Teachers as Learners

Pakenham Springs is a Learning Community. We are raising the bar….from good to great. The school focuses on three big ideas. A focus on learning. A focus on collaboration and a focus on results.

There are four important questions that teachers focus on when planning for student learning.

  1. What knowledge and skills should every student acquire as a result of this unit of instruction? (We call these Power Standards)
  2. How will we know when each student has acquired the essential skills and knowledge?
  3. How will we respond when some students do not learn?
  4. How will we respond when some students have clearly achieved the intended outcomes?

Teachers at Pakenham Springs are learning from each other and sharing best practise to ensure All students learn to a high standard.

Know Thy Impact. Pakenham Springs is focused on student learning.

Each year the Professional Learning Community at Pakenham Springs Primary School have a ‘Date with Data’. This is to see what impact our teaching practise has had on student learning. Each P.L.T. showcases the achievements that have been made in student learning. Teams present data gathered before and after teaching the skills in the power standards, and use this data to guide planning for student learning. Teachers explain how they used best practice to achieve the results. Teacher’s also outline how tier one and tier two intervention has targeted students who had not grasped the concept, those who had to consolidate their understanding and also how students were extended in their skills and knowledge. The cycle continues each year. How can we now improve student learning? It is a continuous learning journey for Pakenham Springs Primary School.

 

PROFESSIONAL LEARNING COMMUNITIES

At Pakenham Springs our major emphasise is to ensure our focus at all times is on improving student learning. To ensure this focus, Pakenham Springs is seen as a Professional Learning Community.

Our Mission Statement at Pakenham Springs is:

It is the mission of Pakenham Springs to ensure all students learn the essential skills and knowledge necessary to become active members of the community.

Our Vision Statement at Pakenham Springs is:

The Pakenham Springs community is united in its quest to achieve high quality success in learning for all students. A collaborative and positive approach motivates the community to pursue greater success for student learning. Pakenham Springs is recognised for setting the standard in educational excellence.

Over the last three years we have:

  • embraced the premise that the fundamental purpose of the school is to ensure that all students learn at high levels and we have enlisted the staff in examining existing practices, programs, and procedures to ensure it aligns with that purpose;
  • organized staff into meaningful collaborative teams that take collective responsibility for student learning and work interdependently to achieve shared goals for which members hold themselves mutually accountable;
  • established a guaranteed and viable curriculum for each curriculum area that clarifies the essential learning for all students; we have teams agree on pacing guidelines, and develop and administer common formative assessments to monitor each student’s learning at the end of each lesson sequence;
  • used the evidence of student learning to identify:
  • students who need additional time and support to become proficient
  • students who need enrichment and extension of their learning because they’re already highly proficient
  • teachers who help students achieve at high levels so team members can examine those teachers’ practices
  • teachers who struggle to help students become proficient so team members can assist in supporting the development of their professional practice
  • skills or concepts that none of the teachers were able to help students achieve at the intended level so the team can expand its learning beyond its members to become more effective in teaching those skills or concepts.
  • created a coordinated intervention plan that ensures that students who struggle receive additional time and support for learning in a way that is timely, directive, diagnostic, precise, and most important, systematic.

As part of our work towards becoming a Professional Learning Community we submitted a progress report and our learning data to Solution Tree in America to apply for Accreditation. Following the application of this report, the school received the following notification:

We just finished reviewing your application for becoming a model PLC under “Evidence of Effectiveness.” Thanks so much for taking time to complete and share such a wonderful example of the PLC at Work process – can’t wait to see your information go live….it shouldn’t be long:) Pakenham Springs will be the first Australian school on the site – congratulations to you and your entire school community!

Wishing you continued success on the journey.

 

All the Best,
Becky & Rick DuFour

 

Becky and Rick DuFour are the main drivers of Professional Learning Community work across America.

It is fantastic to see Pakenham Springs being recognised as the first school in Australia to be officially accredited as a Professional Learning Community.

PLC. Proficiency Scales Fair September 3rd 2014

Professional Development is ongoing at Pakenham Springs Primary School.

Staff meeting, PLC meetings and professional conversations are all part of Professional Development at the school. The school is using Proficiency Scales to track student progress and allow students to track their progress and be motivated to achieve high standards in their learning.

The staff held a Proficiency Scale Fair as part of the culture of sharing ‘Best Practice’.

Purpose of this afternoon was:

  • To allow teams to share with their colleagues their strong practice around use of proficiency scales
  • To give teams an opportunity to celebrate their achievements in this area and to look at what might be the next step in further strengthening their use of proficiency scales

Areas of focus:

  • How Proficiency Scales are used by students as a way of monitoring their progress
  • How Proficiency Scales connect/relate to Common Formative Assessment tasks/Student learning check-ups
  • How Proficiency Scales are used to direct the learning within the area

The afternoon was a great success and celebrated the work that is being done in classes.

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