Week 3, Term 2
...a team of dedicated professionals who care about the kids they teach....
The Week In View...
Work Place Health & Safety
Please rectify your display immediately if your current display matches or is similar to the non-example...
Best Practice Example
Non example 1
Non example 2
Non example 3
Please destroy this poster and replace it with the new poster distributed by Leanne / Kerrie (see correct coloured poster in best practice example.)
A message from the School Roofing Service....
There is minimal impact on classes, external access only is required. Unfortunately this program can only be conducted during school hours, no provision for after hours or weekend servicing can be made.
Willmot Whisper Articles due from....
- 3/4T and 3/4D - could Rebecca and Ashley put something together please
- Sport - could Danielle and Emma coordinate a report
- PBL - could Danielle and Ashley put together a report please
Please put your article on common drive / Teacher / Teachers / 2015 / Admin / Willmot Whisper Term 2 / Week 4
A quote from Minister Piccoli launched the Principal's meeting that I attended last week. The session focussed on new reforms in education. Thank you for those who were worried that I did not have a pulse on my return and was looking rather pale... there was a lot to take in...
At the moment, we are in a state of preparedness, a 'spring clean' so to speak (where's Mary Poppins when you need her - spit spot!)
For us the immediate impacts are as follows:
* implementing the Professional Development plan cycle (just a reminder that Week 3 is a formal classroom observation week - this will be negotiated with your team leader. Written feedback will be provided no later than 1 week after the observation. I will also be observing team leaders in action.)
Registration Process for the NSW Government Schooling System
School Curriculum - Evidence of compliance
Documentation or evidence to be maintained by the system and/or by each school includes:
- timetables for each Year/class showing the allocation of time and teachers for each KLA
- an overview of the school’s educational program indicating: the scope and sequence of learning/units of work in relation to outcomes of the BOSTES’ syllabus for each KLA for each Year and resources and equipment available for each KLA
- an assessment plan indicating how students’ performance in each KLA is assessed, monitored and recorded
- an overview of the process for reporting student achievement for each Year/class
- teaching programs for each unit of work that correspond to those identified in the scope and sequence of learning/units of work for that year
- samples of student work that relate to the teaching program for that year.
PBL Displays - eamples and non-examples...
School-wide expectation number 1
If the display are small font, it would be a good idea to fix it up and make it larger (see some examples in the Best Practice examples section of this PBL post.)
Remember... you want the students to be using the language of the expectations with each other... if it is too small they can't read it... and therefore can't reinforce it...
School-wide expectation number 2
School-wide expectation number 3
The reward system is for our students. If they can't understand it and don't know what they are being rewarded with, then they are less likely to connect with the system and continue to make good behavioural choices (3/4 T's Willmot Way display indicates to the students what they are working towards.)
I have some reservations bout the use of Dojo points at present as the reward is often not as immediate as we would like it i.e the IWB screen goes to blank while the teacher may be teaching at student desks or are in the engine room (K-2.) What happens to our reward system during this time?
In some rooms the use of Willmot Ways is evident. In other classrooms not at all. On the times I have been carrying Willmot Ways, students seem to be unaware of what these tokens are for. Can you please make sure that you clearly detail your classroom reward system in your classroom PBL action plan.
General best practice examples...
Their classroom PBL displays are right next to the IWB and can be clearly seen and referred to by any adult teaching in their classroom. The children can also refer to them as they have used visual supports.
On the day I visited Suchita's room I saw her referring to and reinforcing these rules on many occasions. The students responded well as they had obviously been exposed to the language of the PBL classroom. Thank you for taking the time and effort to put together such a simple but powerful teaching display!
David Suzuki - knit for Monarchs...
ARKive - free teaching resource link for Science but cross-curricula as well...
and even more excitement....
Thank you to Emma also who was successful in gaining a Sporting Schools grant for us for 2015 (Sporting Schools replaces Active After School Communities....)
Watch this space....
What's been going on...
Each teacher will receive an iPad which will be signed out to you for use in your classroom (we are still working out the best way for mirroring from the iPad to the IWBs.)
Years 3-6 will also be able to borrow from the iPad kit. Phil has been busy putting together borrowing procedures and responsibilities for our iPads.
Hopefully we will have this sorted out next week and get the iPads out asap.
Accessing school files from home....
Be advised that you will only be able to access the school faculty server if you are working with either of the following browsers: Internet Explorer prior to 8, Firefox or Google Chrome.