implementing the action plan
4A. PROVIDING FEEDBACK ON THE ACTION PLAN
PROFESSIONAL CONVERSATIONS
DATE: 5/5/16, 12/5/16 and 12/6/16.
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SUMMARY OF DISCUSSION AND ACTIONS ARISING:
Visit 1: L.C gave me feedback on my first attempt of the action plan and some aspects I could improve such as, adding more detail of where evidence could be found for modelling, guiding, applying and sharing (Appendix 20). L.C and I brainstormed some possible inquiry questions and the direction my inquiry was going.
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Visit 2: C.B and I looked at my second attempt of the action plan and talked about modifications that still needed to be made. We agreed on the inquiry question being too broad and brainstormed other possible questions (Appendix 21). We were able to finalise the inquiry question and specifically talk about each aspect of the question and how I could address it.
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Visit 3: C.B and I discussed each focus student. We assessed work samples and talked about where each student would be according to the proficiency scale. We were able to look at the next steps for each student and some possible activities I could implement to help their individual progression. I was able to get a clear indicator of what student A, B and C understood and how I could assist them with moving forward (Appendix 8-11).
Descriptors 6.3
PROFESSIONAL FEEDBACK FROM MENTOR
Upon observing Madeleine Tucker in the classroom, I noted the following:
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A warm and strong relationship was evident with each student in the class; students were called by name, listened to and answered promptly, respectfully and with appropriate intent
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Students responded to Madeleine promptly and listened respectfully to instructions
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Students were able to respond to instructions promptly, having all information to carry out learning tasks, having pre tested the students for understanding of concepts to be learned
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Observable differentiation of learning through targeted learning for specific students
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Planned and deliberate learning sequences from the Action Planning stage to implementation stage
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Effective classroom management processes, focussing on positive observed behaviour and contracts for two students who were very excited to share their improved behaviour with me
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Sound and deliberate instructional approach in terms of lesson pace and structure of the sequencing of activities
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Clear instructions given to students
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Comprehensive planning of lesson sequence
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Pre testing of students to cater for student needs
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Written behaviour contracts observed and used for students with specific learning needs
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ICT used to publish student writing
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Madeleine approached her students with confidence and warmth. She considered her Action Plan thoroughly and implemented its components effectively. Madeleine prepared engaging tasks, targeted at the learning needs of her students. She responded to the feedback given to her throughout the process and adjusted her Action Plan accordingly.
I discussed with Madeleine the importance of post testing to monitor her effectiveness in teaching students, the improvements made by the students along the way and the need to focus on next steps for student learning.
Madeleine’s emerging understanding of the Curriculum as it applies to the needs of her students was evident in the lessons she planned and the Action Plan she wrote.
Madeleine assessed student knowledge prior to the learning and will formalise the assessment at the conclusion of the learning. It was discussed that clear learning goals visible for students was her next step in individualising the learning for students and ensuring students know what they are learning and know when they have learned.