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Table of Contents
Summary of Key Ideas and Insights SSNP Teacher Quality – Quality Teaching St Augustine’s Parish Primary School, Narromine Diocese of Wilcannia-Forbes 27-29 January 2010 (Draft 6 April 2010) 4
1. The Diocesan Statement of Faith 4
2. Transformative Catholic Pedagogy (6 Circles model of school mapping) 4
3. Participants in the Quality Teaching project 5
4. Making sense of the big picture of PD in the Diocese 5
5. Agenda for Meeting One – 28 to 29 January 2010 5
6. Term Overview developed by St Augustine’s 6
7. Roles of Core Group Members 6
8. Changed approaches to Professional Development (PD) 6
9. Guidelines and Ideas for the Quality Teaching project 7
10. Reflections on the school as a Centre For Excellence 8
11. Hub and spoke network with other local and regional schools 8
12. Miscellaneous Items 8
13. QT and other Documents referred to 8
14. Future meeting dates for 2010 8
15. Quality Teaching Meeting with Core Group – 24 & 25 March 2010 8
16. Main points from Meeting 24 & 25 March 2010 9
17. Viewed The Australian Government Quality Teaching DVD 9
18. Issues linked to Dimension 1 – Intellectual Quality 9
19. Issues relating to Dimension 2 – Quality learning environment 9
20. Issues relating to Dimension 3 – Significance: 10
21. Reflection on teachers and teaching: 10
22. Mix and Match exercise 10
23. Insights from recent literature 10
24. Use the following to track criteria for Centre For Excellence 10
25. 25 March 2010 – Insights and ideas related to QT, Narromine 11
26. Coding of Fran Bennett’s lesson – on Patterns in Maths (Yr 3) 12
27. Relationships between National Partnerships, Teacher Quality, and the Quality Teaching program 13
28. More Specific Details on Role Description of Teaching/Learning Mentor 13
29. School Plan for 2010 (Draft Only) 14
30. Issues to follow up for 20-21 May 2010 (Meeting 3) 17
31. Appendix One – Quality Teaching @ St Augustine’s, Term Overviews 18
32. Glossary of terms 23
33. Some sources and references 23
Summary of Key Ideas and InsightsSSNP Teacher Quality – Quality TeachingSt Augustine’s Parish Primary School, NarromineDiocese of Wilcannia-Forbes27-29 January 2010 (Draft 6 April 2010)
1. The Diocesan Statement of Faith
This Quality Teaching project is underpinned by the Diocesan Statement of Faith (Vision Statement) which orients all diocesan projects in relation to its Summary Statement of “Faith, Learning and Transformation in Jesus Christ”. The full Statement of Faith appears at the front of this document.
2. Transformative Catholic Pedagogy (6 Circles model of school mapping)
The Quality Teaching project is also understood within the context of Transformative Catholic Pedagogy, which is a whole school mapping process involving 6 influential circles of involvement traced across the life of St. Augustine’s Narromine, and indeed across all other schools in the Diocese of Wilcannia-Forbes. Quality Teaching intersects with and is enhanced by school involvement in each of the six circles, particularly in view of the shared central motif of “transformation”, as outlined in the following diagram:
3. Participants in the Quality Teaching project
- QT Core Group - Cheryl Williams, University of Newcastle; Dr. Peter Mudge, Diocesan Office, Wilcannia-Forbes; Jan Colmer; Fran Bennett; and Tracey Klintworth, all from St Augustine’s Parish Primary School, Narromine.
- QT Personel, Diocesan Office & other roles – Coordinator of the NP: Natalie Johnston; Program Facilitator – Mary-Ellen Dempsey; Learning/Teaching Mentor – Dr. Peter Mudge; Lead Teacher – Fran Bennett.
4. Making sense of the big picture of PD in the Diocese
It was suggested that student learning be placed at the centre of a spoked wheel which would embrace all the various initiatives currently operating in the diocese and relevant to the school. In diagrammatic form:
5. Agenda for Meeting One – 28 to 29 January 2010
28 January 2010: (for core group only) Session One - morning: Introduction to QT: Background; Research; Dimensions and elements; Coding of lesson; Discussion
Session Two- afternoon: Linking QT with lesson study as a professional learning strategy; Further discussion of management and organisation of QT project, dates for 2010;
29 January 2010: (for whole staff): Session One- morning: Introduction to QT: Background; Research; Dimensions and elements; Coding of lesson; Discussion
Session Two- afternoon: Linking QT with lesson study as a professional learning strategy; Formation of lesson study pairs and planning for observations, coding and discussion of lessons; Linking QT with lesson study as a professional learning strategy; Future Directions.
6. Term Overview developed by St Augustine’s (sent by Fran):
This is attached at the end of this report. It has been revised several times since this version was sent.
7. Roles of Core Group Members
Cheryl – to explain and depth ongoing understanding of QT model; focus on evidence-based practice and communities of practice; to challenge and encourage;
Peter – to facilitate and co-ordinate Narromine project; to work with Jan and staff to develop the school as a Centre for Excellence and coordinate visits from other schools; to support professional reading group in school; to assist in compiling reports in April and October 2010;
Jan – principal and leader of QT core group;
Fran – lead teacher and member of QT core group;
Tracey – ICT coordinator and member of QT core group;
8. Changed approaches to Professional Development (PD)
c. The last few decades have seen significant changes in the nature and design of PD. Earlier models focused on a linear or circular model of Professional Development which dealt one by one with Curriculum, then Pedagogy, and finally the development of an Assessment policy. This is captured in the following CPA diagram:
b. However, current understandings of these elements viewed within the development of Quality Teaching in a school would look more like the following:
9. Guidelines and Ideas for the Quality Teaching project
d. Quality of questions crucial for development of QT in school
e. Maintain focus on quality of teaching rather than person or personality of the teacher
f. Use valuable websites such as those on AGQTP site, DET and Curriculum Corporation
g. Find opportunities to share successes and challenges – e.g. wine and cheese evenings for mix of input and socialising; sharing what went well? Celebrating successes. Planning future developments for QT.
h. Inform parents of progress when practical and timely; Ideas for sharing information include QT stall at school fete; QT as continual part of planning process and regular staff meetings; What can be included in memos to dedicate more time on QT at staff meetings
i. Key questions: How do you know that your teaching is effective (based on what evidence)?; What are your teaching strong points and successes?; What are your teaching areas for development and challenges?; Where to start QT planning (start with Outcomes?); Develop culture of professional reading and reflection linked to QT and pedagogy;
10. Reflections on the school as a Centre For Excellence
j. Peter to complete CEC template on CForE and submit via Diocesan Office to CEC prior to 12 Feb 2010. Sent as a separate document to Core Group and Diocesan Office colleagues.
11. Hub and spoke network with other local and regional schools
k. Narromine Public School is listed as one of the Literacy and Numeracy schools in the SSNP booklet.
l. Continue discussions on when it is appropriate to invite other schools to view QT lessons under the C for E model. At the appropriate time, Peter to organise these visits in liaison with Jan.
12. Miscellaneous Items
m. University of Newcastle now offers a Graduate Certificate in Pedagogy
13. QT and other Documents referred to
n. Narromine Public School is listed as one of the Literacy and Numeracy schools in the SSNP booklet.
14. Future meeting dates for 2010
o. Final three 2 day professional learning meetings to take place on – 24 & 25 March; 20 & 21 May; 26 & 27 August.
p. The thinking behind these meetings is that they are an opportunity to check with Cheryl Williams, University of Newcastle, how staff are progressing with coding lessons and eventually work samples; to see if theory and practice behind Quality Teaching are clear; to assist teachers in any way necessary; and to plan the next term’s work and involvement. The bulk of the work is done in between meetings by the staff, Fran Bennett as Lead Teacher, supported by Tracey Klintworth (also IT), and with regular on site, phone and email support by Dr. Peter Mudge, the Learning/Teaching Mentor for the project.
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15. Quality Teaching Meeting with Core Group – 24 & 25 March 2010
- Agenda for this meeting: Tuesday 23 March – Peter to pick up Cheryl from Dubbo Airport; Accommodation at Peppercorn, Narromine.
Wednesday 24 March
a.m. – debrief QT involvement and activity at St Augustine’s Narromine in Term One, 2010 thus far; Further depthing of understanding concerning Elements and Dimensions of QT
p.m. – Practice in coding a lesson from the DVD supplied by Cheryl;
Evening - Dinner involving Peter, Cheryl and available members of QT core team
Thursday 25 March
a.m. – Further insights, discussion, deepening understanding of Lesson Study model used as framework for QT (based on a recent paper by Cheryl and her colleague Fran, University of Newcastle)
p.m. – Planning remaining meetings and school involvement for 2010; including coverage and coding of Elements and Dimensions of QT; cultivation of staff professional reading; plus other matters arising.
16. Main points from Meeting 24 & 25 March 2010
r. There is a range of teachers on the staff in relation to knowledge about and commitment to the QT program.
s. The most important issue is not the coding but the conversations about teaching and learning that take place
t. Becoming a mentor after the initial stages of teaching realigns you with key questions about teaching and learning
17. Viewed The Australian Government Quality Teaching DVD, developed 2006-2009; We look at the Reflection chapter (section iv) in the DVD; the full chapter titles were:
- Challenges; ii. Support; iii. Reflection; iv. Mentoring; v. Lesson Study;
vi. Interview with Dr. Robert Parkes; vii. My Career, My Choice - Exploring key learnings from Section IV above – importance of openness to new questions, being nervous at the beginning with a new system; looking at the key characteristics of effective teaching and learning.
18. Issues linked to Dimension 1 – Intellectual Quality: Looking at difference between Deep Knowledge and Deep Understanding; the first is focused on deep knowledge sustained by key ideas and concepts; the second is focused on students demonstrating deep understanding of their knowledge.
- Tracey (with discussion and reflections from rest of group) – how to apply QT in a kindergarten context; e.g. a lot more discussion and understanding of teacher’s understanding; kindergarten children don’t have advanced written skills. The need to ask students what they think, and why they think what they think (metacognition); e.g. discussion about why they think one line is straight and another is not. Need to teach basic skills such as going back to desk, sitting properly, opening up a book; the nature of school rules, classroom rules, community laws. Kindergarten children have observed and taken part in society for five years, but often have not verbalised what they have observed and learned.
- Need for flexibility in lessons – e.g. eating habits that affect our body; rocks and minerals; are we flexible enough to change the way we operate in the classroom, not necessarily using handouts or requiring written feedback; a discussion can provide evidence that students engage with and grasp key concepts and information.
19. Issues relating to Dimension 2 – Quality learning environment: Explicit quality criteria: this area is still developing. Explicit quality criteria deals with criteria regarding the quality of work that is being produced. This needs to be made explicit by the teacher or reinforced throughout the lesson. The teacher collects consistent evidence that students are examining the quality of the work in relation to the criteria set by the teacher. For example, Tracey’s Kindergarten model of colouring in a Noisy Night Owl and other objects. Fran also mentioned the same technique of modelling (Aboriginal art, Year 3) but allows students to put their own individual stamp on the project. In other projects there are some set criteria, and some flexible criteria, depending on the nature of the project. We discussed the need for emphasising different aspects of other elements such as students’ self-regulation and student direction.
- How to take students to different perceptions and different levels of awareness? Principally through technology, accessing shows and events from the world and local region (e.g. earthquakes overseas, events and exhibitions in Dubbo). Most children would have access to outside events through internet and cable TV. Flexibility at St Augustines to “get the outside world in to the school” or “take school out to the outside world” (e.g. teaching Bollywood Dance in Edward’s Year 6 class).
- Some additional comments on Dimension 2 – Engagement includes school and academic knowledge; Student self-regulation includes learner self-regulation
- Assessment – a discussion took place looking at issues such as number of assessment tasks, criteria for marking, reasons for marking books or work samples; parent expectations; what ideas and strategies can we employ to target marking in line with quality teaching and learning?;
20. Issues relating to Dimension 3 – Significance:
21. Reflection on teachers and teaching:
- List characteristics of effective teachers; and share with the group.
- Is there a difference between what individuals report?
- How do you/we know, measure, evaluate these characteristics of effective teachers.
- Discussion about characteristics of exceptional teachers: knowledgeable, enthusiastic; confident; effective communicators; committed; compassionate; curious; patient and persistent; willing to share and collaborate; well-organised; optimistic; reflective; ethical (Luke et al, 1998; Faull, 2009; Killen, 2010).
- What are the differences between focusing on the teacher and his/her teaching? Difference between actual person and their personality, their teaching is definite by their personality and approach; and between our approach to teacher quality and quality teaching. We can learn a lot from bad or “disaster” lessons in order to improve practice. If students are doing well, is that because of innate giftedness of students or the quality of the teaching involved?
- How do we know, measure and evaluate what we are doing? We can gather evidence which accumulates over 3 years – this includes informal and formal observations, NAPLAN, Year 6 RE Test, and other literacy and numeracy testing.
22. Mix and Match exercise. This was conducted to evaluate the group’s knowledge of links between Elements of QT and their descriptions.