Teachers Raising the Bar
Portland Secondary College Teachers
Raising the Bar
‘For students and teachers to understand the next learning steps, they also need understand what the long-term learning progression looks like.’ Michael Francis, Educational Consultant.
Portland Secondary College teachers have been busy mapping learning development, which makes it possible to monitor every students’ progress and set individual targets in each of the subject areas.
Matt Powell, the Director of Curriculum and Professional Learning says, ‘It's a process that has required them to think more deeply about the progression of different skills, subject knowledge and attributes such as leadership.’ ‘To come to a shared agreement with their colleagues about this has led to amazing conversations, passionate discussions and teachers daring to disagree with each other and challenge each other.’ he went on to say.
‘Professionally it's been very rewarding but incredibly difficult because sometimes we will think "Well what is the next step if a student is working outside of their age-based level?”, and so that's involved us having to research and to work with professional consultants like Michael Francis' explained Donna Bassett, English teacher.
Michael Francis summarizes this developmental approach to learning and assessment as about helping every student achieve the maximum amount of growth, and is underpinned by three theories: Professor Patrick Griffin's work on developmental learning, teaching and assessment; Professor John Hattie’s research that shows in order to help students to know how they're going and where to next, teachers really need to have a clear idea of what progress looks like in each subject; and Professor Geoff Masters, whose work shows that the underlying purpose being able to identify where a student is at, at a particular time in their learning.'
Principal, Toni Burgoyne summed up the views of Portland Secondary College’s staff by saying, 'We're always wanting to help all our students develop.’