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 ·  2009 structure based on a core with policy, coordination and quality assurance functions AND regionalised operational positions  ·  A major focus in TLS is the design and implementation of professional learning that is either based on published programs, national/ NT initiatives, school and teacher driven needs  ·  TLS does not have shared understanding, language, models of professional learning that is based on adult learning principles and results in improves student outcomes  ·  NT DEET Accountability and Performance Improvement Framework and implications for using data to develop 4 Year Strategic Improvement Plans and Annual Operational Plans  ·  Schools have access to a number of summary data sources including national literacy and numeracy assessment, NTCF and NTCE student achievement data, attendance, retention The feedback reveals we need to pay attention to transparency and openness with internal communication, how we are perceived by external stakeholders, and processes for working together. // This will be updated prior to the days based on team vignettes to be developed within teams and shared through wikispace [|http://tlsourstories.wikispace.com] // || 1.  Shared understanding and development of strategic priorities, directions and structures for TLS 2.  Shared understanding and use of evidence based ‘knowledges’ and practices for enhancing teacher, leaders and school effectiveness that can make significant improvements to student outcomes. ||  ·  Collaboratively through team based learning opportunities  ·  Outcomes focused through focus on delivery agreement areas  ·  Opportunity for deep understanding through feedback, reflection, dialogue and synthesis through multiple opportunities for synthesising learning with the team, guest speaker and panel to offer feedback, and planned active engagement and reflection during sessions || The attached program has been colour coded to reflect the key learning focus for these days.  ·  ** Strategic Directions  **  ·  ** Evidence based professional learning **  ·  ** Leading data informed school and classroom planning  **  ·  ** Team and division synthesis of learning **  ||  ** Monday 23 June ** || ** Tuesday 24 June ** || ** Wednesday 25 June ** || ** Thursday 26 June ** ||  || Selection Panel workshop (17 TLS staff) Travel for regional / remote staff || ||  Aligning curriculum pedagogy and assessment Lead system wide assessment literacy Use a process for examining data for defining expected levels, targets and goals at school, class and student level; informing assessment design; and choosing evidence based pedagogical strategies. Using the 8 learning management questions to design for learning  ·  What do learners already know? Looking at and analysing data sources  ·  Where do learners need and want to be? Defining school, year level/class and student expected levels, targets and goals  ·  How will we know when learners have demonstrated the learning outcomes? Assessment design <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  How best do learners learn? Meta-analysis research || <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Explain working together protocols using shared online space and Final Word Protocol <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Overview to professional learning through TLS delivery agreement, research. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Sharing evidence based NT professional learning practices <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Examining the Timperley research using the Final Word Protocol. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Synthesising research to identify where we are at and where we need to be. <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Posing clarification and probing questions for Helen Timperley’s interactive video conference on Wednesday morning. Posting questions to Wikispace. ||^  ||   ||^   || Conversation mapping for synthesising and Appreciative Inquiry for visioning implications ||^   ||   ||^   || <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Team sharing using a protocol to build division picture from divisions perceptions <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Feedback and perceptions from stakeholders <span style="FONT-SIZE: 9pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Synthesis of priority areas for further strategic planning and 2009 models  ||^   ||^   ||   || ||^  ||^   ||   ||   ||
 * Teaching Learning and Standards Division Strategic Directions **
 * 23-26 June 2008 **
 * Charles Darwin University, Building 6 Red (previously Building 24/old library) **
 * What do we already know? Current Situation ** ||
 * Strategic Directions **
 * Strategic Directions **
 * Strategic Directions **
 * Evidence Based Professional Learning **
 * Leading Data Informed Teaching and Learning **
 * Feedback from division staff 2007 **
 * Where do we need and want to be? Intended Outcomes ** ||
 * Where do we need and want to be? Intended Outcomes ** ||
 * How will we know when participants have Monitoring and Evaluating  **
 * demonstrated the intended outcomes? ** ||
 * During the week: ** Teams contribution to division synthesis
 * After the week: ** Application of evidence based professional learning models and use of data informed processes for providing advice, coordination of professional learning and support for schools. ||
 * During the week: ** Teams contribution to division synthesis
 * After the week: ** Application of evidence based professional learning models and use of data informed processes for providing advice, coordination of professional learning and support for schools. ||
 * How do we best learn? Adult Learning Principles  ** ||
 * How do we best learn? Adult Learning Principles  ** ||
 * What will constitute the learning journey? The plan  ** ||
 * What will constitute the learning journey? The plan  ** ||
 * What will constitute the learning journey? **
 * 0800-1130 TLS Strategic Directions **
 * Facilitator: ** Debbie Efthymiades
 * 1030-1100 Break ** ||
 * 0800-0930 Deeper exploration of the professional learning research based on team questions **
 * Presenter ** : Professor Helen Timperley, University of Auckland
 * Session Moderator ** : Claire Kilgariff, People and Learning
 * 0800-1130 ** **Leading evidence informed learning design**
 * Delivery Agreement Link: **
 * Intended Outcomes: **
 * Facilitators: ** Linda Dawson (Schools Division) Learne Dunne, **Michelle Massey**, Ellen Herden (TLS)
 * Content: **
 * 1000-1030 Break ** ||  ||
 * 0930-1000 Team based learning synthesis on professional learning **
 * 0930-1000 Team based learning synthesis on professional learning **
 * Delivery Agreement Link: ** Optimise systems that enable conditions for success
 * Intended Outcomes: ** Implications for 2009 business focus and structures
 * Process: ** Conversation mapping for synthesising
 * 1000-1030 Break ** ||^  ||   ||^   ||
 * 1130-1230 Team based learning synthesis on strategic directions **
 * 1130-1230 Team based learning synthesis on strategic directions **
 * Delivery Agreement Link: ** Optimise systems that enable conditions for success
 * Intended Outcomes: ** Implications for 2009 business focus and structures
 * Process: ** Conversation mapping for synthesising
 * 1230-1315 Break ** ||^  ||   ||^   ||
 * 1030 -1130 Leading data informed school and classroom planning **
 * 1030 -1130 Leading data informed school and classroom planning **
 * Delivery Agreement: ** Lead assessment wide literacy
 * Intended Outcomes ** : Understand the system expectations of using data
 * Facilitators: ** Kevin Gillan, Debbie Efthymiades
 * 1130-1215 Lunch ** ||^  ||   ||^   ||
 * 1500 – 1630 NT DEET Strategic Directions and Implications for TLS Division **
 * 1500 – 1630 NT DEET Strategic Directions and Implications for TLS Division **
 * Facilitators ** : Margaret Banks, Ken Davies, Debbie Efthymiades
 * 1315-1630 Evidence based professional learning **
 * Delivery Agreement Link: ** Formalising Professional Learning Models
 * Intended Outcomes: ** Shared understanding of evidence based professional learning models and reflection on where we are now and where we need to be in using such models.
 * Facilitators: ** // Ellen and Sonja coordinating //
 * Process **
 * 1130-1400 Team Synthesis including lunch **
 * 1130-1400 Team Synthesis including lunch **
 * Delivery Agreement Link: ** Optimise systems that enable conditions for success
 * Intended Outcomes: ** Visioning for TLS in 2009
 * Process: **
 * 1215-1430 Standards Validation **
 * 1215-1430 Standards Validation **
 * Delivery Agreement Link ** : Lead system wide assessment literacy
 * Intended Outcomes ** : Validate teacher/school/cluster moderated evidence of learning.
 * Facilitators ** : Assessment and Reporting Team
 * 15 min Break ** ||^   ||^   ||   ||   ||
 * 1400 – 1630 Division Synthesis for Future Planning **
 * 1400 – 1630 Division Synthesis for Future Planning **
 * Delivery Agreement Link: ** Optimise systems that enable conditions for success
 * Intended Outcomes: ** Implications for 2009 business focus and structures
 * Facilitator: ** Claire Kilgariff, People and Learning
 * Process: **
 * 1500-1630 Mandatory Reporting **
 * Presenter: ** Greg Broadfoot
 * Presenter: ** Greg Broadfoot
 * 1630-1800 **
 * Social Function Drinks ** ||
 * 1830 **
 * Social Function Dinner ** ||^  ||^   ||   ||   ||
 * Social Function Dinner ** ||^  ||^   ||   ||   ||