Table+6

Table 6 WikiSpace Record, for each of the three sessions:
 * 1) The priorities and actions for the MLC Learning Principles activities
 * 2) The key suggestions/contributions of the Enquiry Maps
 * 3) Important discussion points, concerns or questions

__Session 1: The Need for Fearless, Knowledgeable Thinking__
 * The priorities and actions for the MLC Learning Principles activities**
 * 1) Assessment will be ongoing, not episodic
 * 2) Assessment will be purposeful and pervasive
 * 3) Assessment criteria will be co-constructed with students and other involved adults
 * 4) Assessment approaches will match the authenticity of the work
 * 5) Assessment should involve choice of response/media to appeal to students individual interests and learning styles
 * 6) Assessment must be deconstructed so it is understood that the purpose is to encourage and measure growth and enable students to learn about themselves as learners
 * 7) Assessment will encompass the skills we value as well as the knowledge required to be assessed.
 * 8) Assessment will be integrated within pedagogy
 * 9) Assessment should be celebrated with all stakeholders.

The discussion centred around the interconnected nature of all these points. The group were in agreement that effective assessment is ALL of these things, thus we had difficulty ranking them in order of preference and spent much time discussing and changing our minds! Much chat also took place around the need for changing student and parent perceptions of assessment - it needs to be more personal, less comparative and thus more meaningful for all students to benefit from.

The importance of student based learning and assessment was another focus of discussion. Integrating subjects under an overarching topic, identified by the students. This would be similar to the CLP structure in JS, but topics chosen by students rather than the curriculum or teachers and ALL subject areas would be incorporated. Relevant outcomes from each subject area would be taught through this interest topic.

__Key concerns/questions:__
 * How can we achieve student centred programs within the confines of BOS and timetables?
 * The perception of assessment - can be viewed negatively by students, rather than as an opportunity to reflect on their own learning and future directions.

__Session 2: Designing the MLC Learning Philosophy__ The discussion during this session focused primarily on the ways in which we can change practice - the group became very tied up with this and didn't complete the 3 tasks! See below for ideas recorded during session:

Points from discussion on "H//ow do we rethink our structures organisational culture, and use of time to make MLC a thriving, adult learning environment?"//
 * Session 3:** **The key suggestions/contributions of the Enquiry Maps.**
 * How could we better use assembly time and other timetable constructs to allow staff to have time to complete PD / adult learning / collaboration?
 * Challenge - how do we "free-up" time to do what we want to do?
 * We could look to PYP, MYP for models of how to structure our time and curriculum? i.e. visit a MYP school? or for Senior School to visit Junior School and observe how some of these interdisciplinary approaches are successfully done. Note I think staff who don't teach in the Senior School don't completely understand the challenges and difficulties.
 * Management need to also adopt these approaches of open and enquiry based learning for Staff PD. Why are staff not "trusted" more? Perhaps there needs to be some "letting go" of old ways.
 * Allow staff to drive own PD and how their time is used when not teaching
 * Allow and encourage staff to visit other teachers/classrooms/schools to share best practice and learn new methods
 * Map the curriculum across all faculties to enable more time from the removal of overlapping outcomes in the curriculum.
 * Innovation Experiment - map the curriculum
 * Any research findings should be presented at education conferences / journals / online / to parents and the community / the board
 * Build links with universities and gain a teacher accreditation license for MLC so we can train others in what we learn.
 * Communication challenges - how do we keep parents on board as we go through these changes? It would need to be presented as a WIN-WIN
 * What acknowledgement within the school is there for teachers who pursue and continue their adult-learning? - teacher scholarships? school exchanges (Week, month, term)? etc
 * Staff / adult learning could be put in an online learning environment so that teachers can access it anytime, anywhere and that it can be logged so that hours and time can be accredited. We don't and shouldn't have to sit in a hall for an hour at one particular time.
 * Use tertiary model of sabbatical to encourage teachers to develop skills at a higher level - R&D
 * External expertise might come from parents, alumni, and internally from other staff.