Transcript Slide 1

Professional Learning
Communities
ICSEI 2011
Starting Point
(Whelan, 2009)
Few School Systems perform
well or improve over time
So Much Reform, So Little Change
(Payne, 2008)
We continue to
see attempts to
improve systems
in ways that are
manifestly
unlikely to work
‘Failed’ Improvement
(Harris and Chrispeels, 2008)
• Implementation
underestimated
• Too fast
• Imposed (from the top or
outside)
• Insufficient capacity
building
How the Best School
Systems Come out on Top
(Mckinsey2007)
•
The only way to improve outcomes
is to improve teaching and learning
•
In order to improve teaching and
learning schools need to find a way of
changing what goes on in the classroom
PISA performance in 2006 was below OECD average and, in general, rest of UK
Wales’ Performance in OECD PISA 2006
What do we want to achieve?
•
better learning outcomes and wellbeing
for all children and young people
regardless of their socio economic
background;
•
reducing the variation in learning
outcomes within and between
classrooms, schools and local authorities
How?
Changing professional practice
To establish strong professional learning
communities in schools where
practitioners can develop and share their
professional knowledge on learning and
teaching
SEF page 10
Professional Learning
Communities within,
between and across
Schools (SEF, 2008)
Why?
The evidence is clear. PLCs, well
implemented, produce learning
results for students...in schools and
in networks of schools or whole local
authorities who use PLCs across their
schools.
Fullan (2010)
PLCs Non Negotiables
• Focus on Learning and Learner
Outcomes
• Use of evidence, data, current
research – enquiry driven
• Professional Empowerment,
Accountability and Change
PLCs
• Are configured around a shared
understanding of the needs or issues of a
group of pupils through analysis of data /
evidence
• Are integral to School Self Evaluation
• Focus staff CPD on activities that lead to
improved outcomes
• Include all members of staff directly involved
with teaching and learning
• Continually use evidence to refine practice
PLC Development Programme
• Day 1 PLCs Evidence, Overview and Impact;
Facilitating a PLC
• Day 2- Going Deeper- Managing Change through
PLCs- Working with data and the PLC model.
- Interim- establishing/refocusing PLC, securing a
focus, initial enquiry and development.
• Day 3 –Facilitation Day- Feedback on PLC work
to date, forward planning.
Involving
Learners
in PLCs
Progress to date
• 1600 schools
• 22 Districts
• ESTYN Inspectorate
Challenges
•
•
•
•
•
Political Climate
Scaling up
District variability
Focusing on the right things
Sustainability
Loqui tv.com
http://www.almaharris.co.uk
Professional Learning
Communities in Action
Alma Harris
&
Michelle Jones