One of the interesting things visiting the Melbourne schools was the differences in the ways they approached organising 'ownership' of space and students.  The two are related I suppose but I put the slide below together to try and capture what I was seeing as the differences in approaches:

Screen Shot 2013-09-20 at 11.12.58 AM

At one end there is the INDIVIDUAL teacher who oversees a home group of students for much of their programme.  They coordinate the pastoral, academic and organisational aspects of their school life within the collaborative space of the MLE that may have over 120 students in it.  They are responsible for all the process things like assessment and reporting, coordination with families and being the person who is 'responsible' for knowing them well.

At the other extreme is a collective responsibility where all teachers in a space hold COLLECTIVE responsibility for 100+ students.  All staff collectively work with students across the group on the needs that are identified.  Groups are fluid and teachers report on the bits of the curriculum they have particular iinsight into for instance.  There are careful mechanisms for collecting and collating achievement and pastoral information.  We saw instance of these in Google Docs and more formal proprietary SMS systems.

 

Both extremes work.  Both have their strengths and challenges.  It is figuring out where you sit …

Once you have done that it is thinking through ALL the implications:

  • Assessment
  • monitoring
  • organisation
  • reporting to families
  • organisation of teaching materials
  • attendance
  • behaviour management
  • etc, etc, etc
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