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Maya Pokler
Jul 28, 2022
In Maya
My Learning Goal By the end of 2022: Understanding how Shared Reading strategies can be used to unpack Scripture. Evidence: Term 1: - Using the Shared Reading LI and SC scope and sequence for each grade to guide the implementation with Scripture. - Revisiting RE PL around reading strategies used in Scripture. Slides Term 2: - Working with teachers across all grades to understand how the a strategy can be taught through Scripture. (1:1 Release) My Performance Goal By the end of 2022: All grades have evidence within either Religious Education or Shared Reading programs of Scripture being taught through shared reading strategies. Term 1: - Gain prior knowledge of strategies implemented in the classroom when unpacking Scripture. Term 2: - Provide learning opportunities which evidences growing teacher expertise in the teaching of Scripture and parent understanding of Scripture background. Term 3: - Analyse Religious Education programs to ensure they reflect effective strategies to develop and enhance the teaching and understanding of Scripture. Term 4: - Critically reflect on the impact of enhanced Shared Reading Strategies through student work samples and assessment. Evidence: All evidence linked in 2022 Religious Education Action Plan Term 3: Grades share evidence of implementing Shared reading strategies when teaching Scripture. My Exposure Goal Build the capacity of staff in leading Liturgy. Term 1: Staff Meeting with outline and expectations of Liturgy. Term 3: Identify a staff member from each grade to lead the organisation of their stage Mass or whole school Mass. Meet with them to clarify expectations and support the planning of the Mass. Evidence: - 18/08 Met with Germaine (Year 3) and Basma (Year 4) to discuss the outline for the Father's Day Mass. (Stage 2 organising)
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Maya Pokler
Mar 25, 2021
In Maya
My Learning Goal: By the end of 2021 I will engage in professional learning, participating in and completing the Proficient ME& E course. I will implement these learning in my classroom and learn how to use Launch in other key learning areas. Evidence: 1) Lesson modelled - Thursday 18 February - After having a lesson modelled I now have a clearer understanding of how to teach a Launch lesson. - I was able to observe examples of how to be the facilitator of learning and allowing students to take responsibility for their own learning (e.g fish bowl activity) - It was evident that not all launch tasks will always be successful and may need modifying during the teaching process. 2) Attended and professionally collaborated with peers at the ME & E course workshop 1- Monday 22nd February - After attending this workshop, I am now able to articulate the understanding of the pedagogy behind ME&E. - I have increased confidence in developing learning intentions and success criteria which provide clear goals, high expectations and challenge 3) ME & E course workshop 2- Tuesday 27th April - At this workshop we focused on noticing students' mathematical thinking through the different and effective practical strategies. We also focused on implementing the 5 practices to help teachers when creating and implementing launch tasks. As a result of the workshop I reflected on how I would apply the 5 practices described by Smith and Stein to improve student learning? I will use these practises when designing, implementing and evaluating the launch tasks, using enabling and extending prompts and the various effective pedagogical strategies. 4) Modelled Launch lesson- Observation of the lesson gave me a more consolidated understanding of how the launch task unfolds and when to strategically use some of the pedagogical moves. Children were engaged with the learning intention and the launch task. This lesson has allowed me to gain greater understanding of how the launch lesson unfolds. 5) Year 5 Term 2 Collaborative Planning Professional Learning Monday 21st June - Worked with Gabi to create Launch lessons. As a result of this professional learning and collaboration I better understood how to plan launch tasks with a focus on a few content points in the one task, how to develop consolidation tasks and what teaching strategies are best suited to the lesson. A Revision of the planning template also helped me understand the purpose of the formative assessment section within the planning guide. 6) Co teaching launch lesson- Prior to co teaching, collaborative discussion took place regarding the consolidation task and in fact a decision was made after reflection that a re launch task would occur instead. As a result this was created. This experience allowed me the opportunity to gain greater confidence in using the pedagogical tools especially VIP and correctly facilitating the launch lesson. Reflection on the lesson affirmed the success of the lesson. Discussion regarding how successful and engaged the students were allowed for further planning. A goal was set for the next launch lesson which will be observation and feedback. Goal for observation and feedback: Delivery- implementation of talk and pedagogical moves. 7) ME & E course workshop 3- Monday 11th October (Setting goals to practise and master learning) (Via Zoom meeting) Reflection: This professional learning experience allowed me the opportunity to engage in a lesson focused on 3d space, identifying opportunities for students to set goals, practise, master, automate and apply knowledge. I was also able to explore how to embed these opportunities through the learning opportunities I create. I was able to gain a better understanding of the importance of fluency within the curriculum and how to implement it. The teaching and learning cycle reminded me of the 4 key areas to ensure were included. The professional learning outlined the 3 approaches to consolidation which allowed me to reflect on my previous teaching practise and how well I considered whether the students understood the underlying concept, what they needed to practise and how they would practise. Task: To complete the professional learning part 3, I had created a fluency program for Year 5. This allowed me the opportunity to implement my learnings from the professional development. 8) Observation and Feedback- The observation gave me the opportunity to reflect on my teaching practise and think about which future pedagogies I can explore. 9) ME & E course workshop 4- Monday 22nd November The professional learning allowed me the opportunity to understand the process of creating a scope and sequence. During this workshop I was able to review the current scope and sequence and check the outcomes to see how they are able to align. As a result of this workshop, the scope and sequence for 2022 was refined and updated.
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Maya Pokler
May 30, 2019
In Maya
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 within the Religious Education Curriculum. Professional Learning 2019: 1. Engage in professional reading: - Developing Assessment Capable Learners- John Hattie, Douglas Fisher, Nancy Frey - Clarity: What Matters Most in Learning, Teaching and Leading (Chapter 4- Assessment)- Lyn Sharrat - Collaborative Professionalism- Andy Hargreaves and Michael T. O’ Connor. 2. Engage in the professional development during Cluster 8 REC Network meetings focused on developing assessment capable learners in Religious Education. 3. Engage in whole school and leadership Visible learning professional development. MY EXPOSURE GOAL: By the end of 2019 I will have collaborated professionally with the leadership team and mentored others to increase capacity to improve student learning. Actions from professional collaboration: - Religious Education professional learning team- Engage members to collaboratively design learning intentions and success criteria for assessment. - End of Term 1/ Beginning of Term 2- Assist members of the RE team to develop learning intentions and success criteria for assessment. (through release) - Term 2: Collaboratively lead a staff meeting with the RE professional learning team delivering examples of learning intentions and success criteria for assessment. - Term 3- Assist one staff member per grade to help develop learning intentions and success criteria for assessment. (through release) - Term 3: Collaboratively lead a staff meeting with the RE professional learning team providing staff the opportunity to develop LI and SC for assessments. 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: - Term 2: Engage in observation and feedback with RE professional learning team, co- teaching and observing assessment in RE to reflect on the effectiveness of the learning intention and the success criteria. - Term 3: Engage in observation and feedback with all staff, allowing the RE professional learning team to co- teach and observe assessment in RE to reflect on the effectiveness of the learning intention and the success criteria.
PERFORMANCE AND GROWTH 2019 content media
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Maya Pokler

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