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