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TRIAD Team Collaboration

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by

Kate Munday

on 30 June 2015

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Transcript of TRIAD Team Collaboration

Evolving Process
- What we know and have done in the past (Data collection and analysis, Reading Comp, Effective Feedback and more...)
- Using this wisely
- Challenging ourselves
- Doing things differently but not reinventing the wheel...
- Doing LESS BETTER...
EXAMPLES (cont)
TRIAD POSSIBILITIES

Eventually

- What could triad focus time look like?
All TRIADS
Shared curriculum focus that all teachers in the triad complete
- Triad time used to brainstorm ideas and be productive to use pooled resources
- Assessment process the same
- Linked to Australian curriculum
- Focus on NAPLAN processes (all Grades Foundation to 6)

EXAMPLES (cont)
ALL TRIADS
Structured observation of other grade level groups for explicit skills teaching and planning - PURELY EXAMPLES - Names entered in random sequence!

For eg - Denise observes Danee to learn about how she caters for a student with a reading level of 2.
OR
Sarah observes Elizabeth to learn about how she caters for a student who is showing advanced mental computation

EXAMPLES...
TRIAD Team Collaboration
BIG IDEAS for 2015
The fundamental purpose of Devonport Primary School is to;
1. Ensure that all students learn at high levels.
2. Know and understand every child intimately.
3. Link this knowledge to planning, teaching and learning outcomes for every child.
4. Work collaboratively and collectively.
5. Create a results orientation through data.

Key Questions
a) What is it we want our students to know?
b) How will we know if our students are learning?
c) How will we respond when students do not learn?
d) How will we enrich and extend the learning for students who are proficient?

** Individual responses - class lists (in personal book)



EXAMPLES (cont)
ALL TRIADS
OTHER IDEAS
- Inter school observations as a group
- Clear learning goals based on PIPS, KDC, PATR, PAT MATHS, NAPLAN
- Clear and concise planning with and for teacher assistants. Using TRIAD time to effectively plan for teacher assistants in order to meet the needs of our students. This entails clear goals and direction and effective communication.
- Peer teaching with defined goals no matter what age.
- Collegial teaching with defined goals and outcomes.
- Be creative and be prepared to have a go!
A bit of background…
In the past – when we have participated in Moderation Days – teachers are often asked to produce work samples for topics that may appear to be in separation to the work they are completing and/ or not consistent with the flow of their teaching. This is difficult – due to the nature of teaching and time restraints etc however we have endeavoured to ensure that what you do in your triad meetings is;
a) Relevant
b) Applicable to assessment as well as relating to upcoming NAPLAN testing
c) Student centered – both individually and at appropriate level

For the below mentioned tasks – there are two main requirements
1) That all members of your Triad develop plans towards completion (in some cases work samples from students may be ongoing and a work in progress) over the course of the next 4 weeks. We will share and “pull apart” what we have learned on Tuesday the 24th of March.
2) That you have a shared Triad assessment method for the tasks




An Overview...

Triad Meeting Times

- Shared role of "chairperson" - Rolling rotation - we will give this to you
- "Chairperson" responsible for maintaining Group Norms (see handout), reporting back where needed and documenting any necessary info
- For the first meeting we will provide and agenda and designated tasks but as we grow and develop this process - each Triad will create their own agenda per meeting according to needs
- Norms are important for professional and group understanding. Having everyone on the same page is important :)

*** Norms Sheet to look at
Structured meeting time with clear focus and goals

Can also include;
- Using edi
- Getting to know the similarities and differences of students
Meeting Agenda
(The chairperson for your triad will receive hard copies of this)

1. Triad Group Norms
2. Tony's Big 6 - What does this look like for you in your classroom?
3. Group Tasks - See examples

So – each Triad group is required to plan for and work towards the following;
- 2 x LITERACY based tasks per child based on NAPLAN preparation
- 1 x NUMERACY based task per child based on NAPLAN preparation
So – by Tuesday the 24th of March every teacher should have a three samples per child (in various forms – can be rough copies/ various samples). Please note – in their books, rough copies and the way these are presented are not a priority. Your Triad assessment and the way you moderate as a group including the process in deciding how to plan for this are the important factors.
Breaking it down…
- Each Triad needs to decide on TWO Literacy tasks that relate to NAPLAN (see examples)
- Each Triad needs to decide on ONE Numeracy task that relates to NAPLAN
- Tasks can be applicable to all grades as even though NAPLAN is only for Grade 3 and Grade 5 students – we are still accountable to preparing students in other grades
- Tasks do NOT have to be on the same topic (please make links as needed to other curriculum areas here) BUT they must have the same assessment guidelines so that moderation in your triad is a process that is beneficial for you.
- Please discuss catering for differentiated learning and how you will do this (groupings, individuals) and how you will still provide learning intentions for students who may not complete NAPLAN (exemptions etc)

- Each Triad needs to plan and discuss how you will plan and develop your tasks for the students ensuring that you are making connections to the following;
 Reading Comprehension (Nancy)
 Mathletics
 The Australian Curriculum and how you can use your assessment from this task in relation to reporting
 If possible – PATR and PATM data
 Reading Eggs
 Effective Feedback (Shirley)
 Teacher Assistant planning (Teacher Assistants need to be aware of what your children are learning and your own teaching goals and intentions. Please make time to meet with them and work out the best way for your to communicate with them and ensure that you are making BEST use of their time for your students learning.

- This is a work in progress – we are not reinventing the wheel – pool your resources and we are understanding of work that is not complete. There is no rush or pressure – the teaching and learning and the depth of understanding from students is what is important.
- Please note we that we are aware that everyone will be doing something in their classrooms in relation to this, please understand that everyone will be at different stages and this is ok. You are already doing it – we just need to pull it together! We do need a uniform assessment method for the way you assess your task – how you do this is up to you! Success criteria, Check lists, Rubrics… Your choice in your Triad 

- This is a work in progress – we are not reinventing the wheel – pool your resources and we are understanding of work that is not complete. There is no rush or pressure – the teaching and learning and the depth of understanding from students is what is important.
- Please note we that we are aware that everyone will be doing something in their classrooms in relation to this, please understand that everyone will be at different stages and this is ok. You are already doing it – we just need to pull it together! We do need a uniform assessment method for the way you assess your task – how you do this is up to you! Success criteria, Check lists, Rubrics… Your choice in your Triad
** Integration of subject areas is really important with the requirements of the Australian Curriculum.
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