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Lenore Parodi
Aug 18, 2022
In Lenore
As EAL/D .2 coordinator I will develop my leadership skills in overseeing the teaching of oral language development and Writing across the school to improve student speaking and writing outcomes through: Developing teacher capacity in programming, planning and teaching of oral language development and writing during collaborative programming and team teaching with stages 2 and 3. Building capacity of EAL/D team member so that they can lead stage 1 during collaborative planning and team teaching and guide the embedding of EAL/D pedagogy into classroom practise in that stage. Using the impact cycle to guide teachers in analysing current reality of student need, set goals inline with current syllabus and EAL/D pedagogy, identify and explain teaching strategies to hit goals and provide support until goals are met. Use the impact cycle to coach new career teachers Supervise a new career teacher through the process of accreditation Oversee the programming of year 6 across KLAs. Evidenced by designing professional learning EAL/D whole day workshop for early career teachers Term 1 and 2 Staff Meeting on Assessing Oral language using Phasing Term 2 Staff workshop on Integration of KLAs in programming to provide message abundance and depth of learning - term 2 Staff workshop on Feedback and using phasing to make individual goals and differentiate learning - term 2 Staff meeting on Feedback and incorporating it into lesson structure and programming- term 3 Staff meeting on K-2 Syllabus overview Twilight with Instructional Specialist - term 4 Staff meeting on Naplan analysis on Writing, Grammar and Punctuation - term 3 Grade workshops on implementing K-2 Syllabus - term 4 Learning Goal - I will support the above goal by undertaking the following courses and reading. New K-2 English Syllabus courses Instructional Coaching course - 2 days on the The Impact Cycle Improving School Wide EAL/D pedagogy - Course A Module 1-4. (12 hours accredited at highly accomplished) How to be a supervisor for accreditation course
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Lenore Parodi
Oct 06, 2021
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Lenore Parodi
Oct 06, 2021
In Lenore
Goal 1 Coordinate a team of 3 teachers - I full time and 2 part time and be apart of the Executive School team as a middle manager. Goal 2 Teaching Goal Highly Accomplished - Focus area 2.1 Content and teaching strategies of the teaching area Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
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Lenore Parodi
Sep 07, 2020
In Lenore
GOAL 1 - To coordinate a team of 3 EAL/D teachers 1 full time and 2 part time; all very experienced teachers but 2 hadn't completed EAL/D training, 1 has some training and EAL/D experience. What I did Coordinated the team by: Timetabling and negotiating structure of support with EAL/D team and principal. Allocating mode of support for students based on WSPELP, reading records and other available data. Making daily decisions regarding EAL/D support and negotiations between EAL/D team and class room teachers Directing the mode of support the EAL/D team undertook during lockdown due to Covid 19 and liaised between each Liaising with Learning Support to ensure all students received the support they needed Coordinating EAL/D team to place all assist list students on individual ESL scales documents to support accuracy of phasing. Coordinating team to guide teachers through the phasing process . Supporting and clarified the EAL/D role by listening to ideas and concerns around support and made opportunities for collaboration as a team to share ideas and strategies. Using these moments to extend EAL/D knowledge base of team. Guiding and oversaw support of EAL/D students on Assist List through daily communication and occasional EAL/D meetings. Giving team confidence and strategies to complete new arrival and enrolment interviews Defining role of EAL/D team and encouraged team to guide and give feedback to class teachers during collaborative planning and other appropriate moments. Liaising with EAL/D cluster leadership in term 1 and 2. Liaising with New Arrivals specialist and monitored support and growth of students undergoing this support. Discussed student need with specialist and negotiated support timetable accordingly. Sharing EAL/D readings with team and discussed. Keeping WSPELP updated and liaised with school administration. Evidence of Impact As a team all 4 of us have worked harmoniously together for 3 terms, including during COVID 19 lockdown and subsequent gradual return to school. There has been clear communication between the team and the team has felt supported by me. Team members have gained confidence in guiding teachers and speaking up during collaborative meetings; giving instruction where appropriate. All new enrolment and new arrival students have had their English assessed in a timely fashion and Assist list students all have their own ESL scales document which will be used for phasing next term. There has been a steady improvement in speaking and writing across all grades in our English learners which is evidenced in writing samples, reading levels and interactions with teachers and students. Goal 2 Teaching Goal Highly Accomplished - Focus area 2.1 Content and teaching strategies of the teaching area Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. What I did 1. Collaboratively planned with Kindergarten, Year 3, 5 and 6 fortnightly in English, Maths and Geography by Leading discussion during collaborative programming about: Building oral capacity in students across KLAs Using speaking/listening activities to scaffold writing, How to scaffold writing using strategies to engage all students including new arrivals and boys in classroom. Using of suggested texts and strategies and assisted teachers in making links between KLAs where appropriate. How to differentiate according to student need including extension of students. The importance of teaching difficult grammar concepts such as passive voice and present perfect to enable students to achieve stage outcomes in reading, writing and speaking across all subject areas particularly stage 3. Created resources to support teachers' understanding and their implementations of teaching difficult grammar concepts like present perfect and passive voice. Resourcing and sharing resources to support learning in classroom. Creating resources for year 4 to support learning in classroom. 2. Team taught with Kindergarten, year 3 and 6 in the classroom and demonstrated teaching strategies that scaffold listening/speaking and writing. Discussed and evaluated strategies and student need on a daily basis. 3. Modified and made resources for teachers in Kindergarten, Year 2, Year 3, Year 5 and Year 6 during Covid 19 lockdown by Modifying home booklets and certain activities to differentiate for new arrival students and other EAL/D students. Created videos explaining sentence structure and building the field where needed. Marked student work online and gave feedback. Created oral activities for SeeSaw for kindergarten and marked work. Created book reading videos so students could access texts. 4. Programmed, Team taught and Assessed Year 6 Geography Term 3 with another year 6 teacher by: Guiding choice of outcomes of Geography Syllabus, then back mapping to write assessment and marking criteria, then identifying gradual progression of skills needed and content. Guiding choice of strategies to ensure teaching learning cycle was covered, building of oral capacity in students and development of geographical skills and logical development of comprehension and vocabulary use. Making ongoing adjustments and modifications in collaboration with class teacher and co programming teacher to ensure all students could access the curriculum including a new arrival student and boys in year group. Creating resources that supported learning in Geography. 5. Supported new arrivals in school particularly 4 in year 3 and 3 in year 5 by: Creating resources that teach basic simple sentence structure, prepositions and vocabulary. Discussing student growth daily with class teachers and suggesting adjustments. Creating guided reading activities that students can do independently. Teaching Mathematical language and concepts daily to year 3 for 20 -30min/ 1 hour per week year 5; in order to front load so they can be successful in the classroom during maths. Conducting a guided writing group for year 5 and year 3 daily using a modified version of each year's program. Conducting a guided reading group for year 3 students. Creating resources for both grades to support and guide differentiation in class. Suggesting strategies that build capacity of all students orally and written. Evidence of Impact
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Lenore Parodi
Sep 07, 2020
In Lenore
MY lEARNING GOAL Goal 1: By the end of 2020 I will have engaged in professional development by researching a personal goal of how to teach reading and a more specific goal of how boys learn to read and write and how to engage them in the classroom. Professional Reading Scaffolding Language Scaffolding learning Teaching Second Language Learners in the Mainstream Classroom - Pauline Gibbons Heinemann 2002 Boys, Masculinity and Reading: Gender Identify and Literacy as Social Practice - Scholes Routledge Critical Studies in Gender and Sexuality in Education 2018 Professional articles How do we learn to Read? - Misty Adoniou The Conversation April 18, 2017 Children prefer to read books on paper rather than screens - Margaret Kristin Merga The Conversation March 10, 2017 Seven Things to Consider before you buy into phonics programs - Misty Adoniou The Conversation November 17, 2105 Approaches to teaching low literacy refugee- background students -Joel Windle and Jenny Miller Australian Journal of Language and Literacy, Vol 35, No 3, 2012, pp 317-333 Lost for Words: Why the best literacy approaches are not reaching the classroom - Misty Adoniou The Conversation October 30, 2013 10 ways to get the most out of silent reading in schools - Margaret Kristin Merga The Conversation September 23, 2019 Literacy among Malaysian Primary Schoolers: How do Boys Perform Relative to Girls? Mohd-Asraf, Abdullah and Mat Zamin - International Electronic Journal of Elementary Education, September 2016 Motivating Boys to Read: Guys Read, A Summer Library Reading Program for Boys - Dillon, O'Brien, Scharber and Nichols-Besel Summer ed 2017 Disrupting the "boys don't read" discourse: Elementary school boys' stories of a love of reading - Scholes, Comber, Barbara and Spina, Nerida 2019 European Conference on Educational Research: Education in an Era of Risk - The Role of Educational Research for for the Future September 2019 Gender differences in Reading and Writing Achievement: Evidence from the National Assessment of Educational Progress - Reilly, Neumann and Andrews American Psychologist September, 2018 Boys, Masculinity and Reading: Deconstructing the Homogenising of Boys in Primary School Literacy - Scholes The International Journal of Learning Vol 17, No 6, 2010 Enjoyment of reading, not mechanics of reading, can improve literacy for boys -Laura Scholes The Conversation March 2018 My Pondering from my research Boys need to be active in the text - it doesn't have to be informative. It is a myth that boys generally prefer informative texts. They want to interact with the text - manipulate, discuss, act out, change, disagree with. If they can share their experience with another or a mentor then it is better and more motivating. The more opportunities male students have to do these things the better. This is also good for girls. Encouraging boys to read some strategies Expand reading cultures by selecting texts where boys are the protagonist not just girls. Select texts that challenge ideas of what is male/female. Focus on arts - The Arts expands their world view particularly when linked to a text. It develops visualisation, inferencing, making connections builds memory. Boys often enjoy readers theatre scripts, as they can feel active in the story. Songs, poetry, dance sessions run by professional dancers, drama productions are all useful. Boys need to be able to talk about the text they are reading. Boys in groups or pairs can discuss characterisation, plot choice, words used, how they felt, what they didn't like etc. Provide a range of texts to stimulate interest and build confidence through paired reading schemes. Promote male mentoring - vertical mentoring with older boys in the school, or parental mentoring with a parent who can help with reading. Questions I have Are we giving students generally enough opportunities to engage and be active in the text? Should we be doing drama more in the classroom as part of our writing program? Should we be teaching boys how to write about stuff they want to write about like adventures and fighting like how to write a hero narrative? We generally don't use this kind of language because we are girls teaching writing - we are not used to talking about fighting and adventure stuff.
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Lenore Parodi
Aug 27, 2019
In Lenore
- By the end of 2019 I will have collaborated professionally with the leadership team and mentored others to increase capacity to improve student learning. 6.3 ENGAGE WITH COLLEAGUES AND IMPROVE PRACTICE PROFICIENT Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. 7.4 ENGAGE WITH PROFESSIONAL TEACHING NETWORKS & BROADER COMMUNITIES HIGHLY ACCOMPLISHED Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. Led teachers in assessing writing/speaking and listening using ESL scales and EAL/D Learning Progressions Led teachers in using ESL scales to inform planning and set writing goals. February 2019 - Designed slide presentation on models of teaching collaboratively and presented at staff meeting to ensure a common language and give ideas when planning team teaching. Co designed resource to aid teachers to independently assess student writing using EAL/D Learning Progressions. August 2019 - Designed and presented to EAL/D cluster 7 and 8 meeting 'Our collaboration journey at Sacred Heart' Advised and up-skilled LSOs that work with new arrivals in EAL/D pedagogy; creating resources and modelling use of which increases student growth in speaking, reading and writing. Suggested and modelled EAL/D pedagogy during weekly collaborative planning sessions K-6 Wrote EAL/D resources to model and be used in team teaching eg dictogloss, sentence transformations September 2019 - Co Presented and explained at Literacy Fair how we make learning visible at Sacred Heart in particular Bump it up walls and their success.
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Lenore Parodi
Jun 25, 2019
In Lenore
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: Read Developing Assessment Capable learners - ' Nancy Frey, John Hattie and Douglas Fisher' Read text on collaborative teaching - Co-Teaching for English Learners by Maria G Dove and Andrea Hongisfeld Professional articles: Let's Write a Unit Micheal Murray and Dr Lorraine Beveridge PETAA Paper 215 2019 To Clone or Not to Clone? Anne M. Beninghof Educational leadership Dec 2015/Jan 2016 Revisiting Professional Learning Communities at Work Hawker Brownlow Education 2009 Visible Learning for Literacy Grades K -12 Chap 3 The Essential Guide to Professional Learning: Collaboration AITSL Clarity in Teaching Part 11 teaching p119 - p149.
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Lenore Parodi
Jun 25, 2019
In Lenore
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. 1.3 STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS HIGHLY ACCOMPLISHED Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 5.2 PROVIDE FEEDBACK TO STUDENTS ON THEIR LEARNING HIGHLY ACCOMPLISHED Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning. Actions from collaborative planning and teaching: Team teaching daily with teachers years K, 1, 2 and 3. Collaborative planning on weekly basis with class teachers. Contributed towards bump it up walls and used personal writing goals for individual students to make learning visible. Case Management and data Meeting Observation - OLOR Fairfield EAL/D Pedagogy and Planning English Program Observation -OLOR Fairfield Constructed a writing progression based for ESL scales and syllabus. Participated in Learning Walks at OLOR Fairfield and reflected upon November 2019 - Observed team teaching by peer from OLOR and given feedback December 2019 - Created Reading continuum using Pat Band descriptors and ESL Scales descriptors. Continuum shared with school leadership and Diversity Team. Plan for feedback time in teaching groups and individuals. Reading reflection from Chap 5 Developing Assessment capable visible learners Frey, Hattie and Fisher (2018) The 4 types of feedback 1. Feedback about task or product 2. Focus of processes and strategies 3. Self regulation- I found this type of feedback inspiring as it develops the independency of the learner. In addition to this type of feedback an avoidance of empty praise orally or written form was noticed as it doesn't move the student towards self efficiency. I was also challenged by the example of the teacher who made his reasons for the next lessons learning intentions clear by conferencing with students then using their errors or misunderstandings as the next lesson's focus. By making the process clear to students and by being flexible with lesson content this process enabled students to see that their learning was important and that time would be spent developing those skills. Feedback must be planned. A difficult but crucial thing to do. It is easy to miss through business the necessity in teaching and demonstrating the importance of self reflection and realigning of oneself to the chosen goal. I think this is a necessary life skill not just for school.
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Lenore Parodi

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