Enfield PS Phase 2 2007

Slide1: 

SCHOOL CONTEXT: 

SCHOOL CONTEXT

STUDENT POPULATIONTERM 1 2007: 

STUDENT POPULATION TERM 1 2007

ESL INITIATIVE 2006/07: 

ESL INITIATIVE 2006/07 PHASE 1 To support teachers to broaden their knowledge of ESL learner needs and ESL scales to develop a whole school approach to improving student learning outcomes. To deepen engagement of all teachers in using the ESL scope and scales as a teaching, learning and assessment tool. PHASE 2 To further support the professional development of a group of teachers to undertake professional training courses and continue a whole school approach to improving learning outcomes for ESL learners. To encourage all teachers of ESL learners to continue and feel confident in assessing ESL learners using the writing scales. Three areas for development are Data collection, Professional Development and a Writing focus.

BUILDING TEACHER CAPACITY: 

BUILDING TEACHER CAPACITY A teacher’s learning journey is their own. Teachers are encouraged to undertake professional development that reflects the school needs as well as their own individual learning needs.When you take this approach as a mentor, teachers who may feel reluctant at first to engage, learn and observe from other teachers. They then engage in dialogue and often will become engaged themselves. Teachers who are interested will therefore be more committed and teacher capacity is improved. The role of the mentor in this process is vital to cater for individual teacher's learning needs. With this philosophy in mind 5 teachers undertook different ESL courses in T2/3 2006

TRAINING AND DEVELOPMENT: 

TRAINING AND DEVELOPMENT

PROFESSIONAL DEVELOPMENT: 

PROFESSIONAL DEVELOPMENT

ESL RELEASE FOR NEW STAFF: 

ESL RELEASE FOR NEW STAFF Building teacher capacity involves considering individual teacher’s training needs. New staff at Enfield are given extra release time and mentoring from the ESL teacher to learn the scaling process. New staff are also given individual folders for training and development.

“Teachers need to feel confident of the language features of the genre under focus to be able to guide children to organise texts”(John Polias.The Role of Grammar in Literacy ): 

'Teachers need to feel confident of the language features of the genre under focus to be able to guide children to organise texts' (John Polias.The Role of Grammar in Literacy ) When teachers were surveyed about their genre knowledge most teachers felt confident with the structure of text types but lacked confidence in understanding the language features of texts.

Grammar group: 

Grammar group In Term 4 /06 in my role as ESL focus teacher I began a grammar Group. Initially it was only for MP/UP teachers so a small band of 4. In 2007 I expanded the group to all staff and this has been very successful with almost everyone attending each session. Aim : To share andamp; collate ideas on recount(T1) andamp; narrative(T2) genre andamp; develop a list of language features that we can teach students. Term 4 2006 – 2 sessions(1hr) Term 1 2007 - 3 sessions (1hr) Term 2 – even weeks 2 sessions so far Topics covered include Structure andamp; looking at examples LAN rubric Types of grammar Noun groups Focus on one lang feature conjunctions

WRITING SURVEY UPPER PRIMARY STUDENTS: 

WRITING SURVEY UPPER PRIMARY STUDENTS What is a recount? Give an example Narrative writing is writing. What is it’s purpose? What is the structure of a narrative? What is a procedure? What is an information report? Give some examples of what you can write about. What kind of writing is a discussion and an argument? To write an explanation you have to know something works.

WRITING SURVEY UPPER PRIMARY STUDENTS: 

WRITING SURVEY UPPER PRIMARY STUDENTS

SCALE PROGRESS 2006/2007: 

SCALE PROGRESS 2006/2007 2% 15% 56% 27% A total of 73% of students improved by one or more scales Term 2 2006 to Term 2 2007 41 continuing students

SCALE PROGRESS BY YEAR LEVEL: 

SCALE PROGRESS BY YEAR LEVEL

Focus class JP: 

Focus class JP

UPPER PRIMARY: 

UPPER PRIMARY

SUCCESS STORIES: 

SUCCESS STORIES Why do some students progress faster than others? After discussions with class teachers we highlighted some key aspects that encourage success Maturity Confidence Reading levels andamp; practice 1 to 1 work on sentence structure Knowledge of text types Explicit teaching of grammar Personality of learner Two new students also improved by one scale in one term (NAP exit students)

FLIP SLIDE: 

FLIP SLIDE Why do some students scales stay the same? Learning style Personality Absence –overseas trips trauma Age of entry to Australia Behaviour difficulties NEP students