TLC (Teaching and Learning Cycle) Meetings
Artefact 1
Annotation
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The artefacts include an example of the Goals [PDPs] set for the Stage and Grade and how these are being met through the TLC meetings. What: These Stage-based meetings are for Professional Development and give each Stage the opportunity to engage in pedagogical endeavours either at a Stage or a Grade level. Why: There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities by articulating the needs of students and developing processes to improve teacher pedagogy. How: There are systematic policies, programs and processes to identify and address student learning needs and these include NAPLAN results, individual Grade assessments, the Continuum and I.C.A.S. results. Teachers incorporate data analysis in their planning for learning and work together to improve teaching and learning in their year groups, stages, faculties, or for student groups. When: These meeting which are held weekly, facilitate those identified as having expertise within our staff and draws on this to further develop our professional community as well as outside agencies.
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The Significant Impact
The emphasis of each Teaching and Learning Cycle incorporates the following two areas – collaboration and reflection. At Chatswood teachers work together using formal collaborative approach as well as in an informal, unplanned way to implement our professional development for our TLC meetings. Reflection and reflective practice, at Chatswood Public School is the process by which we stop and think about our teaching, and we consciously analyse our decision making by drawing on theory and relate it to what we do in practice. Critical analysis and evaluation refocuses our thinking on existing knowledge and helps generate new knowledge and ideas. Effective collaboration is frequent and ongoing and, an integral part of daily and weekly routines. This is what happens at our TLC meetings as well as on other less formal occasions. We accomplish this by planning some of our meetings beforehand through the goals in our PDPs.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
SEF Connections
Learning Element
Learning Culture - Excelling
There is school-wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement. Positive and respectful relationships across the school community underpin productive learning environment, and support students’ development of strong identities as learners.
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Curriculum and Learning - Sustaining and Growing
There are systematic policies, programs and processes to identify and address student learning needs.
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Student Performance Measures - Sustaining and Growing
The school achieves good value-added results, and/or around 20 per cent of students achieve at high levels of performance on external performance measures. Students are showing higher than expected growth on internal school performance measures.
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Assessment and Reporting - Sustaining and Growing
The school has developed explicit processes to collect, analyse and report internal and external student and school performance data. The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels.
Teaching Element
Data Skills - Sustaining and Growing
Teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement. The school leadership team engages the school community in reflecting on student performance data.
Collaborative Practice - Sustaining and Growing
Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. The school identifies expertise within its staff and draws on this to further develop its professional community.
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Learning and Development - Sustaining and Growing
Teachers actively share learning from targeted professional development with others. There is a focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas.
Leading Element
School Planning, Implementation and Reporting - Sustaining and Growing
There is broad understanding of, and support for, school expectations and aspirations for improving student learning across the school community.
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Please check the link below re: School Excellence Framework