Standard 3

Plan for and implement effective teaching and learning

GRADUATE

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

PROFICIENT

Set explicit, challenging and achievable learning goals for all students.

HIGHLY ACCOMPLISHED

Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

LEAD

Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.

3.1 Establish challenging learning goals

PROFICIENT: Set explicit, challenging and achievable learning goals for all students.

EVIDENCE: 3A, 3B, 1A, 3D

ANNOTATION: Evidence 3A, 3B and 3D show abbreviated lesson plans (which are interactive and students can access via OneNote) that show reference to the explicit, challenging and achievable learning goals for all students during the teaching and learning cycle, and which relate teaching and learning goals to the curriculum. That is the reading texts are directly related to the IB themes which are tested in the reading exam (one of the two exams for that term).

3A Term Planner

French B T4 planner OneNote Weeks 1-4.png

3B Differentiated Reading and Student work showing problem solving, critical thinking, skill development (reading).png

3B Screenshot of OneNote with differentiated reading and student work

3D Verb conjugation scaffolded worksheets

1A Gespenster differentiated poetry recital

Artefact 1D (Scaffolded and Differentiated Gespenster Poetry Recital, click on heading for link) is also included because it allows students to choose their own level of challenge, insuring that the learning goal is achievable for all students.

3D Verb conjugation scaffolded worksheets

GRADUATE

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

PROFICIENT

Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning

HIGHLY ACCOMPLISHED

Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.

LEAD

Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.

3.2 Plan, structure and sequence learning programs

PROFICIENT: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

EVIDENCE:

3A Term Planner

3B Screenshots of OneNote with differentiated reading

3D Verb conjugation scaffolded worksheets

3E Yr 11 Fr B exam

ANNOTATION: Evidence 3A to 3D show abbreviated lesson plans (which are interactive and students can access via OneNote) that display flexibility, sequencing and variety in activities and resources. The planner demonstrates flexibility insofar as students can choose what level of reading to start with. The readings are graduated and come from a number of different sources, demonstrating sequencing and variety.

3E Yr 11 Fr B exam (below)

3E is the exam I created to assess achievement of reading comprehension related to the stated IB themes (see planner column 1), demonstrating that the lessons and activities led students sequentially to being able to complete the exam.

GRADUATE

Include a range of teaching strategies.

PROFICIENT

Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

HIGHLY ACCOMPLISHED

Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

LEAD

Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.

3.3 Use Teaching Strategies

Annotation: These artefacts show that the teacher has created and developed reusable resources, incorporated resources into the classroom environment (see "Semaine 2" screenshot), trialled resources, supported students' critical thinking in use of resources and ensured that students use the resources appropriately. These sheets were printed so that the students could have a break from their screens and so that it was easy to monitor how much work a student was doing, to reduce destruction of other screens and windows, and so that the work could be stored in the classroom. In addition, the worksheet template is stored on OneNote so that students can do further work at home either on the screen or on paper. The verb worksheets were supplemented with ICT resources such as Quizlet, Education Perfect, Gimkit, Blooket and verb references such as Collins Gem Online Dictionary and Conjugator.

3C Term planner (close-up of Semaine 2)

3.3 PROFICIENT: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

EVIDENCE:

3A Term planner T4 2023

3C Close-up of Semaine 2 (week 2) of Term 4 plan 2023

3D Scaffolded verb sheets/workbook.

GRADUATE

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

PROFICIENT

Select and/or create and use a range of resources, including ICT, to engage students in their learning.

HIGHLY ACCOMPLISHED

Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.

LEAD

Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.

3.4 Select and use resources

3.4 PROFICIENT: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

EVIDENCE:

3A Term Planner

3B Screenshot of Student Work on OneNote with differentiated reading

1D Gespenster differentiated poetry

Annotation: These pieces of evidence show that my teaching and learning programs and lesson plans include a variety of teaching and learning activities. These include problem-solving and critical thinking that link to the syllabus outcome and objective of being able to understand written French in a number of IB-prescribed themes. The term planner screenshot shows frequent opportunities for skills practice. The student work sample – in conjunction with the OneNote screenshot – shows how the teacher has promoted self-directed work (that is, the student has chosen his own level of reading and proceeded to complete the accompanying activities). The term planner shows the selection of various levels of listening reading material and the use of appropriate ICT-based strategies and applications (via hyperlinks) to develop knowledge, skills, problem-solving and critical thinking.

GRADUATE

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

PROFICIENT

Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

HIGHLY ACCOMPLISHED

Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.

LEAD

Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.

3.5 Use effective classroom communication

PROFICIENT: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

EVIDENCE:

3C Term Planner Semaine 2

2F Correction Key (verbal)

3G Student work sample (AG) with colour-coded correction (non-verbal)

3H DELF certificate showing 100% for writing (and thus grammar and clarity and personal literacy).

Annotation: Term Planner Semaine 2 shows the introduction to the class of the correction key. The correction key shows verbal communication strategies to support student understanding, Participation, engagement and achievement. The rationale behind this key is that students have to understand their corrections and correct them themselves that's promoting understanding and participation and engagement. This practice also enhances their achievement by improving their grammar. The student work Sample gives an example of non-verbal communication, and works in conjunction with the correction key. Every activity in Language Acqusition is designed to improve literacy. My DELF B2 certificate indicates my own personal literacy in French.

3G Student work sample (AG) with colour-coded correction (non-verbal)

3H DELF certificate

GRADUATE

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

PROFICIENT

Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

HIGHLY ACCOMPLISHED

Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.

LEAD

Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues.

3.6 Evaluate and improve teaching programs

PROFICIENT: Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

EVIDENCE:

3I Feedback survey for Year 7 Music Students and Feedback survey for Year 12 French students.

3J Screenshot of XL spreadsheet

3K Informal feedback on OneNote (x2)

Annotation: the two surveys indicate that I regularly ask for feedback and/or assess students needs, abilities and desires. The screenshot of the spreadsheet shows collation of the data. The reason for the music survey was that it was my observation that students did not have the appropriate level of skills for the assessment task they were expected to complete (which I did not write). When I raised this with my head, I was told that, rather than the task being unrealistic, perhaps my expectations were unrealistic. I needed to gather data to take to the department so that the task (and how it is taught) can be revised next year. The feedback that students wrote in OneNote was both for the purposes of improving the assessment task next year, and also to find out how I could have delivered the course better, even though I was not in agreement with the scope or level of the task.

Yr 7 music survey results in progress.png

GRADUATE

Describe a broad range of strategies for involving parents/carers in the educative process.

PROFICIENT

Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

HIGHLY ACCOMPLISHED

Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

LEAD

Initiate contextually relevant processes to establish programs that involve parents/ carers in the education of their children and broader school priorities and activities.

3.7 Engage parents/carers in the educative process

PROFICIENT: Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

EVIDENCE:

3L PDF file created for parents and students (How to succeed)

7C Email correspondence

Annotation: Artefact 3L is a pdf that I prepared for parents and students of French in 2022 at my previous school. I gave it to parents at parent teacher interviews. When I moved to my current school, I noticed that the students and parents needed similar advice about how to learn a language. Below is a later version, which I created after parent teacher interviews in October 2023. Artefact 7C is an example of an email I sent to parents, with the accompanying PDF.

3L PDF for parents and students

At parent-teacher interviews I promised a reading and listening list to parents who were concerned that their children did not know how to study, or improve in French. I reiterated to parents the advice that I give all language students, that is, to create a daily reading habit. Most parents are not aware how to help their children create this habit, so I devised a two page PDF, which I sent to all parents with whom I met at parent-teacher interviews on 26 October, 2023.