Standard/ What outcome or goal do How will we get this Success measure By when? Progress element we seek? outcome? (Steps) 5.1.2 Term 3, 2015 PLC term 1 SSOs about child is able to L Reggio Project- 2014 Children and educators shared sustained engage with educators around children as engage in shared conversations in meaningful, open component and sustained conversations interactions that support capable learners Guiding questions placed the acquisition of skills for Staff will actively listen in environment to support life and learning. Trakka Language PD and respond educators - 2014 appropriately For children to engage Yakka Trakka profiling – in shared sustained Track children using the identifying children to conversations to deepen Yakka Trakka - make target through their understanding of decisions about conversation learning environment and program based on this For staff to actively listen information and respond appropriately Incorporate opportunities for conversation throughout daily routine 5.2.2 Term 4, 2015 Each child is supported L PD re the impact of All staff model desired to manage their own trauma on behaviours, recognise behaviour, respond and what we can do to these when mirrored and appropriately to the minimise the impact reinforce behaviour of others and SMART? communicate effectively to resolve conflicts. Children with challenging behaviours supported by nurturing,
Standard/ element What outcome or goal do we seek? How will we get this outcome? (Steps) Success measure By when? Progress 5.1.2 child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning. For children to engage in shared sustained conversations to deepen their understanding of learning For staff to actively listen and respond appropriately L Reggio Project- 2014 around children as component and capable learners Trakka Language PD - 2014 Track children using the Yakka Trakka - make decisions about environment and program based on this information Incorporate opportunities for conversation throughout daily routine Children and educators engage in shared sustained conversations Staff will actively listen and respond appropriately Term 3, 2015 PLC term 1 SSOs about shared sustained conversations Guiding questions placed in environment to support educators Yakka Trakka profiling – identifying children to target through conversation 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. Children with challenging behaviours supported by nurturing, L PD re the impact of trauma on and what we can do to minimise the impact SMART? All staff model desired behaviours, recognise these when mirrored and reinforce Term 4, 2015
MOC_Preschool_QIP_2015updated-W1-T2.docx