ACEL Newsletter

 

ISSUE 19 - OCT 28 2020

                    

Nominations Closing Soon for the 2020 ACEL National Awards

ACEL invites all Members to nominate an individual or team who has made a significant educational contribution and who has influenced education at a national level in Australia.

To nominate or be nominated, you will need to be a current member of ACEL. Access these benefits and more by joining today!

JOIN TODAY

Collaborative Expertise
Douglas Fisher
12th Nov 2020
ONLINE EVENT
 

Building and Developing Assessment Capable Visible Learners
John Hattie & Douglas Fishger
13th Nov 2020
ONLINE EVENT

Online Professional Development Packages SERIES 2 Now Available

SERIES 2 of the new 2020 Online Professional Development Packages is available for subscription. Featuring access to 6 live webinar series prepared specifically for ACEL, plus digital content and support resources under a single subscription fee. Featuring a line-up of the leading experts such as Lyn Sharratt, Andy Hargreaves, Alma Harris, Mary Jean Gallagher, Barbara Blackburn and Ron Ritchhart. These packages are designed for ease of accessibility from your home, office or school to accompany your PD support.

LEARN MORE AND SUBSCRIBE

Building Data-Informed Collaborative Teaching Teams

By Dr Selena Fisk – Principal Consultant, Aasha for Schools

Australian teachers are encouraged to work collaboratively in teams through regular cycles of planning, implementation and reflection in order to have a positive impact on student learning (AITSL, n. d., 2011). When teachers collaborate and reflect on the impact they have in their classrooms, consider the progress that their students have made, identify trends in student results, and then adjust their pedagogy accordingly, they are being truly responsive to students’ needs. To maximise their accuracy and effectiveness, collaboration and regular cycles of team planning require access to, and reflection on, student data and evidence. In a perfect world, teaching teams would meet and reflect on cohort, class and individual student data. Together, they would unpack challenges and achievements that their students have experienced, and the teaching team would work together to plan the next steps for teaching and learning. However, the notion of sharing and working with data in this way – particularly with peers – can be a daunting concept, especially for those who are new to the practice, or if the school culture has not traditionally supported the open sharing of student data.

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Implementing Lesson Study as a form of collaborative professional learning

By Dr Frances Whalan, William Wallace and Andrea Harries

School-wide analysis of student performance data determined that changes were needed to drive improvement in the quality of teaching and learning and students’ literacy performance at Lakes Grammar - An Anglican School. The alignment of professional development opportunities to focused literacy priorities in reading, comprehension and writing informed the design of systematic planning processes that engaged teachers in collaborative professional learning and made their classroom practice the site for transforming teaching and improving student learning. As a result, the Junior School executive selected a Lesson Study approach as the agreed structure for implementing focused and sustained collaborative professional learning.

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Connect with ACEL

       

October 28, 2020

 

acel.org.au | admin@acel.org.au
Phone: 1800 680 559 | +61 2 8396 0800

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Higher Logic