• Principles of Learning and Teaching – Data Collection Tools

   
   
   
  • Teacher and student electronic survey
   
  • Electronic survey trouble shooting
   

  Teacher and student electronic survey

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  The Teacher and Student Electronic Survey download is provided to schools  wishing to undertake PoLT in their school.  The survey is web-based which means that teacher component mapping and student  surveys can be completed online.

   

  All surveys and configurations can be completed using a standard internet  browser. Since the software runs from a central server at your school it does  not need to be installed on each workstation.

   

  The PoLT electronic survey download will:

   
   
  • allow export of data to Excel files
   
  • enable results to be saved as a PDF
   
  • allow teachers to view their own survey results
   
  • allow administrators to ‘enable’ or ‘disable’ surveys

• Illustrations of Practice

• A 7th grade student gives a tour of her personal learning environment.

• The framework aims to ensure that genuine professional conversations, and associated development, become the norm in all Australian schools.

    

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  The charter describes what high-quality professional learning looks like. Research indicates the most effective professional learning is relevant, future focused and collaborative. Simply, change is more likely to occur when teachers and school leaders are operating in a culture where learning is encouraged, nurtured and supported.

    

  There is also evidence that some forms of professional learning affect practice and student outcomes more than others. Generally, sustained work on real problems, with support, has a greater impact than one-off activities. The charter seeks to help Australian teachers realise the benefits of effective and relevant professional learning.

• How can an administrator know if I’m doing my job by dropping in on one class? Especially when they often tell you ahead of time when they’ll be coming, so you can plan a “fun” activity.  It’s baffling to me. The one important thing they can determine from these “drive-by observations” is whether I have a good rapport with my students.

• Rick and Becky DuFour’s Professional Learning Communities at Work
• places a greater weight on the integration of web 2.0 tools and online personal learning networks (PLN) to ensure a sustained connection among participants. After an initial day-long, in-person “kick off” to its full-year training program, PLP has users share, collaborate and view best practices online through webinars, facilitated video discussions, and live-streamed classroom observations with schools across the state or across the nation.
• Participants also engage technology for collaborative research projects through online spaces such as wikispaces and Diigo which allow groups to collaborate by creating, editing, and revising a common document, and through Google + Hangout, which lets up to nine people video chat face-to-face from a variety of locations.
• he best way for principals to support ongoing teacher learning is to develop protocols and procedures for embedding teacher team collaboration into the school culture, and to recognize social settings, such as department and subject-area meetings, lunchrooms, teacher office areas and after-school hallways, that can help further collegial discussion and provide support for ongoing learning.

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