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WOORANNA PARK PRIMARY SCHOOL
Raison d’etre
(Reason for being)
Principles of Learning Pedagogical Organisational Structures Physical Environment Assessment School leadership Theorists
Practice
“The mind is not a vessel to be “The art of teaching is “Change the system, not the child. “Design is primarily about “Formative assessment is part “Schools are now managed through a network “It is easier to assimilate a
filled, but a fire to be ignited.” developing into the art of Do things with children, not to them.” purpose and function - out of of students ongoing learning format, progressively abandoning the characteristics thousand new facts in any
Plutarch teaching children to teach which grows aesthetics”. and simultaneously informs of old style bureaucratic pyramids of power.” field than to assimilate a new
Betts.
themselves.” Featherston. future directions.” Beare point of view of a few already
Anonymous Capp known facts.”
Vygotsky.
People are active, important Communities of learners Communities of learners stay together Large areas created to allow Analysis of collaborative The changing nature of schooling in the 21st century Cultural- Historical theory:
members of a variety of Collaborative learning throughout their learning journey in the for communities of learners, learning, (questioning and requires schools to adopt a more collective decision Vygotsky
communities: family, school, peer school. The support and interaction of involving collaborative discussions initiated by making process. Socio-cultural theory: Dewey,
groups, on-line networks and Modelling collaboration families is viewed as part of this teaching children within the learning Rogoff
cultural groups. Their through team teaching The following beliefs underpin the use of distributed
community Reflection of the children in the communities) Community of learners:
understanding of the world Use of mentors and Teachers, children and integration environment. Documentation of the learning leadership at Wooranna Park Primary School: Dewey (1938) Rogoff·
develops through these social and peer coaching aides work collaboratively within Shared facilities and tools for process includes teacher’s the ability to take action, to lead, results from Reggio Emilia Project
cultural interactions. Creation of the learning complexes learning and children’s voices. knowledge and expertise, not from position or Leadership: Beare (2006);
curriculum through Mentor relationships are developed in status in a hierarchy; Earl & Katz 2006;
Analysis of parent depending on the task at hand, the school may
collaboration with meaningful contexts Hargreaves, A
involvement in the learning have many individuals, with germane thoughts
children, parents and Flexible timetabling allows for varying program (2002)
teachers in a 3-way forms of collaborative learning and and expertise;
partnership. negotiated learning Parent surveys the pooling of work by individuals within a group,
Links between families and school: Peer assessment can forge a response of greater quality, than the
Exploration of
open classrooms from 8:30 to contribution of individual contributors;
transdisciplinary themes
9:00am for parents to collaborate an openness of leadership boundaries
and issues important to
with their children and teachers encourages greater participation in decision
children, families,
3:15pm reflection time, parents making across the school.
community and the
future welcome
weekly newsletter - classroom
Active participation in
alternating with school
communities supported
publication
by the school and by its
parent meetings
technical infrastructure
communication diaries - hard
Celebration of cultural cover or ICT based
difference establish social networks
between home and school
exhibitions of learning throughout
the year
Community Links - local and global
Education must value and support Exploration of and Open ended questions focussing Purposeful selection and design Documentation of the ‘100 It is believed that individuals working within a distributed Reggio Emilia Project
democracy, with all community listening to the ‘100 discussion on trans-disciplinary of every physical element for a languages of children’ to make leadership model are more likely to:
members respected. languages of children’ themes Reflection then informs welcoming, amiable, purposeful, learning visible; displayed perceive of themselves as stakeholders;
The rights of a child necessitates Documentation to make planning clarified environment. through wall panels, folders, recognise that the school’s mission can be
that they have a ‘voice’, which is learning visible Team analysis and interpretation of Physical design to support digital portfolios and digital achieved in stages;
actively listened to. Negotiated Learning documentation to inform practice: comfortable, aesthetically presentations. distribute roles and tasks;
Active citizenship, observations, artefacts and pleasing learning environments Weekly dialogue between see the school’s vision as a unifying force;
including student conversations Diverse spaces are always teacher and student about accept the leadership of others, since leaders
leadership teams and Individual Learning Journey proformas available to the children, Learning Journey forms which have expert (rather than title) authority;
committees that mirror our used to document negotiated learning enabling children to move freely document the negotiated establish collaborative teams for specific
country’s parliamentary Class meetings / Class Parliament are from one setting to another curriculum purposes;
system. forums for student initiated ideas throughout the day Student surveys form communities of practice based on previous
A focus on the experience.
exploration of values,
attitudes and character
development
Learning is life-long. Building positive Learning agreement time each day On-going maintenance, Digital and hard copy portfolios The above qualities are essential if the school of the future Habits of the Mind - Costa
People are born with the potential relationships between Daily ongoing reflection on learning enrichment and evolution of the which share the journey of the is to prosper as a “living” entity, constantly evolving to meet DATT Tools - De Bono
to be autonomous, curious, teachers and learners Periodic individual or small group environment. child through the school ever changing needs. Under a distributed leadership model Autonomous Learning Model
creative, powerful learners. They Inquiry and Research meeting with home group teacher Some areas are semi permanent Student led conferences mid- there is no single line of communication, and information – Betts
have a desire to make meaning of based learning (conferencing) to discuss learning and (stable) whilst enabling flexibility year and as required cannot be controlled through a single gateway, or hierarchy Project Zero (Bialik College)
the experiences they encounter. personal welfare for temporary change End of year portfolio evening of individuals. Distributed leadership promotes:
Past learning is constantly evolving Staff have collaborative planning time Provision of home group meeting Assessment criteria is made collegiality (equal power, but varying capabilities);
in the light of new experiences. Meta cognitive learning Weekly staff meetings with a areas explicit through learning co-operation (the means of acting together);
Learning through interests pedagogical focus Display areas for 2D, 3D and profiles, key understandings teamwork (the notion of each member playing a
It is the learner who decides what and passions (Administration through emails and multi-media work· and negotiated criteria part and being responsible for the outcome, for
and from whom he will learn. Nurturing attitudes of school intranet where feasible) Other purposeful areas within the Analysis of discussion forums winning); and
personal responsibility, Teacher professional development school re teacher participation coordination (each member harmonising with the
All learners have interests and motivation and ownership includes: mentors, professional Art Studio: Teacher professional efforts of others).
experiences that can be used to of learning. reading, interstate and overseas large projects development plans As such sustainability and succession planning can be
create relevant and powerful Development of time, travel, university links, school Research Centre: Literacy Teacher performance reviews bonus by-products of distributed leadership.
learning opportunities. organisational and change professional development, personal resources
management skills weblogs Da Vinci Centre:
Teachers as co-learners School radio station, green
with children screen and film studio,
Teaching to promote recording studio
reflection through dialogue Asian studies: Japanese
resources
School hall : presentations/
whole group meeting space
Performing Arts Centre
After and before school
centre
People construct and Listening for pre-existing Target teaching to scaffold learning Creation of functional areas Tracking of students Responsibility for the conduct of learning programs Constructivist learning -
co-construct meaning and bring to understandings and ( group size 1-10 ) within the space for specific understandings through a developed for students lies with the teachers and teacher Bruner
any learning situation, pre-existing theories. Workshops to promote opportunities purposes variety of techniques: aides in each of the school’s year level learning Scaffolding - Bruner
understandings and theories, which Differentiation in the for development in learning Provision of diverse and rich checklists, anecdotal records, communities. Leadership is exercised collaboratively. Zone of Proximal
determine their perception of the program to cater for agreement time ( group size 15-25 ) settings to support a wide range interviews, school developed Where specific knowledge and skills are required to Development - Vygotsky
world. different abilities, Excursions, incursions, performances of experiences- each setting to profiles of learning and key address a specific need, special purpose groups
interests, experiences, and competitions to promote have an appropriate sense of understandings composed of those with the required skills and knowledge Reciprocity between
Learning is not linear, but a myriad attitudes and opportunities for learning agreement place enclosure and to provide Reflection by children, parents can be established. Spontaneous and Scientific
of pathways directed by ones temperaments time clues as to possible use and staff Concepts - Vygotsky
experiences, beliefs and Scaffolding of learning in Tracking of children by home group
environment. meaningful contexts, teacher ( average 24 children )
Collaborative learning
Variety of grouping practices used:
Reflection on learning interest, need based, random
selection, child selected, teacher-
initiated groupings.
Use of specialist programs to enrich
children’s learning
People learn through engagement Questioning Planning incorporates the use of : Each type of experience requires ·Exhibitions of children’s work At the centre of the school’s distributed leadership model Four processes model of
in complex experiences, in which Research based projects· school profiles different facilities (space, through a variety of languages is a small core of senior staff responsible for exercising Literacy - Luke & Freebody
they make relevant, purposeful Authentic / Real Life key understandings boundaries, services, surfaces, which also demonstrate the ultimate responsibility for: Literacy – Smith,F ; Wilson, L
connections. learning Tasks· school development storage, acoustics, furniture, process of learning through co-ordination and quality control across the Mathematics - Lovett, Booker
Core knowledge and skills programs for thinking skills learning materials) documentation school; Engagement – Washor
Skills, attitudes and a body of are learnt in context· and ICT Diverse settings are seamlessly Level of engagement of financial planning; Relationships – Ortero
knowledge are needed to lead a Multi-literacies developed Planning by teams of teachers on connected. children liaising with the wider school community; Social Communication –
fulfilling life. Trans-disciplinary trans- disciplinary themes. Clear circulation routes understandings staff professional development; Stevenson, Selinger, Heppell
(Implementation is a collaborative upkeep of school facilities; and
learning· Globalisation – Yong Zhao
The ubiquitous use of technology is Higher order thinking· process between children, parents and formulating the school’s vision.
Creativity – Ken Robinson
an essential component of living in teachers)
Deep learning
contemporary society. High level teacher knowledge of the
Critical, lateral and
creative thinking Victorian Essential Learning
Fostering attitudes of Standards to implement Government
optimism and enjoyment policy within a contextual learning
of learning framework
ICT embedded in all High level teacher knowledge of
learning current research and teacher initiated
school based research, informs
Creativity fostered
understandings of how people learn
and is reflected in teaching practice
People have particular pre- ·Meta-cognitive ·High level teacher knowledge of Provide discreet settings with Collaborative analysis of The formal leadership of the principal and assistant Learning styles - Gregoric
dispositions to learning styles, understandings of learning student learning dispositions informs appropriate enclosure to avoid preferred dispositions of principal, under a distributed leadership model, remains of Learning Modalities – Coil
modalities of learning, and areas of Understanding of personal all aspects of pedagogy visual and aural distraction. learning involving child, parents crucial importance. They are the ones who can best: Underachievement – Lord
intelligence. learning styles and teachers engage, motivate and support the staff to move Puttnam
Valuing of personal Attractive provisions of loose Promote authentic assessment beyond the comfortable status quo; Intelligence Theories:
People respond to the expectations differences items which provoke, attract, practices that involve stimulate and lead collaborative enquiry to Emotional Intelligence -
others place on them. High Promoting positive self stimulate, support and engage assessment with students enhance professional leading and investigate; Coleman
expectations significantly influence esteem, self confidence, children’s minds and bodies. Avoid grading of students and Multiple Intelligence -
student achievement. resilience and tenacity. Acoustic design for expression against each other. set and champion the (school’s) vision, even Gardner
Promoting the ability to and listening. when the changes feel awkward and Creative, Academic,
handle uncertainty and Freedom to move within and uncomfortable. Practical Intelligence -
confusion between the spaces Sternberg
Pedagogical practices that Distributed leadership does not imply simply assigning
cater for the varying new tasks to teachers and calling them leaders. Instead, it
dispositions of learners. involves the actual enactment of leadership tasks within
Treat all children as their own roles as teachers. (Earl and Katz, 2006).
‘professors’, promoting
their belief in themselves
and developing their self-
confidence.
The above principles, beliefs and practices are not discrete, but interrelate with
each other to form a multitude of nuances.
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