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Professional Learning TeamsAugust 2010
Overview
Day 1ContextProfessional Learning TeamsHandbook
Day 2 – ½ day early term 4Using data to develop student logs
(not September 2, 3 as advertised)
Professional Learning Teams
Common understanding Looks like, feels like, sounds like
Reflection - where is your school located Building awareness Planning Piloting Full implementation
Planning Where do you want to be in 2011 What do you need to do What will be your challenges What will you do when you get back to your school
What’s your story??
The context
Why change will continue ………. External accountability
Social/political/economic environment Data rich Know more about
How we learn Effective, precise teaching strategies Effective schools
Learning spaces Technology
Enabler assessment, analysis, learning, teaching, information, monitoring,
reflecting, planning, communication, collaboration
Leaders of complex change ….
Change in the way teachers operate De-privatised practice
Collaboration and challenge Joint planning Peer observation
Personalisation Evidence based practice /goal setting Strategies for differentiation
Pedagogical teaching and content knowledge Teaching frameworks/concepts Literacy and numeracy teaching strategies Standards and continuums of learning
Assessment practices Technology
Teachers’ beliefs and attitudes about students’ capacity to learn
Challenges & barriers to change
Low Expectations!
“The biggest resistance to improving high schools is the deep-seated belief that many of our students cannot learn much for a range of reasons including social class and language background.”
Prof Patrick Griffin 2009
Beliefs and attitudes
“It’s far easier to build an individual’s skills than to try to change his or her beliefs”
Examples of belief that underpin the work of PLTs• All students can learn• Expertise develops through continuous effort to
identify and tackle problems• Collective good overrides individual autonomy• A strong moral purpose
Platt and Tripp et al (The Skilful Leader II: Confronting conditions that Undermine Learning, 2008)
Complex problems cannot be solved simply by technical responses – require adaptive change – this is the work of a PLT.
Table discussion
What are your beliefs around the work of PLTs in working collectively to improve student learning?
How would you respond to a colleague who attributes her/his lack of success with a group of students to the students’ background, ability?
Understanding change
1. Love your employees2. Connect peers with
purpose3. Capacity building
prevails4. Learning is the work5. Transparency rules6. Systems learn
Fullan’s Six Secrets of Change
1. Create a sense of urgency
2. Form a powerful coalition
3. Create a vision for the change
4. Communicate the vision5. Remove obstacles6. Create short term wins7. Build on the change8. Anchor the changes
Kotter’s 8 step change model
Lasting school change
Personalisation Differentiation
Identifying learning needs of every individual
Precision Consistent and effective use of assessment for learning
Responding accurately with right focused instruction
Professional learning Supports the above
Building learning into the culture of the organisation
Fullan, Hill and Crevola (2006)
NMR School Improvement NMR School Improvement ModelModel
NMR
Powerful Learning Strategy Informed by research, evidence of what works and
expert advice Literate, Numerate and Curious
Committed to teachers working collaboratively PLTs Triads
Model of School Improvement / change Based on theories of action
Theory of action
…. Proposes a link between cause and effect
A guide for identifying, designing, implementing and evaluating effective responses to the challenges of school improvement.
A common reference point for all members of the school community.
Emphasises accountability by relying on data that measures the impact of the action taken
Theory of Action for Powerful Learning
IF all the distinct but interrelated parts of
the NMR School Improvement Model –
the rings, and each component of each
ring – are aligned and working together,
THEN all schools will improve.
AiZ
Change Differentiated approach for schools Building school capacity
Structures Use of data Teaching strategies – literacy & numeracy Teaching models – next step Leadership Professional learning
Focussed on classroom practice Collaborative teacher learning
AiZ ………….
….. Not a ‘project’ but a process that will require continued, sustained effort FOREVER.
Aim:
Embed strategies that foster continuous and purposeful peer interaction.
Fullan, 2008 (The Six Secrets of Change),
AiZ ………….. Expectations
Student level improvement in Literacy and Numeracy achievement
Teacher level identifying starting points for teacher professional learning
provided a focus of inquiry in the school provided opportunities to develop teachers’ knowledge of
developmental learning and their understanding of appropriate targeted intervention practices
emphasised importance of teachers’ knowledge and experience in identifying appropriate intervention strategies
change in teacher discipline discourse: shift from resource and discrete skill focus to developmental focus
AiZ Structure
Teams of teachers (PLTs and Triads)Team leaders (PLT leaders)Learning leaders
School improvement team (SIT)NMR
PLT PLT PLT
Triad Triad Triad Triad TriadTriad
PROFESSIONAL LEARNINGAiZ (Learning Leaders, PLT leaders)
Coaches
School Improvement Team/Leadership Team
Professional Learning Teams
What is it?
What does is it look like, feel like, sound like …………..
Table discussion
What is a PLT? Identify 4 key features/characteristicsWhat is their core work
Characteristics of a PLT
Shared values, goalsCollaborative cultureCollective inquiry (and challenge)Action orientation (learning by doing)Commitment to continuous improvementResults orientation
DuFour and Eaker (1998) Professional Learning Communities at Work
AiZ PLTs a new team work approach
Evidence not inference Challenge not share Group responsibility
From ‘my class’ to our studentsYour problem to our solution
Developmental not deficit approach Peer accountability rather than system reporting Expectations of ALL students
Patrick Griffin
The work of the PLT
Ensuring that ALL students learn Collaboration and challenge
Systematic processes to analyse and improve classroom practice
A focus on student outcomes Judge effectiveness on basis of student outcomes Ongoing process of identifying current level of
student achievement, establishing next level of learning
Four critical questions for learning:
What is it we expect them to learn?How will we know when they have
learned it?How will we respond when they don’t
learn?How will we respond when they already
know it?
Table discussion
Think about 4 key ‘shifts’ that need to happen for these approaches/behaviours to become embedded in your school/teams
Share these with the person next to you.
PLTs – look like?
Size Ideally no more than 6
Composition Mix of experienced and beginning Mix of expertise (eg numeracy/literacy/disciplines)
Primary Usually year level
Secondary Year level Discipline
Meet regularly
PLT teams – types
1. Grade level All teachers who teach particular grade/s
Focus on same standards and curriculum content Address the development needs of students at that level
2. Unit/Program level sub school, eg multi-age group, Senior school, VCE, VCAL
address unique needs of students in program supports work of team to plan collaboratively
discipline focus on same disciplinary content, standards and pedagogic knowledge addresses the unique
3. Interest or need Instructional approach Topic Special need, eg Literacy, Numeracy
Effective PLTs
Reflective dialogueDe-privatisation of practiceCollective focus on student learningCollaborationShared norms and values
Sharon Kruse (Building Professional Learning Communities) 1995
Effective PLTs
A developmental approach to learningStudentsTheir own – PD important
Meetings follow set protocolsMembers are accountable to the groupEngage in a process of evidence based
inquiry to plan for teaching interventions
Prof Patrick Griffin
Ticking the effective team boxes
TEAMS
PLT Leader
Leading the change …………
Leadership
The principal and team leader are key to the redesign process.
“A neutral principal or team leader is an undermining force.”
The work of the PLT leader
Lead the team Understand change Model behaviours Develop culture of challenge – questioning
Develop the capacity of the team Pedagogical knowledge Assessment practices Use of data Goal setting and strategy selection
Support collaboration Regular, focused meetings Establish protocols Develop structure and processes
PLT Meetings
Develop agreed protocols/normsRegular timeKeep to timeHave a focusShare facilitationEncourage participation and group
Variation between PLT leaders
Ability to pass on/share knowledgePersonal knowledge and capacityAgenda modificationAbility to go in and bat for teachers, ie
rapport with school leadership
Patrick Griffin
Establishing PLTs
Zone 1 schoolsCharles Latrobe P – 12 College
Leanne Reynolds, Assistant PrincipalDallas Primary School & Kindergarten
Amanda Henning, Assistant Principal
Patricia Quan, BanyuleTeaching & Learning Coach