Teacher Professional Leave Sample - DOC 5

Document Sample
Teacher Professional Leave Sample - DOC 5 Powered By Docstoc
					TEACHER PROFESSIONAL LEAVE: TEAM OF TEACHERS




                   Steven Hamill
          Hastings West-Park Primary School
       Jeannine Wilson and Stefan Horvath
                 Somers School Camp



              KNOWLEDGE BANK
  http://www.sofweb.vic.edu.au/knowledgebank

                  December 2006


  “I’ve got that Somers Feeling” - Please Explain!



    Somers School Camp staff wanted students to
    reflect on their personal growth during their
    camping experience.         The TPL 1 team
    researched qualitative assessment. Our TPL 2
    team embarked on a mission to develop a range
    of tools that would assess our program, improve
    our reporting and optimise the children’s ability
    to reflect.
                      Teacher Professional Leave
                         2005/06 Knowledge Bank
Contact details
Steven Hamill
Hastings West-park Primary School
Tel: 5979 2654

Jeannine Wilson and Stefan Horvath
Somers School Camp
Tel: 5983 5302

Short title
“I’ve got that Somers Feeling” - Please Explain!

Abstract
Somers School Camp staff wanted students to reflect on their personal growth
during their camping experience.     The TPL 1 team researched qualitative
assessment. Our TPL 2 team embarked on a mission to develop a range of tools
that would assess our program, improve our reporting and optimise the children’s
ability to reflect.

The challenge: what I/we needed to find out
Our challenge was to develop and trial effective qualitative assessment tools and
reporting practices in the context of our camping program. Another challenge was
to develop tools to audit the Somers School Camp program against the physical,
personal and social learning strand in the Standards (VELS) with our critical
partners, ACER. How do we embed these tools and learning and assessment
activities seamlessly into the Somers School Camp?

The stakes: the reason it matters
For the Somers experience to be more than just a series of activities, quality
assessment and reflective tools need to be embedded into the existing camp
program. It is important that students are guided
in purposeful self- reflection. It can’t be assumed  Research findings over the past
                                                    nine decades clearly show that as
this happens automatically. If outdoor education      individuals, and as educational
programs are to have a lasting impact,                 institutions, we have failed to
participants, in our case students, must be able to   achieve transfer of learning on
make connections between their experience and               any significant level.’
their own lives- this is the essence of our work at              Haskell, 2001
Somers Camp.

The solution: what I/we did
Our first priority was to familiarise ourselves with the work  ‘Good testing tools are
that the TPL1 team had completed. We then connected with        good teaching tools’
Prue Anderson and Julian Fraillon from ACER to begin the          Robert Gunston
partnership and to refine our skills in developing qualitative
assessment tools. We also identified and communicated with other educational
centres that were using qualitative assessment. The findings from this research
enabled us to develop and trial a suite of tools to improve our assessment of the
program and reporting to relevant stakeholders (student, parents, schools & DE&T).

The payoff: how it’s helped
This process has improved our reporting and our       students have become more
reflective in the way they approach their learning.
The staff is becoming more aware of the               ‘The good thing about coming to
                                                      Somers Camp was that it taught
importance of reflection in children’s learning and   me how to make new friends and
the value of embedding this into the program. The      this will help when I go to high
range of tools developed will be used to audit our             school next year.’
program effectiveness against our camp aims and           Hamish- Grade 6 student
current educational pedagogy. ACER will be
reporting to DE&T regarding the instruments devised   and the potential for their use
in general school context.


In six months: reflections

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:6/8/2012
language:
pages:3