Quality in Schools Program
What is Quality Teaching and Learning? -
Quality Teaching and Learning is a way of thinking and teaching.
It deals with the whole SYSTEM of a school.
It aims to add value.
It is a way of thinking - not an add-on program.
Philosophy-Purpose -
To promote a quality teaching and learning system that encourages teachers to cater for a variety of learning styles in order to empower students to become more actively involved in setting goals, evaluating their progress and enhancing their ability to achieve superior learning outcomes.
To actively encourage greater participation and enjoyment of students in their own learning to develop as life long learners able to sustain themselves and help others to sustain continuous improvement in their future.
To 'value add' to current successful teaching practices.
Guidelines -
- Teachers will provide rich, dynamic and motivating learning environments where school / class values are an integral part of the day-to-day routine.
- Teachers will vary teaching styles and learning episodes to cater for different learning styles.
- Teachers will provide a balance of individual, group and whole class activities.
- Students will be actively involved in decision making within the classroom program and in general school activities (i.e. sport, school improvement).
- Classroom practice will be developmental, open ended and incorporate 'hands-on' and real life experiences.
- Class activities will actively encourage problem solving and creative thinking skills.
- Program planning will cater for individual differences and the different needs of boys and girls.
- Students self esteem will be promoted so that all children experience success and know that their efforts are valued.
- Students and teachers will be encouraged to self assess their individual and collective progress.
- Teachers will actively promote cooperative learning between colleagues and students to continuously analyse learning situations and encourage continuous improvement.
- Teachers will use quality data collection tools routinely on which to base decisions for improvement in regard to relationships, processes and learning experiences.
QUALITY TEACHING AND LEARNING INDICATORS
KENT PARK PRIMARY SCHOOL - Quality Teaching and Learning - Adding Value - Leading to Improved Learning Outcomes
Quality Teaching Indicators |
Examples of Intended Outcomes |
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1. Teachers provide a rich, motivating classroom environment that immerses students in learning.
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Stimulating displays that showcase students’ work which includes charts, etc that children may use for reference (ie. word charts). |
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2. Teachers provide classroom environments where the agreed school and class values are an integral part of the day-to-day routine and tone.
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Teachers and students live and apply the school and class values in their daily classroom activities through discussions, classroom behaviour management and specialist programs such as Healthy Relationships, etc. |
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3. Teachers build on student experiences, interests and needs and ensure that key educational links are incorporated into programs.
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Ask students what they know about topics to be covered and what they feel is important for them to learn as part of regular classroom planning. Also focus on meaningful ‘real life’ tasks when setting work. |
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4. Teachers encourage students to be actively engaged in their own learning and the decision-making, via quality learning experiences. |
Encourage students to have input into: - how their work is presented - how their work is assessed - what particular area they feel they would like to find out more about.
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5. Teachers collect data routinely on which to base decisions for improved teaching.
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Use data collection tools and methods such as consensograms, class feedback stations,+ D class charts, etc, to get information to add value to teaching |
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6. Teachers provide developmentally appropriate practice, matching student learning needs to their individual rate of development.
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Regular student self-assessment of where they feel they need help, what they feel they are good at, etc. Use Learning Improvement Plans (L.I.P.’s) and Behaviour Management Plans (B.M.P.’s) as required. |
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7. Teachers provide regular ‘open-ended’ and ‘hands-on’ experiences that link theory to practice and provide for students active participation in problem solving and creative thinking tasks.
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Practical activities using concrete materials. Learning by doing - teachers build into programs, interesting, meaningful, engaging lateral thinking activities such as constructing, designing, creating, etc. |
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8. Teachers vary teaching styles and learning episodes to include individual, small group and whole class activities that cater for the various learning styles of all students and recognise the different learning needs of boys and girls. |
Vary teaching approaches, delivery and activities to cater for visual, spatial, oral and tactile learners. Provide a balance of individual, partner, small group and whole class activities. Vary texts regularly to suit boy/girl tastes (ie. allow each child in the group a turn at choosing a book). Vary learning episodes to address all types of learners (ie. Blooms, de Bono)
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9. Teachers promote positive self-esteem in students by ensuring that they experience success and by knowing that their efforts are valued.
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Class awards, merit certificates, stickers, Work displayed, published, etc. Feedback from teacher and/or class on their work. |
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10. Teachers guide students to regularly self-assess their own progress. |
Guide students to self-assess their progress at the end of a unit of work - did I find out what I wanted to? - this ensures that they are becoming more actively involved in their own learning. The use of June and November self-assessment proformas.
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