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Shared Values Mission 3TP Pro-Forma
- 1. Meeting 2: 18-06-14 Meeting Outcomes: • Shared understanding of our values/mission statement and the collaborative norms/principles the group will operate under • Begun to reflect and refine a 3TP pro-forma for expressions of interest that will allow the team to support
- 2. An Environment for Learning
- 3. Ladder of Participation • Establishing values/mission statement • Regular meeting times • Create an application process for teachers/teaching teams/learning areas to request support with reimagining learning spaces • Discuss, evaluate, review applications, drawing up timelines, inventory’s resources • Project managers • Logging of project to become a case study --------------------------------------------------------------------- • Approaching the learning environment at a classroom/learning area level • Adopting third teacher principles to your teaching and planning • Reading and contributing to the discussions on the 3TP Wiki Position of Engagement Position of Interest
- 4. Third Teacher Project Team Julie Bryce Siobhan Gillespie Cameron Howes Des Hylton Kathryn Kolb Greg Lang Maureen Noakes Alana Reville Cheryl Wegener Neil White Andrew Wilson
- 5. “How might we create engaging learning spaces with all members of the School community?”
- 6. “How might we create engaging learning spaces with all members of the School community?” What is our mission statement and values that the Third Teacher Project stands for? How do we look to support staff expressions of interest in developing the environment for learning? How will we celebrate and share transformations to learning spaces with the SPS and wider community? What kind of obstacles and road blocks lie ahead and how will we hope to adapt, minimise and overcome them? How can we encourage staff to co-create flexible, humanised learning spaces that support teaching and learning? How can we ensure that any or all future developments at SPS makes considerations for the environment for learning? How will we ensure students co-create learning spaces with us, whether at a classroom or larger project level?
- 7. Forming our Core Values What are the values that we wish to promote at St Paul’s through the work of the Third Teacher Project?
- 8. Forming our Mission Statement How will we go about supporting and promoting the Third Teacher Project values?
- 10. Where do we go from here? Amalgamation of feedback on the proforma and send around an amended 1st draft. Use ideas shared to put together a draft mission statement and the core values of the group Warm and cool feedback from the group by email
- 11. Short-term Timeline Expressions of interest of 3TP Establishing the 3TP Team & mutual agreed meeting time Developing our values and mission statement Reflect and refine the 3TP proforma T&L to give feedback on proforma Staff made aware of the process
Notes de l'éditeur
- 7 Present: Des Hylton, Neil White, Andrew Wilson, Maureen Noakes, Siovahn Gillespie, Cameron Howes, Kat Kolb.
- Questions highlighted in red were the main ones that were discussed.
- Summary of ideas: Co-creation Student ownership Learning by design Sense of belonging Anchor learning Promoting provocations, creativity and innovation Flexible learning spaces Respect (staff and students) for the Environment for Learning Engagement
- Summary of ideas: Giving exemplars (pilot ideas that follows the process we expect show stafff how) Inspire and encourage considerations for the learning environment Construct the guiding principles of 3T at SPS (establish priorities of what areas are trying to achieve, informing the choices we make) Educate and facilitate discussions Consultation and pathway guidance (classroom whole school level of multi-purpose facilitates) Involve students in the process at a classroom and wider school level (Greg Lang reflections of the ELC will be useful here) Involve and empower stakeholders (staff, curriculum leaders, etc.)
- MINUTES: The team members present were in agreement that the proforma must be relatively straight forward and not time consuming (especially as an initial application of interest). The proposal is the initial starting point at which a further conversation (unpacking of the idea) can take place, (staff may be unfamiliar with all of the 3T principles) as some staff may require only minor consultation with an idea while others may require more extensive resources and timescale. Further Reflections from the group can be found on the word document file uploaded, but in essence the group felt by separating out the form into distinguishable sections would be useful (THE PROBLEM/IDEA THE SOLUTION OBSTACLES CHECKLIST IN REGARD TO THE PRINCIPLES) with the most important consideration being ‘How will this project benefit the learners?’ Way Forward: Develop an initial proforma and pass it on to T&L for feedback. Once approved consider unpacking with curriculum leaders to allow our pilot projects to be identified.
- DDH to redraft proforma and put together a mission statement reflecting the core values of the group.
- MINUTES: As a group it was felt that some consideration would be need to made in how this actually occurs. Simply calling for expressions of interest outright from all staff, could potentially lead to an unmanageable amount of applications and therefore disillusion of staff. The process would also need to be reinforced with education (an understanding of the process and the 3T principles). The team members who were present felt strongly regarding expectations of respecting areas is not something currently all staff are aware or comfortable with (anecdotal evidence of some areas that have been abused and damaged around the School). The Way Forward: Staff would have a better understanding if the process was modelled for them, by conducting two very different pilots (prototypes) whereby they could access: completed proformas, hear initial discussion with the 3T Team, the process, staff and student reflections, etc. While there are other examples (DT, ELC and SPS), the group felt actually having documentation and video reflections of the process that they will partake would be more beneficial and worthwhile in the long run. This would also allow the group to reflect and continue to refine the process. CLs will be key stakeholders in projects, the exploration of pilots (prototypes) will need to involve them.