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A teacher uses her knowledge and experience to mentor a colleague about how the use of explicit lesson intentions and questioning techniques can develop and enhance students' literacy achievements. The teacher focuses the collegiate discussion on core pedagogical issues such as the need for teachers and students to have a shared understanding of the purpose of the lesson - why students are learning, what they are learning, and what they are expected to achieve. She explains how professional learning through classroom observation and reflection requires time to develop so that deeper understandings can be gained through trust.
The teacher occupies a leadership position at Ivanhoe East Primary School in metropolitan Melbourne. The school has identified, through an analysis of student assessment data that students' literacy achievements need to be improved. These results have been confirmed through benchmark testing that the school has purchased and used. In developing consistent approaches across the school to literacy, classroom observation, mentoring and reflection are used to improve professional knowledge and practice, and the educational outcomes of students.
  • What are the features of an effective classroom observation program?
  • What are the personal and professional qualities required of mentors within a school setting?
  • In what ways can schools use student assessment data to develop focused, outcomes-based professional learning programs?
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Offline package - Collegiate learning about literacy