Leaders' Insights

 KEY:
 Involving students

Improvement Cycle

Co-designing learning improvement with students

How can our learners help review and evaluate impact? Reviewing and evaluating How can our learners help implement the ideas? Implementation – ideas into action How can our learners help plan and co-design our response? Planning our response How can our learners help inform where we are now? Where are we now? Activate student voice to accelerate learning improvement

Tools Tools | Reviewing and evaluating

×

How might we do it in our site? Tools and resources: products, scaffolds and proformas to assist leaders and teachers to lead learning improvement.

TfEL Sieve Process

How do we know a program/ practice is being effective? This process helps to unpack key teacher actions and key student actions required in the program/practice, and aligns these with elements of the TfEL Framework. The process will highlight strengths, and also elements not visible, and thus inform further design to strengthen the program/practice.

[Word/PDF/Powerpoint Document/Presentation]

Most Significant Change Story Process

The MSC approach to evaluation is a participatory qualitative data collection process which uses stories to identify the impact of the intervention i.e. Learning to Learn. Participants are invited to write stories of 'significant change' and then participate in dialogue (within a group) about them, to make explicit what individuals and the wider group value as significant change.

Seaview teacher pedagogic shift template

A template for teachers/leaders to reflect on their practice and explore the shifts they have made in their pedagogic development.

[Word Template]

Staff reflections

A review and evaluation tool for teachers to reflect on their inquiry and its impact on their practice.

[Word Document]

PLC reflections

A review and evaluation tool to encourage teacher reflection on their involvement in their Professional Learning Community (PLC).

[Word Document]

What is the difference and how do we know?

A whole school reflection template to review the improvement agenda they have been working on. The example provided is compiled by a local partnership of sites.

[Word Document]

Examples of practice Examples | Reviewing and evaluating

×

What does it look like in sites? Examples of practice: artefacts and clips demonstrating the move from ideas into action.

Relationships

Outcomes of students and teachers working shoulder to shoulder. Teachers, students and leaders share their reflections.

Teacher testimonials - Seaview High School

High School teachers present their views on co-designing with students to accelerate learning improvement

Research | Reviewing and evaluating

×

Research and evidence to inform direction: examples of current research and evidence that support you to drive learning improvement with your staff and students.

TfEL Pilot early impact report: student voice - accelerating improvement

Positioning students as partners to improve teaching and learning outcomes in South Australian DECD schools. Demonstrating the early impact this work has had on learning improvement.

[PDF document]

Leader's insights Leading this learning: review and evaluation

×

What's the difference? Where's the improvement? How do we know? Where to next?

As a leader of learning I will:

  • constantly develop personal clarity about my vision for learning and teaching to achieve our educational purpose
  • evaluate the effectiveness of the current use of resources and re-allocate as necessary
  • develop my ability to identify valid evidence and analyse data
  • engage and collaborate with other leaders to share outcomes that contribute to local partnership and system policies
  • encourage staff to contribute to educational networks, and support the learning of others
  • refine and implement new plans.

As a leader of learning I will strategically design to:

  • involve staff in using evidence as a basis for critiquing our systems and structures
  • collectively monitor the congruence between our best next steps and learning improvement
  • obtain feedback from students, staff, parents/caregivers as to the effectiveness of our best next steps
  • use student data as an integral aspect of supporting teachers to develop their pedagogic practice
  • gather and examine appropriate evidence of the impact of our best next steps
  • explore the impact of current best next steps in the Site Improvement/ Local Partnership Plan, and ensure planning is updated or refined to articulate the best next steps
  • ensure school reviews and validation processes are referenced against our best next steps and are designed for continuous improvement.

If teachers understand this they will:

  • be conscious of, and explicit about, what makes a difference for teaching and learning for today's learners
  • articulate what they do and how it supports the school's best next steps
  • use rich sources of data and evidence to identify learner needs and build on, or develop new, best next steps
  • accept their professional responsibility and work collegially to develop whole school approaches to learning and teaching improvement.

If students understand this they will:

  • articulate their role and how it supports the school's best next steps
  • talk about learning with others, share feedback, explain things and help solve problems
  • give feedback to others and suggest ideas for learning improvement
  • develop a rich understanding of their teachers, as professionals and people, the level of complexity of teachers' work and their commitment to learning and teaching improvement
  • see themselves as powerful key partners in learners, who are valued and acknowledged as co-designers and decision makers for teaching and learning improvement.

Tools Tools | Implementation - ideas into action

×

How might we do it in our site? Tools and resources: products, scaffolds and proformas to assist leaders and teachers to lead learning improvement.

Co-designing improvement with students: activating student voice – accelerating improvement

The TfEL PILOT is building capacity to design student learning that engages and intellectually challenges all learners. Students are being positioned as drivers for innovative practice, and from this, PILOT schools are developing this suite of resources and tools for system-wide use at classroom, school and partnership level. The printable, step-by-step processes and resources are accessible online.

[Co-designing improvement with students resources]

Growth-Fixed Mindset Illustration

Classroom-friendly handout comparing the traits of a growth vs fixed mindset

[PDF document]

The pedagogical shift: activating student voice – accelerating improvement

Students Bella and Georgia talk about their experiences of learning at Results PLUS 2015

Into the Classroom – Who's doing the thinking? - DECD Leaders Resource

In South Australia, research shows that there is an unintended outcome from our strong support of learners. We can be so supportive of our learners, that we inhibit their intellectual struggle with the unfamiliar and the complex. In other words, we rescue them from thinking. If we give learners opportunities to think what to do when they don't know something, and not be thrown by new contexts, they build resilience needed for academic and future life success.

[Visit the website to access fantastic PD resources]

Student Learning Community

A Student Learning Community (SLC) brings together a group of students to focus on, inform and influence learning. They explore and promote new learning for peers, teachers and community.

PDF document

TfEL Framework: three big ideas - designing learning that improves learner engagement, challenge and achievement

This document can be used as a poster or placemat outlining Domains 2,3,4 of the TfEL Framework as the 'big ideas', with guiding questions to support teachers' reflective practice.

[PDF document]

TfEL Framework: three big ideas - designing learning that improves learner engagement, challenge and achievement (student version)

An example of a co-designed classroom agreement mapped against the 3 big ideas of the TfEL Framework

[PDF document]

Examples of practice Examples | Implementation - ideas into action

×

What does it look like in sites? Examples of practice: artefacts and clips demonstrating the move from ideas into action.

Principal movie - Modbury School 2015

Students present their views of teaching and learning, and the role they play in this through a short video

Mindset professional development - Murray Bridge High School

Example of newsletter article written by students for their school newsletter

[PDF document]

Murraylands Student Learning Community

Students, teachers and Leaders explain their Student Learning Commission

Student free day - student engagement (2014)

Example of students and teachers learning together on a student free day

[PDF document]

Three act process

A quick summary of the Three Act Process based on the work of Dan Meyer, focussing on teachers and students learning together through the Three Act Process.

The three acts of a mathematical story - dy/dan blog

Three act process NASSSA

Report outlining the learning achieved in 2015, focussing on teachers and students learning together through the Three Act Process.

PDF Document

To be a 21st century explorer in Panalatinga

Example of a student learning commission's take on a 21st Century Learning Explorer

[PDF document]

Non Googleable Questions – Perspectives from Student

Seaview High School and Darlington Primary School students explain Non-Googleable Questions and share how using them has made a difference to the way they experienced learning.

Box 1: download the Non-Googleable Questions resource

Uleybury Partnership showcase - activating student voice for learning - UPSCL

An example of students and teachers working side by side to co-design learning improvement. Here the Uleybury Local Partnership explain their Student Learning Commission.

Research | Implementation - ideas into action

×

Research and evidence to inform direction: examples of current research and evidence that support you to drive learning improvement with your staff and students.

Harris Federation - a new design for learning

Launched in October 2008, the Harris Student Commission was set up as a research and development project to bring together hundreds of students and teachers to create a new design for learning across the Harris Federation. The commission wanted to bring about:

  • significant and lasting changes to teaching and learning
  • a step-change in student engagement, motivation and learning.

[PDF document]

The Harris Learning Commission

Launched in October 2008, the Harris Student Commission on Learning was set up as a research and development project to bring together hundreds of students and teachers to create a new design for learning across the Harris Federation. Watch the short Youtube clip to see how the work of the TfEL PILOT has drawn from the learnings of the Harris Federation.

[Video and contextual information]

Harris Federation - toolkit part 1

A new approach to student engagement - a toolkit for delivering a student commission on learning.

[PDF document]

Harris Federation - toolkit part 2

A new approach to student engagement - a toolkit for delivering a student commission on learning.

[PDF document]

Literature review: Student-centred schools make the difference

Review by: Dr Jessica Harris, Ms Nerida Spina, Associate Professor Lisa C Ehrich and Dr Judy Smeed June 2013

Student-centred schools focus on designing learning experiences that recognise and respond to the individual needs of each of their students. They encourage all members of their school community to be active learners, working to enhance the educational opportunities available at their school. This literature review seeks to address and explore the hypothesis that student-centred schools make the difference.

[PDF document]

Mindsets - TED Talk – Carol Dweck

Carol Dweck researches “growth mindset”- the idea that we can grow our brain's capacity to learn and to solve problems. She describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

[TED Talk video and information]

Leader's insights Leading this learning: implementation – ideas into action

×

What will the new learning experiences be for every learner in every class/ learning space?

As a leader of learning I will:

  • develop authentic, inclusive and respectful learning partnerships involving all stakeholders
  • harness the expertise of students in learning, including them in feedback and decision making processes
  • create safe conditions for rigorous co-designing partnerships
  • personalise and connect the co-designing for real and authentic contexts
  • develop student and staff expertise in co-designing together
  • think through the impact of the use of students in co-designing for effective learning and how to establish the conditions to enable this to happen safely and with rigour
  • ensure professional learning involving students and staff enables each participant to develop their collective understanding more deeply, and how this learning impacts on learning and teaching in their contexts.

As a leader of learning I will strategically design to:

  • ensure conditions are in place for authentic feedback processes that include students, staff and parents about the effectiveness of learning and teaching
  • actively promote respectful and trusting relationships where the voices and opinions of all are valued
  • involve students and staff in using evidence as a basis for critiquing current learning and teaching structures and processes
  • ensure staff and students work collaboratively to design and plan learning and teaching tasks that are responsive to student needs and the curriculum standards.

If teachers understand this they will:

  • establish the conditions for students to engage in, manage and provide feedback on learning and teaching
  • accept their professional responsibility to work side by side with students to develop new approaches to learning and teaching
  • together with students use rich sources of data and evidence to identify learning and teaching needs
  • together with students design, trial, review and implement new learning that clearly identifies the learning intentions, strategies, resources and assessment/ moderation process
  • develop a rich understanding of their learners through the promotion of two-way dialogue and feedback processes that centre on learning and teaching improvement
  • challenge their own mental models about their beliefs on teaching and learning
  • be avid and ongoing learners with their students, by actively participating in the co-design process.

If students understand this they will:

  • give feedback to others and suggest ideas for improvement
  • talk about learning with others, share feedback, explain things and help solve problems
  • be prepared to use their strengths to help others learn
  • co-design with staff to trial, review and implement new learning
  • develop a rich understanding of their teachers, as professionals and people, the level of complexity of teachers' work and their commitment to learning and teaching improvement
  • see themselves as powerful key partners in learning, who are valued and acknowledged as co-designers and decision makers for teaching and learning improvement.

Tools Tools | Planning our response

×

How might we do it in our site? Tools and resources: products, scaffolds and proformas to assist leaders and teachers to lead learning improvement.

Student Voice Audit – Handout

A Student voice audit is conducted by student teams, addressing six key aspects – students as evaluators, teachers, learning designers, researchers, decision-makers and advocates for 21C learning. The teams meet with Partnership leaders to present their audit findings and make recommendations for student voice in learning across the Partnership.

[PDF Document]

Student Voice Action Tiles card sort

A set of 24 printable cards to help build conceptual understanding of ‘student voice in learning’ and the practical learning opportunities that students need for developing competency. The cards can be used to undertake a baseline audit to identify strengths, aspects still developing, those not yet evident or those that need exploring further within your site.

[Printable cards ]

All in: staff using student feedback

One school's approach to developing a template for staff to engage in dialogue for learning, based on feedback from the online TfEL Compass.

[Word Document]

Teacher learning communities

In these small groups, each participating teacher develops a specific plan for what he or she wants to change in classroom practice. The groups meet regularly to support team members in carrying out and refining their plans.

[PDF document]

A protocol for effective PLCs involving teachers and students – Craigmore High School

A process where each teacher (designer) ‘pitches’ ideas to the TfEL Pilot Team (students and designers). The team then follows this protocol in developing the idea to deeply reflect the aims of the TfEL Pilot.

[Word Document]

Critical analysis questions - Craigmore High School TfEL Pilot team

Questions to support and guide the designer to think critically and creatively about their ‘pitch'. As seen in 'The Pitch' Youtube Video

[PDF document]

Clarifying and probing questions protocol for PLCs

This protocol can be used to support the giving and receiving of constructive feedback in Professional Learning Communities, classrooms or staffrooms. The process has proved highly effective in PLC meetings.

[PDF document]

Professional Learning Community agenda

A framework for a PLC meeting - adapted using the Dylan Wiliam Professional Learning Community structure.

[PDF Document]

Socratic questioning

The intent is to have students and teachers ask questions without closed answers, encouraging rich dialogue. This strategy can be used in any curriculum area or Year level.

[PDF Document]

The Big Bang Theory - an introduction to Learning Design

Drawing on the popularity of Sheldon Cooper, we examine his pedagogical expertise in teaching a new concept to Penny. Using the structure provided and the video clip, explore the learning design thinking map, and how it could have been useful for Sheldon, to engage Penny, and safely challenge her with her learning.

Examples of practice Examples | Planning our response

×

What does it look like in sites? Examples of practice: artefacts and clips demonstrating the move from ideas into action.

Student Learning Rounds – Marion Coast Partnership

Increasing the intellectual stretch in Numeracy. The Marion Coast Student Learning Rounds are designed for children and young people to collaborate with leaders and teachers to conduct observations of learning, collate findings and make recommendations that contribute towards structures for learning improvement across the local partnership to support pedagogic shift in sites.

[PDF Document]

A PLC teach-on model for professional learning - improving outcomes in Mathematics and Literacy

Students partnering with teachers to co-design learning tasks that increase intellectual stretch, using strategies from the Transforming Tasks Modules: 'Closed to Open', 'Tell to Ask', 'From Information to Understanding', 'From Procedure to Problem Solving'.

[Transforming Tasks - Teach-on model overview]

Student Learning Commission – Murraylands Local Partnership

A position paper for leaders to share dialogue: moving beyond the ‘Learning Pit’. The Student Learning Commission is building on its 2015 learnings, to develop a more rigorous approach to learning in 2016, aligning with the Local Partnership’s 2016 priorities. The Student Learning Commission is exploring engagement and learner dispositions - in reading experience, reading behaviours and using the ‘Learning Pit’.

[PDF Document]

Student Commission for Learning 2016 - Uleybury Partnership (UPSCL)

Partnering with children and young people to build teacher, leader and student capacity for learning design that intellectually stretches and engages every learner. Building on the findings of the 2015 UPSCL, the 2016 focus is on positioning students as researchers, to explore how greater levels of intellectual stretch are injected into all learning areas. This is the Partnership’s overview that outlines key priorities and strategies for UPSCL in 2016.

[Word Document]

Feedback station letters to staff

In these two letters to staff, a group of Student Learning Commissioners were proactive in their request that teachers use student feedback for learning improvement; the group then sought teachers’ agreement and offered classroom support; all staff came on board for the whole school initiative.

[PDF document]

R-1 Feedback – seeking feedback on what learners already know and can do

In this clip the teacher uses the learning principles within TfEL element 4.1 Build on learners’ understandings, to seek feedback from her students on what they know about number lines, to determine a starting point for her explicit instruction.

For us to be powerful learners we need ...

What do our school, our teachers, our families and our students need to do to be powerful learners? This document was developed during a Student Learning Commission workshop day.

[PDF document]

Learning Pit letter to leaders

Example of a Student Learning Commission letter presented to Local Partnership leaders, recommending the introduction of the Learning Pit strategy in sites across their Local Partnership.

[PDF document]

Pathway to powerful learning – students co-designing with teachers

One school’s approach to rethinking their ‘first two weeks’ program, with students and teachers meeting to co-design the learning to launch their new school year.

[PDF document]

TfEL Pilot research - a teacher example

An example of a design thinking process with a teacher focussing on developing growth mindsets in Numeracy/ Literacy.

[PDF Document]

'The Pitch' - Craigmore High School

'The Pitch' is a final word protocol process used by the Craigmore High School TfEL PILOT student-staff team to clarify, critique and co-design learning.

Research | Planning our response

×

Research and evidence to inform direction: examples of current research and evidence that support you to drive learning improvement with your staff and students.

Confessions of a recovering knower - Brian Hinken

This article evokes self-reflection and lively professional dialogue. The author challenges the notion of what ‘having knowledge' is all about, and how it can present itself in people as ‘knowers' or ‘learners'. Readers can consider several pathways that move towards a stronger ‘learner' stance.

[PDF document]

Cultivating positive learning dispositions - Guy Claxton

This chapter describes a range of approaches that emphasise dispositions rather than skills, organic rather than prescriptive methods, involvement of students rather than delivery of a ready-made product, and culture-shifting rather than training. It is argued that such approaches offer a more effective foundation for lifelong learning.

[PDF document]

Mindset - The Effort Effect , Stanford Magazine, March/April 2007 - Marina Krakovsky

According to Stanford psychologist, Carol Dweck, you'll reach new heights if you learn to embrace the occasional tumble. ‘What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?'.

[PDF document]

Australia Implementation Toolkit

Globally, there is a compelling need to develop transferable learning-how-to-learn capabilities in young people, enabling them to thrive and contribute to ever-changing, new and challenging contexts. The purpose of the 21st Century Learning Design (21CLD) Rubrics in this guide is to assist teachers to identify, understand and design learning activities that support learners to develop essential capabilities in six key dimensions.

[PDF document]

Australian Teaching and Learning Toolkit, 16th February 2015

The Australian Teaching and Learning Toolkit is an accessible summary of educational research. The Toolkit aims to:

  • support evidence-informed decision-making in Australian schools
  • provide guidance for principals, teachers and schools on how to use their resources to improve educational outcomes for their students, particularly those from low-income families
  • act as an introduction to educational research.

[Access the toolkit online]

Understanding the pedagogical shift - the South Australian story - Professor Martin Westwell

In this video Professor Martin Westwell guides us in how we can get the RESULTS and the PLUS working together in our classrooms.

Notosh website - learning | digital | design thinking

NoTosh is a world partner for design thinking, strategy and learning. "We consistently delight schools and creative companies alike with a unique way of thinking and collaborative approach between all our key staff on all our projects."

[Notosh.com]

Leader's insights Leading this learning: planning our response

×

What pedagogical changes are needed? What interventions will be implemented and how?

As a leader of learning I will:

  • clarify and articulate my values as a leader, and understand my preferences for thinking, leading and learning
  • recognise the power of my instructional leadership role to influence and develop a whole school learning approach, and prioritise time and resources to work with staff, students and parents to ensure clarity of our vision for learning?
  • identify staff with expertise in particular learning areas, and observe their practice and reflect on the role that deep pedagogical and discipline knowledge plays in their effectiveness.
  • report External Site Review and Local Partnership review and evaluation processes to our community, to share and help guide our best next steps.

As a leader of learning I will strategically design to:

  • ensure staff development explores current learning theories, and develop clear expectations for trialling, reviewing and implementing new learning
  • identify staff with pedagogic expertise and develop opportunities for this to be shared
  • create opportunities for a disciplined dialogue to interrogate determined data sets, ensure it is collaboratively analysed and judgements are made about the best next steps
  • involve staff, students and parents in gathering and using evidence as a basis for informing and analysing the effectiveness of the best next steps.

If teachers understand this they will:

  • be conscious of, and explicit about, what makes a difference for teaching and learning for today's learners
  • collaboratively analyse rich sources of data and evidence to identify best next steps
  • plan their approach to develop their pedagogic practice, with regular public accountability points
  • be passionate about their purpose and share a professional voice by inviting students, parents and peers to engage in a dialogue about learning and teaching improvement.

If students understand this they will:

  • see themselves as partners in their learning journey, where their ideas and approaches are valued and actioned to improve teaching and learning across their school and local partnership.

Tools Tools | Where are we now?

×

How might we do it in our site? Tools and resources: products, scaffolds and proformas to assist leaders and teachers to lead learning improvement.

Early Years Perception Data – students' drawings

Outline of a process to capture baseline data in an R-2 context - a simple way to inform your designing for teaching and learning in Mathematics.

[PDF document]

Online TfEL Compass

This links you directly to the TfEL Compass (via LearnLink) - to get started, design your own survey and seek feedback from your students.

Online TfEL Compass Help

The TfEL Compass is an online professional learning tool for teachers to reflect on their teaching and learning practices through self-reflection and feedback from students and trusted colleagues. It will support teachers' ongoing professional learning by identifying their strengths and 'blind spots' in their professional practice. It will give teachers ideas to develop their practice and receive strengths-based feedback.

TfEL Compass help on the Intranet (via LearnLink)

TfEL Compass Video: How teachers Have Used it

Students and staff from Gilles Street Primary School talk about how they used the TfEL Compass.

The TfEL Compass tutorial – student as teachers

In this clip, students help unpack what the TfEL Compass is, how to use it, and why seeking feedback from students is important.

TfEL Compass open-ended questions – Craigmore High School

Six questions developed by a student-staff team for their TfEL Compass survey, to gather baseline data focussing on their site priorities of ‘Student voice in learning' and ‘Assessment to inform learning'.

[PDF Document]

Effective Lifelong Learning Inventory (ELLI)

"Using our unique Learning Power systems we can help any school improve learning and attainment, with measurable improvement. The Seven Dimensions of Learning can be used with children of any age to help them articulate their own learning processes, and become more aware of themselves as agents of their own destiny."

[Visit the ELLI website]

Examples of practice Examples | Where are we now?

×

What does it look like in sites? Examples of practice: artefacts and clips demonstrating the move from ideas into action.

Principal setting the context - student feedback using the TfEL Compass

A short video clip of a primary school Principal talking to students - involving them in the improvement story and using the TfEL Compass as a valuable feedback tool for teachers and leaders.

Student feedback as baseline data - Craigmore High School

Short video presentation outlining the work that staff and students undertook to use the TfEL Compass tool to gather effective student feedback to improve learning outcomes.

Research | Where are we now?

×

Research and evidence to inform direction: examples of current research and evidence that support you to drive learning improvement with your staff and students.

Better teacher appraisal and feedback: Improving Performance - Ben Jensen, Grattan Institute

"This report combines an analysis of international research with extensive interviews with educators in order to propose a new system of appraisal and feedback to meet teacher, parent and public concern. It suggests at least four methods of teacher appraisal to effectively appraise teachers’ performance. It argues that teacher appraisal and feedback must be decentralised, with individual schools given autonomy and responsibility so that they can assess their own teachers. The report shows systems of appraisal and feedback directly linked to improved student performance can increase teacher effectiveness by as much as 20 to 30%".

[Download report from the Grattan Institute website]

From Values and Beliefs about Learning to Principles and Practice - Dr Julia Atkin

"Since the early eighties my work has focussed on helping school communities learn how to make schools better places for learning. These communities often have a vision of a preferred future but experience a tension between their vision and their current reality. They strive towards their vision by becoming self-directing and reflective learning communities."

[PDF document]

Students as radical agents of change – Michael Fielding

This paper provokes and stretches educators' thinking and interpretation of ‘student voice'. Michael Fielding outlines one UK school's collaborative research and development project, Students as Researchers. Practical examples describe how students, staff and significant others construct ways of working together for educational improvement.

[PDF document]

PPELEM: Pupil Perceptions of Effective Learning Environments in Mathematics – Andrea McDonough

In this article, Andrea McDonough describes a teaching tool that provides an opportunity for gaining insights about the learners in a classroom, illustrating the vital links between teaching, learning and assessing.

[PDF document]

Engagement in Learning - Dr Chris Goldspink

In this video Dr Chris Goldspink outlines findings from the SA TfEL Research.

Building Learning Power: how to grow a 21st century preschool/school - Professor Guy Claxton

This video reflects the move from Results to ‘Results Plus'. 'Old-fashioned' education systems that achieve good grades by fixing students to pre-determined performances are not enough. We need to help students get the best possible grades and also become as independent, resilient, imaginative, and resourceful as they now need to be.

Case for change - Learning Frontiers: professional practices to increase student engagement in learning

The consensus is that schools need to change in order to give students the best chance to compete and be successful in today's global economy, and to live their adult lives as responsible and productive global citizens.

[PDF document]

Improving Learning Power with the Crick Learning for Resilient Agency (CLARA) Self Assessment Instrument

CLARA's purpose is to "provide rapid feedback to individuals and teams about their learning capabilities so that they can make better decisions about how to interpret information and move forwards.... enhancing agency through effective learning, for individuals, organisations, communities."

[PDF document]

Leader's insights Leading this learning: where are we now?

×

How is every learner travelling and how do we know? What is the data telling us?

As a leader of learning I will:

  • ensure multiple measures of data, including student feedback, are regularly collected and stored to guide the identification of focus areas for learning improvement
  • explicitly draw out the learning dispositions and strengths of staff to co-lead this work
  • have a powerful self-efficacy in determining learning success and learning improvement.

As a leader of learning I will strategically design to:

  • determine key data sets (qualitative and quantitative) to identify areas of focus for learning improvement
  • develop shared meaning and whole school agreements about learning and teaching
  • be precise about what our shared agreements mean we do and don't do.

If teachers understand this they will:

  • ensure multiple measures of data, including student feedback, are regularly collected and stored
  • use current learning theories to challenge their personal theories of learning and teaching
  • have a powerful self-efficacy in determining learning success and learning improvement.

If students understand this they will:

  • understand the role that data and evidence play in their learning improvement
  • develop skills as 21st century learners. Approach learning in different ways, be critical and creative thinkers who think 'why', 'how,' and 'what if'
  • have a powerful self-efficacy for learning both in school and beyond the school gate.

Leaders' Insights

×

The Co-designing Learning Improvement Cycle - leaders' perspectives

Listen to Principals Penny Tranter, Seaview High School, and Deb O'Neill, Gilles Street Primary School, explain their improvement planning and how they have activated the voices of their students to support and drive learning improvement in their respective sites.

Teaching for Effective Learning Framework (TfEL) - through the eyes of our students

This clip describes the core learning principles that sit behind each TfEL element as described by our students.

Leaders' insights for change - student feedback

Leaders designing improvement - medley

Leading this learning

×

The key Leading Learning actions and behaviours featured in each step of this cycle have been synthesised from the Teaching for Effective Learning Framework, Early Years Learning Framework, Australian Professional Standard for Principals, and the External School Review Framework. Our most effective leaders see learning as central to their professional lives, and leading learning improvement is at the Core of their Leadership Practice. Links to these documents have been provided below.

Leading Teaching for Effective Learning: Domain 1

When learning about learning becomes central to teachers' identities, they are better able to support and empathise with the learning of their students. Leaders play a significant role with teachers in creating a learning culture and community. Domain 1 of the TfEL Framework supports leaders to lead Learning for effective teaching.

[PDF document]

Belonging, Being and Becoming - the Early Years Learning Framework for Australia (EYLF)

The Early Years Learning Framework (EYLF) is a key component of the Australian government's national initiative for early childhood education and care.

These resources will give you an opportunity to think about pedagogy and how it relates to curriculum decision-making and teaching and learning.

[Belonging, being and becoming - EYLF]
[Perspectives on Pedagogy brochure (PDF)]

Australian Professional Standards for Principals (AITSL Standards)

The Australian Professional Standard for Principals (2011) is an integrated model that recognises three Leadership Requirements that a principal draws upon, with five areas of Professional Practice. The Leadership Profiles (the Profiles) have since been developed and validated by the profession to describe each of the Leadership Requirements and Professional Practices in more detail.

Australian Professional Standard for Principals or download a PDF]

External School Review Framework

The purpose of external school review is to support schools to raise student achievement and sustain high performance. The overarching review question will be: how well does the school improve achievement, growth, challenge, engagement and equity?

[PDF document]

 


Text version | Safari version | iOS version