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Professional Learning Teams

Professional Learning Teams. 2016. No children left behind!!!!. PLTs – Professional Learning Teams Classroom Intervention – differentiation Faculty Intervention – assessment and common issues. School Intervention – Literacy and Numeracy focus in Junior School. Professional Learning Teams.

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Professional Learning Teams

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  1. Professional Learning Teams 2016

  2. No children left behind!!!! • PLTs – Professional Learning Teams • Classroom Intervention – differentiation • Faculty Intervention – assessment and common issues. • School Intervention – Literacy and Numeracy focus in Junior School.

  3. Professional Learning Teams • The Grattan Institute 'Making Time for Great Teaching' report says that teachers need more time to work collaboratively. In the best school, education should not be about which teacher you get. Teachers must be committed to collaboratively working together in an ongoing process of collective inquiry and action research in order to achieve better results for all students.

  4. The fundamental purpose and functioning of a PLT is based around the following 4 key questions: • What is it we want our students to know? • How will we know if our students are learning? • How will we respond if our students are not learning? • How will we enrich and extend the learning for students who are proficient?

  5. PLT Meeting Time • ALL Teachers – timetabled time • Friday Afternoon 1.40 – 2.40pm • Weekly • Workbook provided • 4 Questions • Meeting Norms

  6. Professional Learning Team Expectations The following stipulations are nondiscretionary: • Each teacher on duty on Friday must participate in Faculty PLTs. • The behaviour and practices of all staff must align with and support the shared vision and collective commitments working collaboratively to ensure that every child is academically successful and adhering to meeting norms. • The structure of the school must support collaborative teams – staff members may not work in isolation. • Each team must establish a guaranteed and viable curriculum, unit by unit • Each team must monitor the learning of every student on an ongoing basis • Each team must use evidence of student learning that it gathers through assessment processes to inform and improve outcomes – both results and pedagogy. • Each team must use evidence gained through assessment to identify students who require intervention and enrichment. • The faculty must establish systematic processes of intervention and enrichment. • Collaboration vs Collegiality

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