Now that all executive staff has access and editing rights to our new Grade Books, there is great potential for them to add comments and ideas to Grade Books during the planning process-creating a mentorship relationship between teachers and executive staff. In essence, the executive staff are validating the programs. Programs are reviewed and a written feedback form is presented to the class teacher.
In the months ahead, as teachers become more familiar with the Grade Book, I will introduce them to the many value-added benefits of programming in OneNote, including:Įxecutive staff as mentors-The current policy requires class programs to be submitted to executive staff for review on a given date each term. I am excited to see that staff have already started to add pages reflecting their personal use and interaction with OneNote.
Teachers are encouraged to experiment within this area of the Grade Book and adapt it to suit their needs.
KLA sections copied from the main program-With alterations and evaluations added reflecting the needs of the cohort. Class-specific legalities-Includes timetables, philosophy and class profile-required KLA organizational documents specific to the class. Class introduction-A cover page naming the teacher(s) that are responsible for the class and school branding. While it is an encouraged and accepted practice for teachers to collaborate and design common learning opportunities for their students, they are still required to consider their personal cohort of students and adjust any grade-planned activities to suit the needs of their class, before implementing a grade program.Ī discussion on where these changes should be recorded within our Grade Book lead to the inclusion of Class Sections-one for each class.Įach Class Section is actually a section group that includes: This has proven very successful, logical and easy to navigate. It was decided that each KLA should have its own section group, with sections for each term or semester. #EPIC BOOKS FOR TEACHERS HOW TO#
The next major consideration was how to store the actual KLA programs that the teachers developed. All templates include the government’s mandated criteria, eliminating the need for teachers to continually check if they are doing it right! It is hoped that having these documents easily accessible will promote their use during the planning cycle.Ī variety of templates were included to help teachers write their learning program. We also included documents that support lesson design, such as the 21 st-Century Learning Dimension (21CLD) rubrics and inquiry learning model checklists. In essence, these sections house all the documents we might look for when determining what we are required to teach.
Collaboration-A place for minutes and agendas associated with grade meetings, pages for recording ideas and collaborative mind maps. Programming support documents-Includes outcomes map, standard KLA resources, assessment schedule, timetables, 21 st-Century Learning Design (21CLD) rubrics, inquiry model guide and templates. Key Learning Area (KLA) documents-All legal documents outlining expected learning for each KLA, including overviews and syllabus notes. A grade introduction-A cover page, with school branding, which named the teachers responsible for the document and a page for feedback. It was agreed that the notebook, which we called the “Grade Book” needed to include the following sections: The first step in our grand plan to get the programming for the entire school into OneNote was to design the layout of the notebook. The OneNote Notebook-unlimited potential, but where to start? The OneNote Notebook not only offers the organizational and collaboration framework we were looking for-it includes some cool value-added benefits. The solution-bring all documents for teaching and learning together into one dynamic workspace that is accessible by all and supports collaborative planning. As a result, valuable time that could have been spent chatting and brainstorming with colleagues to design rich lessons was lost. Through observations and informal discussions with my teaching colleagues, it became obvious that a considerable amount of their creative planning time was spent looking through SharePoint folders, personal document libraries and USB sticks trying to locate the latest programming documents, checklists and guides. They feel more prepared, more ready to teach. Today’s post was written by Lynette Barker, librarian teacher at St Therese’s Primary School in New Lambton, Australia.Ĭreating a comprehensive and authentic learning program gives many teachers a sense of purpose and direction in the classroom.
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