2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK

 
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
TfEL Teachers’ eJournal
South Australian Teaching for Effective Learning

                                                            2019
  A yearly planner to support your pedagogy when teaching for effective learning
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
© 2019 Government of South Australia, Department for Education
Produced by: Learning Improvement Division, Professional Practice Portfolio
Other authors/contributors: South Australian Department for Education
Designed by: Professional Practice Portfolio
Printed by: Lane Print, South Australia
Images used throughout this publication, apart from all marbling designs and cover image by Georgie Sharp,
© Shutterstock and their submitters, and are used under licence, no copying of these images is permitted.
Marbling designs and cover/title page image © 2010 Georgie Sharp
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
Welcome to the
                                                             TfEL Teachers’ Companion
                                                                                2019

                                                                             Use this Companion throughout the year
                                                                                      to support your pedagogy when
                                                                                       teaching for effective learning.

Personal details

Name

Telephone                                   School

Address

Email

Stay connected to TfEL professional learning
Stay informed with professional learning opportunities and resources provided
by the Department for Education, Learning Improvement Division.

Internet links:    http://bit.ly/TeachLearnSA
LinkED:            Online weekly communication
Address:           Education Development Centre
                   4 Milner Street, Hindmarsh SA 5007
Telephone:         Leanne Milazzo – 08 8463 5801
Plink:             www.plink.sa.edu.au
TFEL Compass:	Department for Education
               staff register via Learnlink or contact:
               compass@sa.gov.au

             https://www.facebook.com/groups/tfeltalk

             https://twitter.com/tfeltalk

                                                            TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   3
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
4
                                                                                                                            South Australian Teaching for Effective Learning Framework
                                                                                                                                                                               unleashing learning potential

                                                                                                                                                              Leaders create learning opportunities with staff
                                                                                                                                                                            Domain 1 Learning for effective teaching
                                                                                         1.1 understand how self               1.2 	develop deep                      1.3 participate in                        1.4 engage with the                1.5 discuss educational               1.6 	design, plan and
                                                                                             and others learn                        pedagogical and content               professional learning                     community                          purpose and policy                     organise for teaching
                                                                                            leaders and teachers                     knowledge                             communities and 		                       leaders and teachers interact      leaders and teachers                    and learning
                                                                                            develop their understanding             leaders and teachers develop           networks                                 with communities to build          contribute to educational                leaders and teachers develop
                                                                                            of current learning theories,           their expertise by strengthening      leaders and teachers                      learning partnerships and          dialogue and debate that                 systems and structures to
                                                                                            and themselves as learners,             their disciplinary knowledge          participate in critically reflective      connect student learning           shapes whole school policy               ensure effective teaching and
                                                                                            to inform learning and                  and translating learning theory       inquiry to develop teaching               beyond the school                  and informs practice                     monitoring of learning progress
                                                                                            teaching design                         into effective teaching practice      and learning across the school

TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
                                                                                                                                                          Teachers create learning opportunities with students
                                                                                                            Domain 2                                                                             Domain 3                                                                  Domain 4
                                                                                            Create safe conditions for rigorous learning                                                   Develop expert learners                                             Personalise and connect learning
                                                                                         2.1 develop democratic relationships                                          3.1 teach students how to learn                                               4.1 build on learners’ understandings
                                                                                             the teacher shares power with students recognising it as a fundamental        the teacher develops student understanding of learning and expands            the teacher identifies students’ prior knowledge and cultural practices
                                                                                             condition for learning                                                        their strategies for thinking, learning and working collaboratively           as a starting point for curriculum

                                                                                         2.2 build a community of learners                                             3.2 foster deep understanding and skilful action                              4.2 connect learning to students’ lives and aspirations
                                                                                             the teacher creates a culture where everyone inspires and encourages          the teacher helps students build rich conceptual knowledge and                the teacher ensures that learning builds on the resources, skills,
                                                                                             each other’s learning                                                         mastery of complex skills                                                     knowledge and goals students develop in their homes and communities

                                                                                         2.3 negotiate learning                                                        3.3 explore the construction of knowledge                                     4.3 apply and assess learning in authentic contexts
                                                                                             the teacher responds to students’ changing needs and involves them            the teacher shows that knowledge is open to question, serves                  the teacher structures the curriculum so that students apply their
                                                                                             in deciding the direction of the curriculum                                   particular purposes and is shaped by culture and experience                   learning in real-world/authentic contexts

                                                                                         2.4 challenge students to achieve high standards                              3.4 promote dialogue as a means of learning                                   4.4 communicate learning in multiple modes
                                                                                             with appropriate support                                                      the teacher provides opportunities for students to learn through              the teacher ensures that the curriculum incorporates rich and varied
                                                                                             the teacher has high expectations and guides each student to achieve          interaction and learning conversation with others                             modes of making and communicating meaning
                                                                                             his/her personal best
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
Calendar 2019
January                                    February                                    March                                        April
 M      T   W   T       F   S   S           M      T   W    T      F     S   S            M    T    W    T     F    S     S          M      T    W     T    F    S        S
        1   2   3       4   5   6                                  1     2   3                                 1    2     3           1     2     3    4    5     6       7
  7     8   9 10 11 12 13                   4     5     6   7      8     9 10             4    5    6    7     8    9 10              8     9 10 11 12 13 14
 14 15 16 17 18 19 20                      11 12 13 14 15 16 17                        11 12 13 14 15 16 17                          15 16 17 18 19 20 21
 21 22 23 24 25 26 27                      18 19 20 21 22 23 24                        18 19 20 21 22 23 24                          22 23 24 25 26 27 28
 28 29 30 31                               25 26 27 28                                 25 26 27 28 29 30 31                          29 30

May                                        June                                        July                                         August
 M      T   W   T       F   S   S           M      T   W    T      F     S   S            M    T    W    T     F    S     S          M      T    W     T    F    S        S
            1   2       3   4   5                                        1   2            1    2    3    4     5    6     7                            1    2     3       4
  6     7   8   9 10 11 12                  3     4     5   6      7     8   9            8    9 10 11 12 13 14                       5     6     7    8    9 10 11
 13 14 15 16 17 18 19                      10 11 12 13 14 15 16                        15 16 17 18 19 20 21                          12 13 14 15 16 17 18
 20 21 22 23 24 25 26                      17 18 19 20 21 22 23                        22 23 24 25 26 27 28                          19 20 21 22 23 24 25
 27 28 29 30 31                            24 25 26 27 28 29 30                        29 30 31                                      26 27 28 29 30 31

September                                  October                                     November                                     December
 M      T   W   T       F   S   S           M      T   W    T      F     S   S            M    T    W    T     F    S     S          M      T    W     T    F    S        S
                                1                 1     2   3      4     5   6                                 1    2     3                                               1
  2     3   4   5       6   7   8           7     8     9 10 11 12 13                     4    5    6    7     8    9 10              2     3     4   5     6    7        8
  9 10 11 12 13 14 15                      14 15 16 17 18 19 20                        11 12 13 14 15 16 17                           9 10 11 12 13 14 15
 16 17 18 19 20 21 22                      21 22 23 24 25 26 27                        18 19 20 21 22 23 24                          16 17 18 19 20 21 22
 23 24 25 26 27 28 29                      28 29 30 31                                 25 26 27 28 29 30                             23 24 25 26 27 28 29
 30                                                                                                                                  30 31

      School Holidays               Public Holidays

  2019 South Australian school term dates and public holidays
Term 1                                   Term 2                                     Term 3                                       Term 4
Jan 29 – April 12                        April 29 – July 5                          July 22 – Sept 27                            Oct 14 – Dec 13
Week 0      Jan 21–25
Week 1      Jan 29 –Feb 1                Week 1        April 29–May 3               Week 1         July 22–26                    Week 1         Oct 14–18
Week 2      Feb 4–8                      Week 2        May 6–10                     Week 2         July 29–Aug 2                 Week 2         Oct 21–25
Week 3      Feb 11–15                    Week 3        May 13–17                    Week 3         Aug 5–9                       Week 3         Oct 28–Nov 1
Week 4      Feb 18–22                    Week 4        May 20–24                    Week 4         Aug 12–16                     Week 4         Nov 4–8
Week 5      Feb 25–Mar 1                 Week 5        May 27–31                    Week 5         Aug 19–23                     Week 5         Nov 11–15
Week 6      Mar 4–8                      Week 6        June 3–7                     Week 6         Aug 26–30                     Week 6         Nov 18–22
Week 7      Mar 11–15                    Week 7        June 10–14                   Week 7         Sept 2–6                      Week 7         Nov 25–29
Week 8      Mar 18–22                    Week 8        June 17–21                   Week 8         Sept 9–13                     Week 8         Dec 2–6
Week 9      Mar 25–29                    Week 9        June 24–28                   Week 9         Sept 16–20                    Week 9         Dec 9–13
Week 10     April 1–5                    Week 10       July 1–5                     Week 10        Sept 23–27                    Week 10        Dec 16–20
Week 11     April 8–12

2019 South Australian public holidays
Tues 1 Jan       New Year’s Day                   Thurs 25 April       Anzac Day
Mon 28 Jan       Australia Day                    Mon 10 June          Queen’s Birthday
Mon 11 Mar       Adelaide Cup Day                 Mon 7 Oct            Labour Day
Fri 19 April     Good Friday                      Wed 25 Dec           Christmas Day
Mon 22 April     Easter Monday                    Thurs 26 Dec         Proclamation Day

                                                                                 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   5
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
Year Overview | 2019
    2019           January                   February                      March                    April                May          June
    MON           School Holidays

    TUE      1    New Year’s Day

    WED      2                                                                                                      1

    THU      3                                                                                                      2

    FRI      4                         1                           1                                                3

    SAT      5                         2                           2                                                4          1

    SUN      6                         3                           3                                                5          2

    MON      7                         4                           4                         1                      6          3

    TUE      8                         5                           5                         2                      7          4

    WED      9                         6                           6                         3                      8          5

    THU      10                        7                           7                         4                      9          6

    FRI      11                        8                           8                         5                      10         7

    SAT      12                        9                           9                         6                      11         8

    SUN      13                        10                          10                        7                      12         9

    MON      14                        11                          11   Adelaide Cup Day     8                      13         10   Queens Birthday

    TUE      15                        12                          12                        9                      14         11

    WED      16                        13                          13                        10                     15         12

    THU      17                        14                          14                        11                     16         13

    FRI      18                        15                          15                        12                     17         14

    SAT      19                        16                          16                        13   School Holidays   18         15

    SUN      20                        17                          17                        14                     19         16

    MON      21                        18                          18                        15                     20         17

    TUE      22                        19                          19                        16                     21         18

    WED      23                        20                          20                        17                     22         19

    THU      24                        21                          21                        18                     23         20

    FRI      25                        22                          22                        19     Good Friday     24         21

    SAT      26                        23                          23                        20                     25         22

    SUN      27                        24                          24                        21                     26         23

    MON      28      Australia Day     25                          25                        22   Easter Monday     27         24

    TUE      29        Term 1          26                          26                        23                     28         25

    WED      30                        27                          27                        24                     29         26

    THU      31                        28                          28                        25     Anzac Day       30         27

    FRI                                                            29                        26                     31         28

    SAT                                                            30                        27                                29

    SUN                                                            31                        28                                30

    MON                                                                                      29      Term 2

    TUE                                                                                      30

6   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
Year Overview | 2019
2019          July                 August        September                    October                   November                   December
MON    1

TUE    2                                                               1

WED    3                                                               2

THU    4                      1                                        3

FRI    5                      2                                        4                           1

SAT    6    School Holidays   3                                        5                           2

SUN    7                      4             1                          6                           3                          1

MON    8                      5             2                          7       Labour Day          4                          2

TUE    9                      6             3                          8                           5                          3

WED    10                     7             4                          9                           6                          4

THU    11                     8             5                          10                          7                          5

FRI    12                     9             6                          11                          8                          6

SAT    13                     10            7                          12                          9                          7

SUN    14                     11            8                          13                          10                         8

MON    15                     12            9                          14       Term 4             11                         9

TUE    16                     13            10                         15                          12                         10

WED    17                     14            11                         16                          13                         11

THU    18                     15            12                         17                          14                         12

FRI    19                     16            13                         18                          15                         13

SAT    20                     17            14                         19                          16                         14    School Holidays

SUN    21                     18            15                         20                          17                         15

MON    22     Term 3          19            16                         21                          18                         16

TUE    23                     20            17                         22                          19                         17

WED    24                     21            18                         23                          20                         18

THU    25                     22            19                         24                          21                         19

FRI    26                     23            20                         25                          22                         20

SAT    27                     24            21                         26                          23                         21

SUN    28                     25            22                         27                          24                         22

MON    29                     26            23                         28                          25                         23

TUE    30                     27            24                         29                          26                         24

WED    31                     28            25                         30                          27                         25    Christmas Day

THU                           29            26                         31                          28                         26   Proclamation Day

FRI                           30            27                                                     29                         27

SAT                           31            28   School Holidays                                   30                         28

SUN                                         29                                                                                29

MON                                         30                                                                                30

TUE                                                                                                                           31    New Year’s Eve

                                                               TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   7
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
8
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TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
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2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
SA TfEL and Learning Design – A key focus in 2019
                                                                                                                            Teaching fo
                                                                                                                                       r   Eff

                                           LEARNING DESIGN, ASSESSMENT
                                                                                                                                              ec
                                                                                                                                                t

                                                                                                                                                ive
                                                                                                                                                    Lea
Connecting up South                  Australian policy through

                                                                                                                                                       rning
                                                                    The pedagogy – how students experience the learning –
                                           AND MODERATION STRATEGY 2017–2020
Learning Design                                                                    matters to achievement, to both their future learning skills and
The Department’s ‘Curriculum, Pedagogy, Assessment and                             dispostions as well as achievement.
Reporting Policy for Reception-Year 10’ provides direction to                      For example, are students regularly asked to think, project,
schools about expectations of what will be taught and how                          transfer,through
                                                                                                interpet, analyse,         generalise,       imagine, create, critique,
                    Connecting up South Australian policy                                                       Learning                Design
it will be taught, assessed and reported. This policy clarifies                    contruct shared meaning, justify . . . or is their educational ‘diet’
                                 to use the Australian Curriculum and The
                    The Department’s ‘Curriculum, Pedagogy, Assessment and
expectations of educators
                    Reporting Policy for Reception–Year 10’ provides direction
                                                                     1
                                                                                       pedagogy—how students experience the learning—
                                                                                   moretoabout
                                                                                 matters             practice,
                                                                                              achievement,        passive
                                                                                                            to both             recall
                                                                                                                       their future      andskills
                                                                                                                                    learning    disconnected events?
our pedagogy framework,          the Teaching
                    to schools about   expectationsfor   Effective
                                                     of what          Learning
                                                             will be taught and  and dispositions as well as achievement.
                    how it will be taught, assessed and reported. This policy      In South Australia, teachers base their pedagogy on the SA Teaching
(TfEL) Framework clarifies
                    principles      to: of educators to use the Australian
                             expectations
                                                                                 For example, are students regularly asked to think, project,
                                                                                   for Effective
                                                                                 transfer, interpet,Learning    (TfEL) Framework,
                                                                                                     analyse, generalise,    imagine, create, to ensure that how they
• design studentCurriculum
                      learning   and our pedagogy framework, the Teaching
                    for Effective Learning (TfEL) Framework principles to:
                                                                                 critique, construct shared meaning, justify … or is their
                                                                                   teach the‘diet’
                                                                                 educational     Australian
                                                                                                     more aboutCurriculum         and design
                                                                                                                  practice, passive     recall andlearning improves
                                                                                 disconnected events?
• monitor and assess• designstudent      progress
                               student learning
                                                                                   student engagement, intellectual challenge and achievement.
                    • monitor and assess student progress                        In South Australia teachers base their pedagogy on the SA
• report student •progress         to parents
                       report student  progress to parents                         The diagram
                                                                                 Teaching              below
                                                                                            for Effective       highlights
                                                                                                          Learning                the three
                                                                                                                    (TfEL) Framework,           key questions to be
                                                                                                                                           to ensure
                                                                                 that how they teach the Australian Curriculum and design
                    • support student wellbeing.
• support student wellbeing.                                                       considered
                                                                                 learning  improvesby    educators
                                                                                                      student engagement,as they       workchallenge
                                                                                                                                intellectual   collaboratively to design
                                                                                 and achievement.
‘The curriculum, educators’         knowledge of their learners,
                    ‘The curriculum, educators’ knowledge of their learners,       student learning based on our agreed curriculum and pedagogy.
                                                                                 The diagram below highlights the three key questions to be
                    and local educational priorities and targets are the
and local educational priorities and targets are the common
                    common     starting and  reference  points for designing       These key
                                                                                 considered        questions,
                                                                                               by educators       and
                                                                                                            as they   worktheir    elaborations
                                                                                                                             collaboratively to design(see page opposite)
                    quality teaching and learning in schools.’ (DECD, 2013, p.4) student learning based on our agreed curriculum and pedagogy.
starting and reference points for designing quality teaching                       formkeya questions,
                                                                                 These        ‘thinkingand map’
                                                                                                              their for  educators
                                                                                                                     elaborations         as they design intentional
                                                                                                                                     (see Appendix
                                                                                 5b, page 28) form a ‘thinking map’ for educators as they
and learning in schools.’                                                          and   responsive       learning      experiences.
                                                                                 design intentional and responsive learning experiences.

                                                                     R WHAT | C
                                                                OU                       urr
                                                What do                                     i   c
                                                we want
                                                                                                ul

                                                them to
                                                                                                  um

                                                 learn?

                                                                         How will
                                                                         we know
                                                                          if they
                                                                          got it?
                                                  OU

                                                                                                 So how
                                                                                                 will we
                                                     R

                                                                                                get there?
                                                           O
                                                        H

                                                               W
                                                                   | Pe
                                                                        da gogy
                                       ing

                                 OUR WHAT | Curriculum                                              OUR HOW | Pedagogy
                                 Develop learning that is engaging and intellectually               Develop teachers as intentional and responsive
                                 stretches every student for improved learning                      learning designers through collaborative ongoing
                                 achievement.                                                       site-based professional learning communities.

                       1
                           Department for Education and Child Development (2013) ‘Curriculum, Pedagogy, Assessment and Reporting Policy for Reception–Year 10’,
                           Government of South Australia
    Making TfEL Visible in our Learning Design                                                       It provides:
    This year the Companion explores a specific TfEL element                                         •	suggestions for practice to explore and develop in
                                                                         500 STEM Educators in Primary Schools project | Primary PLP 2018 | Stage 1
                    4
    each fortnight.                                                                                      varying levels of complexity
                                                                                                         –	Model
    It unpacks:
                                                                                                         –	Teach/Explain
    •	what the element is and isn’t, and why it’s important for
        your practice                                                                                    –	Involve your students
                                                                                                         –	Build self-regulation
    •	research evidence referenced against John Hattie’s
       Visible Learning (2009), and the Evidence for Learning                                        •	space for you to develop your own challenge of practice.
       Teaching and Learning Toolkit (2017).

                                                                                                TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   9
2019 TFEL TEACHERS' EJOURNAL SOUTH AUSTRALIAN TEACHING FOR EFFECTIVE LEARNING - DIGITAL LEARNING BANK
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                                                                                         FORMATIVE ASSESSMENT | Learning Design, Assessment and Moderation Strategy 2017–2020

10
                                                                                            The educational gains associated with formative assessment have been described as ‘among the largest ever reported for educational interventions’.1

                                                                                                                                                                                                     Unpacking formative assessment
                                                                                                                                                                                                    Where the learner                     Where the learner                         How to get the                         Practice in a
                                                                                                                                                                                                        is going                               is now                                learner there                   classroom is formative
                                                                                                                                                                                                                                                                                                                   to the extent that evidence
                                                                                            When teachers do formative
                                                                                                                                                                           Teacher                                                                                                 Providing                      about student achievement
                                                                                            assessment effectively, students
                                                                                                                                                                                                                                               Eliciting                                                       is elicited, interpreted, and used
                                                                                            learn at roughly double the rate                                                                                                                                                     feedback that               by teachers, learners, or their peers,
                                                                                            than they do without it.2                                                                                                                         evidence
                                                                                                                                                                                                                                                                                 moves learners               to make decisions about the next
                                                                                                                                                                                                      Clarifying,                            of learning                                                      steps in instruction that are likely
                                                                                                                                                                                                     sharing and                                                                    forward                     to be better, or better founded,
                                                                                            Teachers using formative                                                                                                                                                                                             than the decisions they would
                                                                                            assessments … interact                                                         Peer                     understanding                                                                                                  have taken in the absence
                                                                                            frequently with individual
                                                                                                                                                                                                                                              Activating students as learning                                          of the evidence that
                                                                                                                                                                                                       learning
                                                                                            or small groups of students                                                                                                                         resources for one another                                                  was elicited.8
                                                                                            and involve students in the                                                                               intentions
                                                                                            assessment process, providing                                                  Student                                                             Activating students as owners
                                                                                            them with tools to judge the
                                                                                            quality of their work.3                                                                                                                                 of their own learning

TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
                                                                                                                                                                       Adapted from Dylan William ‘Five key strategies for formative assessment’, in Leahy et al (2005)9                                           Peer feedback
                                                                                                                                                                                                                                                                                                                  is also valuable
                                                                                                                                                                                                                                                                                                             because the interchange
                                                                                                                                                                                                                                                                                                              will be a language that
                                                                                                                                                                                … students do                                                                                       For feedback          students themselves naturally
                                                                                                                                                                               not always learn                                                                                  to have maximum            use and because students
                                                                                                                                                                             what we teach, and                                                                               effect, students have to          learn by taking the
                                                                                                                                                                            we had better find out                          Teachers who use                                  be expected to use it to           roles of teachers
                                                                                                                                                                           what they did learn before                   ‘assessment for learning’                           improve their work and, in             and examiners
                                                                                                                                                                             we try to teach them                        involve their students in                         many cases, taught how to                themselves.7
                                                                                                                                                                                 anything else.4                       ongoing self- assessment in                         do so. This is where student
                                                                                                                                                                                                                   ways that reveal to those learners                        self-assessment and goal
                                                                                                                                                                                                                   (a) where they are headed in their                         setting become part of
                                                                                         1 OECD (2017) http://tiny.cc/FormativeAssessSecOECD
                                                                                                                                                                                                                       learning, (b) where they are                                the package.6
                                                                                         2 Wiliam D, http://tiny.cc/MoreThanClickers
                                                                                         3 OECD (2005) http://tiny.cc/FAImpLrngSec05                                                                                     now in relation to those
                                                                                         4 Leahy S & Wiliam D (2015) Embedding formative assessment, p.9                                                                expectations, and (c) how
                                                                                         5 Stiggins R (2002)‘Assessment for Learning’, Education Week, Vol. 21, Issue 26, pp 30, 32–33
                                                                                         6 Sapier et al (2008) http://tiny.cc/SapierEtAl08
                                                                                                                                                                                                                         each student can close
                                                                                         7 Black P, Harrison C, Lee C, Marshall B & Wiliam D (2004) ‘Working Inside the Black Box: Assessment                                the gap between
                                                                                           for Learning in the Classroom’, Phi Delta Kappan, Vol.86, Issue 1, 8–21, Phi Delta Kappa International
                                                                                         8 Leahy S & Wiliam D (2015) Embedding formative assessment, p.8
                                                                                                                                                                                                                                 the two.5
                                                                                         9 Leahy S & Wiliam D (2015) Embedding formative assessment, p.11

                                                                                         www.education.sa.gov.au/ldam | Informing learning and assessment design
Formative Assessment – A key focus in 2019
Learning Design, Assessment and Moderation Strategy                   Expectations for our SA educators
The goals of the department’s state-wide Learning Design,             Educators will collaboratively develop formative assessment
Assessment and Moderation (LDAM) Strategy:                            processes that:
• 	educators will use the Early Years Learning Framework, the        • 	identify what learners know, understand and can do, prior to
    Australian Curriculum and the SACE to:                                and during the learning, and
     	develop their expertise in designing learning that             • 	use this information to inform and adjust next teaching steps.
       engages and intellectually challenges every learner            	(see unpacking formative assessment on opposite page for
     	build consistency of professional judgement about the              more information)
       evidence and quality of child/student learning.

   Learning Design, Assessment and Moderation Strategy
   Formative assessment to inform Learning Design for deep understanding
   FORMATIVE ASSESSMENT IS:
   Practice in a classroom is formative to the extent that            decisions about the next steps in instruction that are likely to
   evidence about student achievement is elicited, interpreted,       be better, or better founded, than the decisions they would
   and used by teachers, learners, or their peers, to make            have taken in the absence of the evidence that was elicited.4

                      Our Leader’s ongoing work in the strategy is to support educators to:
                      •	collaboratively design formative     •	develop learning design skills to
                         assessment processes to check-in         respond to what was identified
                         with the learner                         through the check-in:
                      •	increase educators’ repertoire of                 – for the overall learning plan
                         formative assessment processes                    – in the teaching moment.

                      Key message shared at the Department’s statewide Leaders’ Day, 16 February 2018
                      4
                        Leahy S & William D (2015) Embedding Formative Assessment, p.8

     Check-in and act features consistently through the 2019 Companion. At the completion of each fortnight’s focus we’ll
     be asking you to think back on the formative assessment processes/practices you trialled/embedded in your practice by
     reflecting on the following questions.
     •	What processes and practices have I used this fortnight to check in with my students?
     •	Were they effective? What else could I do?
     •	How have I acted/responded to this check-in?
     • What was the outcome?
     •	How did this action/response impact on the learning/teaching?

                                                                 TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   11
Leading Learning and other TfEL resources

                                                Leading Learning – Making the Australian
                                                Curriculum work for us: www.acleadersresource.sa.edu.au
 In South Australia the release                 The Leading Learning – Making the Australian Curriculum work for us website is a suite
   of the Australian Curriculum                 of 21st century resources for leaders and teachers to support the implementation of the
  has provided the opportunity                  Australian Curriculum in South Australia.
 to think deeply about not only
what we want our students                       How we work with the Australian Curriculum matters. This resource provides scaffolds
        to learn, but also how                  and online tools for leaders and teachers to support designing engaging and intellectually
       we want them to learn                    stretching learning experiences for all learners. The resource intentionally supports us
so that they become powerful,                   to bring out the big enduring concepts and understandings of the Australian Curriculum.
                expert learners.                These concepts increase in complexity over time from Foundation to Year 10.

                                                The Leading Learning resource focuses on the following areas of working with
                                                the Australian Curriculum:
                                                • Why this approach? – our strategic intent
                                                • What you value – finding the essence
                                                • Tuning in – why the essence matters
                                                • Bringing it to Life (BitL) – essence meets content
                                                • Learning Design – activating TfEL
                                                • Into the classroom – who’s doing the thinking?

                                                Key features of the Leading Learning resource
                                                The Conceptual Narrative
                                                A series of audio stories detailing the developmental progress of concepts from Foundation to
                                                Year 10 for each learning area. Additional year level specific stories outline how we might lead
                                                students to explore and learn about particular concepts.
                                                Conceptual Narrative Printables
                                                The resources show examples of how the BitL questions can be used to develop conceptual
                                                understanding using specific learning area content from F-10.
                                                The BitL tool
                                                The Bringing it to Life online tool incorporates aspects of the Australian Curriculum learning
                                               The conceptual narrative
                                               A series of audio stories detailing the developmental progress of concepts from
                                               Foundation to Year 10 for each learning area. Additional year level specific stories
                                                area and high challenge pedagogy. The tool poses a series of questions to position the student
                                               outline how we might lead students to explore and learn about particular concepts.

                                                toresources
                                                     do the         thinking.
                                               Conceptual Narrative Printables
                                               The          show examples    of how the BiTL questions can be used to develop
                                               conceptual understanding using specific learning area content from F-10

                                                Transforming Tasks
                                               The BitL tool
                                               The Bringing it to life online tool incorporates aspects of the Australian Curriculum
                                               learning area and high challenge pedagogy. The tool poses a series of questions to
                                                A series of workshops designed to support teachers to reflect and build on current practices
                                               position the student to do the thinking.

                                                that engage and intellectually challenge students.
                                               Transforming Tasks
                                               A series of workshops designed to support teachers to reflect and build on current
                                               practices that engage and intellectually challenge students

12   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Your performance and development pathway
           This infographic represents the essential elements and the ongoing cycle of professional growth for all teachers.
           Exemplars and authentic artefacts of your teaching can be captured in a professional portfolio. This can provide evidence of your growth
           and developing knowledge, practice and engagement against the Australian Professional Standards for Teachers at the proficient career
           stage or beyond. This will be a great support to your performance and development conversations and planning processes.
           Setting goals that will support your development and that are aligned to TfEL, the EYLF and the relevant curriculum and assessment
           frameworks for your level of schooling will guide your engagement with relevant professional learning and provide areas for
           reflection, feedback and planning for next steps in your career.

           The TfEL Teachers’ Companion supports you to enact this pathway with links, processes, and strategies to action at each stage of this cycle.
           A copy of the Proficient Career Stage descriptors, and the 2018 AITSL classroom continuum are included at the end of this Companion.

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acher                                                                      Early YearsTfEL Teachers’ Companion 2019 |Early Yearsfor Education Learning Improvement Division 13
                                                                                                                      Department
                                    Australian                              Learning                                  Learning
ndards
Term 1 – Setting the foundations for an effective learning culture

 This term, our pedagogical focus is . . .
 Setting the foundations for an effective
 learning culture
 This term we focus on setting the foundations for effective learning through: sharing power;
 building community; knowing our students; exploring the importance of learning talk; and
 fostering student autonomy through negotiation.                                          South Australian Teaching for Effective Learning Framework
                                                                                                                                                                     unleashing learning potential
 This will be done through a fortnightly focus on the                                                                                                  Leaders create learning opportunities with staff

 following elements:
                                                                                                                                                                   Domain 1 Learning for effective teaching
                                                                                               1.1 understand how self        1.2 develop deep pedagogical   1.3 participate in professional   1.4 engage with the   1.5 discuss educational          1.6 design, plan and organise
                                                                                                   and others learn               and content knowledge          learning communities              community             purpose and policy               for teaching and learning
                                                                                                                                                                 and networks

 Week 1 and 2	2.1 Develop democratic relationships
 Week 3 and 4	2.2 Build a community of learners                                                                  Domain 2
                                                                                                  Create safe conditions for rigorous learning
                                                                                                                                                    Teachers create learning opportunities with students
                                                                                                                                                                                    Domain 3
                                                                                                                                                                              Develop expert learners
                                                                                                                                                                                                                                           Domain 4
                                                                                                                                                                                                                               Personalise and connect learning

 Week 5	Exploring the TfEL Compass as an effective feedback tool                              2.1 develop democratic relationships                          3.1 teach students how to learn                          4.1 build on learners’ understandings

 Week 6 and 7	4.1 Build on learners’ understandings                                           2.2 build a community of learners                             3.2 foster deep understanding and skilful action         4.2 connect learning to students’ lives and aspirations

 Week 8 and 9	2.3 Negotiate learning                                                          2.3 negotiate learning                                        3.3 explore the construction of knowledge                4.3 apply and assess learning in authentic contexts

 Week 10 and 11	3.4 Promote dialogue as a means of learning                                   2.4 challenge students to achieve high standards              3.4 promote dialogue as a means of learning              4.4 communicate learning in multiple modes
                                                                                                   with appropriate support

 These elements have been strategically chosen in order to build the
 learning with your students each fortnight. It will give you the opportunity
 to work with colleagues, sharing and reflecting on your pedagogical practices together. The
 professional conversation prompt page at the end of the fortnight allows you to record your
 learning and thinking throughout the fortnight, and reflect on your specific challenge of
 practice, and formative assessment strategies you actioned.

 Your performance and development pathway
 Remember to be purposeful about collecting evidence of your planning, reflections and
 implementation of your teaching program to showcase how you are developing your
 knowledge, practice and engagement.
 How are you developing your pedagogy using the TfEL Framework and the EYLF, the
 curriculum and assessment frameworks and strategies for your level of schooling and
 any other information used to support your teaching?
 Annotating your evidence and reflecting on your development against the Australian
 Professional Standards for Teachers is a professional practice that will form the
 basis of a professional portfolio that you can use to support career development and
 professional conversations with your leader and other significant colleagues.

                                                      Term
                                                       Term 12
                                                                             TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division                                                                                                                   14
TfEL                                       Teaching for Effective Learning:
                                                                                                                         Create safe conditions for rigorous learning
                                                                               2.1                                       Develop democratic relationships
Term 1 Week 1 & 2 Jan 29-Feb 8

                                      Essence >                               The teacher shares power with students recognising it as a fundamental
                                                                              condition for learning.

                                      What this element is:                                                                       What this element isn’t:
                                      •	The teacher jointly develops class expectations                                          •	The teacher placing all the onus on students to solve their own
                                      •	The teacher ensures students feel safe to have a go and ask                                 learning issues or behaviour problems
                                         questions                                                                                •	The teacher being defensive or using autocratic behaviour when
                                      •	The teacher models and ensures respect and acknowledges                                     challenged
                                         alternative perspectives                                                                 •	Class discussions being dominated by the teacher or by particular
                                      •	The teacher intervenes to ensure active inclusion and shared                                students.
                                         responsibility.

                                                                                                              My challenge of practice – Activating this element in
                                      Why this element is important.                                          my classroom
                                      Establishing democratic relationships is critical for sharing
                                      power with learners and developing a safe learning                      The teaching practice I will develop . . .
                                      environment. You may find it challenging to let go of control.
                                      Monitor your approach to ensure a balance between your
                                      directing and learners co-directing with you. Learners
                                      are willing to participate and take responsibility for their
                                      behaviour if they have a sense of control. This promotes a
                                      safe learning environment.

                                                                                                              I will involve students by . . .

                                                         Evidence base
                                   Related effect sizes*               Months of progress**
                                   Teacher credibility 0.9             Collaborative learning +5
                                   Teacher clarity 0.75                Behaviour interventions +3
                                                                       Social and emotional                   My success criteria (what I will expect students to do, say, make or write) . . .
                                   Classroom discussion 0.82
                                   Classroom behaviour 0.62            learning +4
                                   Teacher student relationships
                                   0.52

                                        2.1 This learning principle can be developed at different levels of complexity, dependent on your context ***
                                                    MODEL                               TEACH/EXPLAIN IT                       INVOLVE YOUR STUDENTS                        BUILD SELF-REGULATION
                                      Model respectful interactions and          Work with students to develop               Create opportunities for students to        Challenge students to take risks
                                      listening with students, including         classroom expectations and                  make decisions in their learning.           in their learning, and think and act
                                      expressing interest in your students’      consistently refer to these to manage       Monitor the balance between teacher         outside of their comfort zone.
                                      thoughts and opinions.                     the learning environment.                   talk and learner talk – use strategies      Create a culture where students are
                                      Model not always knowing the               Explicitly teach the skills of              like community of inquiry, circle time,     self-organisers of discussions, they
                                      answer and how you sometimes               reflective listening, questioning and       and Socratic seminars to structure          negotiate learning tasks and take
                                      grapple with learning.                     paraphrasing to enable students             conversations.                              action in setting goals for their own
                                                                                 to participate in constructive              Design learning interactions that           learning.
                                                                                 discussions.                                engage the diverse perspectives of
                                                                                                                             your students.

                                 * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge
                                 ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/
                                 *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum

                                 15   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes

                                                                                                                                                                                                                                                Term 1 Week 1 & 2 Jan 29-Feb 8
    Practice check >                                                                                 How are students supported to make their own decisions?

                                                                                                                                                                                      To do list

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QR   codes                                                                                                                                                                                agreement is displayed in the room, each student
                      QR codes                                         AiTSLillustrations
                                                                      AiTSL     illustrationsof ofpractice
                                                                                                    practice           SocraticSeminar
                                                                                                                      Socratic   Seminar                                                  has a copy, and it is used as a reference for class
 TfELWebpage
TfEL  Webpage- -https://tinyurl.com/ybejmmvk
                     https://tinyurl.com/ybejmmvk The                  Thefirst
                                                                             firstfew
                                                                                    fewweeks
                                                                                        weeksAiTSL
                                                                                                - - illustrations of     practice         Socratic Seminar
                                                                                                                       https://tinyurl.com/yakhghqy
                                                                                                                      https://tinyurl.com/yakhghqy
                      TfEL Webpage - https://tinyurl.com/ybejmmvk                            The first few weeks -
                                                                       https://tinyurl.com/ydg2mfvg
                                                                      https://tinyurl.com/ydg2mfvg                                        https://tinyurl.com/yakhghqy                    issues as they arise.
                                                                                             https://tinyurl.com/ydg2mfvg
                               TfEL Webpage                                                     AITSL illustrations of                                        Socratic Seminar
                               https://tinyurl.com/                                             practice                                                      https://tinyurl.com/
                               ybejmmvk                                                         The first few weeks:                                          yakhghqy
                                                                                                https://tinyurl.com/
                                                                                                ydg2mfvg

                                                                                                                                           TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   16
Professional conversation prompts
Term 1 Week 1 & 2 Jan 29-Feb 8

                                                                                              Am I making progress towards my/our improvement goals?
                                                                                              Use the prompt questions in the left hand boxes to guide your reflections and dialogue.

                                           Your challenge
                                             of practice

                                         Evidence I achieved
                                        my challenge of practice

                                        I need to further develop

                                      How did I go addressing the
                                           practice check?

                                          Thinking through
                                           your formative
                                          assessment focus
                                       What processes and practices
                                        have I used this fortnight to
                                        check-in with my students?
                                          Were they effective? What
                                              else could I do?
                                        Have I acted on/responded to
                                                this check-in?
                                           What was the outcome?
                                        How did this action/response
                                          impact on the learning?

                                 17   TfEL Teachers’ Companion 2019 | Department for EducationLearning Improvement Division
TfEL                                          Teaching for Effective Learning:
                                                                                                                         Create safe conditions for rigorous learning
                                                                            2.2                                          Build a community of learners

                                   Essence >                               The teacher creates a culture where everyone inspires and encourages each
Term 1 Week 3 & 4 Feb 11-22

                                                                           other’s learning.

                                   What this element is:                                                                        What this element isn’t:
                                   • The teacher develops a sense of community, identity and belonging                          •	Individual achievement is prized over collaborative endeavours
                                   •	The teacher encourages everyone to be a teacher and a learner                             •	Students always work alone
                                   •	The teacher actively develops each learner’s positive self-concept                        •	Minimal noise and student movement are seen as indicators of
                                   •	The teacher provides time and resources for team learning.                                   competent teaching
                                                                                                                                •	Student assessment is always individual, at the end of the learning,
                                                                                                                                   and marked by the teacher.

                                                                                                           My challenge of practice – Activating this element in
                                   Why this element is important.                                          my classroom
                                   It is easy to underestimate or dismiss how the learning
                                   culture, and learners’ self-concept impacts the learning                The teaching practice I will develop . . .
                                   effectiveness. Teaching strategies that engender a sense
                                   of belonging, identity and positive self-concept can develop
                                   a positive culture. Shared understanding of what is an
                                   effective learning community will help develop learner
                                   responsibility and autonomy, so learners have strategies for
                                   learning in the classroom.

                                                                                                           I will involve students by . . .

                                                      Evidence base
                                Related effect sizes*               Months of progress**
                                Teacher credibility 0.9             Collaborative learning +5
                                Cognitive task analysis 1.29        Behaviour interventions +3
                                                                    Social and emotional                   My success criteria (what I will expect students to do, say, make or write) . . .
                                Classroom discussion 0.82
                                Teacher not labelling               learning +4
                                students 0.61
                                Teacher student
                                relationships 0.52.

                                     2.2 This learning principle can be developed at different levels of complexity, dependent on your context ***
                                                 MODEL                               TEACH/EXPLAIN IT                       INVOLVE YOUR STUDENTS                        BUILD SELF-REGULATION
                                   Position yourself as a learner and         Develop class expectations                   Design individual and group activities     Design learning processes with many
                                   discuss with students how you work in      collaboratively, with group norms on         to suit particular learning purposes.      entry points to encourage students to
                                   teams both in and outside of school.       how students will support each other in      Provide time for students to practise      be learning resources for each other,
                                   Ask students to reflect on and             learning, for example actively listening     learning community roles and the           before needing to intervene yourself.
                                   share when they have collaborated          to others, solving problems together,        skills required - use strategies like      Support students to be accountable
                                   effectively to achieve success. Ask        asking for help, working in groups,          community of inquiry, circle time,         for their own and each other’s
                                   students to provide examples both in       piggybacking on others’ ideas.               and Socratic seminars to structure         individual contributions to group
                                   and outside of school.                     Teach teamwork skills and reflect on         conversations.                             outcomes by providing evidence of
                                                                              these at the completion of group tasks.      Encourage student to student, and          learning and participation.
                                                                              Teach students how to ask clarifying         student to teacher interactions about
                                                                              questions to build understanding.            key ideas of the topic.

                              * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge
                              ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/
                              *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum

                              18   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes

Practice check >

                                                                                                                                                                  Term 1 Week 3 & 4 Feb 11-22
                                     Do all students feel a part of the class?

                                                                                                To do list

Meetings
                                                                                                      Activating Student Voice
                                                                                                      Student Voice Audit and Action Cards
                                                                                                      Students as advocates for
                                                                                                      21C learning
                                                                                                      Students work with adults in
                                                                                                      Students  speak upfor
                                                                                                      making decisions    to teaching
                                                                                                                             representand
                                                                                                      their own and others’ views.
                                                                                                      learning.
                                                                                                      Trust
                                                                                                      Class builders and trust busters:
                                                                                                             agreement:
                                                                                                      Students     consider what
                                                                                                      As an introductory          they
                                                                                                                            activity, usevalue   for their learning
                                                                                                                                            decision-making
                                                                                                      community
                                                                                                      processes to involve students in listing the attitudes/that
                                                                                                                     and  compile  two   lists: attitudes/actions
                                                                                                      ‘build’
                                                                                                      actionslearning    community
                                                                                                                they consider  most capacity
                                                                                                                                       importantand  for those that
                                                                                                                                                          maintaining
                                                                                                      ‘bust’  it. These are revisited   frequently.
                                                                                                      a productive, democratic class. This agreement is
                                                                                                      displayed in the room, each student has a copy, and it
                                                                                                      is used as a reference for class issues as they arise.

           TfEL Webpage           Tips to create a
           https://tinyurl.com/   positive classroom
           ybejmmvk               culture
                                  https://tinyurl.com/
                                  yd2l4wdu

                                                          TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division       19
Professional conversation prompts
Term 1 Week 3 & 4 Feb 11-22

                                                                                           Am I making progress towards my/our improvement goals?
                                                                                           Use the prompt questions in the left hand boxes to guide your reflections and dialogue.

                                        Your challenge
                                          of practice

                                      Evidence I achieved
                                     my challenge of practice

                                     I need to further develop

                                   How did I go addressing the
                                        practice check?

                                       Thinking through
                                        your formative
                                       assessment focus
                                    What processes and practices
                                     have I used this fortnight to
                                     check-in with my students?
                                       Were they effective? What
                                           else could I do?
                                     Have I acted on/responded to
                                             this check-in?
                                        What was the outcome?
                                     How did this action/response
                                       impact on the learning?

                              20   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
TfEL                                                              Teaching for Effective Learning:

                                                              Compass                                                             Reflecting on your pedagogy

                                                                          An online professional learning tool for teachers to reflect on their teaching
                                  Essence >                               and learning practices through self-reflection and feedback from students and
Term 1 Week 5 Feb 25-Mar 1

                                                                          trusted colleagues.

                                  What the TfEL Compass is:                                                                   What this element isn’t:
                                  •	Voluntary – the teacher decides on what, when and who provides                           •	A top down Performance Management tool – however, you may
                                     observation feedback on their personal surveys                                              wish to share your data with your line manager to demonstrate
                                  •	Professional learning based                                                                 your pedagogic growth
                                  •	Triangulated feedback – self, peer, student                                              • An isolated experience to define a teacher’s practice – it has been
                                  •	Secure and private. You own your feedback and you decide if you                             designed as an ongoing process for learning conversations with
                                     want to share it                                                                            students and trusted colleagues.
                                  •	Support tool with ideas to develop your practice.

                                                                                                          My challenge of practice – Activating this element in
                                  Why this element is important.                                          my classroom
                                  When students become partners in learning and see that
                                  their feedback is valued, they are powerful agents for                  The teaching practice I will develop . . .
                                  change. Students who understand and exhibit positive
                                  dispositions to learning, a ‘growth mindset’ and understand
                                  what quality pedagogy is, can positively influence learning
                                  and teaching outcomes. TfEL Compass data can help
                                  teachers make strategic evidence-informed decisions to
                                  support quality teaching.

                                                                                                          I will involve students by . . .

                                                     Evidence base
                               Related effect sizes*               Months of progress**
                               Feedback 0.7                        Feedback +8
                               Teacher credibility 0.9
                                                                                                          My success criteria (what I will expect students to do, say, make or write) . . .
                               Student rating quality of
                               teaching 0.5

                                                                          Activating this element to improve your learning design ***
                                           START SMALL                              SELF-REFLECTION                            STUDENT FEEDBACK                           TRUSTED COLLEAGUE
                                  Start with a small habit.                  Complete the self-reflection survey         Ask students to complete the survey         Ask a trusted colleague to observe
                                  Film a five minute episode of your         How did the questions affirm or             Explain to students why their feedback      you and complete the survey
                                  teaching and watch it back. Watching       challenge your current teaching             is being gathered using the Compass         Pre observation, talk about what you
                                  yourself on video surfaces surprising      practice? Using the polar map               tool– invite constructive feedback and      hope to achieve with your colleague.
                                  habits that you may not be aware of.       data, identify the elements that            explain how you will respond to their       Unpack the data together in a post-
                                  What did you notice? Where were            are strengths in your practice. Ask         suggestions. What does the student          observation conversation. Together
                                  your strengths? What could you             yourself why this might be the              polar map tell you? How does it compare     decide on what your next steps for
                                  develop further?                           case? Share this thinking with your         to the self-assessment you completed?       development could be. Share this
                                  Choose an action to develop and            students and ask for their opinions/        Share the key points of your feedback       with your students and ask them to
                                  practise it over the next fortnight.       evidence about what they see in your        with your students – explain what your      give you ongoing feedback to how
                                                                             practice aligned to your perceived          next steps for development are and ask      you are going.
                                                                             strengths.                                  your students how they think they can
                                                                                                                         support your learning.

                             * As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge
                             ** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit – Australia. http://evidenceforlearning.org.au/the-toolkit/
                             *** Practice suggestions sourced from TfEL Compass, AITSL Classroom Practice Continuum

                             21   TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division
Notes

                    Practice check >                                                                  Am I ‘walking the talk’ by analysing and sharing my own feedback?

                                                                                                                                                                                                                                      Term 1 Week 5 Feb 25-Mar 1
                                                                                                                                                                            To do list

he tfel compass
 e of the TfEL Compass>
 rofessional learning tool for teachers to reflect on their teaching and learning practices through self-reflection and feedback from
nd trusted colleagues

eck - Am I ‘walking the talk’ by analysing and sharing my own feedback?

fEL Compass is
oluntary – the teacher decides on what, when and who provides observation feedback on to their personal surveys
rofessional learning based
riangulated feedback – self, peer, student
ecure and private. You own your feedback and you decide if you want to share it
upport tool with ideas to develop your practice

element isn’t
down Performance Management tool – you may wish to share your data with your line manager to demonstrate your pedagogic
h
lated experience to define a teacher’s practice – it has been designed as an ongoing process for learning conversations with
nts and trusted colleagues.

  element important?
 ents become partners in learning and see that their feedback is valued, they are powerful agents for change. Students’ who
d and exhibit positive dispositions to learning, a ‘growth mindset’ and understand what quality pedagogy is they can positively
earning and teaching outcomes. TfEL Compass data can help teachers make strategic evidence-informed decisions to support
ching.
               Week 1 & 2 Term 1
 > feedback 0.7, teacher credibility 0.9, student rating quality of teaching 0.5
                   Meetings
eedback +8 The essence of this element>
                The teacher shares power with students recognising it as a fundamental condition for learning.

this element to improve your learning design                                                                                                                                      Activating Student Voice
                Practice check – How are students supported to make their own decisions?
a small habit.                                                                                                                                                                    Student Voice Audit and Action Cards
minute episodeWhat  this element is
                of your  teaching and watch it back. Watching yourself on video surfaces surprising habits that you may not be aware
                   • The teacher jointly develops class expectations
d you notice? Where were your strengths? What could you develop further?
                   • The teacher ensures students feel safe to have a go and ask questions
action to develop and  practice it over the next fortnight
                   • The teacher models and ensures respect and acknowledges alternative perspectives                                                                             Students as evaluators
                     •    The teacher intervenes to ensure active inclusion and shared responsibility.
he self-reflection survey
               Whatorthis
e questions affirm
                   • this
ce. Ask yourself why
                          element your
                       challenge
                        Themight
                                   isn’t current teaching practice? Using the polar map data identify the elements that are strengths in
                             teacher
                                  beplacing all the
                                      the case?     onus this
                                                  Share  on students
                                                              thinkingtowith
                                                                        solveyour
                                                                              theirstudents
                                                                                    own learning
                                                                                             andissues or behaviour
                                                                                                  ask for           problems
                                                                                                          their opinions/evidence about what
                                                                                                                                                                                  Students
                                                                                                                                                                                  Students observe  learning
                                                                                                                                                                                            work with   adultsand
                                                                                                                                                                                                               in
                   •    The  teacher being defensive
your practice aligned to your perceived
                     •
                                                     or using autocratic behaviour when challenged
                                            strengths.
                          Class discussions being dominated by the teacher or by particular students
                                                                                                                                                                                  teaching, and their for
                                                                                                                                                                                  making decisions    feedback  is used.
                                                                                                                                                                                                          teaching  and
ts to completeWhy
                the issurvey
                       this element important?                                                                                                                                    learning.
                                                                                                                                                                                  Work  shoulder to shoulder with
tudents why their   feedback
               Establishing      is beingrelationships
                             democratic   gathered using      the Compass
                                                        is critical for sharingtool–
                                                                                powerinvite  constructive
                                                                                       with learners         feedbacka and
                                                                                                      and developing    safe explain
                                                                                                                             learning how  you willYou
                                                                                                                                      environment.
their suggestions.
               may What     does the student
                    find it challenging
               directingwith
                         withyour
                                        to let gopolar
                               you. students
                                     Learners are
                                                        map Monitor
                                                  of control.
                                                  willing to
                                                                tell you?your
                                                              participate
                                                                           How   does ittocompare
                                                                              approach
                                                                           and take
                                                                                           ensure a to  the self-assessment
                                                                                                     balance                    you completed?
                                                                                                               between your directing  and learnersShare
                                                                                                                                                    co-                           your
                                                                                                                                                                                  Classstudents:
                                                                                                                                                                                        agreement:
nts of your feedback                           – explain   what     your next  stepsresponsibility for theirare
                                                                                      for development        behaviour
                                                                                                                and askifyour
                                                                                                                         they have  a sense
                                                                                                                               students  howof control.
                                                                                                                                               they think
               This promotes a safe learning environment.
pport your learning.                                                                                                                                                              When using the TfEL Compass share your learning with
                                                                                                                                                                                  As an introductory activity, use decision-making
                                                                                                                                                                                  your students. Ask them to be active participants in
               Effect sizes> teacher credibility 0.9, teacher clarity 0.75, classroom discussion 0.82, classroom behaviour 0.62, teacher student
ed colleague torelationships
                 observe you     and complete the survey                                                                                                                          processes to involve students in listing the attitudes/
                              0.52.                                                                                                                                               your learning journey.
ation, talk about what you
               Growth>        hope to achieve
                         collaborative           with
                                       learning +5,     your colleague.
                                                     behaviour             Unpack
                                                                interventions        the data
                                                                                +3, social      together learning
                                                                                           and emotional  in a post-observation
                                                                                                                  +4            conversation.                                     actions they consider most important for maintaining
ecide on what your next steps for development could be. Share this with your students and ask them to give you ongoing feedback                                                   a productive, democratic class. This agreement is
 are going. QR codes
                                                                                                                                                                                  displayed in the room, each student has a copy, and it
                                                                       AiTSL illustrations of practice Socratic Seminar
                TfEL Webpage - https://tinyurl.com/ybejmmvk            The first few weeks -           https://tinyurl.com/yakhghqy                                               is used as a reference for class issues as they arise.
pass Webpage                                                             How teachers have used the Compass
                                                                       https://tinyurl.com/ydg2mfvg
page - https://tinyurl.com/ybejmmvk                                      https://tinyurl.com/y8yplbnq
                                TfEL Webpage                                                      How teachers have
                                https://tinyurl.com/                                              used the Compass
                                ybejmmvk                                                          https://tinyurl.com/
                                                                                                  y8yplbnq

                                                                                                                                      TfEL Teachers’ Companion 2019 | Department for Education Learning Improvement Division   22
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