Please return to Dani’s Pigeon Hole

Name: Stephanie Kneebone. Grade: 2/3. Date: 31/01/19 by the End of Week 1, Term 2 

Literacy, Visible Learning Impact Coach

and Aboriginal Education Teacher
Survey

To ensure I am meeting your needs as the Coach and the school is meeting your professional
development needs (ie. Staff meetings and External PD), I am asking that each classroom teacher
completes the following survey. As we determine the priorities for this school year, we will try to
address these areas in several ways, including Whole-staff professional learning, meetings with
individual teachers or Teams and other activities.

The areas outlined are those that appear on our school’s Site Improvement Plan as priorities for 2019.
However, if there are other areas (that I have not mentioned in this survey) that you would like support,
please feel free to add them to the ‘any other comments’ section.

Please circle the appropriate number to rate each of the following topics as High Priority, Medium
Priority, or Low Priority to help you and your students meet your goals this year. Thank you! Dani

High Medium Low

Priority Priority Priority
Visible Learning

Understanding the Learning Pit and Implementing its use in my

3 2 1
classroom with students.

Understanding Self-Regulatory strategies and how I can

explicitly teach these in the classroom to promote Assessment 3 2 1
Capable Visible Learners.

Developing and utilizing learning intentions and success

3 2 1
criteria in my planning and practice.

Using student data to inform my practice and make next steps

transparent to stakeholders (including how to track and monitor 3 2 1
growth ie. Effect size). ‘Know Thy Impact’

Making Feedback Visible 3 2 1

Pedagogy and Practice

Understanding and using the Explicit Instruction Model 3 2 1

Developing writing warm-ups that focus on sentence structure

3 2 1
and type (simple, compound and complex)

Developing Reading and Spelling Warm-ups 3 2 1

Understanding how to use Assessment Success Criteria with

3 2 1
students.
Name: Stephanie Kneebone. Grade: 2/3. Date: 31/01/19

Literacy
Implementing and consolidating Guided Reading in my
3 2 1
classroom practice.

Developing my knowledge of reading comprehension (including

comprehension strategies and levels of reading comprehension-
ie. 3H strategy) and how to teach these to students. 3 2 1

Understanding text-types (i.e. narrative, procedure, explanation,

3 2 1
information report, exposition etc…)

Explicitly Teaching Text-Types (writing) 3 2 1

n Educatio al Aborigin

I would like to know how to incorporate Aboriginal

3 2 1
Perspectives into my Planning and classroom Instruction.

I would like to know where to find culturally inclusive resources

3 2 1
to support Aboriginal Perspectives in the classroom.

I would like to know more about Pedagogical Approaches that

3 2 1
best support Aboriginal Learners.

I would like to develop my own cultural competency and

understandings of cultural responsiveness and how to 3 2 1
incorporate this into my pedagogy and practice.
Coaching and Support

I would like to arrange a time for the coach to support me 1:1 by

3 2 1
meeting to discuss areas I have indicated, or any other needs.

I would like the coach to observe my practice and provide

3 2 1
feedback

I would like the coach to film my practice so that I can observe

3 2 1
and reflect on my own practice.

I would like the coach’s support to observe and reflect on my

3 2 1
own practice.

I would like the coach to provide professional reading support to

3 2 1
me on the areas I have identified.

I would like the coach to demonstrate practice or strategies in

3 2 1
my classroom (based on previously identified areas).

I would like the coach to provide me with resources to support 3 2 1

my classroom practice in the areas I have identified.
Name: Stephanie Kneebone. Grade: 2/3. Date: 31/01/19

I would like the coach to arrange and negotiate peer

observations so that I can see what other teachers in the school 3 2 1
are doing (in specified areas).
Other Professional Development and Training

Needs
Please Indicate whether or not you have done training in the following: Yes No
refreshing

Concepts of Print (What are they; how to test; how to teach) 

Phonological Awareness (What is it; how to test; how to teach) 

Jolly Phonics (What is it; how to test; how to teach) 

Running Records (What is it; how to test; how to teach) 

SA Modern Handwriting (What is it; how to teach) 

Year 1 Phonics Screening Test (Year 1 teachers only)

EALD Levelling (What is it; how to do it) 

Sentral (What is it; how to use it) 

Reporting Abuse and Neglect 2018-2020 (Mandatory) 

First Aid (Mandatory if you plan to go on camps and excursions) 

Code of Ethics (DECD Mandate) 

PAT-Testing (What is it; how to test; how to analyze) 

SMART Training 

Trauma Training 

Understanding Poverty Training 

Cultural Competency Training 

One Plan (What is it; how do I write one) 

Student Behaviour Management 

Classroom Management 
Adapted from Hasbrouck and Denton (2005). The Reading Coach: A How-To Manual for Success. Longmont, CO: Sopris
West Education Services.

Any other comments: