Colleagues
C - Context
At Salisbury North R-7 teachers are encouraged to work collaboratively in teams and engaging in the wider school educational community. This is by both working in like year levels through wave groups, impact team meetings and engaging in colleagues outside of SNR7 (Standard 6.3 and Standard 7.4). I was put in an impact team which addressed year levels ranging from junior primary into the primary years as my class year ranges from years 2 to 7. Through working in JP/Pr impact team, we brainstormed a shared strategy we wanted to implement and evaluate aligning it with the SIP goal and basing it through a research based lens approach and applying it through a rapid action plan (see evidence A 3.1) (Standard 3.6). When taking it back to the classroom, we collected student data to report back on through fortnightly impact team meetings (Standard 5.3). A - Actions By being involved with active communication with colleagues of both like year levels, impact teams and the wider community this has allowed me to:
R - Results Using consistency in communication with other colleagues through a multimodal lens has provided me with the following results:
E - Evaluation By having the opportunities to develop and refine my skills in communicating with colleagues and using a multimodal approach to communication has allowed me to build upon my skill set as an educator. By working collaboratively in an impact team to brainstorm, create and deliver a set strategy across a cohort that supports a SIP goal has allowed for students to experience a consistent approach to teaching and learning which aligns with a trauma sensitive school setting. Through communicating with internal and external services I have developed a professional relationship with a variety of supports for my students which allows for smoother transitions for next year. Moving forward, I want to gain some more personal learning around multimodal communication and how to best utilise emailing. S - Standards (AITSL) 3.6 5.3 6.3 7.2, 7.4 Evidence A 3.1 - This is apart of the impact team minutes. This table is the creation of the team's Rapid Action Plan. Working collaboratively to plan and implement a team strategy to support a site goal and ensuring that each member gets a digital copy to know what our processes were, the commitment and the reflection process.
Evidence A 3.2 - An email with my line manager with the up to date data spreadsheet. This allows both myself and my line manager to keep track of student achievement and so relevant delegates know where students, especially those with identified disabilities are working within, and can be tracked when doing data meetings.
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Parents and Caregivers
Evidence A 3.4 - Weekly overview post on SeeSaw. By having a post about student learning alongside some pictures, this allowed for higher parent engagement within the school community. Also within the updates, give any honourable mention to students for achievement, including those who got awards at assembly.
C - Context
Moving through the 21st century has come with a big shift in how communication can be delivered between the school and the home. Many schools use a multimodal approach to communicating with families to ensure that all information from the school can be accessed at home (Standard 7.2). This has been made even easier with the creation of applications such as SeeSaw and ClassDojo. At SNR7 and within the Primary Small Class, there is a multimodal approach to communicating with parents to ensure that every aspect, and personal preference is met (Standard 7.1). I have incorporated the SeeSaw application not only as a form of communication, but students also use this to complete small activities for families to see at home. Parents receive termly classroom newsletters (see evidence A 3.5), diary notices, individualised notices, face to face formal and informal conversations, phone calls, SeeSaw messages, digital notices and weekly updates (see evidence A 3.4) and hard copy notices in student take home folders (Standard 5.5 and Standard 7.3). A - Action Through using a multimodal approach to communicating with parents and caregivers, my actions I have put in place to ensure consistency is:
R - Results By taking on a multimodal approach to communication and ensuring that the policies and procedures are consistent with the other small class, the results I have found are:
E - Evaluation By incorporating a multimodal approach to communicating between the school and home has allowed for families to feel more connected to their child's education more than ever before. With the introduction of digital technologies, families are more easily accessible to provide vital information regarding their child's learning, any events happening at school, intervention requirements and a variety of other aspects that make up school communication systems. Through reflective practices, what I want to focus on next in regards to engagement with parents and caregivers is how to incorporate SeeSaw more into student learning through some professional development sessions, and how to rebuild rapport with families that have disconnected with the school and/or classroom teacher. S - Standards (AITSL) 3.7 5.5 7.1, 7.2, 7.3 |