Gather evidence of

area of greatest need

•What is the area of greatest need?

•Identified through SLR/Strategic Plan

Build developmental

progression from

curriculum documents

•How does performance in this area develop in the curriculum standards?

•Build a developmental progression using AusVELS for that particular learning area

•Develop a student-centred rubric in relation to the developmental progression

Design classroom

assessment

•How might students demonstrate evidence at various levels along this continuum?

•Administer assessment task/s to identify students' ZPD

•Build data wall. Predict student achievement with individual learners after 6 week learning block

Plan, facilitate and

monitor student-

centred learning for all

•How can we facilitate students' progression along the continuum?

•Provide feedback to the student: where am I, where am I going, how do I get there

•Case management approach to monitoring progress

•Utilise collective and external knowledge (content knowledge, pedagogical knowledge, pedagogical content knowledge) of PLT members to learn about and plan high-yield teaching strategies to move students forward

•Provide opportunities for targeted instruction of students with like-needs

•Negotiate and plan rich, engaging learning experiences to scaffold the progress of learners

•Continuously provide students with opportunities to demonstrate progression and update the data wall

•Continuously monitor progress and plan strategies to ensure all students are progressing: use to monitor effectiveness of instruction

•Remove systems/structures/behaviours that undermine the vision. Encourage innovation in line with the vision.

Readminister student

assessment

•Reflect on effectiveness of instruction

•Reassess students

•Compare to expected rate of growth

•Communicate to students and parents

•Self-assess teacher effectiveness

•Engage in collective reflection. What did we achieve? What can we learn about effective teaching? What next?

Personalising Learning with AusVELS