Lead Teacher Job Desciptions (Sample)


Otewa School Action Plan


Teacher Only Day Survey -
What new skills / Ideas have I learnt? Examples of how this new learning has been embedded in my teaching/leadership practice: The impact of my new learning on student achievement has been: My next steps are: -

Nothing really NEW as such but a reminder that to increase the capability of students overall deliberate acts of teaching must be planned and undertaken. Eric didn't seek to reinvent the wheel. Only to make us turn it more effectively. Deliberate incorporation of Digital/Blooms where possible in my programme. Challenging them to think at the HOTS end of the scale (with support). They are much more comfortable at the LOTS end of the scale. Might have to start a LOT lower and improve the questioning so that I can reach the creativity aspired to! MOre fundamental skills to scaffold the transition up Blooms for many of the children in my class
"This was a great revision of BLOOMS taxonomy.
Some of the activities such RIQ, silent shuffle were new. " "- Our unit this unit has been focused on using the thinking framework.
When reading, senior students have used activities from blooms to show their comprehension.
As part of our community assemblies, students have created silent shuffles to share their learning, for parents to complete/ " Students enjoy completing the activities. We have used this in conjunction with SOLO taxonomy to make it clear for learners what type of thinking that we are completing. "Students to continue to develop the vocabulary of thinking.
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"heaps.....lol

thinking skills, how to do them, why to do them, empowering the children" we use PMI, Y Chart, Double bubble, chn evaulate own work and others, independant activities and higher order thinking chn are taking controll, engaged longer, introduce more thinking tools, chn plan their own units for learning based on the HOT questions
"RAS alert
Always tell the children why they are learning something
Blooms with a twist" "When sharing the Learning intentions we talk about how we might use this as we grow up
" "Good focus from the children
" To explicitly teach blooms and explain the structure so when we are doing an activity we know where we are at.
Use higher order thinking skills more in my teaching practice. Reading group discussions and class discussions - i try and ask questions that promote HOT skills. They are more aware of what a good question could be...we still have a LONG way to go. "Continue on and help the children become more familiar with the thinking skills and the questions asked.




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Structered graphic organisers and concept maps. The use of Blooms Taxonamy throughout all subjects using the different stages for each part of the units the class is working through. Students using more organised and structured graphic organisers. Students now have a good understanding of the importance of mapping out and structuring ideas. This is shown in their writing. To use a clearer layout of the stages of thinking for all subjects with clear outlines of how to use them and for what parts
"Using different thinking skills in the classroom.
Focussing on the the different levels of thinking" "Allowing the students to help us plan the next terms learning.
Using blooms
Using double bubble maps
Using jigsaw" The students have increased in their ability to find things that are simialiar/different. Able to discuss freely in group situations Continue to use Eric's strategies and to increase the range of thinking skills the students use and know.
"Efficioent use of the schools new data projectors.
how to use dihital microscopes, photography digital microscope." Children are able to be totally engaged in finding, looking, questioning, concluding. Specific learning objectivescan be very detailed and students find using the technology they can be more succint in their findings. Enthusiasm to use technology is infectious. "Building portfolios - Dellwynne
Kid pics - Marion
Microsopes - Sue"
"The distinctions between strategies, skills and tools of thinking.

The necessity of explicitly teaching thinking skills

The students are quick to determine the levels of cognitive thinking for the learning activities they are doing" "I allude to Bloom's taxonomy regularly

I have begum to explicitly teach the skills related to specific strategies

leading the PD around creating a culture of thinking in our school - linking to Eric's approach as well as a range of thinking strategies. Working with teachers to create a learning framework to develop our understanding around the thinking classroom." "The language that students are starting to use

The thinking processes that the students are beginning to work through and can show (the 'thinking' steps that they are taking especially when working through the science investigation process)" "learn more about individual thinking strategies, their related skills and tools

identify resources that will help witht th teaching of these strategies

develop questions types and possible learning outcomes for these strategies

trial and reflect; modify teaching

share reflections and insights at whole school and at syndicate level

Practice over a range of learning contexts

Aim to embed practice"
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Developing my questioning skills in order to evoke discussions rather than one off answers.And NEVER say an answer is wrong.

" "S.W.O.T used to develop personal goals.

Investigated Autumn to gain a deeper understanding of seasons.

" Students are more open to discussions, are happier to attempt to answer questions To use H.O.T more effectively to help develop my students learning further
I came away from Eric Frangenheim's PD day all fired up and ready to focus on higher order thinking skills because when I looked at that awesome chart I could see that my chn will never develop these skills if they aren't taught them. I now use graphic organisers most of the time. I introduced the y chart early in the term to help children think about what "managing myself when I am learning" looks like if someone walked into our classroom. We used role play to help our thinking. I've found the y chart really good to refer back to when the chn are doing these things. When I display learning around the walls I present it in a graphic organiser format. The students are learning how to use graphic organisers prior to writing. I've also included activities that use graphic organisers in our reading tumble. This helps them to make links between reading and writing. Now need to focus on the higher order thinking skills evaluation and design.
"- Thinking tools to use in my classroom programme
- Which graphic organizers to use for a particular purpose
- A greater understanding of Blooms and how it fits into the thinking skills framework
" "-I have trialed different graphic organizers by dreaming up purposes to use them
- I have spent time introducing each thinking tool and giving the students time to become familiar with it" "- Students enthusiastic to try the graphic organizers therefore participating more fully in the work without realizing it
- Students talking about their ideas with a partner - always been too shy to share before
- This greater participation in class work will make a positive impact on student achievement" "- To change from ""playing"" with thinking tools to actively plan to use them in my lessons specifically for Inquiry, Reading - story orientation through to follow up activities and writing - story planning, summarizing
- To teach my students how to transfer the ideas on their graphic organizer into a suitable format to present their findings to a group"