Transcript Leading professional learning : An introduction

Leading professional learning:
An introduction
John Munro
7/18/2015
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A climate for professional learning
The climate recognises that professional learning
• needs to take account of the culture of the school
• is student referenced
• can follow a chaotic path
• requires a systematic set of learning opportunities
• involves valuing, distilling past professional experiences
• involves thinking innovatively about possibilities and options.
• involves professional collaboration
• acknowledges that individuals differ in how they learn.
• involves building and drawing on the relevant group knowledge
• involves identifying what has learnt about how to learn professionally.
• involves trust
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The climate for PL takes account of
culture of school
How the culture affects PL These include :
•
demographic factors;
•
the personnel;
•
socio-political factors;
•
pedagogic factors;
•
economic factors;
•
management factors.
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Ensuring that PL is student
referenced.
The goal of the PL is enhanced student outcomes.
The PL climate needs to allow ‘the student voice’ to inform
PL. This may include
 student evaluation of the teaching,
 student achievement data and
 procedures for fostering in students a positive
disposition to the outcomes of PL.
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The climate for PL takes account of
its chaotic nature
PL can follow a chaotic path. It can move in unexpected
directions and have unanticipated outcomes.
This may worry some staff.
School leaders need to know that while they cannot control
or totally plan PL, they can put in place the conditions most
likely to foster it.
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The climate for PL allows a systematic set
of learning opportunities
PL requires a systematic set of learning
opportunities.
A PLC requires a carefully sequenced set of PL
activities through which staff enhance their
pedagogic knowledge in the context of the school.
The learning actions described earlier recommend
a systematic set of PL activities.
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The climate for PL encourages use of
earlier experiences
PL involves distilling past professional experiences.
During their professional careers, teachers store a bank of professional
experiences or ‘episodes’. The climate needs to encourage staff to

recognize, value, reflect on and interrogate the experiences of staff;

contribute their unique experiences of a topic or issue to the group’s PK

trial and evaluate the distilled outcomes of experiences, map them into
possibilities or up-dated ‘virtual experiences’ for improved professional
practice
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The climate for PL encourages
thinking innovatively
PL involves thinking innovatively about possibilities and options.
Novel solutions and genuine learning are less likely without this thinking.
Issues and problems need to be approached by taking account of the
context and by knowing what has worked for others.
The climate for PL needs to focus on the problem/issue and on possible
options for solutions.
It needs to maintains a balance between creative innovative thinking
and retaining what is known.
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The climate for PL needs to foster
professional collaboration
PL has often been individual.
The climate needs to foster a balance between this and team learning, shared
responsibility for learning and for peers learning from each other.
Useful activities include collegiate scaffolding through activities such as reciprocal
teaching and peer coaching.
School may need to

establish opportunities for authentic PL collaboration.

provide staff the opportunity to build their confidence as professional learners and
to learn professional respect and valuing for the knowledge of colleagues.


model collegiate dialogue and encourage self-reflection and analysis.
foster professional trust.
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The climate for PL allows multiple
ways of learning
• PL acknowledges that individuals differ in how they learn.
• The climate needs to acknowledge the influence of
multiple ways of learning and provide the opportunity for
learning in different ways.
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The climate for PL fosters group
knowledge
PL involves building and drawing on relevant group knowledge. PLTs share, collate,
synthesize and value the knowledge of peers. This becomes group knowledge.
The climate encourages reflection. Two aspects :

reflect evaluatively on what they have learnt and select those outcomes that
they might trial in their practice.

reflect 'into the future, contemplating possible directions for future learning.
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The climate for PL fosters group
knowledge
This activity serves several purposes in PLC:
•
It communicates the expectation that each teacher will engage in PL and that
their learning outcomes are valued by the community.
•
It helps the community see where it is on its pathway to its goals for learning.
•
It allows staff to examine how the new knowledge might enhance its work
more broadly and inform a code to teaching practice.
A school can examine how well its staff shares, assembles or collates,
recognizes and values what it has learnt and how well it develops a
community knowledge.
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The climate for PL fosters learning
how to learn professionally
Professional learning involves identifying what has learnt about how to
learn professionally.
The PLT and the community can identify what it has learnt about how to
learn. This helps them become self managing and directing learning
communities.
A community that builds a knowledge of how to learn professionally is
more likely to keep learning in the future. This assists in future problem
solving and assists the PLTs and the school to see that professional
learning is manageable and frequently motivational.
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The climate for PL fosters trust
Professional learning involves trust Trust is a key aspect of developing and
sustaining a capacity for PL. PL occurs in a network of trust. Teachers need
to



trust their leaders and the community to allow them to learn
professionally,
trust themselves; believe they can learn new teaching procedures
successfully,
trust their fellow team members to accept and support them as
professional learners and to allow them to operate as learners.
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The climate for PL fosters trust
The SLT can
• ‘do professional trusting’.
• show they trust the change process to assist progress to the desired
outcomes.
• understand the role of trust in PL and the actions they can take to
strengthen it.
• recognize the indicators of trust such as the quality of what is said + done
during PL, the valuing members feel in their relationship with the
organization, the empowerment they experience and the extent to which
they feel encouraged to own professional knowledge and practice .
• recognize that professional trust is subject-specific.
• allow staff to learn to trust colleagues in PL activities.
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Leading professional learning : MLsOPL
• Middle leaders of professional learning (MLsOPL) build the learning capacity
of individuals and groups.
• MLsOPL provide the metacognition for professional learning. They
•
•
•
•
•
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plan how PLT will learn,
monitor how effectively the learning is progressing,
change direction if necessary,
use selectively the actions judged to be most effective,
integrate, review and consolidate their new knowledge.
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Leading professional learning : MLsOPL
• If the future success of a school depends on improved pedagogic practice, the
school leadership will need to provide their staff with access to leaders who can
foster professional learning effectively.
• MLOPLs need
• to be seen as leaders by their colleagues the authority
• standing to lead their colleagues.
• MLOPLs work at the interface between the SLT and individual classroom
activity. They have an in-depth knowledge of the focus of the learning and
how to facilitate professional learning.
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Leading professional learning : MLsOPL
The knowledge necessary for MLOPLs
in-depth understanding of
the domain in which they
are leading the learning
an understanding of adult
professional learning
knowledge of the school
as a learning organization
effective pedagogy and
how teachers map their
knowledge into pedagogy
aspects of knowledge
necessary for MLOPLs
an understanding of how
to use resources.
how professional learning how to develop and foster a an understanding of the
relates to the work of the learning community from a influence of context on
school and the work of
group of individuals.
learning.
individual teachers
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The areas of MLOPL knowledge
An in-depth understanding of the domain in which they are
leading the learning.
MLOPLs need an in-depth knowledge of the topic in which they will lead
the learning before they begin to work with the PLT on the topic.
Part of this is an understanding of student learning in the area:
• how students learn in the area,
• what successful student learning in the area would ‘look like’,
• how to identify when it is occurring and to organise student learning progress on
a pathway,
• the conditions under which student learning is enhanced and
• how to analyse the goals of both the school and the PLT in terms of gains in
student learning.
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The areas of MLOPL knowledge
An understanding of adult professional learning in both group and individual learning
contexts.
MLsOPL need to know, for example, the conditions for the group to learn and the procedures
necessary to foster PLTs in a community.
This may include
o how to lead group learning action plans,
o how to facilitate on-going group and individual learning, recognising and handling
multiple ways of learning in the group.
o how to coach and mentor interventions for improved teaching for individuals and
groups, to scaffold professional learning, encourage sharing outcomes, graduated
assistance gradually shifting responsibility to the team members.
o the types of dialogue scripts that encourage teachers to reflect critically on their
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learning
and professional practice.
The areas of MLOPL knowledge
Some staff may need to learn how to think innovatively about their
professional knowledge; they may have had little previous thinking
experience in this area.
As well as ‘how to think’ for change, the MLOPLs may need to assist
some staff to
• see the personal value in engagement for them and to take steps to
foster intrinsically motivated innovative thinking about pedagogy.
• communicate their novel ideas to colleagues in ways that ‘bring
the group along’ with them and do not threaten or alienate
themselves or their ideas.
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The areas of MLOPL knowledge
A knowledge of effective pedagogy and how teachers can map conceptual knowledge
and attitudes into pedagogy
The MLOPLs need to assist colleagues to convert their new conceptual and attitudinal
knowledge into teaching procedures that they can trial and evaluate in their teaching
and then use their outcomes to add to their repertoire of effective teaching procedures.
They may need to demonstrate, model and coach their peers to develop new teaching
procedures. They need to be able to form an impression of what effective pedagogy
would ‘look like’ when the desired changes have been put into practice.
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The areas of MLOPL knowledge
A knowledge of how to develop and foster a learning community from a
group of individuals.
Knowing how to help a group of individuals
•
to learn how to operate as a community, the actions that learners in a community
actually ‘do’,
•
to build ‘goal congruence’, to help a group of individuals develop purposes and
reasons for being a learning community (developing an identified focus, negotiating
and accepting a purpose or goal), developing a set of attitudes that define the
learning community,
•
to build trust in the community by letting individuals in the community need to see
that they are trusted with aspects of the community’s work.
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The areas of MLOPL knowledge
knowledge of the school as a learning organization and how professional learning links
to the work of the school and the work of individual teachers.
MLOPLs reflect on how to link the work of PLTs with the SLT. They may know more of
the learning and pedagogic aspects of the focus than the SLT. They may need to guide and
coach the SLT to operationalise and contextualise the improvement focus in the work of
the school
To communicate with SLT the MLsOPL
• decide how they will communicate both their knowledge of the topic and the
progress made by their PLTs to the SLT and to the school community.
• put in place procedures for their area to develop as a learning community aimed at
enhancing professional knowledge and skills.
• identify how they will learn and apply in their area knowledge from other PLTs.
• examine policy passed from SLT in both its relevance for the community and what it
would like in practice in the context of their school.
• link the learning outcomes of their group with the school’s outcomes and to negotiate
the school’s goals with those of the PLT.
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The areas of MLOPL knowledge
Knowledge of the school as a learning organization and how professional learning links to the
work of the school and the work of individual teachers.
To communicate with individual teachers: the MLsOPL
•
firm working relationship with the classroom practice of each member of PLT,
professional trust such that individual teachers’ knowledge and individual classroom
practice influences and is influenced by the knowledge of the PLT.
•
implement effective instructional leadership, put in place supportive environments
with area-wide action plans for growth and for facilitating teachers' thinking about
practice, inquiry-focused activities that involve a critical analysis of classroom
interactions, collaborative learning
•
have strategies for valuing the experiential knowledge of more experienced teachers,
for leading the group to value this knowledge and assisting them to display the breadth
of what they know.
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The areas of MLOPL knowledge
A knowledge of how to foster ‘change’ or ‘improvement’ thinking. MLOPLs need to
catalyse and guide thinking that leads colleagues to question aspects of pedagogy, how
to learn effectively and their attitudes to it
This may need an understanding of the thinking strategies that make up ‘change’ or
‘improvement’ thinking, for example,
• big picture imagery’ thinking,
• ‘changing elements imagery’; visualise modifying particular aspects of their teaching
• ‘action exploration’ thinking; reflecting on particular actions they might take
 far transfer; thinking about possibilities that are distant from the context;
• using multiple perspectives thinking strategies; using procedures such as de Bono’s Six
Hats to generate possible options
• analogistic thinking ; making an analogy with another experience and transferring the
teaching procedures used there.
• using critical thinking to investigate, trial and test novel ideas.
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The areas of MLOPL knowledge
A knowledge of how to foster ‘change’ or ‘improvement’ thinking.
Some staff may need to learn how to think innovatively about their professional
knowledge; they may have had little previous thinking experience in this area.
As well as ‘how to think’ for change, the MLOPLs may need to assist some staff to
•
see the personal value in engagement for them and to take steps to foster
intrinsically motivated innovative thinking about pedagogy.
•
communicate their novel ideas to colleagues in ways that ‘bring the group along’
with them and do not threaten or alienate themselves or their ideas.
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The areas of MLOPL knowledge
An understanding of the influence of context on professional learning. Teaching
procedures and learning strategies cannot be simply transferred from one context to
another. Instead, they need to be ‘contextualised’.
MLOPLs need to decide the the contextual readiness for particular teaching outcomes;
they need to know how to ‘read the context; and interpret signs from it’. As leaders, they
also need to know how to help the context of the learning community to ‘become more
ready’.
MLOPLs lead the staff to reflect on and analyse their relevant experiential knowledge
(both successful and unsuccessful), to identify features shared by successful and
unsuccessful episodes, to see their existing experiential knowledge is valued and relevant,
to generate ‘self-statements’ about effective pedagogic practice and to map these into updated ‘virtual experiences’ or scenarios.
MLOPLs may need to indicate to the SLT the readiness of the learning community and the
PLT to make particular gains by learning specific pedagogic knowledge
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The areas of MLOPL knowledge
An understanding of how to use resources.
MLOPLs need to understand how to make optimal use of the resources
available.
•
These include time, space, teaching materials, human and
technology resources.
•
A range of resources are frequently available in the broader
community, but are not always readily visible to the MLOPLs.
•
An action plan for collating a catalogue of the resources available
and for using these most efficiently may be important for MLOPLs.
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The key tools used by effective MLOPLs
• Dialogue; instructional dialogue that will foster further professional learning. The
MLOPLs shapes discussions about learning and facilitates communication networks.
• Professional enquiry ; the MLOPL encourages a problem-solution based approach
to professional learning, and may teach the skills of action research, questioning and
investigation of pedagogy and the conditions most likely to optimise learning. Risktaking, learning by trial and error are encouraged.
• Linking the professional learning activities with the on-going realities of teachers'
work and their workplace. The goals of the professional learning are aligned with
goals in teachers’ classrooms.
• Reflection; both retro-actively on earlier practice for evaluation purposes and
affirmation and pro-actively to speculate about possibilities and options.
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The key tools used by effective MLOPLs
• Modelling and demonstration, both of pedagogy and of effective
professional learning practice.
• Goal setting for individuals and PLTs and operationalises these into
group action plans and learning pathways. The team pathways have
multiple entry points.
• Monitoring of the professional learning both of individual teachers
and of professional learning teams.
• Strategic listening, again both for the professional learning team and
for individuals.
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Section 12
A learning framework or
blueprint to guide PL
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A blueprint for professional learning
How can an individual teacher, a PLT or a school learn its way
systematically through a particular issue ?
Model of
professional
learning
+
Main function
areas in a
school
+
Climate for
professional
learning
The framework or blueprint for professional learning
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How does a PLC learn professionally ?
The PL framework or blueprint
Different community members learn different outcomes Four main areas
or domains of PL in a school, each defined by its functions in the
community, that it, what it does:

the SLT function.

the individual classroom practice or implementation function.

the PLT level.

MLsOPL
Schools planning to modify practice can identify activities for each learning
action at each function.
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PL framework for each function
learning action
SLT
MLOPL
PLT
teacher
a challenge or reason for learning
vision of the outcomes/ goals of learning
use existing knowledge
see a pathway to the goal
learn new ideas in specific contexts
abstract, decontextualise what they have learnt
invest positive emotion in new knowledge
store what they have learnt in memory
identify how they learnt
see progress being made
automatise what they have learnt
transfer,
apply. generalise the new knowledge
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Using the blueprint
Schools planning to modify practice can
identify activities for each learning action at
each function.
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A challenge or reason for PL
Leaders of school
Middle level leaders of
learner (MLLsL)
Professional learning
teams (PLTs)
Identify the challenge for
the school
Identify areas in which the
PLTs need to change
Relate the challenge to
school wide policy, to
wider community, other
schools
Frame up challenge as KLA
leader
The PLT identifies
areas for
improvement and
frames up a challenge
or goal for
improvement
Examine what school
needs to do to change
Identify the challenges/
expectations school might
need to meet
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Coaches the PTL to identify
a challenge
Teachers
Identify areas in which
their teaching practice
can be improved
Frame up a personal
challenge for teaching in
the classroom
Manage and direct the goal
setting process
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Vision of the outcomes of learning
MLOPL
PLT
teacher
Communicate the vision of the
PLT to the PLT and allocate
parts of it so that ownership of
it is taken by members of the
PLT.
Identify the PLT’s vision re the change.
Interpr
What will students and staff do differently et/form their
from now? Identify outcomes for the PLT personal
given the changes.
vision/goal of
KLA vision of
the change?
Identify how the PLT will support the
Coach PLT members to
comprehend the vision in the
context of PLT, assist the group
and each staff member to
explicate it, align it with their
existing beliefs, recognize roles
and functions, deal with
potential threats, possibilities.
development of the vision and ways if
implementing it
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Identify the key component roles or
functions of each staff member in the
vision.
Identify
personal likely
component roles
or functions
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Use existing knowledge
Identify what school
knows about the change.
Processes to gather this.
Is it enough to support
change ?
Identify attitude to and
confidence in changing,
readiness to take risks
Identify commitment to
changing, belief that the
change will occur
Identify school processes
that will allow change,
what it knows about how
to manage, direct and
monitor the change.
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Collate what PLT knows
re change. Share and
value this.
Identify the processes
necessary to increase
PLT knowledge and to
facilitate collegiate
learning. What does PLT
leader know about how
to lead group
learning/coach attitude
change?
Assist each teacher to be
prepared to share
knowledge, to analyse
their teaching, identify
possible areas for
improvement.
Identify that it knows
relevant to change.
What are PLT’s attitude
to/ confidence in
changing?
Identify what PLT
know about how to
manage, direct and
monitor the change
process. What are
questions the PLT can’t
answer?
Identify what it
believes about need to
change and level of
goal congruence re
change.
Identify what they
know that is relevant
to the change;
identify current
problems the change
will solve in their
work. How prepared
each staff member is
to share that
knowledge?
Identify their attitude
to and confidence re
the change?
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See a pathway to the goal
Develop a school-wide
pathway that shows
steps to the goal. This
brings together different
component pathways
and takes account of
several agendas
Identify school level
indicators or measures
of the success of the
change
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Lead the PLT to develop
and implement an action
plan
Lead the group to identify
indicators of success
Identify processes the
leader can use to monitor
progress
Develop an explicit
action plan that
indicates steps the PLT
to achieve the goal
Identify indicators of
tis success, procedures
the PLT will take to
monitor and review
progress
Identify their
explicit action
plan
Identify
indicators of their
success and how
progress will be
monitored
Coach PLT to
contextualise, review, fine
tune, modify the action
plan
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PL in specific contexts
SLT
MLOPL
PLT
Teachers
Provide opportunities
for exploration of
innovation in specific
contexts
Support encourages
questioning of new
ideas, focus on specific
possibilities
Support encourage new
experiences, sharing of
new experiential
knowledge
Give opportunity for staff
to learn new ideas, to
proceduralise these as
teaching procedures and to
trial these in specific
contexts, perhaps using
action research
Coach staff in specific
aspects of new ideas
Lead in innovation and
learning in KLA
Put in place collegiate
learning opportunities
Put in place processes for
feedback to colleagues
Learn about the
innovation in collegiate
activities and trial
innovative teaching
procedures in particular
teaching contexts
Support peers to
practise and trial
innovations before
implementing them in
classroom
Develop procedures for
collating knowledge of
outcomes re innovation
Work in peer pairs
to plan,
implement,
research and
monitor a teaching
innovation as a
small scale
teaching project
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Decontextualise what they have learnt
Provide opportunities
for school to abstract
and generalise the new
knowledge
Identify aspects of
innovation that can
inform improved
practice in the school
Communica
te the outcomes of the
learning to other
agencies
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Assist staff to analyse
and generalise the
learning outcomes of the
PLT
Foster awareness of
using outcomes to
improve knowledge and
teaching practice in the
PLT
Analyse and
generalise what other
PLTs have learnt
about innovative
practice
Feed these into
improved practice in
the KLA.
Identify the more
general aspects of
the outcomes of the
innovation
Trial the outcomes
of PLT peers
Focus on improved
practice
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Invest positive emotion in new knowledge
Value explicitly school
wide the innovative
outcomes
Explicitly build up the
self efficacy of the
school, develop the
attitude of school as
valuing innovation
Use procedures to
develop an intrinsic
motivation to learn, help
each teacher to be more
motivated to continue
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Coach the PLT and
individual staff in self
efficacy and to invest
positive emotion in the
innovation
Manage and directs the
learning of the group,
prioritise how the
learning and group
activities will develop
Provide feedback to PLT
Identify the value and
usefulness of the
learning outcomes
Foster goal congruence
Help PLT members see
their competence
increasing
Help the PLT take
ownership for the ideas,
innovation
Monitor how the
learning progress is
contributing to the
knowledge of the group
Manage and direct
their aspects of the
innovation
Note the value of
innovation at a
personal level
Note how the
implementation of
the component to
innovation was
due to the capacity
to the individual
staff member
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Identify how they learn
SLT
Identify and
collate what the
school learnt
about how to
learn, to manage
change to
innovate, the
actions that
worked
Foster a valuing
of reflection on
learning and
thinking
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MLOPL
PLT
teacher
Develop activities to assist
the PLT to reflect on and
collate the ways of
thinking that facilitated
innovative outcomes in
the PLT
Coach individual
members and the group in
ways of thinking
Note the variety of ways
of thinking in the PLT and
the extent to which
members might broaden
their ways of thinking
Reflect on and collate
the ways of thinking
that facilitated
innovative outcomes
in the PLT
Develop its language
for talking about group
thinking and
individual thinking
Note the ways of
thinking it will be
more likely to use in
the future and when
Reflect on the ways of
thinking that assisted
them to complete their
component of the
innovation
Note the ways of
thinking they will be
more likely to use in
the future and when
Undertakes
to trial the ways of
thinking used by other
PLT members.
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Store what they have learnt in memory
Identify the
new
knowledge
that will
become part
of the
school’s “code
of teaching
practice”
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Coach the PLT and
individual staff in
procedures for
remembering and using
the innovation
Plan procedures to
assist the PLT to retain
the outcomes of the
innovation, for
example, PLT review
sessions, poster
displays in staff room,
establishing groups to
work on
operationalising and
modelling aspects of
the innovation that is
relevant to the PLT
Use procedures to retain
within the PLT and KLA the
knowledge gained, eg;, in
shared teaching activities,
on faculty web page
Summarise outcomes of the
innovation
How are innovation
outcomes similar to/
different from existing
practice, operationalise key
outcomes.
Use memory retention
procedures, mnemonics
Refer to and use the
outcomes in subsequent
teaching within KLA
Review key outcomes of
the innovation, what they
mean for practice
Note how innovation
outcomes are similar
to/different from existing
practice
Develop a plan to
operationalise the key
outcomes of the
innovation and trial them
in their teaching
Develop memory
retention procedures,
mnemonics to retain the
new ideas
Use outcomes in
subsequent practice
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See progress being made
Develop indicators for
monitoring the
progress of the school
and procedures for
mapping progress
against these
Foster an attitude
towards seeing
progress being made
Foster an attitude
Develop
towards seeing progress indicators for
being made in the KLA monitoring the
progress of PLT
and procedures
Lead the KLA to
for mapping
celebrate progress
progress against
these
Identify
progress and
gains
Develop indicators for
monitoring individual
progress, possibly in
terms of student
achievement, attitudes
and how to learn
Lead the school to
celebrate progress
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Transfer, apply and generalise new
knowledge
Analyse the innovation on a
school-wide basis in terms of its
 Relevance to school wide
policy
 Relationship to other
agencies such as the parent
body, other schools
 Future development in the
school
 Its relevance for dealing with
other problems, far transfer
 Key variables such as
economic factors, HR
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Implemen
ts activities to assist
PLT to examine
extent to which
innovation can be
transferred and
generalised
Examine the relevance
of the innovation for
enhancing other
aspects of the PLT (far
transfer)
Examine
where else
the
innovation
may be used
Identify ways of
gathering data re the
values of transfer
Dealing with problems
in the PLT
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Using the blueprint
Each cell in the framework leads to explicit learning
outcomes.
Both the SLT and the PLTs can decide and negotiate these
outcomes for a school.
The outcomes at each phase inform subsequent learning
and can be improved. They indicate the quality of PL at
any time, the progress made, where the community is on
its learning journey and how to take diagnostic actions if
necessary.
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Using the learning framework to guide
PL
The learning framework can underpin continuing PL in a range of ways and to
target some of the traditional barriers to PL.
It has been used to

coach and mentor colleagues, to identify the areas of learning and
teaching that need to be coached.

provide a practical and systematic means for distributing leadership for
PL.

collect feedback from students and to use the student voice as an
indicator of the effectiveness of pedagogy.
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Using the learning framework to guide
PL
It has also been used to
•
develop a set of teaching procedures that have been used to
give teachers options for improving their classroom teaching.
•
help PLTs to be self managing and regulating.
•
cater for multiple ways in which professionals learn.
•
analyze, evaluate (and diagnose if necessary) professional
learning.
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What can schools put in place to improve
teaching ?
Some key procedures to examine:






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Code of teaching practice for the issue
How to have an explicit professional learning focus
through PLTs to build teaching power for issue
Multiple parallel professional learning opportunities
Implement action plans with term by term objectives in
issue
Data based monitoring
Instructional leadership strategy that targets issue
51
Example : What can schools put in place
to improve literacy teaching ?
Some key procedures to examine:






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Code of teaching practice for literacy
How to have an explicit professional learning focus through PLTs to
build teaching power for literacy
Multiple parallel professional learning opportunities
Implement action plans with term by term objectives in literacy
knowledge
Data based monitoring
Instructional leadership strategy that targets literacy learning
52
Section 10
Planning for professional
learning
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Your plans
Three aspects of planning and doing
• your outcomes plan
• your professional learning plan
• your implementation plan
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Your plans
Three aspects of planning and doing
• your outcomes plan
• your professional learning plan
• your implementation plan
What new literacy outcomes will
you achieve each term ?
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Key questions to assist with action
planning
Be clear on what you want as outcomes
Have an explicit focus on PL and staff activity:
By end of Term :
•
What will staff be doing differently?
•
What will students be doing differently?
•
What will SLTs be guiding, scaffolding differently ?
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Set goals for each term each year ?
Term outcome
Term
students
teachers
Term 1
Term 2
Term 3
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Section 6
Professional learning
pathways
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58
Your plans
Three aspects of planning and doing
• your literacy outcomes plan
• your professional learning plan
• your implementation plan
How you will learn to do
the new teaching
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Professional learning opportunities in
place during the term
What professional learning opportunities will be in place during the term to
achieve the outcomes ?
This will include
• Work by MLOPL with individual teachers /small groups,
demonstrations, modelling, coaching
• Whole school activity
• Collaborative teacher activity in PLTs
• Individual teacher activity in each classroom
How explicit is the professional learning pathway ?
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Plan for how the middle leaders will
lead professional learning
How will the MLsOPL
• guide professional learning in the context set by the
principal’s instructional leadership practice ?
• model the new teaching procedures in the school ?
• assist teachers to use the new teaching procedures in their
classroom ?
• assist teachers to monitor the success of the implementation ?
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Plan for how the middle leaders will
lead professional learning
What opportunities will be provided for teachers to share and pool their new
knowledge with other peers ?
• Group discussions in PLTs that that target planning and implementing
lessons
• videoing lessons that target planning and implementation.
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Plan for how the school leaders will
lead professional learning
How will SLT and the middle leaders use instructional leadership
to help teachers to
• evaluate their teaching ?
• see additional teaching options ?
• problem solve possible improved procedures ?
Effective instructional leadership is a key aspect of the
professional learning capacity,
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Staff learning : Weekly agenda
How can you lead teachers to implement activities
each week ?
Staff learning : Weekly planning proforma
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Staff learning : Weekly planning proforma
week
See teaching
procedures
modelled
build procedures
into topics to be
taught
Trial
procedures in
classroom
Work on
procedures
in PLTs
Student
outcomes
1-2
3-4
5-6
7-8
9=10
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Staff teaching : Weekly planning proforma
Plan for teaching new aspects of each strategy for Term 1
Week
teach
orally
1
GKR
2
vocab
3
4
5
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Teach to
use
when
reading
Teach to
read,do, say
evaluate
Teach to say Teach to
and do when
apply
read
GKR
vocab
GKR
vocab
GKR
vocab
GKR
66
How will you lead teachers to
implement activities each week ?
Weekly planning proforma
HRLTP
Lesson 1
Lesson 2
Lesson 3
GKR
Hear key
words,
visualize the
context
Talk about
images in
sentences
Say what
questions the
text might
answer
vocabulary
Read and
spell key
words
Work out
meanings of
key words
synonyms
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Student learning pathway
Explicit student learning pathway that helps teachers identify
•
Which knowledge /strategies will they learn?.
•
Sequence for learning each strategy ? Move to independence and
then regularly revise strategy to keep automatization.
•
When will they learn each strategy ?.
•
Learn 1 or two strategies at a time.
•
What should you observe in student learning ? What will students do
? Indicators that students are learning it.
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Example of student learning pathway
•
Which reading strategies will they learn? Each component of
GKR and then vocabulary.
•
Sequence for teaching each reading strategy ? Move to
independence and then regularly revise strategy to keep
automatization.
•
When will they learn each strategy ? Reading as part of literacy
teaching, reading as part of learning in other topics.
•
•
Learn 1 or two strategies at a time
What should you observe in student learning ? What will students
do ? Indicators that students are learning it.
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Sequence for teaching the strategy
Students are cued
to get their
knowledge ready
for reading; they
are cued to
•imagine what the
text might
say/show
•say questions the
text could answer.
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Students are cued
to get their
knowledge ready
for reading and say
what they did;
they say what they
did after doing it;
they say
•I imagined what I
thought it would
say.
Students say
what they will
do to get their
knowledge
ready for
reading before
they do it; they
say
•I will imagine
what the text
might say
•I said the
questions the text
might answer.
•I will say the
questions the
text might
answer
Students
apply the
strategy
independently when
they read,
automatize
it and link it
with other
strategies
70
Student learning : Weekly planning
proforma
Plan for teaching new aspects of each strategy for Term 1
Week
Use orally
1
GKR visualize
2
GKR say
GKR vizualize
3
GKR bridge
GKR say
GKR vizualize
GKR bridge
GKR say
GKR vizualize
GKR bridge
GKR say
4
5
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When cued
Read,do, say
evaluate
Say and do
when read
Apply
vizualize
71
Self talk to guide student independence
Students who self talk ask

What could it/does the word mean?

Are there smaller words within the word?

Can I think of synonyms?

Do the synonyms fit/make sense?

Can I look at the words around it?

Do I need to re-read or read on?

What other words look like or sound like this word?

What pictures does this word bring up in my head?
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Analysis and reflection
• It is often claimed that educational
innovations founder due to inadequate
planning. What areas of planning and goal
setting would you see as necessary for an
innovation you were managing ?
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Literacy goals for each term each year
Term outcome
Term
students
teachers
Term 1
•Know how to get their
knowledge ready
•trial getting knowledge ready
in teaching
Term 2
•use getting knowledge ready
when they learn
•use getting knowledge ready
in teaching
•have improved vocabulary
knowledge and strategies
•trial vocabulary teaching
•use GKR
•work out new word meanings
•paraphrase text they read
•teach vocabulary and MMM
Term 3
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•trial teaching paraphrasing
74
Your plans
Three aspects of planning and doing
• your literacy outcomes plan
• your professional learning plan
• your implementation plan
How will you implement the new
teaching procedures in your classroom ?
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Mapping the PL into an action plan
The professional learning blueprint needs to mapped into a ‘real time’ action plan that can
deliver gradual increments to improved classroom teaching.
What will effective teaching look like when the change is in place?
When the improved teaching is in place
•
what will teachers be doing differently ? What will effective teaching look like ?
•
how will students be learning differently ? What does effective learning look like ?
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Key questions to assist with action
planning for literacy
What will effective literacy teaching look like ?
When the effective literacy teaching is in place
•
what will teachers be doing differently ? What does effective literacy teaching look like
?
•
how will students be learning differently ? What does effective literacy learning look like
?
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Student learning : Weekly planning
proforma
Student learning is the foundation of the professional learning
plan.
Plan for teaching new aspects of each strategy for Term 1
Week
Use orally
When
cued
Read,do, say
evaluate
Say and do
when read
Apply
1
2
3
4
5
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Student learning : Weekly planning
proforma
Plan for teaching new aspects of each strategy for Term 1
Week
Use orally
1
GKR visualize
2
GKR say
GKR vizualize
3
GKR bridge
GKR say
GKR vizualize
GKR bridge
GKR say
GKR vizualize
GKR bridge
GKR say
4
5
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When cued
Read,do, say
evaluate
Say and do
when read
Apply
vizualize
79
Student literacy learning : Weekly
planning proforma
Plan for teaching new aspects of each strategy for Term 1
Week
Use orally
1
GKR
2
vocab
3
4
5
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When
cued
Read,do, say
evaluate
Say and do
when read
Apply
GKR
vocab
GKR
vocab
GKR
vocab
GKR
80
How will you implement activities to
achieve each aspect each week ?
What teaching activities will you use on a weekly basis to foster enhanced
student learning.
Planning proforma
Aspects of
teaching
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Lesson 1
Lesson 2
Lesson 3
81
How to implement activities to achieve each
literacy aspect each week ?
Weekly planning proforma: What activities will you use ?
aspects
Lesson 1
Lesson 2
Lesson 3
GKR
Hear key
words,
visualize the
context
Talk about
images in
sentences
Say what
questions the
text might
answer
vocabulary
Read and
spell key
words
Work out
meanings of
key words
synonyms
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Section 10
Procedures for monitoring the
progress of professional
learning
Evidence that the improved
teaching achieves its goals
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Evidence that the improved
teaching achieves its goals
Procedures for monitoring student
learning and achievement
Monitoring
school level
progress
monitoring the progress of school improvement
professional learning
Procedures for monitoring
change in teaching
knowledge and
professional practice
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Monitoring the
implementation of the
innovation
84
How will you tell how outcomes are
being achieved ?
Need clear data and procedures for monitoring student learning
and achievement. Gather and use
 summative data to monitor progress
 formative way - AfL
Know how your school will interpret data and map it into action
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How can schools gather data about
their students’ literacy?
•
•
•
•
•
•
AIM test
Torch test
PAT test
Probe test
Burt test
Teacher assessment reports
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Do these strategies work?
1998
1999
2000
Yr 3 AIM reading
1.8
2.3
1.9
2.3
1.9
2.3
2.5
2.4
2.7
2.4
Yr 5 AIM reading
2.6
3.2
2.6
3.2
2.7
3.2
2.7
3.1
3.3
3.1
.6
.9
1.5
113
117
123
Yr3 1999 / Yr5 2001
School reading scores on
RPTest : (mean = 100)
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94
95
107
2001 2002
2003
87
Do these strategies work?
Yr 7 in 2005
Yr 9 in 2007
Improvement
Reading
Writing
Spelling
3.7
3.6
3.8
4.8
4.8
4.6
1.1
1.2
0.8
Like Schools
Reading
Writing
Spelling
3.9
4.0
3.8
4.8
4.8
4.6
0.9
0.8
0.6
State
Reading
Writing
Spelling
4.3
4.3
4.2
5.2
5.2
4.9
0.9
0.9
0.7
Our School
Reading
Writing
Spelling
School
Example
AIM Mean
Literacy
L SC
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‘Assessment for learning’
These data can be interpreted from a teaching-learning ‘assessment
for learning’ perspective.
Example: Each student’s AIM performance could be interpreted
as a literacy learning profile.
the items answered
incorrectly by several
students
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most frequent misinterpretations
Link with literacy
strategies and include in
the literacy teaching
program-
89
Assessing students’ literacy learning needs
Literacy diagnostic data to indicate specific literacy learning needs that
restrict them from using of the strategy teaching.
This includes assessing

a range of processes that contribute to literacy learning
(phonological, orthographic, oral vocabulary, etc) and

components of reading (isolated word reading, phonic knowledge,
etc).
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Teacher assessment data
Data that relate to monitoring changes in teaching. This includes

changes in staff knowledge re literacy,

teachers’ individual implementation plans, what teachers are trialing in their
teaching, their professional dialogue

improvement in literacy teaching practice and the procedures used to monitor the
success of the teaching,

changes in student literacy knowledge and skills,

student evaluation of what they are learning about literacy, for example, how often
do they believe what they know about a topic is being used in the teaching.
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School data re literacy progress
These data will relate to

the term by term outcomes each school sets for itself and how it
evaluates these, and

the evaluation of the professional learning provisions by staff in
each school, again on a term by term basis.
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Section 11
Procedures for monitoring the
progress of professional
learning
Evidence that the improved
teaching achieves its goals
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93
Identify students’ learning profile / needs at
any time
•
The changes in teaching are based on changes in student learning.
•
Need to identify relevant aspects of student learning at any time.
•
The aspects of student learning /achievement targeted at any time
depend on the focus of teaching improvement.
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Assessing students’ literacy learning needs
Literacy diagnostic data to indicate specific literacy learning needs that
restrict them from using of the strategy teaching.
This includes assessing

a range of processes that contribute to literacy learning
(phonological, orthographic, oral vocabulary, etc) and

components of reading (isolated word reading, phonic knowledge,
etc).
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Monitoring your progress
Know how your school will gather data
•
formative data : Afl
•
summative data
Know how your school will interpret data and map it
into action
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Monitoring your progress
How can you gather data about students’ literacy?
•
•
•
•
•
•
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AIM test
Torch test
PAT test
Probe test
Teacher assessment reports
‘standardized relevant texts’
97