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Marie Tran
Mar 02, 2020
In Marie
LEARNING GOAL - What do I need to learn? By the end of 2020 - I will engage in professional learning and collaborate professionally with the Leadership team, HA team and leaders of learning in Numeracy so that we can sustain school-wide Mathematical Excellence and Expertise (ME&E). PERFORMANCE GOAL - What do I need to do? Professional Learning Term 1 >15th March 2020 - ME&E Lead course Workshop 1 > After attending this workshop and having a discussion with out Numeracy Cluster Coach (Marcel) to sustain school-wide ME&E, my focus is to work with teachers during their PPT time at least once per term to support teachers in Numeracy. Areas that I wanted to focus on was: - to consistently collect clinical interview data across the school - support teachers in creating a fluency program - model mathematics lessons to teachers to expand their repetoire of teaching stategies used to increase students' knowledge, skills, problem solving, critical and creative thinking. > 11th August 2020- ME&E Lead course Workshop 2 > This workshop focused on deepening our knowledge for 'Statistics', evaluate school assessment policies and support colleagues with using assesment data to diagnose learning needs and planning and leading in school ME&E workshop 3. During this workshop we also had the oppotunity to share videos or photos of inclusive learning teaching in action with other schools. After attending this zoom meeting, my performance goal is to think about how do I ensure the school's assessment policy addresses the assessment of student learning in Numeracy. > 9th September 2020- ME&E Lead course Workshop 3 > The workshop focused on deepening our knowldge of Measurement for the Time strand, looking at moderating activities to assess student learning and planning and leading in school ME&E Proficient workshop 4. We looked at and analysed some students work samples and practise creating rubrics in assessing student learning in Numeracy. After attending this zoom meeting, my performance goal is to think about how teachers are currently assessing student learning and how Launch tasks can be used assess student FOR, AS and OF learning. I will need to inform teachers of 'moderating activites' and adapt the task/activity from the ME&E LEAD workshop 3 to model and demonstrate assessment student work FOR, AS and OF learning. during Term 4 I will need to organise a time for teachers to share how they have modearted activities for their students. I will also need to lead ME&E proficient workshop 4 in Term 4 to deepen teacher knowledge for the sequencing of learning. > 16th october 2020 - ME&E Lead Workshop 4 EVIDENCE OF IMPACT - the So What? Term 1 A Mathematics PL Survey was sent out to staff to gauge areas to support staff in Numeracy. Based on the results from the survery that was collected, most teachers wanted support in the area of a creating a fluency program, analysing clinical clinical interview data and some would like support in programming. I created an agenda(Numeracy PPT / collaborative plannings minutes) for the Term 1 Numeracy PPT. The teachers were given a professional reading on 'Promoting fluency and transfer', we also looked at the progression of an Outome area to deepen teacher knowledge of the content. During Term 1, I organised timteable to visit most of the '1 classes' to either 'Model/Co-teach/ Observation and Feedback' to teachers to expand their repetoire of teaching stategies used to increase students' knowledge, skills, problem solving, critical and creative thinking. After Modelling some different pedagogical moves in some of these lessons, some teachers provided some verbal feedback about being having a clearer picture of how these pedagogical moves are put into practice. Term 2 During Term 2, the ME&E HA team worked together to ensure teachers completing the ME&E Proficient course for 2020 were being supported. A roster and timetable was organised to model, coteach and provide feedback on analysis of practise. At the end of Term 2, I had a programming conversation with teachers during their Collaborative Planning time. This was an opportunity to discuss with teachers about their Scope and Sequence to ensure main outcomes and content were being covered and how some outcomes and content that some students have missed during COVID-19 can be incorporated into other outcomes and content to continue the sequencing of learning. Term 3 During Term 3 I lead the ME&E Proficient Workshop 2 and 3 to ensure teachers completing the course were supported in their professional learning for ME&E. A roster and timetable was organised to model, coteach and provide feedback on analysis of practise. At the end of Term 3, I had a programming conversation with teachers during their Collaborative Planning time to discuss their clinical interview data, fluency program and sequence of leanring. I also used this time as an opportunity to inform teachers of 'moderating activites' when assessing student work FOR, AS and OF learning. Teacher were provided with an outline on how to 'Moderate Activites' and teacherd engaged in an activity for 'Moderating activity'- we looked at stage 2 and 3 outcome and content for time. Then we looked at a launch task for the outcome and content and analysed and assessed some worksamples.
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Marie Tran
Jun 04, 2019
In Marie
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 implement student learning dispositions to enhance assessment capable learning using the writing learning progressions. Professional Learning 2019: 22nd March 2019: Visible Learning: Feedback SDD 15th May 2019: Staff meeting: Visible learning : Feedback Professional reading : >Developing Assessment Capable learners - ' Nancy Frey, John Hattie and Douglas Fisher' -Staff Meeting Chapter 5 : Seek feedback and recognise that errors are opportunities to learn - Chapter 4 : Understand where they're going and have the confidence to take on the challenge >>>>>I will have engaged in professional development in supporting the Phase 2 teachers for the Mathematical Expertise and Excellence Project. Professional Learning 2019: 25th February 2019: Highly Accomplished Course: Supporting colleagues to Design Mathematical Tasks 9th May 2019: Highly Accomplished Course: Supporting colleagues to Notice Student thinking 30th July 2019: Highly Accomplished Course: Supporting colleagues 22nd October 2019: Highly Accomplished Course: Supporting colleagues MY EXPOSURE GOAL: By the end of 2019 I will have collaborated professionally with my mentor and colleagues to increase capacity of myself and others to improve student learning. -Fortnightly collaborative planning and professional dialogue with grade teachers, Leaders of Learning in reading and EAL/D and Diverse Learning specialist teachers to discuss the teaching and learning sequence for English. -Ongoing professional dialogue with grade teachers about student progress and ideas for visible learning to cater to students learning -Ongoing meetings with Leaders of Learning in Reading (Dee and Annabella) to discuss teaching and learning sequence for reading and focus reading comprehension strategies for each term. -Evaluating data to: > inform teaching and learning sequence > track student progress >>>>>>>>>By the end of 2019 I will have collaborated professionally with the Highly Accomplished Mathematical Expertise and Excellence (HA ME&E) team and mentored others to increase capacity to improve student learning. Actions from professional collaboration: Working collaboratively with the teachers who are part of the Highly Accomplished team (Trevor and Gabriela) Term 1: Provided opportunities for Phase 2 teachers to observe lessons taught by the HA ME&E team Term 2 : Organised and planned for Phase 2 teachers to be released for collaborative planning , observation and feedback 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: Visible Learning Supporting Mathematical Expertise and Excellence Modelled a Mathematical Launch task to teachers completing Phase 2 (Julia, Tracy, Hayley) Provided teachers feedback on their Mathematical launch task and co-planned lessons together Observed teachers teaching a mathematical launch task followed by reflecting on the lesson and and providing feedback to teachers PERSONAL LEARNING GOAL Standards: Link to AIP: Goals: Learning Goal: Actions: Evidence of Impact:
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