Classroom Climate and CultureOne of the first things you, as a teacher at GEPS, should consider is how to establish and maintain the learning environment so that every child is nurtured and every child learns.
In this framework we highlight three main points as having key relevance for you and your students. As a low socio-economic status (SES) school establishing and maintaining high expectations for all learners is of key importance. Given the high proportion of EAL/D learners at our school, teaching language clearly and explicitly is paramount. Recognising and valuing the cultural background of students is also critical to establishing the right climate and culture. |
Staff Collaborative Practices
Staff at Granville East Public School always work in teams - stage teams, project teams, buddy teams, working party teams - always collaborating with others. We believe in the power of collective thinking and the depth of thinking that can be achieved with frameworks and processes to harness different opinions and thoughts.
We take adult learning seriously. We use the teaching/learning cycle with our adult learners so that thinking is clear, robust, based on evidence-informed decisions and enables action! We use collaborative planning time to think deeply about the big ideas we want students to learn. Teams work together to clearly articulate these ideas and map out the elements of understanding required. Teachers then plan the unit of learning to tailor to the unique needs and context of their groups of students.
Every stage meets for a day of professional learning (on-site) every 3 weeks. These days provide the time and space for strategic collaboration: around the evidence of student learning and the teaching steps to improve outcomes.
Each term staff also collaborate across K - 6 on what achievement in writing should look like based on syllabus standards. Staff bring samples of student work and collaborate on the highlights of the work; what it indicates about student thinking; and points for further teaching.
We take adult learning seriously. We use the teaching/learning cycle with our adult learners so that thinking is clear, robust, based on evidence-informed decisions and enables action! We use collaborative planning time to think deeply about the big ideas we want students to learn. Teams work together to clearly articulate these ideas and map out the elements of understanding required. Teachers then plan the unit of learning to tailor to the unique needs and context of their groups of students.
Every stage meets for a day of professional learning (on-site) every 3 weeks. These days provide the time and space for strategic collaboration: around the evidence of student learning and the teaching steps to improve outcomes.
Each term staff also collaborate across K - 6 on what achievement in writing should look like based on syllabus standards. Staff bring samples of student work and collaborate on the highlights of the work; what it indicates about student thinking; and points for further teaching.
A culture of evidence
Data gathering and evidence building are part of our culture and climate here at GEPS.
We have developed a Data Schedule that outlines what we need to collect; when; and why! We also have data that is gathered at a whole-school level; a team level and at an individual students and class level - depending on the purpose of the data and the implications for teaching.
We have developed a Data Schedule that outlines what we need to collect; when; and why! We also have data that is gathered at a whole-school level; a team level and at an individual students and class level - depending on the purpose of the data and the implications for teaching.
Learning Walks
Twice a term, teachers participate in Learning Walks. These walks are coupled with a professional conversation to support teachers in analysing practice, gathering data and determining impact on student outcomes.
Teachers work side by side with leadership and consultants and students ensuring a culture of continuous learning within the school. |
Professional ConversationsConversations can be done in various forms. At times, these conversations are done when analysing student evidence or they can be conducted as a Practice Analysis conversation.
It is a culture at our school to actively put professional research and theory into classroom practice. These conversations support our leaders and teachers to develop a strong understanding of current research and design what that might look like for their students in their classrooms. |