Transcript PLT Secondary Presentation - Oct 2010

Professional Learning Teams
October 2010
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Recap
The PLT meeting 1
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/behaviour
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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
Activity: Think, pair, share
‘Communities that undermine learning’…..
and change
Discuss article by Plat & 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’
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
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
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
PLT structures - secondary
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Same subject/discipline
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Same class
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Vertical
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Inter/trans disciplinary teams
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Online teams
Organise teams
 Each team ensures a guaranteed
curriculum
 Each team creates frequent common
formative assessments
 Develop a school wide plan for
intervention and enrichment
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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
Peer accountability rather than system reporting
Expectations of ALL students
Developmental not deficit approach
Patrick Griffin
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”
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
PLTs require clarity around:
1.
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
2.
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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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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Learning by Doing, DuFour et al
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?
Refer to NMR Maths competencies Years P – 8
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.
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
Activity: Think, pair, share
‘Communities that undermine learning’…..
and change
Discuss article by Plat & Tripp at tables

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 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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Developing a learning log
Student:
Level: On Demand:
VELS:
Year Level:
Review date: ___________
Is the level on the pathway what was expected in relation to the evidence
collected in the classroom? If not, what level does the evidence suggest?
What specific learning goals are set
to support this student’s
development and progress?
What specific teaching strategies will
you use to achieve these goals?
Set goals that are focused and
specific.
For information about what to set as specific
learning goals look at:
VELS Progression Points
Mathematics Continuum – Indicators of
Progress
NMR Powerful Learning Maths
Competencies P-8
Eg: Use short-cut strategies to
multiply and divide a number
by multiples of 10
Why?
Where to find teaching strategies:
Mathematics Continuum
Scaffolding Numeracy in the Middle Years –
Learning Plans
Teaching Primary Mathematics by George Booker
Other Maths teachers
T&L Coach (Numeracy)
Eg: Use multiplication algorithm
to identify patterns when
multiplying by multiples of 10.
Summarise in own words what
happens.
What resources are needed?
Open ended questions
Eg. Good Questions for Math Teaching
by Nancy Canavan Anderson, Lainie
Schuster
Thinking Allowed by Sue Gunningham
Online resources
Eg. Illuminations
http://illuminations.nctm.org/
Concrete aides & tools
Eg. MAB, counters, icypole sticks,
calculator
Graphic Organisers
Eg. Placemat
Games
Professional Development, eg
T&L Coach (Numeracy)
Online
Other Maths teachers
External providers
What evidence (do, say, make, write) would show the goals are met?
You don’t need to collect all 4 types of evidence each time. Think about what is going to best demonstrate
the student’s learning in relation to the goal set. Over time you would aim to collect a range of different
types of evidence.
The student will be able to SAY: explain a solution process, identify the next step in a process, explain
links in their thinking, etc. This can be recorded in teacher notes, using the Flip camera, etc
The student will be able to DO: a particular type of problem, an online task, etc.
The student will be able to MAKE: a model representing a problem, etc.
The student will be able to WRITE: solution to a problem showing steps, explanation of how they solved
the problem, instructions for someone else, etc.
Professional Learning Team Log
Literacy
Date:
Student Code: ABC12
Year Level: 7A Low
Subject: Hums/ Endangered
Species
Review Date: 3 weeks
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.
In reading comprehension the student is able to identify literal facts in
a piece of text but does not understand how to infer meaning from a
text
2.
3a. What specific teaching
strategies will you use to
achieve these goals?
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What specific learning goals
are set to support this
student’s development and
progress?
Identify the inference or
implied information in a
variety of texts
Be able to explain how
they identified inference
Be able to use inference in
their own writing
• Remind students of the difference
between literal and inferential
information
• Get students to practise identifying
oral inference at sentence level
related to topic/
• Inference in pictures/cartoons
• In reading of texts on endangered
species ask students to identify
inference In paragraphs and in longer
texts
• A sheet that asks them how they
determined the inference in some
activities
• Get students to practise writing using
inference
• Provide opportunities for students to
practise inference in whole class,
individual and small group situations
4. What evidence (do, say, make
and write,) would show goals
are met?
• Student work samples x 3 of
written questions related to
endangered species/inference
• Teacher observation notes of
student group work on
investigating an endangered
species
• Oral responses from students
in regard to how they
determine inference
• Extended piece of writing on an
endangered species where
they include inference
• Student writing of inferential
questions
PLT: using data to plan teaching
learning logs
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Develop a learning log for a group of
students (any grade level) for whom ‘your’
evidence shows their skills in identifying or
interpreting the main idea of text is low
 Determine learning goals for next 3 weeks
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No more than 3 goals
What teaching strategies will use to achieve
these goals
 What evidence will you use to show goals
have been met
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specific and measurable
The PLT in action
Leading the change …………
Leading the change …………
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 ……building teacher capacity
Analyse Classroom
Data
Set Goals
Teacher
Inquiry
Observe/give feedback/
Reflect
Knowledge
Building
cycle
Act/
Implement
Identify strategies
(Identify teacher learning
needs?)
Hume Central SC
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
Year 7: Finn and the Big Guy
Data
- 2009 Y7 Spa/Naplan diagnostic data (sample)
- 2009 Y7 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.