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EXCLUSIVE: The principal of the school “Ambassador” says: our effective practices that teach students – SchoolNews

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While we have developed and implemented programs and practices to help all students develop excellent literacy and numeracy, technology and 21street century, the main reason we were elected to the school-ambassador was that our students develop excellent literacy and numeracy skills and achieve excellent results in literacy and numeracy.

Read the full article in our latest print issue here.

The Ambassador Schools program is part of the NSW Department of Education The school model of success. This program recognizes high-performing schools: our school will collaborate with other ambassadorial schools as well as with three universities to identify and then share the very effective and influential practices we operate in our schools.

This is expected to help build a solid evidence base on the factors that contribute to high performance in schools.

Over the years, we have focused and allocated most of our resources to the four factors that, as research and other evidence show, have the greatest impact on student learning. These four factors:

  1. Quality school leadership.
  2. The quality of the individual teacher.
  3. The level of collective effectiveness of the teacher and his favorable conditions.
  4. The level of parental involvement.

Some of the interrelated programs, practices, and strategies we have successfully developed and implemented in these four areas include:

Distributed leadership

To maximize the positive impact of leadership on student learning, we have adopted a distributed K-6 leadership model consisting of seven executive members and seven class leaders. All leaders participate in high-quality leadership development programs, with an emphasis on leadership training and leadership change.

More than 20 school leaders participated in a seven-month leadership development program, all management team members participate in three-day training and mentoring seminars each semester with two of our education consultants, class leaders participate in a two-week leadership development program coordinated by our deputy principals. members meet weekly to further develop their leadership knowledge and skills and share information about their current projects and programs.

All assistant principals and study leaders are “out of class” but “in class”. Each leader controls the class or stage, and they use a number of strategies to work side by side with their teachers. Strategies include demonstration of lessons, team training, lesson observation, and filming restrained parts of lessons for collaborative analysis.

The process of selecting temporary teachers

We are announcing all temporary vacancies and inviting some entrants to the school to teach for one day. We observe how each teacher conducts one lesson, and during the observations we evaluate the quality of teaching and how teachers engage students in learning. We are also looking for teachers with whom students will want to spend 1,000 hours a year, teachers who will develop trusting and mutually respectful relationships with students, staff and parents, and teachers who will become excellent teachers in three years with quality teaching, coaching and mentoring they will get.

Most of our management team members and our regular classroom teachers began their teaching careers at Auburn North as temporary teachers.

External school reviews

Over the past 15 years, we have participated in six field school reviews. Each review had a specific focus on, for example, leadership, teaching and learning, reading, school culture and climate, and was a response to data and other evidence showing that these areas need further development.

Surveys were conducted by education consultants and included lesson observations, program evaluation, data analysis, staff surveys, and focus group meetings with students, parents, teachers, and supervisors.

The implementation of all sets of recommendations and our ongoing work with our education consultants have greatly improved the quality of our leadership, teaching, learning, and parent engagement outcomes.

An orderly learning environment

We have created a positive and orderly learning environment where teachers come to teach and students come to learn. We have very few behavioral problems, maximum time is spent on teaching and learning.

The programs and strategies that have developed and maintained such an environment include the consistent promotion of our six school values ​​of “respect, responsibility, kindness, honesty, justice and friendship” as part of our school’s positive well-being programs, such as our Golden Badge program.

Our values ​​are promoted during our daily 10-minute school mornings, where students are presented with values-based principal awards. Prior to COVID, more than 120 parents attended each meeting.

Teachers have developed a repertoire of strategies for developing and maintaining an orderly learning environment in their classrooms and in our school by participating in professional training seminars in areas such as classroom management, building and nurturing positive relationships, and establishing and maintaining effective procedures.

Learning model of learning (IM)

In response to the recommendation from our 2015 review, we developed a learning model (IM) for our school. It is based on research, including John Hattie’s research on visible learning.

This explicit learning model, used in most literacy and numeracy lessons, has highly effective learning strategies such as teacher clarity through student-friendly learning objectives and curriculum success criteria, equipment through simulated, guided and independent instruction, and a survey for different goals, differentiation and feedback.

We have also developed an accompanying graphic to serve as a visual representation of the model, and a rubric that has been designed as a tool to assist in providing feedback to teachers on each IM section.

Our management team has given priority to professional learning in IM during school seminars, lesson-based lessons, and during individual training and mentoring to improve the teacher’s ability to plan and conduct lessons using IM.

Strategy “Locked in Literacy”.

We use a strategy of “locking literacy” during the first two hours of each school day. Exemption from full-time study during this time does not occur. Instead, all teachers, including specialist teachers, are in the classrooms to support student literacy.

Teacher support professionals are involved in high-quality professional training to ensure that they develop the necessary knowledge and skills to help students develop high-quality reading and writing outcomes.

This is also the time when ours Year 1 – year 3 and year 4 – year 6 New arrivals the program works.

Videos for self-reflection and peer reflection

Auburn North strategically uses video for self-reflection and peer reflection. This includes leaders who reflect on videos in which they conduct teacher training programs, seminars and classes, and teachers implement lessons. Leaders and teachers also receive feedback from colleagues after watching the video.

Filmed sessions include my data meetings with leaders and leadership development workshops led by our Deputy Director.

Supervisors are videotaped, teaching literacy and numeracy lessons, and conducting individual reading and assessment of numbers and diagnostics. These videos are used during classroom-based teacher training, as well as during training and mentoring. The controllers are also filmed on video that leads the meeting data.

Class leaders are filmed on video, conducting joint planning sessions, vocational training seminars and information sessions for parents.

Teachers are filmed on video as they teach reading, writing and math skills using our school’s IM, and during our triad lesson learning strategy where small groups of teachers film and observe each other with an emphasis on clear teaching, differentiation, surveys and feedback.

Comprehensive plans, objectives and evaluation

We use a comprehensive school-wide approach to planning, implementing, monitoring, evaluating and evaluating curricula and teaching literacy and numeracy. Important components of this approach are our K-6 volume and sequence plans, our K-6 goals, and our K-6 evaluation schedule.

We have developed plans for the volume and sequence of K-6 across all subject areas, and last year we developed the scope and sequence of phonology, acoustics and spelling to be implemented this year. The volumes and sequences of literacy and numeracy in our school provide a well-organized development of literacy and numeracy for all students.

We have developed and are using coursework and annual indicators to study K-6 literacy and numeracy. They have evolved over time as the quality of teaching and learning has improved. Objectives are effective in assisting teachers in developing curricula and lessons, and for assisting class groups in identifying future directions.

Our K-6 grading schedule is consistent with our goals in literacy and numeracy and helps our supervisors and teachers gather up-to-date information about student learning for all school classes in regular time each semester.

During data meetings, supervisors help individual teachers and groups of teachers further develop their ability to use appropriate assessment tasks, as well as analyze literacy and numeracy data to mark achievements and develop future differentiated teaching and learning programs.

Collective effectiveness of the teacher

We have used a range of programs, practices and strategies to achieve a high level of collective teacher effectiveness by providing an enabling environment for prosperity in Auburn North.

We created a number of opportunities for meaningful teacher collaboration where teachers share ideas, methods, opinions, and resources, and we used classroom observations and videos to enable teachers to develop in-depth knowledge of each other’s work.

Our school has also enabled teachers to make a vital contribution to the development of our school’s goals, and we have given teachers opportunities for collaborative leadership and for teachers to have a real voice in making important school decisions.

Parental involvement

We have used a number of programs and strategies to help all parents develop the confidence, knowledge and skills to become active participants in their children’s learning. Before COVID one program was ours “Parents as learning partners” program.

It is a seminar program for the study of literacy and numeracy based on classes, consisting of approximately 18 workshops each year. They are related to the learning objectives of the classrooms, and during the seminars parents participate in learning activities similar to those in which their children participate.

Parents are provided with resources that can be used at home with their children, and on our school’s website parents can watch videos of Auburn North teachers and students using strategies and resources for teaching and learning.

https://www.school-news.com.au/education/exclusive-ambassador-school-principal-speaks-our-high-impact-practices-that-lead-student-learning/?utm_source=rss&utm_medium=rss&utm_campaign=exclusive-ambassador-school-principal-speaks-our-high-impact-practices-that-lead-student-learning

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