School Conditions for Deep Learning Rubric
2014In September 2014 we worked with a number of the different leadership groups at the College to consider where we would place ourselves currently in relation to the 6 areas on the School Conditions for Deep Learning rubric.
Below are some of the reflections from staff for each of the different sections. |
Vision and Goals
We are giving staff tools they need to teach deep learning eg. 21st Century skills, PLT on Feedback and literacy.
We have clear visions and goals but do they relate to deep learning. What is Deep Learning?
Development of our Pedagogical Framework.
Alignment of resources with AIP and SP.
Building a shared understanding of the language.
We have clear visions and goals but do they relate to deep learning. What is Deep Learning?
Development of our Pedagogical Framework.
Alignment of resources with AIP and SP.
Building a shared understanding of the language.
Leading Deep Change
We have an emerging critical mass of strong leaders with a committment to implement deep learning.
Deep Learning is emerging at Brauer.
eLearning is strong and supported by the Teaching and Learning team and Student Learning teams.
Strong use of digital tools - Edmodo, SMT, Web 2 Tools, eResources (Jacplus).
Professional development - 21st Century skills with Ian Jukes, Hattie's Big 4, Munroe's HRLTPs.
Student Engagement team has increased focus on attendance, safety and connectedness to school.
Learning confidence increasing (Data sets).
Deep Learning is emerging at Brauer.
eLearning is strong and supported by the Teaching and Learning team and Student Learning teams.
Strong use of digital tools - Edmodo, SMT, Web 2 Tools, eResources (Jacplus).
Professional development - 21st Century skills with Ian Jukes, Hattie's Big 4, Munroe's HRLTPs.
Student Engagement team has increased focus on attendance, safety and connectedness to school.
Learning confidence increasing (Data sets).
Creating a Learning Culture
We have a lot of resourcing barriers.
We don't include parents and the wider community in our learning journey.
We need to focus more on the learner.
How do we forensically assess the affect on leaner of decisins made in the school?
We need to do more Inquiry/Project based learning.
We don't include parents and the wider community in our learning journey.
We need to focus more on the learner.
How do we forensically assess the affect on leaner of decisins made in the school?
We need to do more Inquiry/Project based learning.
Capacity Building
All changes start with a journey. Our journey has started so reporting back on where were are is a difficult task.
More time is needed to properly assess our growth. Most of our directin is teacher focused, to help enable the prepartation and development of a teacher.
The end game is not the teacher focus, it is classroom focused.
One long journey, just started.
Mechanisms are in place to support Capacity building but we aren't using them very effectively. (resistant to change?)
Building champions to shwcase pedagogical structures. (KLA)
Consistency in KLA meetngs / professional readings and pargetted PD.
More time is needed to properly assess our growth. Most of our directin is teacher focused, to help enable the prepartation and development of a teacher.
The end game is not the teacher focus, it is classroom focused.
One long journey, just started.
Mechanisms are in place to support Capacity building but we aren't using them very effectively. (resistant to change?)
Building champions to shwcase pedagogical structures. (KLA)
Consistency in KLA meetngs / professional readings and pargetted PD.
New Measures and Evaluation
Doesn't mean we are not doing it but the is little to no evidence of it being mapped - reporting of outcomes?
Teachers - Its sporadic - happening in some classrooms but not in all.
Students - Depends on the teacher / Some students can do it but others struggle.
Its hard to train a jockey mid race. He/she is afraid of falling off the horse.
Teachers - Its sporadic - happening in some classrooms but not in all.
Students - Depends on the teacher / Some students can do it but others struggle.
Its hard to train a jockey mid race. He/she is afraid of falling off the horse.
Leveraging Digital
2015
In August 2015 we worked with the Maths Science KLA to consider where we would place ourselves on the 6 areas of the School Condition Rubric. There has been a significant improvement in three areas of the rubric as determined by this group. They were not aware of the original assessment made by the leadership teams in 2014.
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We are doing this well in most areas.
Still some staff well behind the critical mass. Plenty of opportunities to leverage digital and to get support. Requires a change in practice. |
2016
Since 2015 there has been a significant change in our assessment and reporting practices with the introduction of a new report format. This has put the focus on two main areas - Student Achievement and Student Effort. Student engagement has been a significant issue in recent years and teachers have become more frustrated by the lack of engagement in the classroom. While we recognise that student's have at their finger tips a wealth of knowledge and the answer to any question they might have, we feel it is still crucial they are developing the skills of a good learner. The more we learn about how to engage the 21st C student, the more critical we become of our own practices. In some instances this means where we thought we were doing OK, we now realise how to do things better or smarter.
It is difficult to have our focus on everything at once and through out the year the shift in focus can sometimes mean that we forget the good work we have already done. Learning new ways is hard and takes a sustained effort. It is easy to fall back to the 'old' way of doing things when the going gets tough.
It is difficult to have our focus on everything at once and through out the year the shift in focus can sometimes mean that we forget the good work we have already done. Learning new ways is hard and takes a sustained effort. It is easy to fall back to the 'old' way of doing things when the going gets tough.