with technical issues with SPA At the beginning of each Teaching partners Leading teacher s ‘unit of work’, I will develop and differentiate learning tasks Bank of Assessments on Numeracy/Literacy, Team implement assessment based on student point of Leaders, teachers & T:Drive tasks in numeracy and need by establishing teachers literacy to measure growth. instructional groups based Ongoing monitoring of on the pre-assessment for MHPS Protocols during literacy and numeracy. Planning Session Professional Learning on Leading teachers Embed consistent approach differentiation presented to By the end of term 1, I will Numeracy/Literacy, Team to documentation & planning staff use data to differentiate the Leaders, teachers & using AusVELS, pre & post learning tasks in numeracy teachers assessment and learning and literacy so that I can tasks at students ZPD. meet student learning needs and measure growth. Classroom observation and Leading teachers feedback have been By the end of each term, I Numeracy/Literacy, Team Provision of feedback from provided according to the will participate in giving and Leaders, teachers & peers/colleagues & leaders schedule receiving professional teachers assist teachers to continually feedback. improve their practice/teacher capacity By the end of term 1, I will Embedding of Leading teachers To improve student Early Years and Middle know and embed Early documentation consistent Numeracy/Literacy, Team engagement through Years Teaching and and/or Middle Years with Early and Middle Years Leaders, teachers & meeting the diverse needs of Learning Policy and methodology with a methodology which teachers students by: Planning Guidelines consistent approach to demonstrates a common planning and teaching so as
At the beginning of each ‘unit of work’, I will develop and implement assessment tasks in numeracy and literacy to measure growth. By the end of term 1, I will use data to differentiate the learning tasks in numeracy and literacy so that I can meet student learning needs and measure growth. By the end of each term, I will participate in giving and receiving professional feedback. Teaching partners differentiate learning tasks based on student point of need by establishing instructional groups based on the pre-assessment for literacy and numeracy. Embed consistent approach to documentation & planning using AusVELS, pre & post assessment and learning tasks at students ZPD. Provision of feedback from peers/colleagues & leaders assist teachers to continually improve their practice/teacher capacity Leading teacher s Numeracy/Literacy, Team Leaders, teachers & teachers Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers with technical issues with SPA Bank of Assessments on T:Drive Ongoing monitoring of MHPS Protocols during Planning Session Professional Learning on differentiation presented to staff Classroom observation and feedback have been provided according to the schedule To improve student engagement through meeting the diverse needs of students by: By the end of term 1, I will know and embed Early and/or Middle Years methodology with a consistent approach to planning and teaching so as Embedding of documentation consistent with Early and Middle Years methodology which demonstrates a common Leading teachers Numeracy/Literacy, Team Leaders, teachers & teachers Early Years and Middle Years Teaching and Learning Policy and Planning Guidelines
mhps_annual_implementation_plan.docx