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Improvement-focused: Encouraging teachers to continually improve their practice (Part 2) - YouTube
Channel: Queensland Department of Education
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[Nick] Here at Urangan, our #1 focus聽
is always on teaching and learning.
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[Mitch] So intentional collaboration has聽
really given our faculty an opportunity to聽聽
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ensure that our units are fully聽
aligned to the Australian Curriculum.
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[Kurt] Intentional collaboration has聽
not only improved teacher pedagogical聽聽
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practice but it's improved student outcomes.
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[Regan] Today we are following up with Urangan聽
State High School to see how an experienced聽聽
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teaching team use the power of collaborative聽
inquiry in refining their pedagogical approach.
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[Kurt]聽聽
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So at Urangan State High School we聽
have a curriculum and pedagogical聽聽
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implementation process that we call the CAPIP.
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[Nick] We were then able to bring along a聽聽
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couple of extra faculties and聽
have them trial the process.
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The whole way along we were open to聽
taking feedback from those teachers聽聽
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and refining the process.
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Once we'd refined a process that we're pretty聽
confident would deliver that curriculum clarity聽聽
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and also that sharing of pedagogical expertise,聽
we were able to upscale across the school.
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[Kurt] The Maths faculty got on board halfway聽
through 2020 and we've built on that process ever聽聽
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since then and we've seen some really big growth聽
in the Maths faculty with our teaching practice.
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[Nick] In terms of our curriculum and聽
pedagogical implementation process聽聽
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we have a really structured set of聽
meetings that our teachers work through.
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[Kurt] So we'd have a curriculum聽
meeting, a pedagogy meeting,聽聽
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a collaborative assessment of student work,聽
and then we would do a review meeting.
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Step #1 - Do we all have clarity around what聽
we're going to be teaching in our classrooms?
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And that happens before the unit is taught.
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So the second meeting we then聽
do was our pedagogy meeting.
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So now that we know what we're teaching, the big聽
bit now is how do we deliver it in the classroom.
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So at the end of our pedagogy meeting, what we聽
do is we come up with an agreed-upon pedagogical聽聽
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approach in the classroom that we all agree that聽
we're going to be implementing in our classrooms,聽聽
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so that when we come back for聽
the third meeting which is聽聽
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our collaborative assessment of student聽
work that we can reflect on what worked,聽聽
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what didn't work, and what else we聽
need to do before the unit's over.
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[Andrew] Where the power in聽
the CAPIP process came in was the聽聽
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collaborative assessment of student work meetings.
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[Kurt] So in our review meeting we get聽
teachers to calibrate their marking.
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[Mitch] So that we know that teacher聽
judgment is consistent across the faculty.
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[Andrew] When teachers meet collaboratively,聽聽
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these students are the focus of all the teachers聽
in the team whether they teach them or not聽聽
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allowing for a shared responsibility聽
and accountability of results.
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[Mitch] So intentional collaboration has聽
really given our faculty an opportunity to聽聽
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ensure that our units are fully聽
aligned to the Australian Curriculum.
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[Michael] In the Maths department, intentional聽
collaboration has really allowed us to get a聽聽
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clear and concise message out to all students聽
in all year levels and all math strands.
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And at the same time learn from experienced聽
teachers, and mentor beginning teachers.
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[Danni] So when I think about how CAPIP supports聽
me as a teacher, I think about how I have that聽聽
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time to really think about how to target聽
explicitly for the students in my class.
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I know my curriculum, I know what I need to teach.
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I can now focus my time on how to teach聽
that well, to ensure outcomes for students.
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[Anthony] When you've got experienced teachers聽
and beginning teachers coming together and聽聽
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really debating as to what is the right way.
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You could have two different methods of teaching聽
and still come out with the same growth.
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I think the greatest pattern is sharing聽聽
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how we teach -growing our toolkit- but I suppose聽
the unique story in Science is the fact that聽聽
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we've taken on those key messages of聽
building capacity... building leaders.
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[Nick] In terms of upskilling our聽
Heads of Department and facilitators,聽聽
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we've actually created a聽
two-part training package.
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We've actually used a whole lot聽
of resources from the department.
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[Renee] So in the Science faculty I've been聽
able to step up to become a CAPIP facilitator聽聽
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and enable the intentional collaboration聽
to happen and student outcomes to improve.
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[Danni] I think the outcomes for teachers聽
that I work with, is in their confidence.
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[Nick] In terms of our teachers - any of our聽
teachers who've been involved in that process, 83%聽聽
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of them have actually reported back to聽
us that they've seen a big improvement聽聽
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in their knowledge of the Australian聽
Curriculum, and we've had almost 70%聽聽
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actually indicate that their classroom聽
pedagogy has improved in that time.
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[Andrew] Data's informed practice at Urangan State聽聽
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High School through the CAPIP聽
in a number of different ways.
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We first have collected and collated staff聽
feedback data on every teaching team that's聽聽
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been through the cycle to help refine聽
and correct and improve on our processes.
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The other measure of data that we look at -and聽聽
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ultimately what we judge ourselves on-聽
is an increase in student attainment.
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[Anthony] Not only we are comparable聽
in how we assess, and our judgments...聽聽
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it's the 'Aha!' moment when those students聽
were down here and we've lifted them up.
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And then going to the data wall, and the evidence聽
is seeing the faces of the students move,聽聽
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and the conversations of teachers聽
talking about our students.
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And for me -you know- it's聽
making evidence or data real.
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[Andrew] We've seen measurable improvement聽
in students obtaining a 'C' result or better聽聽
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in all of our Learning areas, but in聽
particular in Year 7 English and Maths.
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As the CAPIP is being grown and scaled聽
up school-wide we're starting to see聽聽
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an improvement in 'A' data across the school.
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[Nick] In terms of advice for other schools,聽聽
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there's probably four things聽
they need to consider.
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Firstly, making sure there's a clear purpose.
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Secondly, it's developing some聽
protocols for your meetings that聽聽
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are going to engage staff and also build trust.
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Thirdly, it's around making sure your聽
facilitators and Heads of Department or any聽聽
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staff who are going to run these meetings,聽
really have a clear idea and are trained.
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And finally, it's using an inquiry聽
approach, and be willing to take feedback聽聽
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and modify the process along the way as needed.
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[Kurt] Intentional collaboration has聽
not only improved teacher pedagogical聽聽
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practice but it's improved student outcomes.
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[Regan] Today we have seen the power of a聽
whole school approach to pedagogical practices.聽
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The Intentional Collaboration website,聽聽
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built on our system-wide narrative聽
to drive school improvement.
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To find out more visit the Learning Place.
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