ActivityIcebreaker:活动的破冰船

Workshop 2: Resource Book 1

Table of Contents

Activity: Icebreaker ........................................................................................................ 1

Activity: Stage 1 Reports – Feedback ............................................................................. 2

Activity: Roles and responsibilities discussion ............................................................... 3

Activity: Pre-observation discussion .............................................................................. 4

Activity: Interview protocols – questions types (1) ....................................................... 5

Activity: Interview protocols – questions types (2) .....................错误！未定义书签。

Activity: Developing interview protocols (1) ................................................................. 6

Activity: Developing interview protocols (2) ................................................................. 7

Activity: Developing interview protocols (3) ................................................................. 8

Activity: Developing interview protocols (4) ................................................................. 9

Activity: Working with direct evidence – problem scenarios ...................................... 10

Activity: Liaison with teamed assessor ........................................................................ 11

Activity: Appraisal analysis 1 ........................................................................................ 12

Activity: Appraisal analysis 2 ........................................................................................ 13

Activity: Site visit scenarios .......................................................................................... 15

Activity: Questions for assessors (1) ............................................................................ 16

Activity: Questions for assessors (2) ............................................................................ 17

Activity: Writing an evaluative summary statement ................................................... 18

Activity: Stage 2 report review .................................................................................... 19

The Assessor Training Program: An overview ............................................................. 20

Appendix A (i): Feedback Model .................................................................................. 21

Appendix A(ii): Article Details for The Power of Feedback (Hattie & Timperley, 2007)...................................................................................................................................... 22

Appendix B (i): Career Stage Descriptors – 23

Appendix B (ii): Career Stage Descriptors – Proficient ................................................ 24

Appendix B (iii): Career Stage Descriptors – Highly Accomplished ............................. 25

Appendix B (iv): Career Stage Descriptors – 26

i

Appendix C: Career Stage 27

Appendix D: Appraisal Analysis Table .......................................................................... 30

Appendix E: Appraisal Analysis Article ......................................................................... 31

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Activity: Icebreaker

1

Activity: Stage 1 Reports – Feedback

2

Activity: Roles and responsibilities discussion

3

Activity: Pre-observation discussion

4

Activity: Interview protocols – questions types

5

Activity: Developing interview protocols (1)

6

Activity: Developing interview protocols (2)

7

Activity: Developing interview protocols (3)

8

Activity: Developing interview protocols (4)

9

Activity: Working with direct evidence –

problem scenarios

10

Activity: Liaison with teamed assessor

11

Activity: Appraisal analysis 1

Refer to Appendix E for the article to be used for this Activity.

12

Activity: Appraisal analysis 2

Aims:

1. to identify writing preferences that could affect assessments

2. to identify and classify evaluative language

3. to identify forms of evaluative language that could act as personal bias triggers

Method: Annotations 1 and 2 below address Focus Area 7.3 at the Lead career stage. The

annotations utilise different evaluative resources. Analyse each annotation for examples of

Affect, Judgement and Appreciation.

Annotation 1

Standard 7: Engage professionally with colleagues, parents/carers and the community

Focus Area 7.3 Engage with parents/carers

Descriptor: identify, initiate and build on opportunities that engage parents/carers in both

the progress of their children’s learning and in the educational priorities of the school.

Annotation: Through the ILP and PLP review process (Attachment 7). I take the opportunity

to engage with parents of the sight and hearing impaired student to focus on building

optimal communication between home and school by organising a weekly meeting with

parent/s, organise a take home folder that serves as a means of communication between

teacher, student and parent. These two strategies are an effective means to keep parents

informed of their child’s learning and is also an educational priority of the

Building Quality Relationships Policy (Attachment 7). According to the school policy(see

Staff Handbook (Evidence 5), assessment and reporting process is carried out formally, four

times during the academic year. At each reporting time, parents are offered the opportunity

to meet with all teachers connected to a child’s learning (subject specific). The family

ensures that they take up the opportunity to meet with all teachers and maintaining the

weekly meeting with the family allows an ongoing and regular way to communicate

effectively about the child’s progress in the classroom. I also use the valuable experience

and information that I have to assist and guide his elective teachers, health and physical

education teacher as well as his Maths teacher who rely on me to keep them informed of

the best practise for his learning and progress in the school. I also advise the new-educators

and pre-service teachers to do the same especially, if such a practice can help the learning

and achievement of the student/s.

13

Annotation 2

14

Activity: Site visit scenarios

15

Activity: Questions for assessors (1)

16

Activity: Questions for assessors (2)

17

Activity: Writing an evaluative summary

statement

18

Activity: Stage 2 report review

19

The Assessor Training Program: An overview

20

Appendix A (i): Feedback Model

21

Appendix A(ii): Article Details for The Power of Feedback (Hattie &

Timperley, 2007)

22

Appendix B (i): Career Stage Descriptors – Graduate

23

Appendix B (ii): Career Stage Descriptors – Proficient

24

Appendix B (iii): Career Stage Descriptors – Highly Accomplished

25

Appendix B (iv): Career Stage Descriptors – Lead

26

Appendix C: Career Stage Summary Statements

27

28

29

Appendix D: Appraisal Analysis Table

H

1

2

3

4

5

6

7

8

9

10

11

13

14

15

16

[Insert article title]

[Insert sentence 1]

[Insert additional sentences

here and below]

[Add additional rows as

required]

Appreciation

Judgement

Affect

Notes

30

Appendix E: Appraisal Analysis Article

[Certifying Authority to insert an article that demonstrates extensive use of

evaluative language. The article is to be used for the Appraisal activity.]

31