Contemporary Teacher Leadership - "Kellyville Collaborative Musical Spectacular"
Firstly to clarify, this assessment task required a realistic setting. Therefore, for the purpose of this task our group chose Kellyville High School. I have had no affiliation with Kellyville High School whatsoever, this project was just based on that schools demographic.
This was a large group project that required a group of 5 students to critically, and carefully create an extra-curricular program which focused on improving students Literacy & Numeracy, as well as students Social and Personable Capabilities. For our project, we chose a musical, as many of our group members had a music focus. This is the final assignment submitted for Contemporary Teacher Leadership 2017.
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A special graphic created using photoshop for our hypothetical musical project. 2017.
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This was an extremely large assignment that specifically covered many teaching standards for my practice.
1.2: This assessment targeted project-based learning, which is a theory that aims for students to be given very realistic and complex real-world goals. (like creating a musical, for example). All of the tasks a split up between various faculties and in the end it all comes together to produce a large show. Project Based learning is about understanding how students learn in directly relevant environments.
2.5: Part of this assignment specifically targeted developing strategies to improve students literacy and numeracy. It was identified in this assignment that NAPLAN data, as well as semi-frequent literacy/numeracy-specific workshops would improve students outcomes in these areas.
3.2: This project was specifically designed as an extra-curriculum and cross-curriculum event. However, to be performed successfully, meticulous planning was involved. The Gantt Chart included in the video details the exhaustive process required to complete this type of project.
3.7: A large aspect of this project was the inclusion of Parents and the broader community. Within the framework of the project, as Facebook group would be set up, in which parents could ask any questions or raise any concerns they had about the project. This gives the community an easy avenue to interact with teachers directly. It also provides a fantastic advertising stream for the show.
5.1: This project details many forms of assessment. The beauty of Project-Based learning is that it is one large formative-based assessment task, with lots of more summative elements utilised together to create a larger package. This project highlights the adaptability of resources and assessment to fit various needs and styles.
6.3: Although this was an assessment task, the project still required a certain level of collaboration that would be seen in a real High School faculty. As individual teachers, we worked together to create a program that we could be proud of.
6.4: One aspect of this project was continuing it in the future. The purpose of the assignment was to sell the project to a school. A part of that was detailing how it could be changed and adapted in the future. This is detailed in the end of the video and highlights how professional development slowly but surely occurs and programs change with it.
7.3: Again, a large aspect of this program was about engaging with parents and carers, to provide them with avenue to provide any questions and feedback about the project. This also opens up any parent-led volunteer options. Although, that is not necessary for the project to succeed.
1.2: This assessment targeted project-based learning, which is a theory that aims for students to be given very realistic and complex real-world goals. (like creating a musical, for example). All of the tasks a split up between various faculties and in the end it all comes together to produce a large show. Project Based learning is about understanding how students learn in directly relevant environments.
2.5: Part of this assignment specifically targeted developing strategies to improve students literacy and numeracy. It was identified in this assignment that NAPLAN data, as well as semi-frequent literacy/numeracy-specific workshops would improve students outcomes in these areas.
3.2: This project was specifically designed as an extra-curriculum and cross-curriculum event. However, to be performed successfully, meticulous planning was involved. The Gantt Chart included in the video details the exhaustive process required to complete this type of project.
3.7: A large aspect of this project was the inclusion of Parents and the broader community. Within the framework of the project, as Facebook group would be set up, in which parents could ask any questions or raise any concerns they had about the project. This gives the community an easy avenue to interact with teachers directly. It also provides a fantastic advertising stream for the show.
5.1: This project details many forms of assessment. The beauty of Project-Based learning is that it is one large formative-based assessment task, with lots of more summative elements utilised together to create a larger package. This project highlights the adaptability of resources and assessment to fit various needs and styles.
6.3: Although this was an assessment task, the project still required a certain level of collaboration that would be seen in a real High School faculty. As individual teachers, we worked together to create a program that we could be proud of.
6.4: One aspect of this project was continuing it in the future. The purpose of the assignment was to sell the project to a school. A part of that was detailing how it could be changed and adapted in the future. This is detailed in the end of the video and highlights how professional development slowly but surely occurs and programs change with it.
7.3: Again, a large aspect of this program was about engaging with parents and carers, to provide them with avenue to provide any questions and feedback about the project. This also opens up any parent-led volunteer options. Although, that is not necessary for the project to succeed.
This Unit also had students complete a reflection mostly based on the learnings from the project. This can be found at this link: https://drive.google.com/open?id=1jAX2a-Vrop6O-Gqz9eCdfcsaTyjr5Rqk
"In terms of improving the project process it would have been nice to meet face to face. However, with Professional Practice 2 it was difficult to organise that. It would have been a solid way to communicate ideas. Zoom is great for online tutorials, however when you need multiple people all looking at one document it is nicer when everyone is in the same room.
In terms of changing the actual project, I probably would try and focus on less Learning Areas. I believe in our plan we had almost contributed to the entire school, and it is probably not necessary for a project like a musical. The thing to consider is that students would be taking multiple classes, so they can only contribute so much of their own time to the project before being overwhelmed.
It is also tricky managing teacher workload. I can imagine as a teacher, taking away some of those free periods would be rough. They are there for a reason, and the teachers won’t necessarily be paid more money for working more hours. There is also the risk that casuals need to be found which of course would negate any sort of fundraising measures that the school could undertake."
This project allowed my colleagues and I to go through the realistic process of preparing and managing a large-scale cross-curricular project. It was an insightful project.
"In terms of improving the project process it would have been nice to meet face to face. However, with Professional Practice 2 it was difficult to organise that. It would have been a solid way to communicate ideas. Zoom is great for online tutorials, however when you need multiple people all looking at one document it is nicer when everyone is in the same room.
In terms of changing the actual project, I probably would try and focus on less Learning Areas. I believe in our plan we had almost contributed to the entire school, and it is probably not necessary for a project like a musical. The thing to consider is that students would be taking multiple classes, so they can only contribute so much of their own time to the project before being overwhelmed.
It is also tricky managing teacher workload. I can imagine as a teacher, taking away some of those free periods would be rough. They are there for a reason, and the teachers won’t necessarily be paid more money for working more hours. There is also the risk that casuals need to be found which of course would negate any sort of fundraising measures that the school could undertake."
This project allowed my colleagues and I to go through the realistic process of preparing and managing a large-scale cross-curricular project. It was an insightful project.