, Literacy PLT, Diverse Learning Team and mentored others to increase capacity to improve student learning. Actions from professional collaboration: - C8 Cluster Initiatives - C8 Cluster Coach (critical friend) - Visit to Fairfield (Case Management and Data Meeting observation) MY EXPERIENCE GOAL By the end of 2019 I will have participated in collaborative teaching enhancing my practice and the practice of others through co-teaching, observation, reflection and feedback. Actions from collaborative planning and teaching: - Diverse learning - Reading initiatives - Modelling - Common Assessment comprehension - Writing progression - Bump it up walls - Comprehension scope and sequence IMPACT Evidence of Impact on student learning: - English programs reflect outcome based learning. - Assessments have become directly aligned to the outcomes identified in programs to show a clear line of sight between programs, teaching and assessing. - Teachers have embedded Bump it up Walls as part of their classroom practice allowing students to grow as assessment capable learners. Evidence of impact on my own professional growth:
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