A REFLECTIVE TOOL FOR LITERACY AND NUMERACY COACHES: WHERE ARE WE ON THE JOURNEY?

School:__Trinity Lutheran College_______________________________________________________________________ Coach:_Danni Foster-Brown________________________ Date:_25/11/13___________________ Focus:___Numeracy_________________________

CAPACITY BUILDING Our school has routines and procedures that promote a common language for focused literacy and numeracy instruction The use of diagnostic tools, in the focus area, promotes a common language in our school All student progress in the focus area is recorded, tracked and monitored over time Our school has a Pedagogical Framework Professional Learning is valued in our school by all stakeholders (Parents/Leaders/Teachers/Board members) Teacher collaboration and sharing of practice is an expectation. Our school reflects a growth mindset when it comes to professional knowledge and practice.

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CLASSROOM PRACTICE : GOOD FIRST TEACHING We engage positively with the Australian Curriculum as part of the planning and assessment process. Explicit routines and procedures are established across Key Learning Areas. We use diagnostic data to inform and shape instruction We understand and use the Gradual Release of Responsibility model within instruction. Daily instruction includes whole class, guided and independent learning contexts. We engage students in meaningful, purposeful and authentic learning experiences. We use carefully selected resources and quality examples for instruction. We engage in ongoing formative assessment as a part of instruction. Different avenues for quality feedback feature in each teaching episode. We understand and use the metalanguage associated with the instructional focus. We engage students in deep dialogue, higher order thinking and critical thinking We are able to explain and demonstrate research based best practice in the teaching of the focus area. We are comfortable with others observing our practice. We demonstrate ongoing reflection of practice independently and with others.

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COLLABORATIVE COMMUNITIES Our school promotes collaborative problem solving to develop increasingly efficient and effective ways to collect data on our students. Our school promotes a collaborative mindset to analyse data and identify emerging information We work collaboratively in groups to discuss and share best practice to move all students along. Students work is moderated in a collaborative team environment as an approach to professional learning around best practice. We use a moderation process to better understand curriculum expectations. Case studies are identified through collaborative data analysis. Collaborative planning for these students occurs among relevant staff. Regular and ongoing monitoring of case study students and program implementation occurs as a team responsibility. Learning communities are used to address relevant contextual learning needs. All staff is involved in a learning community, whether whole school or small group. Learning walks are used to maintain a consistent approach to teaching and learning. Staff shares the responsibility for building the professional capacity of their school.

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