Transcript Slide 1

Professional Learning Teams
October 2010
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Recap
The PLT meeting 1
Data
10.30
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Morning tea
11.00 – 1.00
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Developing a learning
log
The PLT in action
9.00
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Leading a PLT
Role play
NMR - School Improvement Model
Complex change ….
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Change in the way teachers operate
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De-privatised practice
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Personalisation
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Evidence based practice /goal setting
Strategies for differentiation
Pedagogical teaching and content knowledge
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Collaboration and challenge
Joint planning
Peer observation
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
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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
Activity: Think, pair, share
‘Communities that undermine learning’…..
and change
Discuss article by Platt & Tripp at tables
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Think about the different teams you have worked
in. Identify one effective team and one low
performing team – what was the difference?
How would you define a high functioning,
accountable PLT?
The genius of ‘AND’
…………….. The tyranny of ‘OR’
Must we be A or B, not both???
 High performing organisations seek to be both
A and B
 Not a question of balance – implies going to
the mid point (50-50)
 Create a culture that is simultaneously loose
and tight
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Concept of
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‘directed empowerment’
‘defined autonomy’
AiZ Structure
 Teams
of teachers (PLTs and
Triads)
 Team
leaders (PLT leaders)
 Learning leaders
 School
 NMR
improvement team (SIT)
School Improvement Team/Leadership Team
PLT
Triad
Triad
PLT
Triad
PLT
Triad
Triad
PROFESSIONAL LEARNING
AiZ (Learning Leaders, PLT leaders)
Coaches
Triad
School readiness
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What’s your story??
Implementation stage
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Building awareness
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Common understanding
Planning
Piloting
Full implementation
Planning
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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
Action plan
Goal: Clarity and alignment
Review structures, frameworks
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Teaching and learning – what and how
Assessments
Role and responsibilities
Teams
Student voice
School organisation
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Year levels
Timetable
Meetings
Develop 2011 implementation plan
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Consider change strategy
Action learning with existing teams
Activity – table talk
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Your story
Where are PLTs in your school at now?
 Where would you like them to be in a year’s
time?
 What will you do to get there?
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‘Connect peers with purpose’ … …. Fullen
‘Create a sense of urgency’ …………Kotter
Professional Learning Teams
Key characteristics, core work …………..
PLTs – look like?
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Size
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Composition
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Mix of experienced and beginning
Mix of expertise (eg numeracy/literacy/disciplines)
Primary
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Ideally no more than 6
Usually year level
Secondary
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Year level
Discipline
AiZ PLTs
a new team work approach
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Evidence not inference
Challenge not share
Group responsibility
 From ‘my class’ to our students
 Your problem to our solution
Developmental not deficit approach
Peer accountability rather than system reporting
Expectations of ALL students
Patrick Griffin
Effective PLTS
Shared norms and
values
Meetings follow set
protocols
Shared values, goals
Collaborative culture
Collaboration
Collective focus on
student learning
Reflective dialogue
De-privatisation of
practice
Sharon Kruse (Building Professional
Learning Communities) 1995
A developmental
approach to learning
Students & teachers
Engage in process of
evidence based
inquiry to plan for
teaching interventions
Collective inquiry (and
challenge)
Action orientation
(learning by doing)
Commitment to
continuous
Members accountable improvement
to the group
Results orientation
Prof Patrick Griffin
DuFour and Eaker (1998)
Ticking the effective team boxes
TEAMS
Four critical questions
for learning:
What is it we expect our students 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?
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The PLT meeting
What does is it look like, feel like, sound like …………..
Featuring: Lena Clark
Lorraine Edwards
Patricia Quan
Activity: Observation and table
discussion
What is the PLT leader doing?
 What are PLT members doing?
 Nature of conversation, questioning?
 How does this align with student centred
meetings at your school?
 The main outcome of the meeting was the
development of the learning log. From the
PLT discussion you have just observed
identify what you think should be the key
elements of a student learning log?
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Using data … to improve student learning
Developmental learning and evidence based practice
Our data collection is evidence-based
monitoring of student performance.
The data:
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Paints a picture of every student and class
A profile of results which tells a story.....
Is evidence of what students can do...a
formative, forward looking model
Informs us about what we want students to learn
Tells us when a student has achieved to a
certain level
The Patrick Griffin model
Use of data based on
 Theory of the Zone of Proximal
Development (ZPD) – scaffolding of
instruction/learning
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Developmental continuums or “learning
pathway maps”
Underpinning Theories
– stages of increasing
competence
 Glaser
 Rasch
– identifying the stages
– scaffolding
instruction
 Vygotsky
Patrick Griffin model cont...
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Based on the belief that, by knowing where
students sit along the continuum, teachers
can target the teaching strategies and
interventions to scaffold the students to the
next level
Goal: to monitor, promote and accelerate
students along a developmental continuum
(eg VELs) by focusing the teaching to
where they ARE, rather than where they
SHOULD BE.
Deficit v Developmental learning approach
Prof Patrick Griffin
Deficit approach to learning:
•Focus on what students cannot do
•Outcome is a ‘fix-it’ approach.
Developmental approach:
•Build on and scaffold the existing knowledge
bases of every student.
•Focus on student readiness to learn.
A developmental approach to
learning
Develop culture of looking at learning goals from a developmental
perspective
PLTs require clarity around:
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Guaranteed curriculum/essential learning:
What it is we want our students to learn at each year level aligned with VELs
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Does it have endurance?
Does it have leverage?
Does it prepare students for next level of learning?
(Douglas Reeves 2002 – assessing significance of standards)
A developmental approach to
learning
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Knowing when each student has learned
it
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What will students know and be able to do as a
result of unit of work
How will students demonstrate their learning
What will it look like in terms of students work
How will we monitor students’ learning?
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Types of assessment,
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Purposeful, Focused, Diagnostic, Timely
Making reliable judgements
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Teachers need to have 3 sets of data in order for a reliable
judgement to be made for each student in the school
Tests should be reliable and accurate i.e. calibrated and not
subject to opinion
Where possible use departmental resources -they are free, well
researched and developed
Tests should have an aspect of literacy or numeracy as a focus
Tests should have data that provides detailed information about
skill levels
Tests should be able to indicate where the student needs to go
next. For example have a developmental continuum
Test results should be able to indicate student growth once the
test is repeated
Test results should help teachers develop groupings in their
classes
Closing the gap???
Idea of closing gap will not be addressed
because all kids should move; in fact the
gap may widen in some instances.
 It’s about identifying where students are
ready to learn rather than where they are
expected to be.
 Teaching concepts, not just skills will
enable students to perform better in
future tests.
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Activity - Think, pair, share
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Do you believe that schools should be expected to
deliver a guaranteed curriculum at each year level
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To what extent is the use of learning continuums
embedded in the practice of your school?
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What does a guaranteed curriculum mean to you
How does it impact on the 4 critical questions for learning?
What is the value of a continuum for teachers, for students
Do you have concerns about the use of a continuum
Share these with the person next to you.
Developing a learning log
Professional Learning Team Log
Literacy
Date:
Student Code: ABC12
Level: Low
Review Date: 3 week program
review on 2/7/10
1. Is the level on the pathway what was expected in relation the
evidence collected in the classroom? If not, what level does the
evidence suggest.
Student Y has developed his reading fluency. He is able to recall an
increasing amount of detail, but still overlooks important points, even
when stated directly.
2.
3a. What specific teaching
strategies will you use used
to achieve these goals?
4. What evidence (make, say,
write, do) would show goals
are met?
• Model answering oral questions
based on directly stated
information. Indicate where in
text this information is located
• Model answering questions
based on directly stated
information in written form.
Discuss & justify answers from
recall/understanding.
• Identify key words during
reading. Regularly practice this
procedure
• Articulate the main idea of a text
linked to title or chapter
headings or subtitles
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What specific learning goals
are set to support this
student’s development and
progress?
Locate directly stated
information in both fiction &
non fiction text.
Answer questions where
the information is directly
stated. Oral & written.
Retell what he has read
with increased detail,
including main idea
Self monitor reading by
reading on/back & S/C to
clarify meaning or to
answer questions
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Student work samples x 3 of
written questions answered.
Teacher small group
observation notes re directly
stated information located &
explained x2
Work samples: key words
independently identified during
reading. Underline highlight,
post its
Analysed running records x2
indicating re reading & S/C for
meaning & structure
Retell text to a partner
including main ideas
Professional Learning Team Student Log
Numeracy Low
School Code xxxx
Date Started: 21st July 2010
1. Is the student’s level what you expected? No
What makes you say that? Because he is hesitant to
participate in fraction activities, finds it difficult to explain
his understandings & is working on accurately solving
fraction problems using a variety of materials
Students Name:
Year Level: 5
Group : 2
2. Learning Goals
3a. Strategies
3b. Resources
4a. Evidence
Triangulated Data
5. Date
reviewed
Confidently &
independently
identify and
compare
equivalent
fractions
Improve ability to
understand how
and why
fractions can be
equivalent
Work with hands on
materials to explore
how fractions can be
equal. Represent this
visually using models
& explain models &
what they represents.
Physically cut up a
variety of models to
see how the quantity
does not change, just
the size of the pieces.
Relate this to
numerical values
A3 paper
Maths book
Plasticine/blu tac
Fraction wall
Fraction blocks
Plastic straws
Oranges/apples
Look for &
4th
record
August
observations:
Ability to
mentally find
difference
between
numbers quickly
Ability to
discuss
strategies being
used
Explanation of
equivalence
The PLT in action
Leading the change …………
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
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Lead the team
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Develop the capacity of the team
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Understand change
Model behaviours
Develop culture of challenge – questioning
Pedagogical knowledge
Assessment practices
Use of data
Goal setting and strategy selection
Support collaboration
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Regular, focused meetings
Establish protocols
Develop structure and processes
PLT Meetings
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Develop agreed protocols/norms
Set agenda/proformas
 Regular time
 Keep to time
 Have a focus
 Share facilitation
 Encourage participation and group
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The process
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TEAMS of teachers take responsibility for the cohort
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LEADERS take teams of teachers through the
following cycle:
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REVIEW where the students are at.
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What is their Zone of proximal development?
Look at evidence of what students can DO, SAY, MAKE or
WRITE
What evidence have we used to determine this?
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What learning GOALS are appropriate?
PLAN STRATEGIES/ INTERVENTIONS to move them
forward
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IDENTIFY THE RESOURCES needed
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STIPULATE THE EVIDENCE required to say that kids have
moved
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The Process ……Patrick Griffin
Review students’
progress. Discussion
based on evidence of
do, say, make and write.
All inferences of learning
challenged and defended.
Stipulate the evidence that
will be required to establish
that movement has occurred
and the timeframe
for the review
Plan strategy for
intervention to take the
students to the
next level on the
developmental continuum.
Identify the resources that
are needed
The Process
Hume Central SC
Analyse Classroom
Data
Set Goals
Teacher
Inquiry
Observe/give feedback/
Reflect
Knowledge
Building
cycle
Act/
Implement
Identify strategies
(Identify teacher learning
needs?)
PLT agenda and timing
Topic
Details
Timing
1a
Sharing
Use of data
10 min
1b
Select
students
Highest, lowest and middle common levels + 1
student from whom data/assessments were used
from each class (if applicable)
5 min
1c
Middle
level
Selection of students from common levels from
each class by individual teachers
5 min
1d
Each teacher to give background on each selected
student from this level to be discussed
2 min per
student
2a
Look for commonalities b/ween students and
decide goals
3a
Strategies/ Discuss possible interventions/strategies/resources 10 min
resources in general
per stud
Decide on interventions
3b
4
Evidence
Decide on evidence that goals will be met
5
Review
Decide review date and fill out learning for selected
students
Activity: Producing a learning log
Task: complete a learning log for a student or a cohort of
students
Grade 5: Inference
Data
- 2009 Y5 Spa/Naplan diagnostic data (sample)
- 2009 Y5 Naplan questions and source material
Steps
- Analyse data
10 min
- Select cohorts/student 5 min
- Identify/develop learning goals 10 min
- Identify teaching strategies to achieve learning goals
10 min
- Identify evidence to show learning goals have been
met
10 min
Activity: Producing a learning log
Groups of 5 – 6 teachers
Nominate: Team leader and observer
Team Leader: lead meeting
Observer: note type of questioning, level of challenge, use
and focus on data, team participation, use of protocols to
engage team member in discussion
Reflection: 5 mins
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Observer reports back to team about observations.
Group reflects 2 key positives and 2 key challenges
for doing the work in their schools.