Student Achievement Inventory

• Avocado’s

• Maya Competencies

• Questionnaires

]]> http://coburgmaths.edublogs.org/2008/12/17/advocacy-pd-at-cshs/feed/ 0 http://coburgmaths.edublogs.org/2008/12/09/curriculum-documentation-workshop/ http://coburgmaths.edublogs.org/2008/12/09/curriculum-documentation-workshop/#comments Tue, 09 Dec 2008 06:14:18 +0000 coburgmaths http://coburgmaths.edublogs.org/?p=84 In this presentation/workshop Kim, Missy Anjali and I discussed how we could best document our curriculum in terms of the Guiding Principles

in word format with numbering

We began by interpreting the Authentic Learning Framework in terms of these Guiding Principles and discussed how particular elements of the framework (ALF) represented these Principles.

Next we analysed some different frameworks that are being used currently at other schools and looked at some of the common elements they all share such as Thinking Tools and Outcomes.

The next activity was to develop a rubric that we could all use when documenting our curriculum. We used a backward design approach for this and looked at the numbered Guiding Principles document to try and group these into Criteria. Then each group reflected on how they had grouped their criteria together. Their contributions are below:

Kim and Missy

Anjali and Mark

As a final task we discussed innovative ways that we could document our curriculum and came up with the following:

1. We could use Inspiration documents and in particular the ALF as a guide as a more visual representation.
2. We could also use Wiki’s or Blogs that can be accessed from anywhere that can have ‘pieces to camera’ embedded. We can also link other file types to these more effectively e.g. pdf’s etc.
3. Include ‘pieces to camera’ as they are more informative.

Professional Learning Teams

Facilitators: Kaye Fletcher, Robyn Barratt and Catherine Kleinitz

So. What did I hope to gain or learn from this PD?
The main skill I was hoping to get out of this PD was to become a more useful contributor to professional discussions, including those with colleagues, in particular those within my PLAT. Although all of the skills I learnt about and practiced would also be useful when discussing problems with colleagues in general as well as with students in my role as a facilitator.
A brief overview of aspects to successful coaching that I found interesting is that:
•    Change is an internal choice and the role of a coach is to guide the colleague or student in question to make change for them and feel empowered by this process.
•    Coaching is not about problem solving but rather by helping colleagues or students to reflect on their own skills and strategies to solve issues.
•    Paraphrasing is a skill refined over time.
•    The role of a coach is different to that of a friend or ‘problem solver’.
Other main points discussed about change included:
•    Culture and the importance of recognising the individuals backgrounds and beliefs through
o    Use of language
o    Accepting diversity
o    Use of protocols
o    Building trust
o    Rapport/body language
o    Use of tone
o    Physical versus verbal signals
•    Paraphrasing being an important step in the coaching process by acknowledging and clarifying problems in a manner that is supportive through
o    Emotional paraphrasing that displays a genuine sympathy to the person
o    Content paraphrasing that highlights your understanding of the underlying issue and seeks clarification
•    The use of protocols when providing feedback to peer observations. The format we discussed and role-played being GAIN SO FAST.

In reflection I found today an informative and useful experience in that it provided a framework to help me build upon the skills I already have in coaching. It also helped me to clarify what the actual role of a coach is.

Some useful documents including power point presenattions and proformas: ACEP Documents