Association of Independent Schools of the ACT Teaching & Learning Subcommittee

Tuesday 23 Feb. 2016 3.00 pm – 4.30 pm

AISACT Boardroom

Minutes

Our Mission: The advancement of educational excellence through the promotion of a strong

independent school sector in the ACT

Our values:

INDEPENDENCE CHOICE DIVERSITY COLLEGIALITY RESPECT FAIRNESS

Present: Ric Sidorko (Chair-Marist), Ann Hamer (St Edmund’s College), Kerri Rock (CGS), Naomi Cole (Trinity), Tim McNevin (AISACT), Kath Morwitch (AISACT) Minutes: Kath Morwitch Apologies: Colleen Spence (Marist), Billie Trkulja.

Welcome, acknowledgement of Country, apologies Meeting opened: 3.00pm

1 Minutes from previous meeting; matters arising Current committee membership numbers were discussed – refer to action below.

Following feedback and discussion re the 2015 AISACT Teaching & Learning Celebration event, there was endorsement from committee members regarding its positive value as a professional learning and networking opportunity. The structure of the day was considered to have been effective and committee members will be proactive in encouraging participation in this year’s event.

The reactivation of the AIS/CE Learning and Teaching network has been actioned by Kerri Rock. An invitation to attend the first meeting on April 1 has been distributed. (Venue CGS).

Discussion regarding the range and effectiveness of communication avenues currently utilised to advertise AISACT events and opportunities.

20/10/15 T&L Subcommittee minutes read and accepted

2 2016 (and beyond) T & L priorities

What now: KM/TM briefly highlighted current PL foci. Clarification was provided when needed and tabled items were referenced to substantiate points:

Emerging Leaders Program - Australian Institute of Management (AIM). TM provided an overview of the initiative. The committee expressed their support. Clarifying questions such as whom should attend, what the work commitment might look like, and how to ensure commitment to ‘stay the course’ underpinned discussion.

2016 AISACT events calendar - noted

2015 LNCA progress report (KM) – An overview of comparative pre and post average data in the following domains for the 2015 cohort was provided:

1. Capacity Building 2. Classroom Practice 3. Collaborative Communities 4. Framework for Professional Growth Coach

o The positive growth in each area was noted. Participating schools will receive an individualised report via KM in T1.

o 2016: 16 schools participating in the LNCA.

Association of Independent Schools of the ACT Teaching & Learning Subcommittee

Tuesday 23 Feb. 2016 3.00 pm – 4.30 pm

AISACT Boardroom

T &L Update_Feb. 2016 document– addition of ‘archived’ section highlighted.

AISACT website currently being updated – noted and commended.

Upcoming cross-sectoral resources overviewed: o Curriculum into the Classroom (C2C) o Reading Matters

More information about these resources to be provided in accordance with the pending Education and Training Directorate’s timeline.

What else and what next:

Committee members commended the PL opportunities and events currently provided. It was noted that perhaps a ‘tipping point’ has been reached and thoughtful consideration of what enhances programs is important. Also noted was the need to continue to ‘scan the horizon’ to add value to strategic planning. The following were identified in the latter category:

Growth Mindset

Data tracking products and strategies

School compliance

Visible Learning

Actions and outcomes:

Committee members will consider relevant data from the 2016 Member Survey to inform future discussion/directions.

Webinars could potentially be used to address emerging PL needs.

3 Webinar: Colloquium Extended Renata Squario NAB Will be rescheduled: TM to action.

8 Summary of advice going to Executive The meeting considered actions and advice for Executive as outlined in below.

Meeting closed: 4.15pm

Association of Independent Schools of the ACT Teaching & Learning Subcommittee

Tuesday 23 Feb. 2016 3.00 pm – 4.30 pm

AISACT Boardroom

Responsibility and status

Recommendations to take to AISACT Executive/ Board

The Executive to be informed that:

the opportunity to expand membership to the T& L Subcommittee currently exists. Expressions of Interest (via the template provided) by close of T1 (8 Ap.) are welcome. Discussion at the 23 Feb. meeting determined that increasing membership of the subcommittee to 10 would enhance its effectiveness. A new model for meetings will be trialled, commencing T2. Committee members will nominate to host a meeting at their school, providing an opportunity to showcase, in situ, signature teaching & learning programs prior to attending to agenda items.

the 2015 Celebrating Teaching and Learning Event received positive feedback, evidenced by the online evaluation and anecdotal feedback. There was a strong endorsement for the event to be held again in 2016. Accordingly, Thursday 10 November has been calendared. Your support of this event, either through contributions to the workshops and/or attendance is encouraged.

A bespoke Emerging Leaders program is currently being developed in partnership with AIM (Australian Institute Management) ACT/NSW. TM/AW to provide an overview re this initiative.

the 2016 Members Survey will be distributed shortly. This provides a vital mechanism through which the needs of member schools can be garnered to inform strategic direction. All are encouraged to provide feedback via this avenue.

all are encouraged to communicate information to respective school communities regarding existing and upcoming AISACT events, programs and professional learning opportunities. Existing channels of communication currently include Executive and Board Meetings, the fortnightly News@AISACT online newsletter, subject specific CoPs, the AISACT website.

Completed Actioned – Marist sharing at 10 May meeting. Noted and ongoing Refer to timeline of events. Application for TQI accreditation of Module 1 (15hrs submitted). Agenda item – 10 May meeting Noted and ongoing.

Association of Independent Schools of the ACT Teaching & Learning Subcommittee

Tuesday 23 Feb. 2016 3.00 pm – 4.30 pm

AISACT Boardroom

Actions for Committee

1. Subcommittee to be active in promoting and supporting the AISACT calendared events and professional learning opportunities.

2. Address increasing membership for the 2016 T&L subcommittee via EOI. Process:

Provide an overview of the role of the T&L subcommittee at the next Board meeting and canvas interest. Copies of the EOI form and Terms of Reference to be available.

EOI due 8 April. KM to collate and forward to Chair for consideration.

3. Email David Griffith’s recorded Colloquium (Extended) webinar to committee members.

4. Trial new model for next meeting 10 May. Venue: Marist College.

5. Committee members to consider relevant data from the 2016 Member Survey to inform future discussion/directions.

6. Ongoing consideration of the use of webinars to address emerging PL needs.

7. CE/AISACT Teaching and Learning network meeting

.

Committee members RS - completed KM - completed TM - completed Committee members - completed Committee members – agenda item 10 May meeting Committee members KR – activated – meeting #1 1/4/16

Emerging Leaders Schedule

Event Date Location

TERM 2 Program briefing (all potential applicants and schools representatives)

Wednesday 4 May 4:00 PM AISACT Level 1 16 Thesiger Crt DEAKIN

People Leadership workbook due back to AIM

29 April

EOI opens 6 May

Expressions of Interest close 19 May

Selection process Week 5

Successful applicants notified 30 May (Monday week 6)

How to coach webinar (1 up supervisor)

2 June (Thursday Week 6)

Program commencement 6 June

Workshop 1 (People Leadership)

6 – 8 June AIM ACT Ground Floor, 14 Childers Street, Canberra ACT 2601

Targeted reflection session TBA

Strategic Leadership Workbook due back to AIM

13 June

1up coaching session Participant to action

Webinar TBA

Mentoring discussion Participant to action

Scope out work based project Participant to action

Workshop 2 (Strategic Leadership)

14 – 15 July (stand-down) AIM ACT Ground Floor, 14 Childers Street, Canberra ACT 2601

TERM 3

Targeted reflection session TBA

Personal Leadership workbook due back to AIM

1 September

1up coaching session Participant to action

Mentoring discussion Participant to action

Webinar TBA

Peer mentoring (group process)

Workshop 3 (Personal Leadership)

5 – 7 October (Stand-down) AIM ACT Ground Floor, 14 Childers Street, Canberra ACT 2601

Term 4

Targeted reflection session

1up coaching session

Mentoring discussion

Peer mentoring (group process)

Celebrating Teaching and Learning

10 May

Teachers’ Guide to Assessment Action Register

Meeting date Action Responsibility Due date/status

Lead organisation to access current document (V

1) and organise initial meeting with cross

sectoral representatives.

KM - AIS

14 August 2015 Meeting 1: HBCTL

Overview of purpose and link to The ACT

Curriculum Taskforce Work Plan 2015 -18

established.

Options for direction/inclusions discussed – V 2

(inclusive of preliminary changes) provided as a

discussion prompt.

All sectors to provide

feedback/input

ETD JA,

SD

CE MW,

SO’B

AIS KM

28/8/15

2 September 2015 V 3 distributed for cross sectoral representative

feedback

All 30/9/15

5 September 2015 Critical friend feedback sought and provided:

Bronwyn MacLeod (Director Gateways

Education

KM Completed

16 October 2015 V3 re-sent for feedback via tracked changes All 30/10/15

Feedback received:

CE (2/11);

ETD (4/11)

10 November Cross-sectoral Focus Group All 24/11/15

Positive feedback - all

1 April 2016 AP Curriculum/T&L Directors - CE/AISACT

network meeting

Positive feedback -all

4 April 2016 Critical friend feedback – Dr Fiona Mueller

Director, Curriculum ACARA

KM Feedback received

10/4/16 – positive;

suggestions

incorporated.

11-12 April 2016 Checking of draft to date AIS, ED, CE reps Feedback to KM by

15/4/16

12 April 2016 Contact Grattan Institute re permission to use

diagram from Targeted teaching (July 2015)

Peter Goss & Jordana Hunter.

Critical friend feedback – Dr Peter Goss, Grattan

Institute

KM 13/4/16 - Permission

given from Grattan

under - Creative

Commons Attribution-

NonCommercial-

ShareAlike 3.0

Unported License.

Feedback received

2/5/16 – positive;

suggestions

incorporated

18 April 2016 Latest draft sent to ACIC Chair requesting

feedback and advice regarding next step to

progress document.

KM

2 May 2016 Cross referencing of EDU documents – Great

Teachers/ Great Teaching

KM, JA

tba ACIC Include as an

agenda item.

tba Progress to ACT Curriculum Advisory Group ACIC Chair

Teachers’ Guide to Assessment

In 2011 an ACT Cross Sectoral Assessment Working Party was formed to research and consider how best to support teachers in developing effective assessment practice in the context of implementing the Australian Curriculum. The findings were published as a Teachers’ Guide to Assessment, located on the ACT Education and Training Directorate website.

This guide was updated in 2016 to align with the ACT’s continued commitment to implementing the Australian Curriculum and to reflect current research and evidence. As implementation continues, the ACT is committed to building on quality assessment practices across all schools. The research underpinning the content of this Guide is noted in the reference list.

Contents

Introduction ............................................................................................................................................ 5

Context .................................................................................................................................................... 5

Defining assessment ............................................................................................................................... 6

Feedback Loop ........................................................................................................................................ 6

Fundamentals of Assessment ................................................................................................................. 8

Assessment and Australian Curriculum Achievement Standards in ACT schools ................................... 8

Collaborative Assessment of Student Work ........................................................................................... 9

School Data Analytics ............................................................................................................................ 10

Attachment 1: Range of assessment; sub-types and strategies ........................................................... 11

Attachment 2: Misunderstandings about assessment ......................................................................... 15

References ............................................................................................................................................ 16

Introduction The implementation of Australian Curriculum in the ACT provides an opportunity for

teachers to develop a deeper understanding of the nature and purpose of

assessment, and to gain confidence in their assessment practices. Research

demonstrates that quality assessment can have a greater positive impact on student

learning than any other intervention (Davies, 2012), with data showing that all

students benefit from quality assessment practices, particularly struggling learners

(Wiliam, 2011).

The Australian Professional Standards for Teachers “define the work of teachers and

make explicit the elements of high quality, effective teaching in 21st century schools

that will improve educational outcomes for students” (AITSL, 2011). Standard 5

Professional Practice relates to a teacher’s ability to “assess, provide feedback and

report on student learning”. This standard and its five focus areas, indicated below,

highlight the importance of building assessment expertise in our teaching community:

5.1 Assess student learning;

5.2 Provide feedback to students of their learnings

5.3 Make consistent and comparable judgement

5.4 Interpret student data

5.5 Report on student achievement

The National School Improvement Tool (NSIT) also highlights elements of good

practice in relation to assessment. To understand and improve the achievement levels

of all students irrespective of where they live, their circumstances, or the school they

attend, specific targets should be set and progress evaluated at key points throughout

schooling. Schools should engage in the collaborative analysis of achievement data in

order to identify starting points, monitor progress, and inform school-based decision

making. Communication with parents and carers is also crucial in providing

information about where students are in their learning.

Context In his paper, Reforming Educational Assessment: Imperatives, principles and challenges

(2013) Professor Geoff Masters AO, suggests that the frameworks for assessing students’

learning are undergoing fundamental transformation. Three developments underpin the

transformation, referred to as new thinking, new metrics and new technologies of

assessment.

New thinking relates to how assessment is conceptualised and approached, with a focus on

monitoring learning. In designing learning assessments for the future, a conceptual

breakthrough is made by recognising that there is only one fundamental purpose of

assessment in education being ‘to establish and understand where learners are in an aspect

of their learning at the time of assessment’.

The second change is the growing interest in the assessment of a broader range of skills and

attributes than those addressed in most current assessment efforts. These skills and

attributes are sometimes referred to as general capabilities, or cross-curricular skills for 21st

century skills.

The third change stems from advances in technology which are opening the door to new

methods of gathering information about student learning, including through records of real-

time interactions in online learning environments. New technologies have the potential to

transform assessment practice through more personalised, more interactive and more

intelligent forms of evidence gathering, as well as by providing more immediate, high-

quality feedback to learners.

These three developments, together with advances in our understanding of learning itself,

are expected to transform school assessment process over the next decade.

Defining assessment

Assessment: from the Latin root assidere, to sit beside another.

The primary purpose of assessment is to promote learning. Assessment informs teaching

and guides the processes of learning. It provides evidence of how learners are progressing

according to defined standards throughout a period of learning, as well as achievement at

the end of that period. Quality assessment includes both the cognitive and affective

domains and is informed, purposeful, authentic, valid and reliable. Willis and Cowie refer to

assessment as a ‘generative dance’ wherein assessment is,

re-imagined as a dynamic space in which teachers learn about their students as they

learn with their students, and where all students can be empowered to find success

and in turn develop learner agency (Designing Assessment for Quality Learning p. 23).

Feedback Loop

Dr Peter Goss and Jordana Hunter in Targeted teaching: How better use of data can

improve student learning (Grattan Institute Report No. 2015-6, JULY 2015) indicate

that a rigorous use of evidence supports an iterative, positive feedback loop that can

improve teaching and student learning as outlined in the following figure.

Teachers start by developing a clear understanding of where each student is at in

his/her learning. Assessments, or prior evidence of learning, establish a baseline for

each student. Teachers identify gaps in knowledge, set learning goals and gauge the

level of support needed to ensure all students achieve. Teaching is then targeted to

address what each student is ready to learn next, using evidence-based teaching and

learning strategies. Teachers and schools track students’ progress over time against

both learning goals and grade-level expectations. Finally, the evidence of learning

collected at each stage is used to enable teachers to evaluate and adapt their

practices to ensure that the needs of all students are being met.

(Grattan Institute Report No. 2015-6, JULY 2015 p. 23)

Fundamentals of Assessment

The nature of assessment influences what is learned and the degree of meaningful

engagement by students in the learning process (Wiggins, 1998). Research demonstrates

that teachers’ interpretation and use of assessment information has the potential to

accelerate student achievement. For example, a study conducted by Timperley

demonstrates student achievement gains of up to twice the expected rate. The average

effect sizes were 1.20 for writing and 0.92 for reading. Gains were found to be the greatest

for the 20% of students in the lowest range, with effect sizes of 2.25 in writing and 1.90 in

reading. These are particularly significant when compared to average effect size gains of

0.20 in writing and 0.26 in reading (Timperley 2009).

Formative assessment is a process used before and during learning experiences, to

continuously check for student understanding and progress. Formative assessment

strategies also encourage students to reflect on and monitor their own learning processes

through feedback and opportunities to improve and set future goals. Additional assessment

strategies (Attachment 1).

Quality assessment has many elements including that it:

allows all students to achieve

is considered during the design of the teaching and learning task

is integral to the teaching and learning cycle

allows opportunities for students to show the extent of their learning

shows performance and individual progress

allows measurement of learning gain

informs, monitors and progresses learning

is designed with the learners, the learning goals, curriculum outcomes and the

teaching in mind

has strong validity and reliability

has inter-rater reliability when evaluated

shows the benefits of the program and the curriculum through student growth.

Misunderstandings about assessment (Attachment 2).

Assessment and Australian Curriculum Achievement Standards in ACT

schools Following the 2008 Melbourne Declaration on Educational Goals for Young Australians,

standards based reform has been integral to the national curriculum agenda. Assessment is

a key component of a standards-based approach and is directly linked to the content the

student is expected to learn. The emphasis is on providing a range of opportunities for

students to demonstrate their knowledge, skills and understanding.

Achievement Standards describe the quality of learning expected of students at

each year level or band from Kindergarten to Year 10. Achievement Standards aid

consistency of assessment within and between schools as they:

describe the expected achievement for students who have been taught the

associated Australian Curriculum content for a particular year/band of

schooling

emphasise the depth of conceptual understanding, the sophistication of skills

and the ability to apply essential knowledge expected of students

present an ordered sequence of learning with the difference between one

standard and the next clear and unambiguous.

The Australian Curriculum Achievement Standards assist teachers to make on-balance

judgements about the quality of learning demonstrated by the students. In addition, they

provide an efficient and effective way to think about good task design, which content to use,

and what teaching and learning strategies might best enable students to demonstrate their

learning. Assessment should be a process of measuring learning progress that is clear to the

students and other stakeholders. Teachers, using a range of assessment strategies, will

ensure that each student has a portfolio that demonstrates the knowledge, skills and

understandings students have achieved.

Collaborative Assessment of Student Work When teachers collaborate on planning assessment and have opportunities to discuss

students’ work, teachers not only clarify their own understanding of the learning goals and

assessment criteria, but also develop greater insight into where students are at in their

learning. The focus in thinking here is that any assessment information about students

forms feedback to the teacher about the success of their [own] professional learning efforts

(Hattie, 2012). The same applies to leaders. Assessment information from students tells

leaders what their class of teachers needs to learn to make a difference (Timperley 2015).

To develop assessment knowledge and expertise amongst ACT teachers, schools are

encouraged to:

provide the opportunity for teachers to collaborate and participate in professional

dialogue and collegial work focusing on assessment practices

facilitate conversations about student work in relation to the Australian Curriculum

achievement standards and the annotated student work sample portfolios available on

the Australian Curriculum website.

School Data Analytics “Learning analytics make data an integral part of planning, designing and

assessing learning experiences.”

(Horizon Report: 2013 K-12 Edition)

Schools accumulate a wealth of data about the students in their care and the subjects

that they study. This data, including academic performance, national and external test

results, student wellbeing, classroom observations and attendance, is often stored in

separate domains. School Data Analytics (Learning Analytics) is the emerging field of

study that focuses on using digital technologies to provide valuable real-time

information directly to teachers and school administrators. Learning Analytics merges,

manipulates and analyses the data schools store to produce valuable knowledge to

inform decision making at all levels, spur curriculum innovation and pedagogical

change, prompt proactive academic intervention and ultimately optimise learning

outcomes for students.

A school data analytics system allows school leaders and teachers to:

use educational data to effectively support strategic planning and quality

teaching

gain insights into student and school performance

compare and contrast school academic results with results obtained from

external providers such as NAPLAN, ICAS, and ACER

publish rich academic information and analysis to parents and students.

In summary, information on student achievement helps to inform decisions about learning

and teaching. Used wisely, data is diagnostic; it suggests questions to be asked and informs

decisions that ultimately affect student learning and teacher pedagogy.

Attachment 1: Range of assessment; sub-types and strategies Term Definition Examples

Summative assessment

Summative assessment is assessment that is used to signify competence or that contributes to a student’s grade in a course, module, level or degree. Summative assessments are useful tools for reporting student progress to parents, school authorities and outside authorities such as tertiary institutions. Grades are usually an outcome of summative assessment: they indicate whether the student has a satisfactory level of knowledge or skill gain – is the student able to effectively progress to the next part of the class? To the next course in the curriculum? To the next level of academic standing?

(O’Farrell, 2013 – Dublin Institute of Technology)

Examinations (major, high-stakes exams)

Final examination (a truly summative assessment)

Term papers (drafts submitted throughout the semester would be formative assessment)

Projects (project phases submitted at various completion points could be formatively assessed)

Portfolios (could also be assessed during its development as a formative assessment)

Performances

Student evaluation of the course (teaching effectiveness)

Formative assessment

Formative assessment is an integrated part of teaching, learning and assessment. The iterative nature of formative assessment provides opportunities to develop more nuanced views about how students learn and adapt. Formative assessment provides feedback and information during the instructional process, while learning is taking place. A primary focus of formative assessment is to identify areas that may need improvement.

Formative assessment focuses on the process toward completing the product. Once the project is completed, no further revisions can be made. If, however, students are allowed to make revisions, the assessment becomes formative, wherein students can take advantage of the opportunity to improve. (Northern Illinois University, Faculty Development and Instructional Design Center)

Observations during in-class activities; of students non-verbal feedback during lecture

Homework exercises as review for exams and class discussions

Reflection journals that are reviewed periodically during the semester

Question and answer sessions, both formal – planned and informal – spontaneous

Conferences between the instructor and student at various point in the semester

In-class activities where students informally present their results

Student feedback collected by periodically answering specific questions about the instruction and their self-evaluation of performance and progress

Diagnostic assessment

Diagnostic assessment can help identify students’ current knowledge of a subject, their skill sets and capabilities, and to clarity misconceptions before teaching takes place. Know students’ strengths and weaknesses can help plan what to teach and how to teach it. (Northern Illinois University, Faculty Development and Instructional Design Center)

Pre-tests (on content and abilities) Self-assessments (identifying skills

and competencies) Discussion board responses (on

content-specific prompts) Off-level assessments

Curriculum-based assessment (CBA)

Curriculum-based assessment is a type of formative assessment that allow students to demonstrate their level of skills along a continuum. A specific level curriculum-based assessment covers all the components in a specific skill. The information gathered can reveal

exactly where a student needs to be placed in the teaching sequence. (NSW Centre for Effective Reading)

Curriculum-based measurement (CBM)

Curriculum-based measurement is used to measure student progress towards mastery of specific skills. It is sometimes called progress monitoring. Student progress can be monitored using short assessment tasks or probes at regular intervals to:

Document progress towards a goal Identify students who are not demonstrating adequate progress

Record performance until a set criterion is achieved

Demonstrate the effectively of the teaching program. (NSW Centre for Effective Reading)

Performance-based assessment

Performance-based assessment is a way for students to demonstrate knowledge, skills and material that they’ve learned. Performance-based assessment measures how well student can apply or use what they know, often in real-world situations. (edutopia.org)

A performance assessment may require a student to: Make something

Produce a report

Give a demonstration

Portfolio assessment

A portfolio is a collection limited to only the work that best serves the portfolio’s purpose, rather than a collection of all of a student’s works. The pieces contained in a portfolio are carefully and deliberately selected.

Visual Arts Portfolio

Drama Diary

TAS Portfolio

Science Journals

Continuous assessment

Continuous assessment usually involves a series of tasks that are individually assessed, although it may be appropriate to add a final assessment to continuous assessment. It is best used when there are several distinct module learning outcomes which are achieved at definable stages during the module. (O’Farrell, 2013 – Dublin Institute of Technology)

Diagnostic tests may be used as continuous assessment eg. PAT tests

Maths and Science unit tests

Computer-assisted assessment

Computer-Assisted assessment is a broad term for the use of computers in the assessment of student learning. Computer-Assisted Assessment is a fast and efficient way to provide immediate feedback to the learner, and to save time on marking. It is typically formative, in that it helps students to discover whether they have learned the intention. (O’Farrell, 2013 – Dublin Institute of Technology)

Various other forms exist, such as Computer-Aided Assessment, Computerised Assessment, Computer –Based Assessment (CBA) and Computer-Based Testing (CBT)

Online assessment

Online Computer-Based Assessment has existed for a long time in the form of Multiple Choice Questions (MCQ’s). Computer – Based Assessment is commonly directly made via a computer, whereas Computer-Assisted Assessment is used to manage or support the assessment process. (Sliney and Murphy, 2011)

Many diagnostic assessment tools may be used as online assessment eg. PAT Maths and Science

PAT Reading

Peer assessment In the context of student learning, peer assessment is used to estimate worth of other students’ work, and to give and receive feedback (Wilson, 2002). With appropriate training and close moderation, it is possible that students can play a role in summative assessment, gut generally peer assessment works best in formative assessment

Assessment tools for this type of evaluation might include sentence completion, Likert scales, checklists or holistic scales.

where students give each other feedback on each other’s work. Both performance and attitude can be evaluated with peer and self assessments. (O’Farrell, 2013 – Dublin Institute of Technology)

Self-assessment With self-assessment, students check their work, revisit assignment drafts and texts, and research and reflect upon their past practice. Care is needed to teach the student to make judgements on what was actually achieved rather than what was ‘meant’. But once mastered, in addition to judging one’s own work, the concept of self-assessment develops skills in self-awareness and critical reflection. Many of the benefits of peer assessment apply to self-assessment. (O’Farrell, 2013 – Dublin Institute of Technology)

Assessment decisions can be made by students on their own essays, reports, presentations, projects, dissertations, learner logs, portfolios, etc…

Small group assessment

Group assessment occurs when individuals work collaboratively to produce a piece of work. The advantage of group work for the assessor is often that the burden of marking many individual pieces of work is significantly reduced, as well as the educational justification that collaboration is an important generic life skill that education should be developing in its students. The key disadvantage of this form of assessment is evaluating the individual student’s participation and performance within the group task. (O’Farrell, 2010 – Dublin Institute of Technology)

Standardised assessment

Standardised or norm referenced assessments assess and report a student’s achievement in comparison to other students. For example – a standardised assessment may be used to determine whether or not a student has a complex reading difficulty. Standardised assessments are created by professional agencies and use the same materials and administration procedures for all students. (NSW Centre for Effective Reading)

For example: AGAT

MYAT

CoGAT

OLSAT

ICAS Competitions

Criterion based assessment

Criterion-referenced assessment evaluates a student’s performance against specific observable and measurable criteria. A criterion for assessment explains the relationship between how well a student answers the questions set or performs the task set, and the mark and grade they are given. Whereas learning outcomes say what a student is expected to do, assessment criteria say how well they should be able to do it to obtain a particular grade. (NSW Centre for Effective Reading)

High stakes assessment

Teachers significantly narrow learning if they focus only on content and skills that are most likely to be on a test, since no single test can measure the full range of skills and knowledge set out in standards and curriculum. Teachers many also be more likely to focus on rote learning and memorisation of superficial facts, rather than higher-order thinking. (Grattan Institute, 2015)

For example: NAPLAN

Year 12 exit exams/assessments

University entrance exams

Pre-assessment With a pre-test, an instructor can determine what the students need to learn and then help the students focus on the pieces of the instruction that have not previously been learned. A pre-test might be given before a lesson starts or as a way to gain students’ attention and provide them with the objective(s) of the lesson. Pre-tests may be viewed

Outcomes-based tasks focused on end of unit expectations Eg ‘with the end in mind’.

as diagnostic, in some cases as summative and even as formative (if returned to, or discussed with, the student). In no circumstance should the results of a pre-test be included in an overall summative marking scheme.

Post-assessment By assessing outcomes, the teacher has more information as to where learning demonstrated growth, stability or decline. Items on a post-test should differ from the items on the pre-test but be aligned to the same outcomes. Assessment at the highest level should show a transformation of learning from the pre-test to the post-test in new scenarios.

Aligned to the pre-assessment outcomes (both content and skills).

Attachment 2: Misunderstandings about assessment

Assessment is only the ‘test’ at the end of a unit of work or series of lessons.

This ignores the importance of formative assessment.

Assessment is an auditing exercise about what students do and don’t know or can and

can’t do, by testing student memory, asking trick questions etc.

This fails to align teaching objectives (involving high intellectual quality) with assessment

tasks.

Assessment focuses on what is easiest to measure.

This fails to address what is important to learn.

Assessment is an average of performances across a teaching period.

This fails to reflect that learning is a journey, and results closest to the end, when carefully

designed summative assessment tasks are used, should reveal an accurate ‘final’

achievement.

Group assessment is giving the same mark or grade to each participant in a group

exercise.

This ignores the importance of validly assessing each student’s work within a group process.

Assessment is the same as grading.

This confuses the purposes of both grading and assessment. They are not synonymous

because assessment focuses on gathering information about student learning while grading

is an end point judgement about achievement.

Giving zero for non-submitted work in the context of a learning achievement is fair.

This confuses the purpose of assessing learning with the different purpose of getting

students to submit work and is arithmetically erroneous.

Assessment for an achievement grade includes student dispositions and behaviours.

This confuses the purpose of assessment of learning. Attendance, effort, attitudes etc

should be reported on separately from achievement.

References

ACER: Centre for Assessment Reform and Innovation 2015.

Australian Professional Standards for Teachers. 2011. Australian Institute for Teaching and

School Leadership (AITSL).

Black, P. and Wiliam, D., 1998. Inside the black box: Raising standards through classroom

assessment, Phi Delta Kappan, vol. 80, no.2: accessed on 6 September 2015 from

http://csi.idso.eportalnow.net/uploads/1/1/3/2/11323738/inside_the_black_box_1998.pdf

Connolly, S., Klenowski, V. and Wyatt-Smitt, C. M. 2012. Moderation and consistency of

teacher judgement: teachers’ views. British Educational Research Journal.

Davies, A., et al. 2012. Leading the Way to Assessment for Learning: A Practical Guide, 2nd

Edition. Connections Publishing and Bloomington, IN: Solution Tree Press.

Goss, P. and Hunter, J., 2015. Targeted Teaching: How better use of data can improve

student learning. Grattan Institute.

Hattie, J., 2012. Visible Learners for teachers. Routledge (New York and London).

Horizon Report 2013 and 2014: New Media Consortium (NMC) K-12 Edition.

MacLeod, B. 2015. Assessment: issues, approaches and implications of summative and

formative assessment with gifted learners. Gateways Education.

Masters, G., 2013. Reforming educational assessment: Imperatives, principles and

challenges. Australian Education Review, 57. Melbourne: Australian Council for Education

Research.

Timperley, H., 2015. Leading teaching and learning through professional learning. Article

AEL Journal of the Australian Council for Educational Leaders: Vol. 37 No. 2.

Timperley, H., 2009. Using assessment data for improving teaching practice, paper

presented at the 2009 Australian Council for Educational Research (ACER) Conference,

accessed on 6 September 2015 from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference

Tomlinson, C. A., and Moon, T.R., 2014. Assessment and Student Success in a Differentiated

Classroom ASCD.

Wiggins, G., and McTighe, J. 1998. Understanding by design. Alexandria, VA: Association for

Supervision and Curriculum Development.

Wiliam, D., 2011. Embedded Formative Assessment. Solution Tree Press.

Wyatt-Smitt, C.; Klenowski, V.; Colbert, P. (Eds.) 2014. Designing Assessment for Quality

Learning Springer.

AISACT Teaching and Learning Update: 26/4/16

Focus Update Status Action

IN PLACE Literacy and Numeracy Coaching Academy 2015- 2016

2015 AISACT LNCA report available

Currently: 15 /30/ 70 />1000

2016: Bespoke coaching workshops; focus specific workshops; 3/3 online modules; 6

virtual sessions; 2 CoachMeet sessions; 29 July: Ron Ritchart– Creating a Culture of

Thinking; OR Differentiated Instruction with Kathleen Kryza 27/28 Ap. (14 attendees)

Data - pre/post: coach profile: school context; coaching growth framework;

students; staff.

Ongoing Payment #1 – March 2016 - done Payment #2 - due end of Aug. 2016

Monitor and mentor 2015 presentations: 12 Nov: AISACT Celebrating T&L day - available on AISACT website – advise schools.

AC_Subject Specific CoPs 10 activated – Australian Curriculum resources available on new AISACT website Ongoing Monitor engagement; extrapolate AC priorities

ACARA and Australian Curriculum 2017 – 2020: new quadrennial plan focusing on:

Scanning and analysing national and international developments and trends in curriculum research and practice.

Consideration of the implications for the AC of this research and analysis AC Work Sample website: a responsive website content management system to house work samples for moderation and calibration purposes. Live by June 2016 for The Arts. Live by end of 2016 for HPE, Technologies, Work Studies and Language (beginning level) (18/9/15) Endorsed changes AC F-10:

Lessen overcrowding

Increase teaching of phonics

Strengthen references to Western influences in Aust history

Plans for improving accessibility for student with a disability

improving parental engagement

Technologies now endorsed ($3.5 mill over 4 yrs = coding)

No duplication: rationale, aims refined, graphics imagery colour linked. V8.0 AC released 18 21 Oct.(sitting concurrently with V7.5.Retires end of 2016) V8.1 - mid Dec. ’15 – Council endorsed:

the Foundation to Year 10 AC Languages: Hindi and Turkish

the Foundation to Year 10 AC Languages: Framework for Aboriginal Languages and Torres Strait Islander Languages

Information shared with curriculum networks. 18 Sept. changes to AC endorsed by the Education Council.

Noted Information re transitioning AC Version 8.0 available on ETD website. Sent to AIS schools end 2015.

Australian Curriculum Implementation Schedule for

V8.2 – mid Ap. ‘16

Maths glossary has been reworked.

New parent information sheets released end of 2015 – can rebadge and distribute.

ACT Schools 2016 distributed Dec. 2015. Added to AISACT website.

Learning Frontiers 11 schools in AISACT hub 2016 program: Term 1 – Thursday 31 March Education Changemakers workshop - This will draw out of participants ‘where you are up to’, what progress you have made and what barriers you have encountered – this program is built around existing EC curriculum: STEP UP: Communication skills for educators Term 2 – Thursday 19 May Education Changemakers workshop. Informed heavily by the conversations from the Term 1 workshop but built around the existing EC curriculum: MBA IN A DAY: Helping educators lead themselves, others and the school more effectively Term 3 - TBA PL delivered by one of our own AISACT LF leaders - scaling the impact and building a language base and introducing a coaching framework. Term 4 - TBA Space for what emerges throughout 2016 .

Ongoing/TM Monitor/scale Partnerships with Education Changemakers and Questacon LF #1 PL done Get LF teams on board to present at 2016 T&L Celebration event

National Presentation Network (NPN) for all Australian Independent Schools:

A cost free platform for virtual professional learning and student projects: virtual excursions, master classes, debates, art shows, digital media repository

Information distributed via News@aisact

Noted

Professional reading, conferences & events information

Distribution via links in News@AISACT; professional reading also available on new AISACT website.

Fortnightly Noted

SWD_NCCD 2016 implementation (Louise/Tim): 26 July: NCCD Moderation session 26/5: Challenging Behaviours PL

Ongoing PL for stakeholders.

SWD network in place and active

TQI Portal – ‘live’ following pilot in 2015

Platform available (Mahara) to share & reflect on developing teaching practices, as well as creating an evidence base for personal professional progression. 2015 pilot

Available for access at https://mahara.tqi.act.edu.au/

Daniel.callan@act.gov.au

ACIC Professional Learning subcommittee (cross sectoral)

Platform to communicate AISACT PL needs, in the context of ACT Curriculum: 2016 proposed focus areas:

Assessment

Leading the implementation of the AC general capabilities

Humanities and Social Sciences

Technology ** STEM to remain as a standard agenda item.

Meetings as per 2016 schedule

Noted

AISACT Colloquium 18 Aug 2016 theme: Innovation and Collaboration Brainstorming and planning phase – see ‘whiteboard image’

TQI accredited to be organised; Planning phase – invite input from T&L subcommittee

Noted Agenda item – 10 May

Professional Learning Series 2016 – 2018: Curriculum Differentiation for Gifted & Talented learners.

External Provider engaged: Gateways Education; venue sourced. Module one resources uploaded to website Research paper #1 uploaded to website

PL dates: 15 Mar, 17 May, 2 Aug. 1 Nov. Session # 1: TQI accredited KM: organise TQI application for Session #2- submitted and pending approval

(capped at 30 attendees) Session # 1 evaluations – positive feedback

Disability Standards for Education E-Learning

The Association’s partnership with UC provides member schools with access to the UC’s E-learning resource.

Account access information distributed at board meeting 16/9/15

Noted

Australian Early Development Census (AEDC) 2015 collection results

3rd national collection since 2009. Provides evidence to support health, education, and community policy and planning. Information and AEDC data is available at www.aedc.gov.au

Schools have received information on how to access their school profile and a school summary (results and trends from all three collection cycles – 2009, 2012 and 2015) to enable them to compare results over time

AISACT and CE meeting with Mel Thompson (ACT AEDC Coordinator) to discuss the best way forward to support schools to understand and utilise the results in school planning. 26/4.

Student & family Counselling Program and Employee Assistance Program

Agreement with CatholicCare negotiated and information distributed at AISACT Board meeting 16/3/16.

EOI to TM by cob 31 Mar. Ongoing

AISACT Duesburys Nexia Business Managers forum

6/4/16 Well attended Noted

Actioning

AISACT Emerging Leaders Program (developed with, and being provided by, AIM ACTNSW to emerging leaders across AISACT Member Schools.

Bespoke program organised with AIM.

Following executive approval (2/3) the program was outlined at the AISACT Board Meeting16/3

Information circular distributed to schools 30/3

Information session – 4/5;EOI close 19/5 Module 1 People Leadership – 6-8 June Module 2 Strategic Leadership – 14-15- July Module 3 Personal Leadership – 5-7 Oct

TQI accreditation for Module 1 People Leadership T&L subcommittee members invited to submit scenarios for Module 1.

TQI application submitted 14/4/16 KM – pending approval. See timeline

Curriculum into the Classroom (C2C) resources Currently 247 packages available

A digital resource designed by the Dept of Education & Training Qld (2012) Provides materials for whole-school, year level and classroom planning of AC English, Maths, Science, Humanities & Social Science, Health and PE. Eg. 5 wk units, lesson plans, related resources

Information distribute to schools: AISACT newletter Website Curriculum networks

2016 trial. Ongoing promotion of materials Noted and evaluate end of 2016.

Reading Matters (previously U Can Read) online resources

2016: Available to all ACT schools Organised by ETD Noted, monitor and evaluate usage.

ACIC The ACT Curriculum Taskforce Work Plan 2015-18

Cross sectoral meetings re input for Teachers’ Guide to Assessment update

2016 AC implementation schedule – check status of this

See action register Ongoing

ISQ partnership conversation re Course and Community offerings

Overview of ISQ Connect and Learn course and online communities offerings: 17/8/15: TM, KM teleconference with Leigh Williams (Assistant Director Teaching & Learning)

2016 Professional Learning & Events Directory available from ISQ

Ongoing

Colloquium Extended program Provision of online sessions that engage participants in disruptive conversations initiated through the themes presented at the 2015 Colloquium and connecting to the 2016 Colloquium: 2016: 23 Feb. 22 Mar. 24 May, 21 June, 19 July.

Implementation phase: TM

Ongoing; recordings available of AISACT website

Digital Technologies Conference 16-17 Mar. 2016 - AC focus Key takeouts:

CSER Digital Technologies MOOCs (started in 2014) - Katrina Falkner – University of Adelaide

Digital Technologies Hub being developed by ACARA

Ongoing sharing of information with curriculum networks

Noted

AISACT Early Childhood Network Sponsor school representatives to attend ACEL Early Childhood Conference 28-29 July Call for EOI Noted

On radar

Australian Teaching and Learning Toolkit No profit entity.

Social Ventures Australia – Evidence for learning (E4L) is a new social enterprise to enable and support evidence informed practice in Australian education.

Track roll out schedule

Brand and Website Live – 1 May 2016

Investigate for sharing at 2016 Colloquium?

Graduate to Proficient Australian guidelines for teacher induction into the profession

Currently being developed by AITSL Due for release T4, 2016 Noted- currently draft in confidence stage.

Cognizance Thinking and Learning Research Project

Independent Schools VIC. Research project based on recent findings from neuroscience research and the latest digital technologies Contact: ISV – lili-ann.kriegler@is.vic.edu.au

May 31 showcase of 2015 projects.

Share with T&L Subcommittee 10 May meeting to discuss further action.

Intel in Education Australia Meeting with Katie Ford, Corporate Affairs Manager to investigate further 22/4

NCCD - Quality Assurance Summary 2015/16

71/407 mainstream independent schools surveyed end 2016 Final report from joint working group due end Mar. 2016

Noted; 5 AISACT schools provided input via survey

Following ‘scanning the horizon’ discussion with Datacom (Matt Hardy)

Datacom progressing the following:

Makers Empire Project (Makers Experiences); Controlled Technology; Analytics; Community blending; UbD strategic approaches in this space.

Ongoing ‘touch base’ Noted

STEM 8-9 June – Improving STEM Education & Skills conference (Syd)

Federal Gov. $1.1 billion innovation plan - business and research communities. (Dec. 2015)

11 Dec. 2015 Education Council endorsed the National STEM School Education Strategy 2016 – 2026 (available on Education Council website)

20 Jan. 2016 – national STEM Programme Index released: 250 STEM projects for students via business, university, government and community led initiatives.

12 Feb. Schools Policy Group (SPG) released summary of national actions and proposed implementation approached (STEM National Collaborative Actions)

Illustrations of practice – on ACARA website 2016

STEM education research centre UC. (launched 9/12/15)

# ACARA - STEM Connections Project: (Jurlique, Heliostat robots, H2O quality, sustainability centre, wildlife diversity…);

CREST (CSIRO)

ACARA illustrations of Practices (Oct. 2014)

Improving STEM Education & Skills Conference (27/28 May)

Science ASSIST website (Nov. 2014)

Warren Centre for Advanced Engineering

25//15 Curriculum Directors’ Meeting: see state/territory input

Contact: Jan Brooks STEM R-12 jan.brooks@sa.gov.au

Info distributed via newsletter and relevant CoPs. Extension for early bird price negotiated. Information

See update on the four initiatives: Esther.Robinson@eucation.gov.au (Endorsed 18 Sept. 15 by Education Council) 1. Maths by Inquiry ($7.4m) 2. Coding across the

curriculum ($3.5m) 3. Summer schools for STEM

students ($.6m) eg. Curious Minds learning and mentoring initiative at the ANU.

4. P-TECH ($.5m)

National study: Numeracy - Building an evidence base for national best practice in mathematics education

The Office of the Chief Scientist– draft report Oct. 2015. 50 case study schools signed up; 3 000+ surveys sent out.

Initial findings shared at 4 Nov. 2015 meeting

Consider relevance of initial findings: ‘in-confidence’ at this point in time.

AITSL_Leadership Profiles Online form of the Leadership Profiles (the interactive Leadership Profiles) released. More information profiles@aitsl.edu.au or lauren.delange@aitsl.edu.au

Mar. 2016 360 degree Reflection tool updated

Information available on AITSL website

Reporting Student Achievement (Preschool to Year 12) Policy

ACT ETD project Consultation ended 15 May: 342 submissions. Final policy anticipated for release in Sem 1, 2016.

Semester 1, 2016, implementation - noted & monitor

AITSL Classroom Observation resources

Resources include video exemplars and ‘How To’ guides for a range of strategies Term 3, 2015 release on AITSL website

Communicate information to schools following release.

DATACOM – tailored approach to using technology in the classroom to inspire individual learning

Contact: Chantelle Vandermolen Nicole Hermansen (Professional Learning Consultant – Education Solutions

Available for consults: attended 2015 numeracy presentations

Noted; ongoing conversation in 2016

Enhancing Australian Curriculum Mathematics proficiencies project

Sept. 2015: the Australian Government’s Department of Education has commissioned ACARA to develop a resource to improve how teachers engage with the proficiencies in the AC for Maths in Yrs F-10.

Expressions of interest for school involvement in project close 24/7.

Noted – part of national STEM in school education strategy.

Initial Teacher Education 11 Dec. 2015: Education Council endorsed the revised national Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures. Includes: the use of the national literacy ad numeracy test; 2 stage accreditation process; new requirements relate to primary specialisation.

AITSL to support

Noted – read more on Education Council Website

What does the research identify as a quality education?

Paper prepared for ISCA: Sets out to explore the concept of quality schooling from the point of view of parents making decisions about their children’s education

Available Nov. 2015 Noted: available upon request

NAPLAN online Due to commence from 2017 - ongoing discussion Can be customised by state and territory authorities as required

Investigate alignment with ACIC workplan.

Improving access to AC for parents Information sheets have been developed by ACARA Noted: available on website.

Let’s Locate – fully integrated, industry based education program – special literacy

LASSI - Learning and Study Strategies Inventory

AISACT Teaching and Learning Archive

Focus Status

AISACT Celebrating Teaching and Learning event 2015

T&L subcommittee focus Evaluation of 2015 event Agenda item at T&L subcommittee meeting #1 2016 - done

Combined AISACT and CE Schools PL calendar

Investigate value of this initiative following 2015 trial Not needed now – other resources generated

Noted

AITSL PGP: Professional Conversations 3 phase project

43 schools (2,500 teachers) across Australia: combines a theoretical and practical evidence base, resulting in actionable finding s for teachers and school leaders. AITSL feedback 28/5_ project is tracking well against milestones

1/5 in ACT – 2015 Review of the Research Literature H. Timperley *draft released 28/5

Assist project coordination; disseminate project findings Share draft literature review with ACT pilot group. PDF version available on AITSL website 30/6.

NMC Horizon Report 2015 Research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education:

2015 Monitor

21 Century Learners/ Innovative practice

International Summit on the Teaching Profession (report Andreas Schleicher_Mar. 2015)

Immersion programs – eg NBCS – Stephen Harris (Sydney Centre for Innovation & Learning)

Information

The Aspiration Initiative www.theaspirationsinitiative.com.au

Inquiry-based project: embedding Aboriginal and Torres Strait Islander histories and culture in the learning program; sustainability

2 schools 1/3 PL days

Summative feedback

Positive Partnerships Project Resources created in collaboration with a national Aboriginal and Torres Strait Islander reference group from a number of key disability networks across Australia.

Webinar 25 May Resources provided

2015 ACT Government Mandarin Culture and Languages Grants

Grants up to $5 000 available for ACT schools. Applications close 17/8 Circular and application forms sent from ED 29/6.

TQI Portal Platform available (Mahara) to share & reflect on developing teaching practices, as well as creating an evidence base for personal professional progression.

Available for access Carol.Rohead@act.gov.au

AITSL Performance Measure feedback

Collection of data from jurisdictions to inform evidence about numbers of systems and sectors successfully using the Australian Professional Standards for Teachers with their workforces.

To AITSL by 29/5 Completed

Working group: E-Learning course for professionals and practitioners working with families from pre-birth to eight years.

Part of the ACT’s new five year strategy A Step Up for Our Kids- One Step Can Make a Lifetime of Difference. Launched 22 Jan 2015. $16 million investment. Lead Agency: The Community Services Directorate (CSD) Chair: The Manager, Early Intervention and Prevention Services Projects Team, Office for Children, Youth and Family Support (OCYFS)

Working group meetings: 15 July, 30 July, 10 Aug.

AISACT part of working group regarding the rollout of the E-Learning course across the ACT. ED Circular: 1/9

NAPLAN Data Analysis Modules 2 provided: School Leadership Module; Teacher Module Distributed to schools 17/8.

Noted – KM available to work with individual schools re analysis of data.

Early Career Teacher Sharing Day 6 Nov.

Invitation from CE for AISACT early career teachers to attend this training day: Writing a school report, creative use of mobile devices, conflict resolution, mental health and well being in schools; building strategies for behaviour management.

Information distributed to schools 19/10

Noted

Aqua Safe Program – Yr 2 audience Water and safety awareness program delivered by the Royal Life Saving Society Australia_ 2 components: practical pool-based swim program; 5 classroom theory lessons

Offer extended from ETD 19/10/15

Copyright Licence to include ETD, AIS AND CE schools.

Australian Teaching and Learning Toolkit

An accessible summary of educational research that aims to support evidence-informed decision-making in Australian schools

Released Feb. 2015 Copy available upon request

Read & Write for Google Investigate cost and implication of annual subscription for member schools. 17/8 - costings provided for consideration

LA following up

AITSL_Evaluation of the Implementation of the Australian Professional Standards for Teachers

Interim Report 2: 2014 Key Findings (released Ap. 2015) Issues/gaps being further explored in 2015 National Survey.

Consider relevance of findings

Educational Leadership/Coaching Eg. Growth Coaching International: mapped to AITSL standards_Lead Teacher level (Global Framework for Coaching & Mentoring in Education in partnership with University of East London; University of Kansas).

CoCoaching: Conversations about Teaching Practice

Performance Conversations_ A Solutions Focus Coaching Approach

Introduction to Leadership Coaching

Leading a Coaching Culture Online: Foundation Certificate for Coaching in Education Certificate (20 Ap.)

Eg Pearsons_School Services Division Inland Lighthouse Network (WA) Principals; aspirant leaders (19 schools)_ 2 yr project (Contact: David Gilbert – Business Development

Manager or Pearson Academy www.pearsonacademy.com.au )

Information Source information at 4th National Coaching Conference: June 2015

National School Improvement Tool QLA (Quality Learning Australasia)

Endorsed by the Standing Council on School Education and Early Childhood (SCSEEC) -2012 Option for work in schools re school improvement planning.

Available

See T&L Subcommittee Action Register (28/5): PL 17 June –Special Purpose Board meeting. QLA - noted

Aust Gov. $2million Agriculture in Education initiative

18/5/15 Launch of the first set of online teaching and learning resources to show case the diversity and economic importance of food and fibre production in AUST. Aligned to AC = Science and Geography

Available through: www.scootle.edu.au www.piefa.edu.au www.agrifoodskills.net.au

Noted

TEMAG Report (Feb. 2015) AITSL currently focussing on 5 areas to improve: quality assurance around standards; rigorous selection for entry into teacher education; improved practical experience; robust assessment of graduates; national research re evidence base and workforce data.

June 2015 National ITE Accreditation Panel Review 28/6 Minister for Education announced funding a trial Literacy &

Noted; monitor

Numeracy Test for initial teacher education students. By end 2017: new accreditation approach for all existing teaching programmes.

Asia Education Foundation Forum Cross sectoral_ PL 26 June provided by AEF (Lisa Hayman, Dr Eeqbal Hassim). 2015-2017 ACT Government Mandarin Culture and Language Grant.

Applications closed: 17 August, 2015

NMC Horizon Report (s) Research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education.

School Data Analytics (Learning Analytics) 2013/2014

TrackOne Studio (Education Software Development) Workshop – Colloquium 30 July: committee to investigate further.

Australian Association of Mathematics Teachers AAMT 2015 Conference

Latest events and trends in mathematics education on a national and international scale.

Adelaide July Noted

AITSL Leadership Reports Preparing future leaders: Effective preparation for aspiring school principals 7/15

InSights: Environmental Scan_Principal Preparation Programs (Dr Barbara Watterston) 3/15

InSights: Aspiring Principal Preparation (Dr Ben Jensen, Amelie Hunter, Tim Lambert, Dr Anna Clark) 3/15

Provides an up-to-date and comprehensive picture of the current state of play across Australia.

Makes 5 recommendations for improvement in the current approach to principal preparation.

Internationalisation of the Curriculum (IoC) SIG

Explores the curriculum implications for all students in an increasingly connected global society.

3/7 Conference Noted

STEM Aust. Government Industry Innovation and Competitiveness Agenda: 4 initiatives (Oct. 2014) – Consultation paper Vision for a science nation: Responding to STEM: Australia’ Future_available 3/8

Science, Technology and Mathematics: Australia’s Future report (Sept. 2014)

Distribute: STEM Ed Conference (27-28 July) information via Science CoP (13/5) Improving STEM Ed and Skills outcomes (27-28 Oct) information via Maths/Sc CoP.

ACARA’s response to AC review & recommendations

National consultation period: 17 Ap -15 May: refer to ED email 7/4 Panel coordinated by ETD_ 4-6 May

15/5: ACT cross -sectoral submission. Input via ACARA’s online survey.

360/2015 Cognizance Thinking and Learning Research Project

Education Services

DATE 26 November, 2015

SUBJECT Cognizance Thinking and Learning Research

Project

Seeking interest from Member Schools to be involved in the 2016 neuroscience project At the start of 2015, Independent Schools Victoria (ISV) embarked on a research project based on the most recent findings from neuroscience research and the latest digital technologies. The goal of the project is to enhance 21st century pedagogy in schools by promoting student thinking and learning. The rationale for this research is the increased, worldwide interest in mind brain themes being used in many different sectors and industries, and which has applications in education. We are keen for our Member Schools to be at the forefront of developing pedagogy that capitalises on the latest research and which advances thinking and practice.

Answering key questions about mind, brain, and education requires reciprocal interaction between scientific research and practical knowledge of educators and caregivers. There must be a dynamic interaction between scientific research and practical knowledge, with practice shaping scientific questions as much as research shapes practice.

MEMORANDUM No 360/2015

TO Principals - Member Schools

FOR ATTENTION OF Principals

FROM Lili-Ann Kriegler, Coordinator, Early Years Services

TELEPHONE 9825 7241

EMAIL lili-ann.kriegler@is.vic.edu.au

360/2015Cognizance Thinking and Learning Research Project Page 2 of 3

– Mind, Brain, and Education (2007)

ISV is inviting Member Schools to join our second year of pilot research in 2016. The Cognizance research project has been designed to facilitate collaboration across participating schools. The idea is that teachers can advance their pedagogy through dialogue and the sharing of research findings with their peers. Student agency and learning power will be enhanced within each school and also in the broader education sector because of what is learned through research. The Cognizance research project provides a context, digital data and a structure for schools to enhance thinking and learning in their context. Students and teachers actively explore, discuss and understand how the human brain captures, processes, packages and uses information. Participating teachers will be actively involved in the research project. They will gain more insight into how individual students are processing information and how to more effectively differentiate programs for students. To enliven the project, broaden knowledge and track performance, students and teachers have access to exciting new sources of data: an internationally recognised online survey: CLARA an ISV survey: ‘All about Me’ an online brain training program: Cognisess Learn.

How will Participating Schools be Resourced? Member Schools will: have free access to the CLARA survey for all participating students and staff have free access to the Cognisess Learn brain training program for all participating

students and staff have free access to ISV’s ‘All about Me’ student pre and post surveys liaise with ISV research facilitators on a fortnightly basis for guidance and feedback be given access to materials and resources for educating students about their working

brain receive six days of training for all participating staff in 2016:

Monday 15 and Tuesday 16 February 2016

Tuesday 22 and Wednesday 23 March 2016

Wednesday 18 May 2016

Thursday 4 August 2016 send one key member of staff, all expenses paid, to the Mind Brain Conference in Sydney

(Thursday 25 and Friday 26 February 2016). This will then allow the whole staff to have access to papers after the conference

will be supported in documenting the research project within their own context will be supported with communication materials to engage with their key stakeholders,

including parents about the research project receive an aggregated data report from ISV at the conclusion of the project.

360/2015Cognizance Thinking and Learning Research Project Page 3 of 3

To register your interest in joining the research project in 2016, fill in the attached expression of interest and return it to Lili-Ann Kriegler. For further information, call Lili-Ann on (03) 9825 7241.

109/2016 Independent Thinkers Conference: Harnessing the Neuroscience of Learning

Education Services

Register Now – Tuesday 31 May 2016

What does the latest neuroscience research tell us about thinking and learning? Join Independent Schools Victoria (ISV) on Tuesday 31 May 2016 at the ISV Independent Thinkers Conference for an interactive and exciting program being held at the Park Hyatt, Melbourne.

In a thought-provoking environment, world leading experts and presenters will use pedagogical practices that align with neuroscience findings and harness both the cognitive and emotional domains of the brain, which can be implemented with students. The conference provides participants with an opportunity to engage in active sessions, focus on their own learning self-agency, collaborate with others and enjoy performances designed to explore how students can be guided to become better thinkers and learners across the curriculum.

Keynote Speaker: Professor Ruth Deakin Crick

Professor Ruth Deakin Crick will pinpoint focal mind/brain themes to forge a coherent context for the conference. She will also present her internationally-recognised work emanating from the University of Bristol’s Graduate School of Education, where she and colleagues developed the Crick Learning for Resilient Agency profile (CLARA).

Registered participants will have a unique opportunity to undertake the CLARA profile in the days prior to the conference so that they can relate their personal results to the information shared on the day.

Memorandum No: 109/2016

Date: 7 April, 2016

To: Principals - Victorian Independent Schools

For Attention Of: Principals, School Leaders, Curriculum Coordinators and Educators interested in the application of neuroscience findings in the education

From: Lili-Ann Kriegler, Manager, Mind Brain Learning Projects

Telephone: 9825 7241

Email: lili-ann.kriegler@is.vic.edu.au

Subject: Independent Thinkers Conference: Harnessing the Neuroscience of Learning

109/2016 Independent Thinkers Conference: Harnessing the Neuroscience of Learning Page 2 of 2

Program Showcases The conference will showcase internationally-recognised and validated programs to enhance critical thinking and emotional intelligence that are currently offered at ISV. Participants will be immersed in experiences that will aim to unpack these initiatives for the classroom, including the Feuerstein Instrumental Enrichment, Feuerstein Learning Potential Assessment Device programs and the Great Books Foundation programs. A preliminary schedule for the day is attached. Conference Details Seminar Number: 2016156 Cost: $400.00 Standard Price (plus GST)

$265.00 Member Schools Price (plus GST)

An early bird registration discount of 10 per cent is available when a booking is made at least three weeks before the seminar.

Date: Tuesday 31 May 2016 Time: 9.00 am – 3.45 pm Location: Trilogy Room Park Hyatt, 1 Parliament Place, East Melbourne To register for this seminar, visit the Independent Schools Victoria Professional Learning page and follow the link to Curriculum – Pedagogy. For registration enquiries, please contact The Development Centre on (03) 9825 7240. For conference content enquiries, please contact Lili-Ann Kriegler via email or on (03) 9825 7241 or Christine Lizzul via email or on (03) 9827 7272.

Independent Thinkers Conference: Harnessing the Neuroscience of Learning Tuesday 31 May 2016 – Park Hyatt, Melbourne Preliminary Schedule

8.30 am – 9.00 am Registration desk opens

9.00 am – 10.15 am Introduction: Mapping the Landscape | Lili-Ann Kriegler & Professor Ruth Deakin Crick

10.15 am – 11.00 am Showcase 1 | Exploring the Great Books Foundation Program

11.00 am – 11.30 am Morning Tea (includes interactive experience)

11.30 am – 12.15 pm Showcase 2 | Arts and Neuroscience

12.15 pm – 1.00 pm Showcase 3 | Focus on Feuerstein

1.00 pm – 1.45 pm Lunch

1.45 pm – 3.30 pm Keynote Address: Exploring Learning Power | Professor Ruth Deakin Crick

3.30 pm – 4.00 pm Conclusion | Lili-Ann Kriegler

Note: Schedule is subject to change.

Registration To register for the Independent Thinkers Conference, visit the Independent Schools Victoria Professional Learning page and follow the link to Curriculum – Pedagogy. For registration enquiries, please contact The Development Centre on (03) 9825 7240. For conference content enquiries, please contact Lili-Ann Kriegler via email or on (03) 9825 7241 or Christine Lizzul via email or on (03) 9827 7272.

Structure of the Cognizance research project in 2016

Term One:

The pilot research commences with an internationally recognised online survey: the Crick Learning for Resilient Agency (CLARA) pre-survey which captures data about students’ dispositions to learning. It provides a formative assessment of seven learning dimensions which can be discussed with students to creative a narrative of their unique learning profile. At the end of the year, students will complete the CLARA post-survey and will be able to observe the changes in each learning dimension. (The survey takes about 30 minutes to complete and feedback spider diagrams are immediately available for download.)

Students complete an ISV pre-survey: ‘All about Me’. This is followed by an ISV post-

survey in term four. (The survey takes about 30 minutes to complete and schools receive aggregated data at the end of the pilot in Term Four.)

Students learn exciting, up-to-date and practical information about their working brain

and brain plasticity

Based on students’ interests and aspirations and scaffolded by teacher coaches; students develop personal learning goals in both their everyday life and the curriculum. They plan ways to stretch their competence and track their performance.

(Time component: 4-6 hours across the term)

Term Two: Students embark on a concentrated 10-12 week program of brain training on the Cognisess Learn platform. Students and teachers will have access to data about cognition, emotional expression, personality and well-being. Each student develops an in-depth understanding of their own learning through continuous feedback from the brain training platform and coaching from their teachers. They identify strategies and cognitive functions that enhance their thinking and learning and which can begin actively bridged to other areas of life and learning. They share strategies and ideas about learning with their teacher coaches and other students. During this period of brain training, students get a subjective experience of brain plasticity as they improve on the games; and teachers get a detailed picture of how individuals and the cohort as a whole are performing in both cognitive and emotional domains. (Time component: two 20 minute sessions and one 60 minute session per week)

Term Three: Teacher coaches support students to understand more about their thinking processes and to advance the narrative of their own learning. They continue to actively bridge the knowledge they gain from the research project to other curriculum areas. An exciting option in Term Three is to design a student led project engaging their interests and that sees them actively using the knowledge and skills in an overt and conscious manner to

achieve a collaborative goal. This project can be aligned with a learning initiative already embedded in the curriculum program in 2016. (Time component: minimum of 60 minutes per week. If students embark on a student led project, a full-time two week period is ideal.)

Term Four: Post surveys are completed and any data and case studies are assessed by individual schools. All data is also submitted to ISV so that aggregated data can enlighten the Independent Schools and the education sector in general. (Time component: Two 30 minute sessions.)

What do students gain from the research project? Students: become more knowledgeable about how their brain works when they are thinking and

learning explore and develop their own personal learning goals in everyday life and in their

curricular studies develop an understanding of different cognitive strategies and processes that are used in

different contexts develop a narrative of their own learning gain a subjective experience of brain plasticity as they improve performance on digital

games and tasks share their experiences with teacher coaches and peers gain insights into their learning profile through a continuous data flow from the

Cognisess Learn platform and from the CLARA survey develop their metacognition and self-agency in approaching tasks gain conceptual understanding and the facility to discuss their cognitive and emotional

experiences in relation to their thinking and learning

What do teachers gain from the research project? Teachers: become more knowledgeable about the latest neuroscience research and trends in

education become more data literate are actively involved in research gain more insights into how individual students are processing information are enabled to more effectively differentiate programs for students work within a community of practice with ISV research facilitators and staff from other

participating schools to gain a broader perspective about how neuroscience is being applied in education

contribute to the enhancement and development of pedagogy within their own schools and for the broader education community

are champions in their context promoting students’ mindful agency enhance their knowledge of coaching and mediation enhance their understanding of cognitive functions and the role of emotion in thinking and

learning