Summary of preliminary stages to develop an AR focus
The strategic intent of the School’s Strategic Plan (SSP) for 2011-2014 focuses on the following Key Improvement Strategies within the Student Learning area:
· enhance pedagogy, incorporating the e5 Instructional Model, ICT and a strong performance and development culture across the school
· strengthen the collection and analysis of quality data to evaluate and guide teaching and learning
· review and develop curriculum to ensure consistent delivery of a VELS ESL program across all campuses to prepare students for mainstream schooling (review assessment and tools and practices and implement assessment policy, develop common planning proformas, etc).
The Annual Implementation Plan expands further on specific targets and based on the SSP, a Draft Implementation Plan was developed on June 6, 2011 entitled ‘Making assessment supportive for teaching and learning.’
The purpose of the project was to review, audit and analyse current assessment tools and practices utilised across all campuses. A rationale (amongst others) behind conducting an assessment audit was to provide information needed to improve the curriculum and intensive English language delivery program.
Expected outcomes included:
· a shared understanding of best assessment practices and tools to be evident
· areas for improvement of assessment practices to be identified and addressed
· a systematic assessment to occur across the dimensions of speaking, listening, reading and writing
· a comprehensive assessment policy to be developed
· data collection of student learning outcomes to be agreed upon and strengthened
· links to proposed curriculum review
A draft Implementation plan for was timetabled. The plan, including current practices were distributed to all staff for discussion, professional learning teams were developed, and education and management meetings were conducted, Appendix 1.
An Assessment tools and practice audit proforma was formulated and the survey was completed by all staff in Term 3, 2011.
The school’s Assessment Audit results were published in August, 2011, Appendix 2.
Outcomes indicated formative and summative assessment were an integral part of the teaching and learning cycle and that teachers used the ESL companion to the VELS and ESL Developmental Continuum as foundation documents.
Some teachers used thinking tools i.e., journal writing, rubrics, checklists, and some graphic organisers e.g. Venn, PMI and KWL, but further there were no evidence of explicit thinking tools or thinking language used in the curriculum, term or lesson planners or classrooms. The Assessment Audit, therefore also provided an opportunity to develop the AR focus.
· enhance pedagogy, incorporating the e5 Instructional Model, ICT and a strong performance and development culture across the school
· strengthen the collection and analysis of quality data to evaluate and guide teaching and learning
· review and develop curriculum to ensure consistent delivery of a VELS ESL program across all campuses to prepare students for mainstream schooling (review assessment and tools and practices and implement assessment policy, develop common planning proformas, etc).
The Annual Implementation Plan expands further on specific targets and based on the SSP, a Draft Implementation Plan was developed on June 6, 2011 entitled ‘Making assessment supportive for teaching and learning.’
The purpose of the project was to review, audit and analyse current assessment tools and practices utilised across all campuses. A rationale (amongst others) behind conducting an assessment audit was to provide information needed to improve the curriculum and intensive English language delivery program.
Expected outcomes included:
· a shared understanding of best assessment practices and tools to be evident
· areas for improvement of assessment practices to be identified and addressed
· a systematic assessment to occur across the dimensions of speaking, listening, reading and writing
· a comprehensive assessment policy to be developed
· data collection of student learning outcomes to be agreed upon and strengthened
· links to proposed curriculum review
A draft Implementation plan for was timetabled. The plan, including current practices were distributed to all staff for discussion, professional learning teams were developed, and education and management meetings were conducted, Appendix 1.
An Assessment tools and practice audit proforma was formulated and the survey was completed by all staff in Term 3, 2011.
The school’s Assessment Audit results were published in August, 2011, Appendix 2.
Outcomes indicated formative and summative assessment were an integral part of the teaching and learning cycle and that teachers used the ESL companion to the VELS and ESL Developmental Continuum as foundation documents.
Some teachers used thinking tools i.e., journal writing, rubrics, checklists, and some graphic organisers e.g. Venn, PMI and KWL, but further there were no evidence of explicit thinking tools or thinking language used in the curriculum, term or lesson planners or classrooms. The Assessment Audit, therefore also provided an opportunity to develop the AR focus.