Damon

**Teacher planning and reflections** ||
 * **Teaching as Inquiry**
 * **My name:** Damon Ritai || **Class Level:** Frankley School ||
 * **Achievement Target:** What outcomes am I aiming to achieve? What outcomes do I want my staff to achieve? I am also developing my understanding of teacher inquiry model to use as a tool of reflection to improve outcomes for students. ||
 * **Timeframe: Term 2/3** ||

**//FOCUS; Introduce Thinking Tools to staff and follow up with them their next steps through wiki spaces.//**

Collecting baseline data, using survey monkey to collect baseline data from teachers. Making notes in team meetings will help, reflections. Introduce a variety of thinking tools to help develop and deepen childrens knowledge, understanding and questioning skills. || Baseline: Find out what staff can already do and what more they need to learn. Refer to National Curriculum and other resources || **Reflective questions** || Post reflections here || Dates || Leadership team Teachers staff meetings __Further develop and introduce new__ Final curriculum document Frankley Thinking Tool Box ||  || Incorporate into as many curriculum areas as possible, in particular Written and Oral Language, Reading and Inquiry || Research to see what has worked for other teachers and contexts. Formulate a plan. || **Reflective Questions** || Post reflections here || Dates ||
 * **Discovery** || **Focusing** |||||| //Initial plan. What am I going to do? Develop? Strengthen? Why?//
 * ^  || Potential – what might be? Prioritise outcomes.
 * ^  ||^   || Why am I focusing on this? || To ensure that thinking tools are being used in the classroom. Frankley Thinking Tool Box. ||   ||
 * ^  ||^   || What level are my staff presently at? How do I know? || Different levels, probably closely related to their own understanding of tools in the tool box. Data collected at Patuha and discussion with syndicate leaders. Survey monkey data questions. ||   ||
 * ^  ||^   || What barriers to learning need to be overcome? What resources will I need? || Leadership developing thinking tool box. Breaking this down into levels and discussing this with teams. Resources that I will need is the Michael Pohl book on Thinking Tools. Questioning skills. Principal to undertake an inquiry into Thinking Tools that would be effective in year levels. This will take place through discussion with team leaders and teachers. Complete and put together our Frankley Curriculum document that includes TTB. ||   ||
 * ^  ||^   || Other observations, reflections or ideas to try || __Continue working with__
 * **Designing** || **Teaching** |||||| //What is my plan for doing this? What strategies will I try? How will I change my practice?//
 * ^  || What craft knowledge do I already have? Search your own and colleagues' past practice for strategies that may be more effective.
 * ^  ||^   || What new teaching strategies & tools will my staff use? || Relevant Thinkers keys, HOM's, Graphic organisers, De Bono's Hats check with staff and ask what will we need to ensure that we implement thinking tools effectively. ||   ||
 * ^  ||^   || What are the key steps for implementing my inquiry in the school? || Broaden my understandings about thinking tools and how this impacts on childrens learning. Can this be measured? Talk with other schools about how they have implemented TTB in their schools. Talk with Lyn.

Introducing staff to the language of TTB so that we have a coomon language on TTB. ||  ||
 * ^  ||^   || What methods & ICTs will I use to track & record staff change/achievement and how often? || Wiki spaces will be my port of call to see the progress that teachers are making. Teacher appraisal documents will include a goal on Thinking Tool Box. Wiki can be referred to as evidence for progress.

Staff progress and understandings about what tools can be used for which purpose will be undertaken by me to gage progress made. ||  ||
 * ^  ||^   || Other observations, reflections or ideas to try ||   ||   ||

Use this new information to decide what to do next to ensure continued improvement in staff achievement and in your own practice.
 * **Delivering** || **Learning** |||||||| //Put my plan into action. Monitor; collect evidence; write regular dated reflections; interpret data. Plan next steps// ||  ||   ||
 * ^  || Monitor staff progress towards identified outcomes and reflect on what this tells you.

Regular leadership team - timetable, at 1. Thinking tool box, sharing ideas for teacher thinking. Looking at reflections, classroom teaching linking ideas. Framework what needs to make it succesful in school. Leadership team meeting. Have a look at thinking toolbox get it ready. Major part of the focus, using the things that you are not use to. Framework plan for teacher inquiry once a month, discussion in syndicate meetings, how are people getting on with wikis, solving problems. Decide at what point end of term 3 finish it who will present to who, 1 or 2, nice for Board to know what you have been developing your own teacher practice, keeps BOT uptodate with new practices in rooms. Present to BOT teacher inquiry, discuss how people will present back to staff, powerpoint, limited slides, end result student voice, asking kids recording answers, present to another team, syndicates, presenting to each other. Sticking to the plan, expectation but having people accountable. ||||||||^  ||   ||   ||
 * ^  ||^   |||| **Reflective Questions** || Post reflections here || Dates ||   ||   ||
 * ^  ||^   |||| How am I infusing my ideas into staff practice? ||   ||   ||   ||   ||
 * ^  ||^   |||| What am I learning from monitoring staff outcomes? ||   ||   ||   ||   ||
 * ^  ||^   |||| What are the next steps I need to take? (Research, resources, activities) ||   ||   ||   ||   ||
 * ^  ||^   |||| Other observations, reflections or ideas to try ||   ||   ||   ||   ||
 * **Evaluating** || **Summarising** |||||||| //Analyse data and observations and draw conclusions. Prepare and present findings to colleagues.// ||  ||   ||
 * ^  || Reflect on progress, observations: current versus initial data. How did it go? What strategies have made a difference to my staff's learning? How do I know? ||||||||^   ||   ||   ||
 * ^  ||^   || **Reflective Questions** |||| Post reflections here || Dates ||   ||   ||
 * ^  ||^   || What methods will I use to collect ‘end’ data? ||||   ||   ||   ||   ||
 * ^  ||^   || What conclusions can I draw from data analysis? ||||   ||   ||   ||   ||
 * ^  ||^   || What are my main points? ||||   ||   ||   ||   ||
 * ^  ||^   || Specifically how will I share my Inquiry with my colleagues? ||||   ||   ||   ||   ||
 * ^  ||^   || Notes ||||   ||   ||   ||   ||
 * || * Sharing the outcomes, successes, barriers, next steps.
 * Student achievement, teacher observation, classroom observation, student voice
 * [|Resources] || http://www.brainpop.com/ ||  ||   ||   ||   ||   ||   ||
 * || @http://www.thinkingeducation.com.au/default.htm ||  ||   ||   ||   ||   ||   ||
 * || @http://www.thinkingeducation.com.au/default.htm ||  ||   ||   ||   ||   ||   ||


 * Thinking activity or Ideas ||  ||
 * Class Level || Date ||
 * Learing context: Oral Language / Starter || Key competency: ||