Once you have answers to these questions the next step is to consider the common planning processes you want all teachers to undertake. I recently worked with two schools as their Visible Learning Consultant. They wanted to embed best-practice pedagogy which focussed on developing teacher clarity – a teacher influence that has been found to be linked to almost two years’ growth in student learning (Hattie, 2009). Writing effective learning intentions and success criteria was one of the pedagogical tools they were learning and practising.
As we progressed through the workshop, I realised that neither school had a consistent teacher planning system in place. Everyone was doing something different. Some teachers planned whole units, while others planned lesson by lesson with significant variation in their level of detail. I suggested to both groups of school leaders that they consider creating a consistent teacher planning system across their schools which would facilitate collaborative planning across teams and departments and consequently, reduce teacher workload.
Both schools chose to implement the suggestion and created a unit overview planner which required teachers to include the curriculum standards and content descriptors (from the Australian curriculum), along with the concepts, skills, context, learning intentions, and success criteria for the unit. This was the best-practice pedagogy they wanted to consistently embed across the school.