how strong is your school as a professional community? lawrence ingvarson acer ed roper brisbane...
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How Strong is Your School as a Professional Community?
Lawrence Ingvarson ACEREd Roper Brisbane Grammar School
Excellence in Professional Practice Conference, May 21-23 2015
Professional Community Framework ACER Accreditation System Building a Culture of Performance and Development in your school School improvement through effective leadership, development and accreditation © The Australian Council for Educational Research Ltd (ABN: 19 004 398 145) 2015. All rights reserved. Australian Council for Educational Research
Professional Community Framework ACER Accreditation System Building a Culture of Performance and Development in your school School improvement through effective leadership, development and accreditation
© The Australian Council for Educational Research Ltd (ABN: 19 004 398 145) 2015. All rights reserved. Australian Council for Educational Research
ACER system for accrediting schools with a strong professional community
Main components:
1. Professional Community Framework
2. Professional Community Questionnaire (On-line staff survey)
3. Guidelines for Accreditation (documentation and external verification phase)
ACER system for accrediting schools with a strong professional community
Purpose:
• To provide useful feedback to schools about how they function as a professional community
• To provide school leaders a valid and reliable measure of school improvement over time
• To provide recognition to schools with a strong professional culture, as defined by the Australian Teacher Performance and Development Framework.
The ACER Professional Community Framework
The characteristics of professional communities fall into five domains:
1. A professional culture 2. Leadership that that fosters and supports a professional culture 3. A focus on student engagement, learning and well being 4. A focus on improving professional knowledge and practice 5. Teachers think systematically about their practice and learn from
experience
The ACER Professional Community Framework
The characteristics of professional communities fall into five domains;
1. A professional culture • Schools with a strong professional culture are characterized by shared norms and values, a focus on student learning, collaborative approaches
to work, reflective inquiry into teaching practices and deprivatisation of practice. Professional communities do not turn a blind eye to practices that are less than optimal for students.
2. Leadership that that fosters and supports a professional culture• Leadership is essential in establishing conditions that support a vibrant and productive professional community. Leadership is a quality that
pervades effective organisations. School leaders establish a shared vision for their school as an accountable professional community and a strategic plan for managing its implementation. Professional communities don’t just happen – they have to be designed.
3. A focus on student engagement, learning and well being • Professional communities place high priority on gathering evidence about student outcomes that enables them to evaluate their performance,
discuss its implications and plan more effectively. They make intelligent use of evidence to pinpoint areas of needed intervention in order to enhance learning outcomes for all students.
4. A focus on improving professional knowledge and practice • Professional communities are learning communities that are constantly building their capacity to teach well. They have a shared
understanding of effective teaching and quality learning. They draw on ideas and research about better ways to teach, and create opportunities to discuss and evaluate them. They know the characteristics of effective methods for professional learning and create opportunities to engage in them
5. Teachers think systematically about their practice and learn from experience Individual members of a professional community accept responsibility to engage periodically in a process of reviewing their performance in the light of standards for accomplished teaching and feedback about its impact. These cycles of review enable teachers to identify goals for further development, seek opportunities for suitable professional learning and provide evidence that those goals have been achieved.
Background to the ACER Professional Community Framework
Research: It is mainly by building strong professionals communities that school leaders improve the quality of teaching and student outcomes
Needed: Better measures of school improvement
Australian Professional Standard for Principals
Australian Professional Standard for Principals
Professional practice: Developing Self and Others
• Principals work with and through others to build a professional learning community that is focused on continuous improvement of teaching and learning.
• Through managing performance, effective continuing professional learning and feedback they support all staff to achieve high standards and develop their leadership capacity.
• Principals support others to build capacity and treat people fairly and with respect.
• They model effective leadership and are committed to their own ongoing professional development and personal health and wellbeing in order to manage the complexity of the role and the range of learning capabilities and actions required of the role.
The Principals Australia Institute Certification Project
PAI is developing a rigorous and respected system to provide professional certification for principals who have made significant improvements to their school’s functioning and met the Australian Professional Standard for Principals
One of the requirements for professional certification will be for principals to document how they are developing their school as a professional community
The ACER Professional Community Framework and Questionnaire provides a way for principals to demonstrate how they meet this requirement
The ACER Professional Community Framework
DOMAIN 1: Professional CultureThe elements of Domain 1: • Shared vision of a professional culture• Shared professional norms and values• Collaborative work• Reflective dialogue• Deprivatisation of practice
DOMAIN 1: PROFESSIONAL CULTURE
The ELEMENTS of Domain 1:
Shared vision of a professional culture• A clear vision of the school as a professional culture provides direction for strategic planning and school improvement.
Professionalism is understood to imply mutual accountability for the quality of practice, not autonomy interpreted as privacy. The vision is more likely to be implemented if all staff members take part in its development. A vision typically includes beliefs about students and their ability to learn; priorities about the curriculum and the use of time and space; the responsibilities of staff as members of a professional community; the role of parents in the educational process; and shared decision-making, among others.
Shared professional norms and values• Students benefit when teachers have shared values and norms about students and their ability to learn, what counts as quality
learning and teaching, teachers’ roles, the importance of interpersonal relationships and commitment to the collective good. Teachers assume all students can learn and they are confident they can help them to learn.
Collaborative work• Students benefit when teachers collaboratively review each other’s student progress and select activities and resources appropriate
to their needs. Sharing ideas and expertise is a normal part of professional work. Teachers keep up with developments in their field of teaching and bring that knowledge into their joint planning.
Reflective dialogue• The essence of a professional culture is the quality of conversations teachers have about practice. Teachers’ professional leaning
benefits from regular opportunities to discuss each other’s ideas and reflect on their beliefs and practices. There is a commitment to reflection as a group activity. Teachers use these discussions to evaluate their practices and their school.
Deprivatisation of practice• The quality of reflective dialogue and professional learning among teachers is enhanced when it focuses on concrete evidence
about practice, such as student’s work or classroom observation. Opportunities for feedback are also much greater. There are regular opportunities for teachers to learn from each other’s practices. Teachers regularly review students’ work together and share teaching ideas. Teachers welcome observation from colleagues and
DOMAIN 1: PROFESSIONAL CULTURE
INDICATORS for Domain 1:
• A clearly articulated, shared vision of a professional culture
• Shared understanding of roles expected in a professional culture
• A collective focus on student learning• A strong collegial culture of mutual trust and support• Collaborative planning and review of student progress• Deprivatised practice, shared observation, team teaching• Quality conversations about teaching and learning• Parents well informed about school programs and how to
support them• Staff members maintain high standards in their teaching
RUBRIC for DOMAIN 1: PROFESSIONAL CULTURELevels of performance
Level One Level Two Level Three: Accreditation Level
Four: Aspirational
There is little or no evidence that: the school has established a
shared vision of a professional culture and teachers’ roles within that culture.
teachers and school leaders are working toward common goals,
teachers work together in a variety of ways with a focus on reviewing and improving opportunities for students to learn
teachers provide each other with opportunities to compare and reflect on their practice and their students’ progress.
teachers provide parents with information about the aims of current programs and how they understand and support their children’s progress.
There is limited and uneven evidence that the school has established a
shared vision of a professional culture and teachers’ roles within that culture.
teachers and school leaders are working toward common goals,
teachers work together in a variety of ways with a focus on reviewing and improving opportunities for students to learn
teachers provide each other with opportunities to compare and reflect on their practice and their students’ progress.
teachers provide parents with information about the aims of current programs and how they understand and support their children’s progress.
There is clear, convincing and consistent evidence of activities consistent with a professional culture. the school has established a
shared vision of a professional culture and teachers’ roles within that culture.
teachers and school leaders are working toward common goals,
teachers work together in a variety of ways with a focus on reviewing and improving opportunities for students to learn
teachers provide each other with opportunities to compare and reflect on their practice and their students’ progress.
teachers provide parents with information about the aims of current programs and how they understand and support their children’s progress.
A group of teachers becomes a strong professional community when they commit to working together in ways that deprivatise their practice in a range of ways. They thereby create ways to review and improve each others’ teaching practices. They are comfortable providing colleagues with examples of how their practice matches high professional standards; for example in staff seminars. Strong professional communities are accountable communities. They accept that the evaluation of practice is not just a responsibility of school management. Professional communities take action to rectify practices that are less than optimal for students. A professional culture embraces growth for all through innovative, self-sustaining practices and relationships.
Domain 1: Professional Culture
1. School leaders and teachers have a shared vision about the main purposes of the school
2. We are all pulling in the same direction for our students3. Our educational goals and purposes are clear4. There is a great deal of co-operative effort to provide quality learning
opportunities for students5. Teachers share their teaching practices and ideas with colleagues6. Other teachers are a great source of new ideas for my teaching7. Teachers keep up with research developments in their field of teaching8. Staff members maintain high standards in their teaching9. Teachers are connected with wider professional networks such as subject
associations and universities10. We solve problems; we don’t just talk about them11. Teachers believe they can get through to even the most difficult students12. Teachers think that all students are capable of learning and developing13. Teachers make sure parents are well informed about school programs
and how to support them14. My school encourages study for further professional qualifications
Cronbach’s Alpha: 0.912
DOMAIN 1: PROFESSIONAL CULTURE
Part A. To what extent do you disagree or agree with each of the following statements about your school as a professional culture?
59
56
43
40
43
41
63
54
51
43
52
48
54
39
21
19
38
36
32
34
14
34
19
16
16
27
18
44
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 School leaders and teachers have a shared vision about the main purposes of the school
2 We are all pulling in the same direction for our students
3 Our educational goals and purposes are clear
4 There is a great deal of co-operative effort to provide quality learning opportunities for students
5 Teachers share their teaching practices and ideas with colleagues
6 Other teachers are a great source of new ideas for my teaching
7 Teachers keep up with research developments in their field of teaching
8 Staff members maintain high standards in their teaching
9 Teachers are connected with wider professional networks such as subject associations and universities
10 We solve problems; we don’t just talk about them
11 Teachers believe they can get through to even the most difficult students
12 Teachers think that all students are capable of learning and developing
13 Teachers make sure parents are well informed about school programs and how to support them
14 My school encourages study for further professional qualifications
Strongly disagree
Disagree
Slightly disagree
Undecided
Slightly agree
Agree
Strongly agree
Domain 1: Professional CultureHow often have the following types of interactions taken place
with colleagues in your school over the past year?
• Discussions about how to teach a concept or skill• Working together on preparing units of work and teaching materials• Receiving useful suggestions about teaching materials and
techniques from colleagues• Visiting other teachers’ classrooms to learn from their teaching• Visits from colleagues to observe my teaching• Reading and diagnosing each other’s students’ work• Receiving useful feedback from colleagues about my teaching• Coordinating the content of my courses with those of other teachers• Selecting common themes in our teaching• Reading and discussing recent research about teaching and
learning
Cronbach’s Alpha: 0.922
DOMAIN 1: PROFESSIONAL CULTURE
Part B. How often have the following types of interactions taken place with colleagues in your school over the past year?
1
1
1
25
30
6
20
2
7
9
4
15
8
46
50
30
58
14
15
34
19
26
18
20
15
48
13
26
31
36
57
43
58
6
4
12
8
39
36
15
18
14
15
3
1
4
1
18
11
5
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 Discussions about how to teach a concept or skill
2 Working together on preparing units of work and teaching materials
3 Receiving useful suggestions about teaching materials and techniques from colleagues
4 Visiting other teachers’ classrooms to learn from their teaching
5 Visits from colleagues to observe my teaching
6 Reading and diagnosing each other’s students’ work
7 Receiving useful feedback from colleagues about my teaching
8 Coordinating the content of my courses with those of other teachers
9 Selecting common themes in our teaching
10 Reading and discussing recent research about teaching and learning
Not at all
Once or twice
Monthly
Almost weekly
Almost daily
DOMAIN 2: LEADERSHIP
To what extent do you agree or disagree with each of the following statements about your school leadership team
51
41
43
42
44
39
35
15
44
43
37
25
52
37
25
23
21
13
12
17
20
15
8
2
4
9
4
2
14
9
14
5
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 The leadership team has developed a clear vision of the school as a professional community
2 The school staff has played a significant role in developing a clear vision of the school as a professional community
3 The school leadership team has established a practical plan developing this school as a professional community
4 The school leadership team has provided a clear picture of what is meant by a professional culture and my role in it
5 Working conditions in this school support the idea of a professional community
6 The school leadership team provides opportunities for teachers to gain leadership experience
7 Training in teacher leadership skills is available and supported by the school
8 Accomplished teachers are provided with time to plan and teach collaboratively with other teachers
9 Leading discussions about the relative merits of current and alternative practices
10 Encouraging staff to reflect on what they are trying to achieve with students and how they are doing it
11 Being a source of new ideas for staff learning
12 Monitoring teacher and leader effectiveness using evidence about changes in student achievement and well-being
13 The school leadership team values the professional knowledge and skills of teachers in this school
14 The school leadership team knows the teachers who are most effective
15 In this school, staff members are recognized for a job well done
16 Teachers who attain high teaching standards are recognized appropriately
Strongly disagree
Disagree
Slightly disagree
Undecided
Slightly agree
Agree
Strongly agree
DOMAIN 3: A FOCUS ON STUDENT ENGAGEMENT, LEARNING AND WELL BEING
To what extent do you agree with each of the following statements about your school a s a professional community
8
3
4
2
3
14
5
5
3
5
8
2
3
3
3
17
4
3
1
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 Collaborative review of data about students’ progress and development is a normal part of the way we work in this school
2 My school regularly gathers school wide data about student well-being and makes good use of it
3 Staff members regularly use student outcome data to evaluate how well our programs are meeting students’ needs
4 We use student outcome data to compare our performance with that of similar schools
5 Where appropriate, the school uses student outcome data to identify priorities for professional learning
6 Time is specifically set aside for staff to meet to analyze data about student outcomes
7 We identify trends in student achievement over time and use them to set goals for school improvement
8 I am well equipped to assess how well my students are progressing compared with how well they should be progressing
9 I know how to interpret data from school assessments and external tests of student achievement
10 Effective procedures are in place for systematically gathering data and regularly reviewing each student’s progress
Strongly disagreeDisagreeSlightly disagreeUndecidedSlightly agreeAgreeStrongly agree
DOMAIN 4: A FOCUS ON IMPROVING PROFESSIONAL KNOWLEDGE AND PRACTICE
Elements:1. Teaching Standards2. Research based teaching and professional
knowledge3. Effective modes of professional learning4. The workplace is an important site for
profession learning5. Recognition for attaining standards for
accomplished teaching (Professional certification)
DOMAIN 4: A FOCUS ON IMPROVING PROFESSIONAL KNOWLEDGE AND PRACTICE
INDICATORS• The school has well-planned induction program for new teachers• There is clear, well-resourced school policy for supporting professional learning• Teachers use teaching standards in planning their professional learning priorities• Teachers can provide a research basis for the practices they use. • Each teacher has a useful personal professional learning plan aligned with their learning
priorities.• Teachers report that the school provides relevant sufficient and effective opportunities for
professional learning.• Teachers report a sense of continuing professional learning and improved teaching as result
of working in the school.• Teachers believe that the quality of teaching in the school is at a high level/ is improving • Teachers feel supported and treated like a professional.• Teachers believe that if they improve the quality of their teaching it will be recognized
appropriately• The school leadership team knows which teachers are most effective• Teachers believe that the school does not tolerate poor teaching performance
Level One Level Two Three: Accreditation Level
Four: Aspirational
There is little or no evidence that the school is implementing a policy that enables staff members to keep up with professional knowledge and best practice. Few staff members believe the
school provides opportunities for effective professional learning.
There is little or no evidence that teachers have a shared understanding of effective teaching and quality learning.
Few believe that their practice is improving as a result of working in the school.
There is little or no evidence that school leaders encourage teachers to draw on ideas and research about better ways to teach, and discuss them.
Few teachers feel supported Few teachers believe that if they
improve the quality of their teaching it will be recognized appropriately
There is limited evidence that the school is implementing a policy that enables staff members to keep up with professional knowledge and best practice. A minority of staff members
believe the school provides opportunities for effective professional learning.
There is limited evidence that teachers have a shared understanding of effective teaching and quality learning.
Most do not believe that their practice is improving as a result of working in the school.
School leaders provide limited opportunities for teachers to draw on ideas and research about better ways to teach, or to discuss and evaluate them.
Most teachers do not feel supported
A minority believe that if they improve the quality of their teaching it will be recognized appropriately
There is clear, convincing and consistent evidence that the school is focusing on improving professional knowledge and practice. The school is implementing a
policy that enables staff members to keep up with professional knowledge and best practice.
Most staff members believe the school provides opportunities for effective professional learning.
Most have a shared understanding of effective teaching and quality learning
Most believe that their practice is improving as a result of working in the school.
School leaders encourage teachers to draw on ideas and research about better ways to teach, and create opportunities to discuss and evaluate them.
Most teachers feel supported Most teachers believe that if
they improve the quality of their teaching it will be recognized appropriately
Strong professional communities are learning communities. They are committed to research-informed and evidence-based practice, collaborative feedback, and building the capacity of all through reflection and analysis. Members of strong professional communities continue to experiment with new ideas and report to colleagues on what they have learnt. The school has a professional learning program that : focuses on deepening teachers’ knowledge of the content that students are to learn and how to address the different problems they have in learning that content; analyses of the differences between (a) actual student performance and (b) goals and standards for student learning; involves teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved. They know that deep professional learning depends on taking risks. Members collectively keep up with professional knowledge and best practice. School leaders lead discussions about the relative merits of current and alternative practices.
RUBRIC FOR DOMAIN 4: A FOCUS ON IMPROVING PROFESSIONAL KNOWLEDGE AND PRACTICE -
DOMAIN 4: PROFESSIONAL LEARNING: A FOCUS ON IMPROVING PROFESSIONAL KNOWLEDGE AND PRACTICE
To what extent do you agree with each of the following statements about the effects of professional learning provided by, or supported by, your school over the past two years
41
43
55
57
41
55
43
38
46
47
43
53
46
50
51
12
13
18
12
10
14
15
26
18
32
19
25
11
12
10
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 I have a sense that education in this school is improving
2 I am feeling increasingly effective
3 I have developed better methods to help students learn
4 I have increased my understanding of individual differences among students and how to cater for them
5 I’m better at comparing my students’ level of achievement with standards of achievement expected of similar students
6 The classroom activities I use are more clearly linked to my teaching goals
7 The methods I use to assess student learning are more clearly linked to my teaching goals
8 I now manage classroom activities more effectively
9 I now use teaching and learning strategies that are more challenging and engaging for my students
10 I make better use of information and communication technology in my teaching
11 I provide more effective feedback to my students to support their learning
12 I engage students more in higher order thinking
13 My students have fewer difficulties in understanding what they are being taught
14 My students are more actively engaged in learning activities
15 My students demonstrate enhanced learning outcomes
Strongly disagree
Disagree
Slightly disagree
Undecided
Slightly agree
Agree
Strongly agree
DOMAIN 5: TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE
Part A: Performance and development plans
To what extent do you agree with the following statements about the performance and development process in your school?
18
20
44
33
20
18
26
2
5
19
14
3
4
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 I have reached agreement with the principal (or a delegate) on a useful set of performance and development goals and on ways of measuring progress toward them
2 I use the Australian Professional Standards for Teachers to reflect on my teaching and to identify needs for professional learning
3 I am supported in working towards my goals, including access to high quality professional learning
4 I use data about improvement in student learning outcomes to reflect upon and evaluate my practices
5 I use data based on observations of my teaching by experienced colleagues to reflect upon and evaluate my teaching
6 I have regular opportunities to receive informal feedback about my performance
7 I am confident that the performance and development process is conducted in a valid, consistent and fair manner
Strongly disagree
Disagree
Slightly disagree
Undecided
Slightly agree
Agree
Strongly agree
DOMAIN 5: TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE
To what extent was your Performance and Development Plan informed by:
40
22
26
24
56
52
80
29
34
21
32
22
26
12
29
35
42
28
17
18
8
3
9
11
17
4
4
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 Feedback about your teaching from other teachers sitting in on your classes, or working with you in a class?
2 Feedback about your teaching from your students: (e.g. via a questionnaire)?
3 Feedback about your students’ learning outcomes in relation to standards and benchmarks for students at that level?
4 Feedback from colleagues based on discussing samples of your students’ work?
5 Feedback from members of the school leadership team based on observations of your teaching?
6 Observing your own teaching using video or audio taping?
7 Feedback from a survey of parents?
Not at all
Minor extent
Moderate extent
Major extent
DOMAIN 5: TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE
Part B: Opportunities to receive feedback
A. How frequently have you received the following types of feedback in your school over the past school year?
43
39
35
23
62
63
91
13
20
19
11
19
19
8
33
29
28
31
17
10
1
10
13
18
35
3
8
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 Feedback about your teaching from other teachers sitting in on your classes, or working with you in a class?
2 Feedback about your teaching from your students: (e.g. via a questionnaire)?
3 Feedback about your students’ learning outcomes in relation to standards and benchmarks for students at that level?
4 Feedback from colleagues based on discussing samples of your students’ work?
5 Feedback from members of the school leadership team based on observations of your teaching?
6 Observing your own teaching using video or audio taping?
7 Feedback from a survey of parents?
Not at all
Once
2 or 3 times
More than 3 times