Knowledge Bank Case Study Template

Knowledge Bank Case Study Template

Contact details

Lead Contact:

David White

Philippa Whitford

Crusoe 7-10 Secondary College

Ph 03) 5447722

Title

Trialling a Teacher Team in a Learning Neighbourhood based on the Bendigo Education Plan Recommendations.

Abstract

Our school is being rebuilt, so we want to go from a traditional setting of 1 class, 1 room, 1 teacher, to a learning neighbourhood that consists of teacher teams and large group (100+) students.

Key words

Learning neighbourhood, teacher team, Bendigo Education Plan, Learning Community

1.  Introduction

Our school is experiencing a huge amount of change as part of the Bendigo Education Plan currently underway in Victoria. Our case study is focussed on ‘practising’ elements of the BEP in particular teachers working in teams with a discrete number of students from more than one year level in flexible learning spaces. We worked as a team of four teachers each specialising in either Mathematics, English, Humanities or Science. The student cohort consisted of 100 year 7 and 8 students in two double classrooms. We had scheduled planning time and created two trial units involving Transdisciplinary learning and Maths Problem Solving and presentation.

2.  How did the Idea Come about?

We are a 7 - 10 school that in the past was a Technical College. The recent Bendigo Education Plan implemented by the region drove our choice of project and it was a number of the 39 BEP recommendations that informed our focus. The Bendigo Education Plan involves a merger of five Bendigo 7 – 10 Schools into four new schools designed to have flexible learning spaces arranged in sub schools called Learning Communities. The pedagogical focus is on building relationships through advisories where a teacher is responsible for a small group of between 15 and 20 students. Students will each have a Personal Learning Plan and will be involved in Transdisciplinary Learning, Focussed Learning Community Learning, Stage Related Learning Personalised Learning, Negotiated Learning and Workplace Learning.

As a team we were all very keen to start practising how to actually ‘do’ some of this with a group of students.

3.  Why was this Project Important?

The importance of the project was to prepare ourselves for the new school and the changes to our pedagogical practices based on Bendigo Education Plan recommendations. It would also provide a model for other staff at Crusoe 7-10 College to share ideas and reflect on our practices and outcomes. Staff at the college could also use the units of work that were produced.

4.  What was done what was produced?

To set up a Learning Neighbourhood the following structural changes were undertaken. Each of the four staff members in the Learning Neighbourhood took on the role as a Home Group Adviser responsible for a particular Home Group. The Advisor taught that class and core subjects to other groups in the Learning Neighbourhood. Each staff member within the Team was a specialist within the core areas of {Maths/Science and English/S.O.S.E.} In disciplined based learning staff stayed in their area of expertise. The Learning Space for the 125 students involved in the neighbourhood was in two double classrooms which were adjourning. Staff visited open learning facilities to gain information on how these neighbourhoods operated [e.g. Mordiallac and Broadmeadows Secondary College ].

Within the Learning Neighbourhood the Teacher Team used Restorative practice to focus on student management.

The Principles of Restorative Practices in Schools:

1.  Focuses on harms and consequent needs (the victims, as well as the community and the offenders)

2.  Addresses obligations resulting from those harms (the offenders, but also the community)

3.  Use inclusive, collaborative processes

4.  Involves those with a stake in the situation (victims, offenders, community members) Seeks to put right the wrongs.

Two units of work were produced during the course of the year. During Term 2 we attempted a Transdiciplinary Unit called ‘Changing Technology’. Term 3 the team attempted a Maths/ English Unit which involved the oral presentation of a Maths problem to an audience. It was important after each unit of work that we had community evaluation, peer and individual reflections.

Examples of student’s problem solving presentations:

Presentation Planner

Assessment Rubric

Example 1

Example 2

The Team also consulted with Fiona Buley the Bendigo Education Plan Project Officer and Barbara Tadich B.E.P Curriculum Development Officer for guidance and critical support.

Presentations were also presented to staff to encourage their ideas and support. Staff were encouraged to visit the Neighbourhood and were kept up to date with the work that was being done.

5.  What was innovative about the project/practice?

Innovations in practice. Whilst Crusoe 7-10 Secondary College like many other ex – tech schools has a history of innovation in different learning areas, it has had very little innovation regarding, staffing structure, timetabling and classroom structure. Team teaching started with a group of junior school (7&8) teachers deciding they would try it at the end of 96, to start in 97. This team teaching involved grouping 2 year 7 classes for maths and English. Since then it has been implemented college wide for all year 7 & 8 maths, English, SOSE and health classes. For us the major innovation has been the ability to use the time more flexibly and closer collaboration between teachers.

Flexible use of time. We were able to use the time efficiently. For example, during tuning in activities we put all the students together in the one space. When we divided the students up based on maths ability we could separate them into 2 main groups in 2 different rooms.

Presentations of student learning. For the most part students have worked along the TSG (team small group) model in maths, SOSE and English. During the units of work this varied, students worked individually, in tutor groups, during some activities they were in a large group of 12 with an aide or teacher.

At the end of each unit of work students presented their findings. The first unit was a group presentation in an “expo” type situation. Parents, friends and members of the wider community were invited to attend and inspect the students work. For the second unit each student was required to do an individual oral presentation to one staff member and 12 of their peers.

Planning time. As part of the TPL deal, all 4 staff were allocated 90 minutes of planning time a week, at the same time. This was timetabled in so we couldn’t be given extras or replacement classes. Often we left the school during this planning time to avoid interruption.

6.  How did you measure its impact on teaching and learning? What was its impact?

Impact on teaching and learning. To assess the impact on teaching and learning we collected a variety of data prior to, during and after each unit of work. They included

·  on demand testing

·  Self evaluations, reflections,

·  PoLT survey

·  Professional discussions

·  Staff wellbeing

Prior to the English/maths unit the students took part in on demand testing. We used this data as well our own assessment of student ability to determine which group to place students in.

At the end of each unit student participation and understanding were peer, self and teacher assessed. Student were asked to complete a survey on how they enjoyed the unit, what went well, what needed improvement as well as what they thought they learnt (survey results hyperlink). The response from students was generally positive, part of this may be attributed the novelty value (mixed 7&8 classes, working in a different room) as well as students perception of their own learning (more time spent on tasks for the low group, more hands on tasks, not as much workbook/worksheet “boring” work, for the higher group kids were expected to and generally did work at a higher level, engaging in problem solving and explaining problem, procedure and explanation). Students working at higher level worked in pairs, a year 7 student with a year 8 student. They were seated together and completed each of the work tasks in that pair for the unit. They presented individually but had formed a fairly close bond with their partner who was able to help them prepare for their presentation.

Students also completed PoLT surveys (hyperlink needed) as part of the BEP. We used this data to inform our choice of activities and classroom methodology. We tried to avoid activities that the kids disliked (copious note taking form the whiteboard, repetitive textbook work) and included more activities they did like (real life problems, more hands on tasks, small group work). We still included textbook work as well as using the board to explain ideas, but not to the degree we would have were we not trialling the unit. Students were also expected to present and assessed on their presentation even though the majority had expressed a dislike for individual presentations.

Since the four staff share the same office there is a lot of informal discussion about what is working, what needs tweaking as well as discussion on the performance of individual students. Our ability to work in a team, sort issues out and general discussion has improved. Staff no longer feel like they are working in a “bubble”.

7.  What went well and why? What didn’t work so well and how did you deal with these issues?

Positives

The development of the Learning community allowed students to have a real connection with their “space” and the teachers involved in their core subjects. This was because of a number of things

·  The staff office was next to the students classrooms

·  Year Sevens had their lockers in their homeroom allowing closer supervision to reduce any harassment issues and gave them a space just for them to socialise before school.

·  Each team member was a homegroup teacher

·  The team was in close contact with other teachers involved with the groups

.

This connection was demonstrated in an overall decline in student management issues which can be attributed to an inclusive curriculum approach to topics studied along with negotiation about presentation of work. A restorative approach to discipline has allowed the students and staff to repair harm that has been created in the community. This is clearly illustrated with a decline in the number of incident reports, the level of support provided within the team along with a positive approach toward restorative practices school wide.

The physical location of the team beside the teaching space and the allocation of team planning time are essential for the successful operation of the team and development of professional dialogue. We could discuss the successful lessons immediately, quickly follow up with student issues, discuss mistakes and support each other.

Having flexible groups allowed us to trial units of work with an age group focus or with peer teaching.

Moving into a Learning community allows you to really utilise other resources outside the school to demonstrate student learning and make the learning relevant to students.

The Not So Good

Creating an Inquiry Unit with an effective fertile question is a challenge! It is essential to put the question through a ‘fertility treatment’ to determine its effectiveness. The transdisciplinary unit that students were involved in required more ‘skills based teaching’ in actual inquiry methods as well as students developing effective research questions and the confidence to “have a say’ in their group. Both students and staff ‘grew’ from the experience and would definitely change some of the processes for the next unit.

A large learning environment is quite scary to some students and operating in a school where there are no other smaller spaces to utilise means that you have to spend a great deal of time nurturing these students through the learning process.

The development of a stage related unit was difficult due to the lack of individual learning plans for all students so the unit was focusing more on students of like abilities.

8.  What are your future Plans?

The project is based on the direction of the schools in Bendigo for the future therefore the concepts are ongoing and form part of a whole school structural change for 2009 onwards. This change incorporates the development of highly effective teacher teams, student groupings (structure of the neighbourhood), a whole school approach to restorative student management practices, flexible use of time and negotiated student learning. All of which are designed to successfully engage both staff and students in the community neighbourhood.