Sie sind auf Seite 1von 17

EXTERNAL VALIDATION

REPORT AND ANALYSIS

Pedagogical Practices
Evidence Set: Two

FOCUS
LEARNING DOMAIN: Learning Culture, Curriculum
TEACHING DOMAIN: Effective Classroom Practice
TEACHING
LEARNING DOMAIN LEADING DOMAIN
DOMAIN
Student Performance Measures

implementation and reporting


Effective Classroom Practice

Management Practices and


Learning and Development

Educational Leadership
Professional Standards
Data Skills and Use

School Resources
School Planning,
Learning Culture

Assessment
Curriculum

Processes
Wellbeing

Reporting
Page

Evidence
1. Learning Culture 4-6 ü ü
2. Transitions and
Attendance
7 ü ü
2. Differentiation 10 ü ü ü
3. Collaborative
Planning
11-12 ü
4. Integration
Across Learning 16 ü ü
Areas
5. Effective and
Positive Classroom 17 ü ü
Management
6. Explicit Teaching
and Feedback
18 ü ü ü ü
1
EXTERNAL VALIDATION
REPORT AND ANALYSIS

DOMAIN: LEARNING ELEMENT: LEARNING CULTURE

ASSESSMENT: SUSTAINING AND GROWING

ANNOTATION:

At Marie Bashir Public School, progress in learning and achievement is identified and acknowledged.
The aspirations and expectations of students and parents are known and inform planning for learning.
High expectations have become an important aspect of teaching practice at Marie Bashir Public School.
Teachers have been trained in ‘growth mindset’ strategies through an Action Research Project in 2017.
Staff researched the work of Carol Dweck and Jo Boaler about the effect of growth mindsets when
learning mathematics. Teachers implemented strategies at school in an attempt to improve student
resilience. Information was sent home to parents to open up a line of communication through class
blogs to celebrate persistence of students during mathematics lessons.

Towards the conclusion of each school year, a whole school orientation day is held for students of every
age to move into the next grade. During this session, all students are welcomed into classrooms to meet
teachers. The day encourages a smooth transition into the next school year for current and new
students. In the auditorium, the principal, executive and P&C present important information to parents
about uniforms, materials required for lessons, NAPLAN results, canteen, school fees and other
important events throughout the year. In addition to this, our school actively plans for student transition
into kindergarten. Kindergarten orientations are held over 3 separate days, whereby teachers spend
time with students and ease students into everyday life in the classroom. The principal and executive
staff make visits to pre-schools to meet students for the following year.

The staff at Marie Bashir Public School acknowledges that leaving primary school and moving onto high
school can be a very stressful period for students. Over a two-week period, students are transitioned
into a mock high school setting, which includes following a timetable, moving classrooms and meeting
teachers for different subjects, bringing appropriate materials and being prepared for lessons. The staff
create a timetable allowing different teachers throughout the school to teach different subjects in

2
EXTERNAL VALIDATION
REPORT AND ANALYSIS

different classrooms. Students follow their timetable throughout the day and debrief with their classroom
teacher at the end of each session to discuss their progress. To support students through the process of
this transition, students also have the opportunity to visit local high schools (Homebush Boys High
School and Strathfield Girls High School) and feel welcomed into the different classrooms and working
spaces.
In 2018 staff at Marie Bashir Public School were trained how to mark a roll accurately and taken through
the attendance policy by a Home School Liaison Officer on site. It is expected that all rolls are to be
marked and submitted by 10am each morning. The attendance data from Sentral is regularly analysed
by the onsite Home School Liaison Officers. The information or irregular attendance or absentee
patterns are sent through to the principal and classroom teacher. Letters are sent home to parents about
consistent absent days or partial absences. Classroom teachers call parents if a student is absent and
no contact with the school has been made. Students flagged as ‘at risk’ are brought up during the
student welfare section of the agenda at stage meetings. Classroom teachers work with their supervisor
to act and implement strategies to improve attendance.

ANALYSIS OF IMPACT:

The leadership team at Marie Bashir Public School analysed how a positive learning culture is built in
partnership with parents and students. The judgement of ‘Sustaining and Growing’ was confirmed.

It is evident that there is a demonstrated commitment within the school community that all
students make learning progress. Through our partnerships with the community and parents, our
students participate in rich learning experiences across all learning areas. Students have a voice
through student surveys about their learning. Teachers implement growth mindset strategies across the
school to ensure all students feel capable and believe in their capacity to learn. In alignment with our
school motto, all students are learning today and leading tomorrow.

The transition programs at Marie Bashir Public School are meticulously planned and effectively support
students to build familiarity with everyday life at high school. Our school clearly communicates
information about the kindergarten orientation to the school community. The attendance rates
were high, over 90% attendance on both days. An area identified to improve would be to collect and
analyse information about student school transitions to further improve the program currently running.

Attendance data is consistently monitored and reviewed by the Home Liaison School Officers on site at
Marie Bashir Public School. Classroom teacher flag any student ‘at risk’ during stage meetings. The
supervisor works with the classroom teacher, principal and if necessary, Home School Liaison Officer to
implement strategies to improve attendance. This personalised approach improves attendance
rates for all students.

OTHER CONNECTIONS: WHERE TO NEXT?


ü Collect and analyse data about student
Wellbeing participation in school transition programs to
further improve.
Learning and Devlopment ü Teachers, parents and community work
together to support consistent and systemic
processes to ensure student absences do not
impact on student outcomes.

3
EXTERNAL VALIDATION
REPORT AND ANALYSIS
Learning Culture
Our school implements STEAM taught by specialist teachers. Our targeted professional learning
journey is guided by these staff members to upskill classroom teachers and integrate into classrooms.

Article about implementation of


MyScience in Weekend Australian
Newspaper. This This links to High
Expectations: Learning Culture in the
Learning Domain.

Students working with parents and volunteers


from the community on MyScience projects.
This links to High Expectations: Learning
Culture in the Learning Domain.

4
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Learning Culture
Teachers encourage a positive learning culture through ‘growth mindset’ and communicate with
parents about the language used in the classroom. Communication with parents through online blogs
encourage all students to achieve.

Tell Them From Me Parent 2017 Survey about


the school supporting learning. High
expectations for student success is 6.4. This
links to High Expectations: Learning Culture
in the Learning Domain.

Tell Them from Me 2017 Student survey showed that 80%


Note that went home to parents with link to students are motivated and interested in their learning. This
class blog. Note also explained 'growth links to High Expectations: Learning Culture in the Learning
mindsets' and the reasoning behind action Domain.
research project. This links to High
Expectations: Learning Culture in the
Learning Domain.

Blog posts celebrating ‘gritty kids’ – students who show


resilience in mathematics lessons. Growth Mindset
posters placed in classrooms and referred to before,
during and after mathematics lessons. This links to High
Expectations: Learning Culture in the Learning Domain.
5
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Learning Culture

Our school communicates high expectations of learning in all areas, including creative and practical
arts. Our school reaches out to the community to empower and encourage our students.

Sunrise on Channel 7 airing


segments on morning television
nationally around Australia about
our art show. This links to High
Expectations: Learning Culture in
the Learning Domain.

Art displayed in the auditorium for parents and community


to view. These could also be bought to raise money to buy
technology or the school. This links to High Expectations:
Learning Culture in the Learning Domain.

6
EXTERNAL VALIDATION
REPORT AND ANALYSIS
Transitions and Attendance
Marie Bashir Public School actively plans transition programs into beginning school and leaving school
help support students. Attendance of students is regularly monitored, and personalised approaches
taken for students at-risk.

High School Transition Program


timetable. Students moved between
different classes taught by diverse
staff at MBPS. This links to
Transitions and Continuity of Note given to parents about Kindergarten orientation
Learning: Learning Culture in the program. This links to Transitions and Continuity of
Learning Domain. Learning: Learning Culture in the Learning Domain.

Note sent home to parents about Stage 3


boys visit to Homebush Boys High School
excursion. This links to Transitions and
Continuity of Learning: Learning Culture in
the Learning Domain. Stage meeting minutes. Student flagged as attendance concern. In
later meeting, student attendance improved after following up.
Attendance policy reviewed during stage meeting.This links to
Attendance: Learning Culture in the Learning Domain.

Attendance data in SCOUT showing


attendance over 90% and an overall
improvement. This links to
Attendance: Learning Culture in the
Learning Domain.

7
EXTERNAL VALIDATION
REPORT AND ANALYSIS

DOMAIN: LEARNING ELEMENT: CURRICULUM

ASSESSMENT: SUSTAINING AND GROWING

ANNOTATION:

In all stages and curriculum areas at Marie Bashir Public School, all teaching and learning programs
describe expected student progression in knowledge, understanding and skill. Included are
assessments that measure student achievement of outcomes. There is evidence of tracking in teaching
and learning programs to inform future teaching practice, differentiation across different classes and
registration of dates. Across the school, there is consistent evidence of assessment data that tracks
student achievement of curriculum outcomes. All classroom teachers routinely input data into PLAN, this
data is printed and put into programs to identify and direct future planning or differentiating across
literacy and numeracy learning areas. Programs from all teachers, including specialist teachers and
support teachers are monitored by executive every term and marked against a checklist. Feedback is
given to staff to adjust or amend their programs for future teaching.

Teaching and learning programs are collaboratively developed by staff. Using online tools such as G
Suite and Microsoft 365, teachers collaborate online to produce quality teaching and learning programs.
Programs are utilised throughout the school year and reflected on by staff continuously. Staff register,
date and annotate programs with details about the lesson and its effectiveness. Teachers embed
formative assessment within their programs to drive further learning and alter programs to cater for each
student. Pre-tests are used to diagnose the skills students possess before programs begin, and these
assessments alter and drive student learning. Summative assessments are also used at the conclusion
of each unit to gather information about student knowledge understanding and skill.

Over the past 2 years at Marie Bashir Public School, an emphasis has been placed on differentiating the
curriculum through professional learning to meet the needs of all students in every classroom. To
support staff, including beginning teachers, training at staff meetings about formative assessment.
Teachers involve students and parents in planning to support students as they progress. In all teaching
and learning programs, across every learning are, differentiation is evident to support and extend

8
EXTERNAL VALIDATION
REPORT AND ANALYSIS

students in the classroom.

ANALYSIS OF IMPACT:

The leadership team at Marie Bashir Public School analysed the consistent approaches to curriculum
and the judgement of Sustaining and Growing was confirmed.

Teaching and learning programs are monitored and describe expected student learning progression in
knowledge, understanding and skill in all learning areas. The assessment tasks are designed by stage
teams to assess deep knowledge and understanding of concepts. Assessment takes place in the
classroom throughout all programs. A range of summative and formative assessments are continually
used. The consistent tracking of student achievement allows teachers to track student progress, report
back to parents and alter or drive future programs. The collaborative nature in which staff at Marie
Bashir Public School plan teaching and learning programs allows them to share their expertise and
produce quality programs.

The curriculum is differentiated to meet the needs of all students, across all learning areas, particularly
English and mathematics. Students are catered for at every level. The learning intention and success
criteria used in classrooms across the school support students to articulate their learning. Students
create their learning goals, and these alter as the term progresses. Students understand what they need
to learn next to achieve their goals.

OTHER CONNECTIONS: WHERE TO NEXT?


ü Teaching and learning programs show
Effective Classroom Practice evidence of revisions based on feedback on
teaching practices, consistent and reliable
Assessment student assessment data and continuous
tracking of student progress.
Learning and Development ü Student’s learning is monitored longitudinally
to ensure continued challenge and maximum
learning.
ü Teaching and learning programs across the
school show evidence that they are adjusted
to address individual student needs, ensuring
all students are challenged.
ü Teachers involve students and parents in
planning to support learning and shared
expected learning outcomes.

9
EXTERNAL VALIDATION
REPORT AND ANALYSIS
Differentiation
Our school strives to differentiate learning content for all students, in all learning areas. Surveys given
to students by teachers after units of work to improve and drive further planning. Differentiation
evident in all learning programs.

Results from survey given to Stage 3 students about integration of


STEAM in Science and Technology lessons. This links to
Differentiation: Curriculum in the Learning Domain.

Differentiation evident in all programs


across all learning areas, including
Science and Technology. This links to
Differentiation: Curriculum in the
Learning Domain.

Differentiation evident in classroom teacher’s mathematics


program in a cross stage 2/3 class. This links to
Differentiation: Curriculum in the Learning Domain.

10
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Collaborative Planning
Teachers collaborate online to develop teaching and learning programs. This allows for specialist
teachers to integrated themes across learning areas, where appropriate.

Staff collaborate to develop programs


using online tools such as Microsoft
365. Programs are stored in a shared
online environment. This links to
Teaching and Learning Programs:
Curriculum in the Learning Domain.

Staff annotations on English program. These annotations


are used to reflect on teaching practices and drive future
programming. This links to Teaching and Learning
Programs: Curriculum in the Learning Domain.

Minutes from planning day with Stage 2 staff and


specialist teachers to integrate concepts across
learning areas. This links to Teaching and Learning
Programs: Curriculum in the Learning Domain.
11
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Collaborative Planning
Scopes and sequences were revised in 2017 with input from all teachers. These are shared online and
edited where needed.

Scope and sequences created in


collaboration with Chrissy Monteleone,
lecturer in Curriculum and Teaching in
the Faculty of Education and Arts at
Australian Catholic University. This links
to Curriculum Provision: Curriculum in
the Learning Domain.

Program checklist completed each term by


executive staff to monitor teacher programs
including specialist, EAL/D and Learning and
Support Teachers. This links to Curriculum
Provision: Curriculum in the Learning Domain.

12
EXTERNAL VALIDATION
REPORT AND ANALYSIS

ELEMENT: EFFECTIVE CLASSROOM


DOMAIN: TEACHING
PRACTICE

ASSESSMENT: SUSTAINING AND GROWING

ANNOTATION:

Over the last year at Marie Bashir Public School, an emphasis has been placed on whole school
planning and integration across all learning areas. Teachers are given release from face-to-face time to
plan with other colleagues on their stage team, including science and arts specialist teachers. EAL/D
teachers and executive staff members, including the principal spend time with classroom teachers to
amend scopes and sequences, plan and integrate concepts across learning areas for the semester
ahead. At Marie Bashir Public School, science and technology and visual art is taught by specialist
teachers during classroom teacher release from face-to-face. The inclusion of all teachers during
planning has allowed for seamless integration of concepts in all learning areas, regardless whom it is
taught by. In addition, newly revised mathematics scopes and sequences have been reviewed by
Professor Chrissy Montelone from the Australian Catholic University in Strathfield.

The EAL/D population at Marie Bashir Public School stands at 93%. To meet the needs of all students,
in particular EAL/D students, staff have been trained in the importance of explicit teaching. Particularly in
the use of learning intentions and success criterion during all lessons. The implementation and
consistency of explicit teaching strategies used in classrooms at Marie Bashir Public School was further
strengthened by action research undertaken by Stage 1 teachers in 2016. The use of learning intentions
and success criteria in every writing lesson showed an improvement in student writing grades by 25%.
In particular, results from the action research project showed 87% improvement for students listed on
the EAL/D progressions.

Teachers provide explicit, specific and timely formative feedback related to defined success criteria.
Teachers’ feedback supports improved student learning and is based on learning intentions and

13
EXTERNAL VALIDATION
REPORT AND ANALYSIS

success criterion.

At Marie Bashir Public School, positive classroom management is evident through the use of school
rules and Stephen Covey’s 7 Habits of Happy Kids (‘The Leader in Me’ program). Teachers are
supported to use the school wellbeing policy. At the start of each school year, staff are given ‘Wellbeing
Folders’ which include the school wellbeing policy and documents that support teachers to make well
informed decisions about appropriate consequences for behaviours some students may exhibit. Staff
are also given the resources needed to implement Marie Bashir Public School’s positive wellbeing
system using ‘Champion Choice Cards’ and information about the merit awards system, including
principal awards and ‘Aussie of the Month’ awards. Also included are ‘yellow and green slips’ required to
implement the behaviour management system. Classrooms teachers also display coloured school rules
in every classroom. Marie Bashir Public School uses ‘The Leader in Me’ program. At the beginning of
each school year, teachers spend time with their new class creating a ‘classroom mission statement’.
These mission statements are posted inside and outside of the classroom and are created by the
students. Thereby, creating a consistent, school-wide approach of instilling leadership of learning areas
to teachers and students.

ANALYSIS OF IMPACT:

The leadership team at Marie Bashir Public School analysed the consistent approaches to effective
classroom practice. The judgement of ‘Sustaining and Growing was confirmed.

As a young school, staff acknowledge that reviewing and revising scopes and sequences are integral to
our success at Marie Bashir Public School. The collaborative meetings consisting of teachers,
specialist Science and Art teachers, EAL/D and Learning and Support teachers, executives and
principal allow all staff to share their expertise. The programs developed are integrated across many
learning areas to reinforce concepts and allow students to acquire deep knowledge. Scopes and
sequences are developed upon the advice of lecturers at tertiary institutions such as the Australian
Catholic University. Staff reflect and annotate programs to drive future planning and improve teaching
and learning programs.

Explicit teaching is the main practice at Marie Bashir Public School. Teachers use a range of
strategies to explain and break down knowledge to students. Learning intentions and success criteria is
one strategy that is evident in all classrooms. Learning goals are posted visually in classrooms either
written on whiteboards or interactive whiteboards. Feedback is given to students based on these criteria.
Learning goals are created by students and teachers monitor the achievement of these measurable
goals.

Positive classroom management is effective school-wide. The consistency of visuals in all classrooms,
ensures that the expectations are the same from Early Stage One through to Stage Three. Teachers
use consistent language to describe desired behaviours which is clear for all students. The
implementation of the Stephen Covey’s 7 Habits of Happy Kids has changed the way students think
about leadership.

OTHER CONNECTIONS: WHERE TO NEXT?


ü Providing support provided to teachers,
Wellbeing particularly beginning teachers.
ü All teachers to use effective evidence-based
Learning and Development teaching methods school-wide.
ü Lesson planning to reference student
Assessment information including student progress,
achievement and feedback school-wide across
all learning areas.
ü Student errors and misunderstandings are
explicitly address until teachers and students
are confident that mastery is demonstrated.

14
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Integration Across Learning Areas


Our school implements STEAM taught by specialist teachers. Our targeted professional learning
journey is guided by these staff members to upskill classroom teachers and integrate into classrooms.

Scope and sequence integrating English, CAPA,


Science, History and Geography. This links to
Lesson Planning: Effective Classroom Practice in
the Teaching Domain.

The Dream of the Thylacine was a core text for Stage 2 and the
theme was Sustainability. This was integrated through English,
Drama and Visual Art in Term 2. This links to Lesson Planning:
Effective Classroom Practice in the Teaching Domain.

15
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Effective and Positive Classroom Management

Our school implements STEAM taught by specialist teachers. Our targeted professional learning
journey is guided by these staff members to upskill classroom teachers and integrate into classrooms.

A consistent, school-wide approach


to effective and positive classroom
management. 7 Habits of Happy Kids
posters in our classrooms. This links
to Classroom Management: Effective
Classroom Practice in the Teaching
Domain.

Welfare policy in action. Green


slip given to student and
reflection sheet filled out by
student. This links to
Classroom Management:
Effective Classroom Practice in
the Teaching Domain.

Paddlepop sticks used by teachers to


reinforce no hands up in the classroom and
encourage all students to participate in
classroom discussions. This links to
Classroom Management: Effective
Classroom Practice in the Teaching Domain.

Marie Bashir PS school rules in all classrooms


to ensure an effective and positive approach
to classroom management. This links to
Classroom Management: Effective Classroom
Practice in the Teaching Domain.
16
EXTERNAL VALIDATION
REPORT AND ANALYSIS

Explicit Teaching and Feedback


Our school implements STEAM taught by specialist teachers. Our targeted professional learning
journey is guided by these staff members to upskill classroom teachers and integrate into classrooms.

Learning intentions and success


criteria is integrated in programs. This
links to Explicit Teaching: Effective
Classroom Practice in the Teaching
Domain.

Visible goals stuck on desks for


students to work towards. This links to
Feedback: Effective Classroom
Practice in the Teaching Domain.

Immediate teacher feedback


“finger spaces please” in
Early Stage One. This links to
Feedback: Effective
Classroom Practice in the
Teaching Domain.
WALT, WILF and TIB displayed in
classrooms on whiteboards or
IWBs. This links to Explicit
Teaching: Effective Classroom
Practice in the Teaching
Domain. 17