Transcript School Effectiveness Framework The next phase

School Effectiveness
Framework
Professional Learning Communities
Professor Alma Harris
Michelle Jones
The Challenge (SEF 2008)
To transform the
education system
so that we ensure
success for each
student in each
setting
(Harris, 2008)
But how do we transform our
school system in Wales?
Page 6
Tri-Level
Reform in Wales
Limitations of Reform
Reforms that do not take account of what
happens in the classroom have a similar effect to
that of a storm on the ocean – the surface is
agitated and turbulent, while the ocean floor is
calm and serene (if a bit murky).
Policy churns dramatically, creating the
appearance of major changes…while deep below
the surface, life goes on largely uninterrupted.”
(Cuban, L. How teachers taught: Constancy and
Change in American classrooms)
The most effective school improvement
programmes ...
• Focus on learning outcomes
• Concentrate on the learning level and the
instructional behaviours and practices of
teachers
• Focus on collaborative patterns of staff
development that enable teachers to
enquire into practice in order to improve
learning outcomes
How the Best School Systems
Come out on Top (Mckinsey2007)
• The only way to improve outcomes is
to improve instruction
• In order to improve instruction
schools need to find a way of
changing what goes on in the
classroom
Wales should learn from the best systems
around the world (Barber, 2010)
Standards and
Accountability
Human Capital
Structure and
Organisation
Globally-benchmarked
standards
Recruit great people and
train them well
Effective, enabling
central department and
agencies
Good, transparent data
and accountability
Continuous improvement
of pedagogical skills and
knowledge
Capacity to manage
change and engage
communities at every
level
Every child on the
agenda always in order
to challenge inequality
Great leadership at
school level
Operational responsibility
and budgets significantly
devolved to school level
Fullan (2010)
• 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.
• The reason is also clear ...PLCs develop
the capacity of teachers to improve
teaching practices that get results which
means that PLCs can contribute to system
transformation in Wales
Evidence
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Professional learning communities have a positive impact on student
achievement
A professional learning community enables teachers to engage is
collaborative enquiry and change within their own schools initially and
across schools subsequently
A PLC is a powerful vehicle for changing teachers’ behaviour and
improving student learning outcomes but only when it is focused on the
improvement of learning rather than the improvement of teaching
Teachers who are part of a professional learning community tend to be
more effective in the classroom and achieve better student outcomes
Teacher enquiry is at the heart of effective professional learning
communities, it is a key driver in improving classroom practice
Professional learning communities improve teachers’ professional
learning and secure improved school performance, irrespective of the
school context and its socio-economic profile
Professional Learning
Communities within, between and across
Schools (SEF, 2008)
High performing schools help
teachers improve instruction by
learning from each other.
‘How the world’s best -performing school systems came out on top.’
McKinsey 2007
What is a PLC?
Harris and Jones, 2010
Professional learning communities are where
teachers participate in decision making, have a
sense of purpose, engage in collaborative work and
accept joint responsibility for the outcomes of their
work.
Empowering teachers in this way and providing
them with opportunities to lead is based on the
simple but powerful idea that if schools are to meet
learner needs, they must provide opportunities for
teachers to innovate, develop and learn together.
PLCs
• Professional Learning Communities
allow teachers to focus their
professional development efforts on
improving learning outcomes
• They allow teachers to work together
within schools first and then between
and across schools.
• Participants learn more through active
construction of knowledge rather than
through passive receipt of
information
2 Key Principles
(Harris and Jones, 2009)
Enquiry
Collaboration
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Characteristics of a
PLC
(Harris and Jones, 2009)
Distributed/C Leadership
Focus on Learner Needs
Attention to Instructional Core
Enquiry driven- outcomes lead to
change in practice
PLC Building blocks
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Leadership
• Distributed
• Collaborative
Enquiry
• Distributed
• Collaborative
Knowledge
Generation
• Distributed
• Collaborative
Distributed leadership
(Harris, 2007)
• is fundamentally
about connecting
leadership practice
more closely with
teaching and learning
practice.
Distributed Leadership:
3 Levels (Harris, 2008)
• Superficial level – delegation
• Subterranean level-new teams, new roles and
responsibilities
• Deep level- cultural & capacity building
• i.e. the way of working around here
Implementing SEF through
PLCs
(Harris and Jones, 2009)
• Inter-dependent
practice
• Shared
responsibility and
accountability
Building and
Sustaining
Professional Learning
Communities
Broad Based
Leadership
• Distributed
and Classroom
Focused
• Professional
• Pupil
Relentless Focus on
Learning
Phases of establishing a PLC
Harris and Jones 2010
1.Establish
the Group
7. Sharing
Outcomes
2. Identify a
Focus
Establish
Extend
6. Refining
3. Action
Enquiry
5. Trialling
and Feedback
Innovation 4.
and Change
Enquire
Specific group
Many groups,
eg Lesson
Study
SEF 2008
Headteachers
Teachers
Across
Schools
Between
Schools
Across
LAs
PLCs within
schools
Governors
Support staff
Pupils
Jones 2010
Focus on
Learner
Needs
Data Driven
and Evidence
Based
Individual /
collective
responsibility
Supported by
Leader /
Facilitator
Effective
PLCs
Research
based
Collaborative
Focus on
Pedagogy /
Teacher
Practice
PLC Guidance Material
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Part 1
What is a Professional Learning Community?
The School as a Learning Community
How do you create a PLC?
Qualities / characteristics of a PLC
PLC’s and the SEP
Characteristics of a PLC facilitator/leader
Role of the PLC facilitator
Case studies
Part 2 ---------------------------------------------------------------------Potential opportunities for CPD including range of PLC activities.
Links to Performance Management
Evaluating the impact of professional learning and the PLC
CPD overview chart for all staff at different stages in their careers
and highlight links to PLCs.
Link to the ‘new national standards’ review.
Key questions
• How do we measure teacher knowledge prior to the
planned professional learning?
• How do we collect information about changes to teaching
and learning?
• How do we collect information on student learning
activities resulting from the professional learning?
• How much time should we give for observations before
drawing conclusions?
• How do we also evaluate the impact of sharing
professional learning with others?
• How will we use the information generated by the
evaluation process?