The vehicle of teaching explicit writing skills in the @ Xavier Project is collaboration. Teachers work in teams of three to plan,
assess, report and teach. An allocation of time is to be negotiated amongst the team members for the purposes of collaboration.
teachers are expected to meet and discuss planning of lessons and common tasks. Teachers may choose to allocate lessons to
different teachers in the cohort based on expertise. Teachers are expected to use formative assessment to determine lesson
focus and to improve student outcomes.
All teachers in the cohort are responsible for :
- the planning, programming, resourcing and delivering of lessons to the cohort
- embedding the key focus areas for the Semester into their teaching sequences
- developing, planning and delivering meaningful, authentic and academically rigorous programs
- developing, planning and delivering differentiated programs to cater for the learning needs of all students
- developing, accessing and sharing of relevant, meaningful and authentic resources to support, promote and enhance the learning
- saving all learning materials to Schoology, Google Drive and the Q drive to ensure access for all team members to a rich
and diverse resource bank for all teachers
All members of the cohort are to work together to deliver the lesson for the three groups of students in the one open learning
space.l This may take a variety of formats and utilise a variety of student grouping to achieve the learning objectives
of the lesson. All members of the team are expected to contribute to the lesson.
This may include but is not limited to:
- expert teaching sessions & general information dissemination
- differentiated groupings and tasks
- student centred learning groups using the LMS — Schoology
- workshops on skill delivery for different ability levels
- interest areas
Note: Co-teaching DOES NOT mean three classes doing an identical task on a three second time delay!
All members of the cohort are responsible for the development of the common task. One member may be delegated to write the
task, but all members are expected to provide feedback in the drafting stage.
All members of the cohort will agree on (Common Tasks):
- Date of task being handed out and date for collection
- Marking guidelines that are inclusive of the three focus areas as well as subject specific outcomes
- Negotiating marking moderation teams or negotiating a single marker for a task
- Two week turnaround for marking and feedback
- Explicit and specific feedback being provided to students for the purpose of growth
Formative tasks will be used by the cohort to provide feedback to students on skill development. It is expected that each teacher
will record formative feedback for at least two tasks a term on Schoology. This will include a grade/mark and also written
comments that specifically state what the student has done well, what could be improved and how the student could improve
All members are responsible for reporting. It is imperative that teachers of the cohort meet to determine grade allocation
based on the Common tasks (two per Semester). These grades are allocated with the KLA.
In 2015, it has become apparent that the development of effective teams is crucial to the success of the @ Xavier Project.
It has been recognised that the teachers working in the project must be willing and able to work as a fully operational
team- sharing, planning, delivering, assessing and reporting. It is vital to the success of the project that all team members
are willing and able to work in the teams by making positive contributions, meeting agreed expectations and deadlines,
and supporting the cohort by meeting the expectations of the team. It is vital that teams discuss the ‘negotiated expectations’
of their teams and how their team will function effectively.
The expectations should include:
- contributions from each team member
- meeting deadlines
- being solutions focussed
- being a positive contributor
- negotiated lesson planning, developing and resourcing
- collaboration ‘guidelines’
- and negotiations on how to deal with a team member who is not adhering to the team expectations