Savvy Teachers
Mentoring and Professional Development for Beginning Teachers
Your Teacher Gifts...
Assessment & Reporting
Training Module
In the Assessment & Reporting Section, it has over 30+ hours of teacher mentoring and training with resources and links available.
In the full module in the mentorship program, you will learn to:
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design and create your own formal assessment task;
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understand + create your own standard elaboration assessment task;
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learn how to set up editable templates using curriculum;
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develop your competence + understanding around grading:
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examples and mentor samples to access and use;
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design and create your own 5 grade scale for any subject or grade;
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access a library of report comments and vocabulary to support you at report writing time + view sample reports (primary + secondary ed);
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everything you need from A-Z for running parent teacher interviews;
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how to handle conflict with confidence (step by step);
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how to plan backwards and start with assessment (most effective planning strategy);
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language support for reporting writing + speaking with parents;
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templates galore in so many areas including parent teacher interviews, individual formal tasks, grading assessments, rubric / matrix templates, general capabilities prep to Year 10 templates (done for you - simply print);
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how to use curriculum tools like learning progressions with ongoing moderation;
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learn how to use feedback effectively and why I limit my strategies;
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and so much more....
We have included a sample from the Module:
"Providing Student with Feedback and Creating Report Comments"
COMPLIMENTARY DOWNLOAD
We have also made the General Capabilities Tool for Report Comments available FREE for you to download now! A gift for watching part of our mentorship training.
Teacher Training
Giving Feedback
As a tool for feedback, assessment and reporting, I have created a document using the general capabilities statements from the Australian Curriculum website. I put them into a PDF table to help with report comments, providing feedback that is related to learning / curriculum AND during parent teacher conferences! It has proven to be a very valuable tool and I am sharing it with YOU today.
Recognising your students achievements and providing feedback, in collaboratively social settings is a very successful strategy to build classroom culture and nurture intrinsic values in your learning environment.
If you are a graduate teacher, beginning teacher or a pre-service teacher, you will find this strategy to be highly successful as well as, easy to implement. Students are very responsive to this strategy with coupled with 'celebration'.
Incorporating student feedback into your classroom culture, has been a particularly successful technique for me as a classroom teacher, where 'celebration' is valued in our classroom and also very personalised.
PROVIDING FEEDBACK TO STUDENTS
As part of your professional requirements as an educator, you need to develop appropriate and successful skills in providing feedback to your students about their learning and development.
This can also be referred to as reinforcement or support.
Like with all areas of teaching, your skills in this area will develop and depend on the group of students you have in your learning environment.
Personally, I feel it is important to discuss with your students and be conscious/mindful of how students respond to feedback. You need to recognise that shy students do not respond well to social recognition but thrive on notes left on their desk with a written acknowledgement of their achievement.
Feedback can be very personalised and vary from student to student.
TYPES OF FEEDBACK
Feedback to students can be given in a variety of ways and it is through experience and reflection, that you will learn which strategies get the best results for your students and their personalities.
Having open discussions and being transparent about 'feedback' with your students will help build rapport and respect as you keep your feedback tailored to students and their needs.
Examples are:
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verbal feedback
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social recognition
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rewards for achievement (certificate)
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semester reports
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personalised notes / remarks left on students work
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one-on-one conference with student
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open discussion/reflection as whole class
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group discussion/reflection
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written feedback
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peer to peer reviews
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teacher to peer reviews
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self reviews
Feedback should:
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be consistent and regular
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be specific when making comments
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provide direction and clear expectations
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give support and recognition
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NEVER criticise or judgemental
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NEVER be based on gender (avoid using 'good boy/girl')
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always set clear pathway and goals
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be made available when student request it (some students will seek your feedback)
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be available to students during learning tasks or experiences
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used by educators to support students learning daily
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be personalised
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part of your classroom culture
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view more as 'celebration'
For early childhood educators, the outcomes are clear with collaboration with your students being an important element with your assessment and reporting. For primary and secondary educators, your feedback is to be timely, appropriate about the learning that is taking place.
INSIDE THE OUTCOMES AND TEACHING STANDARDS FOR ECTs and PRIMARY + SECONDARY TEACHERS