IDEAS Diagnostic Inventory

IDEAS Diagnostic InventoryIDEAS Diagnostic Inventory

1.1. School Successes and Achievements – School Successes and Achievements – Mean 3.57Mean 3.57

2.2. Strategic Foundations – Mean 3.9Strategic Foundations – Mean 3.9

3.3. Cohesive Communities – Mean 3.95Cohesive Communities – Mean 3.95

4.4. Infrastructural Design – Mean 2.89Infrastructural Design – Mean 2.89

IDEAS Diagnostic InventoryIDEAS Diagnostic Inventory

5.5. Teaching And Learning – Mean 3.31Teaching And Learning – Mean 3.31

Low items:Low items: The School staff have developed an The School staff have developed an agreed agreed

definition of excellence in teachingdefinition of excellence in teaching – Mean – Mean 2.562.56

The pedagogical practices of staff are The pedagogical practices of staff are consistent with the school vision – Mean 3.11consistent with the school vision – Mean 3.11

Successful practicesSuccessful practices in teaching and learning in teaching and learning are identified and are identified and celebratedcelebrated – Mean 3.08 – Mean 3.08

IDEAS Diagnostic InventoryIDEAS Diagnostic Inventory6.6. Professional Supports – Mean 3.02Professional Supports – Mean 3.02Low ItemsLow Items The school has The school has processesprocesses in place to enable in place to enable

teachers teachers to learn from each other’s successful to learn from each other’s successful practices.practices. – Mean 2.80 – Mean 2.80

Expert advice is readily availableExpert advice is readily available to staff on issues of to staff on issues of priority to them. – Mean 3.09priority to them. – Mean 3.09

Staff have access to internal networks to obtain Staff have access to internal networks to obtain helpful helpful feedback on their teachingfeedback on their teaching – Mean 2.86 – Mean 2.86

Adequate planning timeAdequate planning time is available for shared staff is available for shared staff reflection. – Mean 2.09reflection. – Mean 2.09

Getting Staff onside – HISTORY WALK

Students were involved all the way –

DI Analysis

VISIONVISION

Care…Engage…ExcelCare…Engage…Excel

BELIEFSBELIEFS

We believeWe believe POSITIVE RELATIONSHIPS are the key POSITIVE RELATIONSHIPS are the key

to success.to success. In the INDIVIDUAL OWNERSHIP of In the INDIVIDUAL OWNERSHIP of

learning.learning. In striving for PERSONAL BEST and In striving for PERSONAL BEST and

CELEBRATING EXCELLENCE.CELEBRATING EXCELLENCE.

SCHOOL WIDE PEDAGOGYSCHOOL WIDE PEDAGOGY RRespectespect

AAchievementchievement

CCollaborationollaboration

EEngagementngagement

RRelevanceelevance How do we get these planks of SWP (or How do we get these planks of SWP (or

Principles of Teaching and Learning) fully Principles of Teaching and Learning) fully integrated across the school?integrated across the school?

How do we sustain their use?How do we sustain their use?

SWPSWP

II CL FG SPII CL SP FG

II

IL

CL

SP

FG

Overall School GoalOverall School Goal

By the end of 2010 we will be seeing By the end of 2010 we will be seeing teachers visiting each other’s classrooms teachers visiting each other’s classrooms and providing support for instructional and providing support for instructional practice, indicated by the extent of:practice, indicated by the extent of:Cooperative learningCooperative learningSharing best practiceSharing best practiceCollaboration and teamworkCollaboration and teamworkImprovement in literacy and numeracy Improvement in literacy and numeracy standardsstandards

TARGETSTARGETS

1.1. By Semester 2, 90% of staff has By Semester 2, 90% of staff has incorporated at least two Cooperative incorporated at least two Cooperative learning tactics in programmes of work.learning tactics in programmes of work.

2.2. By the end of Semester 1, all teaching By the end of Semester 1, all teaching staff will have visited two other teachers’ staff will have visited two other teachers’ classrooms with a focus on instructional classrooms with a focus on instructional strategies (one visit within their own strategies (one visit within their own Learning Area and one visit outside their Learning Area and one visit outside their Learning Area)Learning Area)

The DI was done again in August 2009 to The DI was done again in August 2009 to gather evidence concerning the success of gather evidence concerning the success of the IDEAS program. Below is a summary of the IDEAS program. Below is a summary of the main improvements and areas of the main improvements and areas of weakness.weakness.

Overall, there has been a VERY Overall, there has been a VERY SIGNIFICANT IMPROVEMENT in the school SIGNIFICANT IMPROVEMENT in the school based on this data.based on this data.

Scores of 3.20 or less indicate challenges.Scores of 3.20 or less indicate challenges. Scores of 3.70 and above indicate Scores of 3.70 and above indicate

successes.successes.

Significant Improvements from 2006-2009Significant Improvements from 2006-2009(the mean for these increased by 0.30 or more (the mean for these increased by 0.30 or more

on a scale of 1-5)on a scale of 1-5)Outcomes Question 2006 2009

School Successes and Achievements

4. Students acquire significant processes for applying what they learn to real life situations.8. The morale of classroom teachers at the school is high.9. The morale of non-teaching staff at the school is high.10. The teachers at this school perceive themselves to belong to a significant, influential profession.17. The staff’s procedures for ongoing professional dialogue result in effective critique of their professional practice.

Cont…

3.49  

3.22 

3.25 

3.24   

3.24

3.80  

3.63 

3.63 

3.74   

3.64

Significant Improvements from 2006-2009Significant Improvements from 2006-2009(the mean for these increased by 0.30 or more (the mean for these increased by 0.30 or more

on a scale of 1-5)on a scale of 1-5)Outcomes Question 2006 2009

School Successes and Achievements

Cont…

18. The staff manage processes of change effectively.19. Clear consistency is evident between the school’s vision, community expectations and teaching and learning practices.20. The school’s vision is evident in students’ achievements

3.30 

3.14   

3.21 

3.73 

3.75   

3.57

Outcomes Question 2006 2009

Strategic Foundations

1. The school is guided by an inspirational vision.2. The school assesses the relevance of its vision to the needs of students on a systematic basis.3. There is a shared commitment throughout the staff to the achievement of the vision.4. The goals and values of the senior administration are clearly articulated.6. The school administration is active and visible in promoting excellence in the school and the broader community.9. Faculty resource planning begins with consideration of how to enhance teaching and learning.

2.75 

2.62   

2.72  

3.44  

3.91   

3.49 

3.70 3.82   3.63  4.00  4.21   3.84

Outcomes Question 2006 2009

Cohesive Community

7. Open door communications among staff, parents, administrators and students are a feature of the school.

3.44 4.04

Infrastructure 1. Teachers at the school are encouraged to design learning environments which facilitate high quality teaching.5. At this school planning of the school’s facilities begins with consideration of how to enhance teaching and learning.8. Students in my area(s) of responsibility have good access to specialist learning resources.

3.24   

2.88   

2.99

3.85   3.28   3.42

Outcomes Question 2006 2009

3-Dimensional Pedagogy

1. The school staff have developed an agreed definition of excellence in teaching.2. The pedagogical practices of staff are consistent with the school vision.3. The school staff systematically examine their teaching in the light of agreed standards for high quality instruction.4. Teaching practices are grounded in current educational theory.6. Successful practices in teaching and learning are identified and celebrated.7. Students are helped to develop individual learning styles.

2.56  

3.11  

3.21   

3.46 

3.08  

3.03

3.68  

3.70  

3.75   

3.81 

3.72  

3.62

Outcomes Question 2006 2009

Professional Support

1. The school’s professional development policies reflect agreed priorities for teaching and learning. 2. The school has processes in place to enable teachers to learn from each other’s successful practices.3. A whole school approach to professional development, encompassing all staff and administrators, is in place.4. Expert advice is readily available to staff on issues of priority to them.5. Financial resources to support staff development are used to good advantage.

Cont…

3.21   

2.80   

3.47   

3.09  

2.95

3.80   

4.06   

4.07   

3.56  

3.45

Outcomes Question 2006 2009

Professional SupportCont…

6. If staff encounter difficulties with teaching processes effective support systems are available.9. Staff have access to internal networks to obtain helpful feedback on their teaching.10. Adequate planning time is available for shared staff reflection.

3.15   

2.86  

2.09

3.54   

3.62  

2.53

Outcomes Needing Attention Outcomes Needing Attention (below 3.20)(below 3.20)

Outcomes Question 2006 2009

Infrastructure 2. The physical design of the school is conducive to effective teaching and learning in my areas of professional responsibility.3. The physical design of the school encourages positive staff interaction.4. The environment of the school is aesthetically pleasing and well maintained.6. Flexibility in the use of time enables pedagogical innovation.9. School programs are adequately resourced to facilitate effective pedagogy.

2.43   

2.17  

3.35  

2.59 

2.82

2.33   

2.26  

2.85  

2.73 

2.92

Professional Support

10. Adequate planning time is available for shared staff reflection.

2.09 2.53

Average Scores Across Each Average Scores Across Each Major OutcomeMajor Outcome

Outcome 2006 2009

School Successes and Achievements

3.57 3.77

Strategic Foundations 3.39 3.83

Cohesive Community 3.59 3.77

Infrastructure 2.89 3.04

3-Dimensional Pedagogy 3.31 3.76

Professional Support 3.02 3.56

Average Scores Across Each Average Scores Across Each Major OutcomeMajor Outcome

This clearly shows there is an This clearly shows there is an improvement in EVERY outcome, improvement in EVERY outcome, although Infrastructure is lagging. It is although Infrastructure is lagging. It is important to realise that we deliberately important to realise that we deliberately avoided work in the Infrastructure area to avoided work in the Infrastructure area to concentrate on where the concentrate on where the main main challengeschallenges for teaching and learning lay for teaching and learning lay – – Strategic Foundations, 3-DP and Strategic Foundations, 3-DP and Professional SupportProfessional Support..

The Ed. Dept of WA “School Accountability and The Ed. Dept of WA “School Accountability and ImprovementImprovement Framework” Framework” lists five (5) areas of lists five (5) areas of

focus for effective school operations:focus for effective school operations:

TeachingTeaching A A school wide pedagogyschool wide pedagogy that that challenges but supports challenges but supports students and connects to their students and connects to their experience, stage of experience, stage of development and background.development and background.

LearningLearning

EnvironmentEnvironment

A A safe, caring and inclusivesafe, caring and inclusive environment is a pre-requisite environment is a pre-requisite for improving standards of for improving standards of achievementachievement

LeadershipLeadership Leaders focusLeaders focus on pedagogy and on pedagogy and practice. practice. Expert teachersExpert teachers are are encouraged to operate encouraged to operate collaborativelycollaboratively and share their and share their skills and understandings.skills and understandings.

Resources /Resources /

InfrastructureInfrastructure

Resources are targeted, Resources are targeted, through school planning, to through school planning, to maximise student achievement.maximise student achievement.

Relationships.Relationships. Building strong Building strong internalinternal and and external external relationshipsrelationships facilitate facilitate the alignment of school goals the alignment of school goals and the capacity to enact and the capacity to enact whole-school approaches and whole-school approaches and consistent practice.consistent practice.

Things We Do

How we link SWP to the Classroom

Co-operative Learning Focus Groups – mixed Learning Areas Classroom visits – in own Learning Area Classroom visits – in other Learning Area Whole school PD based on classroom practices Instructional Intelligence Parallel Leadership roles – eg: run PD PD for teacher leaders Student ISMT – class groups working on posters, run assembly

Things We Do

Reflective practices – common planning template for programs in all Learning Areas

Coaching/mentoring Posters in classrooms – student productions Classroom Management Strategies – pursued at PD

and in Focus Groups Building a Professional Learning Community – use

of Skilful Conversations at all times HOLAs/TICs taking the lead – School Plan, videoing

classroom methods

Other Bits

2011 – Yr 8 subject added to curriculum based on Respect, Achievement and Collaboration.

18 different teachers (not Administration) have run school PD on SWP during the last 3 years. More lined up!

Promoting the school – use RACER. eg; School Booklet. Professional Learning Booklet - all teachers. Principal MUST be on side and involved.

ISMT members (new members added since photograph – Aaron Gibson, Doug Dearle)