Professional Learning Teams at Charles La Trobe College

1. Professional Learning Teams at Charles La Trobe College Prep – Year 6 Prep – 4 and Years 5 & 6 Years 7 & 8, Years 9 & 10, Years 11 & 12

2. Creating the PLT • Focused on what the student can do ‘Don’t should on the kids’ • Group of 6, meet for an hour • Across year levels and disciplines • Regular meetings x 2 term (5 weeks) • Follow the format for the sessions • Willingness to discuss strategies and challenge ideas • Come prepared – bring evidence/ideas • Accountable to the group • PLT log for every students – evidence for next time

3. Format of the sessions • Identify the levels for study commonalities across students • The levels describe what they need to learn consider, discuss for some common understanding • Decide where you want to take them goal setting • Discuss how they might be taught comprehensionStrategies • With what? Support/resources • How long will you work on this? timeline • Review the progress gather evidenceWhat are the students making, saying, writing and doing? What inferences can I draw from these and the data – challenge these inferences so that teachers discuss more deeply and justify ideas

4. Professional Learning Team LogSchool code: Date:

5. What to look for… • Differentiation of instruction in the classroom • Knowing what did work and didn’t work and having evidence of this • Identifying where we don’t know what to do and taking action to find out • Small group consensus

6. Primary Campus PLTs • Learning Leader workshopped the process with the staff • Whole school P-6 • Years P-4,Years 5&6 • Years P-2, Years 3&4, Years 5&6 Meetings every 6 weeks Using the data, following the process

7. Primary Campus PLTs • Meet fortnightly • Start with data • Structure followed, Learning Logs completed • Professional learning needs highlighted • Strategies and activities • Use of data tools • Process reviewed at Learning Leader and SIT meetings

8. Secondary Campus PLTs • LL described the process at the SIT meeting and presented an example to the staff meeting • Walked through the process as if they were one big PLT – developing understanding and expectations • The timetable has ‘team’ time. PLT placed in this structure – provided focus and minimised ‘administrivia’ • Reviewed at SIT meetings and LL meetings

9. Understanding the data….

10. Helping Scheduled time in the time table Working in teams Sharing strategies across domains See student from others’ viewpoint Letting the student know Hindering Teams are too big, need more leaders Knowledge and understanding of strategies to use Support to investigate further T&L strategies Varying processes across the teams Secondary Campus PLTs

11. Working on … • Conversations that support and challenge • Growing a deeper understanding of appropriate T&L strategies/activities • Consistency of practice across the college • Data collection and interpretation • The process for PLTs • Keeping it ‘fresh’ • Sharing with students

12. See what students at the next level are doing, making saying and writing, that’s where you want your student to be…. Gathering evidence

13. How do you monitor student progress? Checklist, rubric, monitoring grid How are you gathering evidence? Work samples, video footage, teach it to someone else, presentation, create questions, capacity matrix, self assess against criteria Gathering evidence

14. Part of what we do here….