EALD Fact Sheets Action Learning Plan: Harrison School

2015-2016 (3-9-2015)
FOCUS
What topic, issue or
concern do we want to
address?

OUTCOMES AND
BENEFITS
What specific learning
outcomes are we
seeking from this
action or initiative?

The recently published EAL/D fact sheets have been distributed to

schools. In order to ensure the valuable information in them is
understood and utilised, an ongoing implementation plan is
needed.

egCOLLABORATION
Who (teachers/school
personnel) is directly
involved?
ACTIONS
What will we do
specificallyto
improve teaching and
students learning
outcomes?

teachers will understand the information in the fact sheets

teachers will utilise the ACARA EAL/D Resources to inform
planning and assessment eg English Language Progression
teachers will have a better understanding of the importance of
explicitly teaching English grammar and vocabulary
classrooms will be more culturally and linguistically inclusive
teachers will make reasonable adjustments, providing support
whilst maintaining learning challenge
teachers will take into account the experiences of students from
refugee backgrounds"
parents of EAL/D background students will feel welcome and
involved in the school, and will have access to important
information

Margaret Olson, Cheryl Davis, Farleigh Jay-Daniels, Andrea Kemp,

Rachel Donnelly, Jason Holmes, Allison Edmonds, Jodie Rowell,
Administration staff, P-10 staff, other excutive staff

Marg, Cheryl and Andrea attend EALD Teachers Learning

and Leadership Forum- Bringing the Fact Sheets out of the
Box (Week 7 each Term 2015/16)
Introduce fact sheets at Whole School staff meetings
Suggested Timeframe
Term 4 Week 1 2015 (Introduce Fact sheets on smartboard
via the link, online survey to indicate prior knowledge of
staff)
Term 4 Week 5 (email staff to remind them to compete
survey by the end of the week
Term 1 2016 Week 5 (fact sheets 1 and 3) Whole school
meeting
Term 2 2016 Week 1 (fact sheet 2) Whole school meeting
Term 2 2016 Week 5 (fact sheet 7 Whole school meeting
Term 3 2016 Week 1 (fact sheet 6) Whole school meeting
Staff to read individually and discuss in table groups to
familiarise them with resources to support their teaching of
EALD students in their class.
Record understandings on butchers paper to be collected
and used as data

Hold Think Tanks for Junior and senior school staff

Term 1 2016 Week 10 (Fact sheets 4 and 8 and Introduce
the ACARA EAL/D Teacher Resource to staff with emphasis
on student progression via the EALD Language Progression
and specific elaborations) Junior school
Term 2 2016 Week 10 (Fact sheets 5) Junior school
Term 3 2016 Week 10 (Online resource and advice for
parents) Junior school
Term 3 2016 Week 10 (Fact sheets 8.1 and 8.2)Andrea to
Introduce the ACARA EAL/D Teacher Resource to staff with
emphasis on student progression via the EALD Language
Progression and specific elaborations- Senior school.

SUPPORT &
COMMUNICATION
Has our executive
approved it?

COLLECTING DATA
What data will we use
or collect to help us
see the progress in our
selected outcomes?

How will the data for

each question be
collected?

Teachers aware of the importance of the three underpinning

factors which support EALD students achieve appropriate
outcomes in language development (Teacher assumptions,
Explicit teaching, Mastery of each stage of the language
progression).
Executive have received the Bringing the Facts out of the
Box letter
Met with Principal and Junior Deputy to discuss and inform
them of our Action Research plan and timetabled the fact
sheets into the staff meeting schedule.
Pre assessment- Staff to complete Google docs survey at
first staff meeting. Teachers will be asked to answer an
overarching question to determine prior understandings on
the fact sheet to be delivered
Post assessment- Table groups will discuss the most
important understandings they have added to their
knowledge, in reference to the initial question, and record it
to be collected at the end of the session.
Staff to complete post Google docs survey

When will the data for

each question be
collected?
REFLECTING,
PLANNING AND
ACTING
What processes will we
use to display, discuss,
share and draw
implications from our
data and plan the next
steps?

At the conclusion of the research project all data will be

collated and shared at the final staff meeting
Following this, each staff member will be asked to reflect on
the effectiveness of the changes they have made to ensure
EALD students are meeting their English Language
Outcomes, through Google Docs survey.

How/when will we
report (if applicable)?

RESOURCES
What support and
resources will we
need?

We will discuss progress at a meeting once a term between July

2015 and October 2016. In Term 4 2016 we will share our final
findings with the group in a brief written report, using the titles
Planned Outcomes, Actions, Findings, Implications, and a brief (510 minute) presentation.

How will we acquire

the necessary
resources?

Support from our executive ie: scheduling workshops into

staff meetings
Time to attend related Action Research PLs at HBCTL each
term
Admin time to prepare for workshops, collate and analyse
the collected data
Support person to help us construct a teacher survey to
conclude the Action Research

What will we do to
generate or acquire
the necessary time?

Planning and
collaborating
to improve
teaching and
learning

Analysing
and reflecting
on our data
and
experience

Collecting
data to
answer our
questions
andsaee what
is happening

Action
Learni
ng
Cycle

ANalysing
data and
deciding what
to dao to
improve
teaching and
learning

Asking
questions-what do we
want to know
about our
initiative?

Figure 1A.Shaddock Using Data to Improve Learning, 2014