Professional Learning Teams October 2010. Recap The PLT meeting 1 Data Morning tea Developing a learning log The PLT in action Leading a PLT Role play. 9.00 10.30 11.00 – 1.00. NMR - School Improvement Model. Complex change …. Change in the way teachers operate
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The PLT meeting 1
Developing a learning log
The PLT in action
Leading a PLT
11.00 – 1.00
Change in the way teachers operate
Collaboration and challenge
Evidence based practice /goal setting
Strategies for differentiation
Pedagogical teaching and content knowledge
Literacy and numeracy teaching strategies
Standards and continuums of learning
Teachers’ beliefs and attitudes about students’ capacity to learn
“The biggest resistance to improving high schools is the deep-seated belief that many of our students cannot learn much for a range of reasons including social class and language background.”
Prof Patrick Griffin 2009
‘Communities that undermine learning’….. and change
Discuss article by Platt & Tripp at tables
Must we be A or B, not both???
Teams of teachers (PLTs and Triads)
Team leaders (PLT leaders)
School improvement team (SIT)
AiZ (Learning Leaders, PLT leaders)
Goal: Clarity and alignment
Review structures, frameworks
Teaching and learning – what and how
Role and responsibilities
Develop 2011 implementation plan
Consider change strategy
Action learning with existing teams
‘Connect peers with purpose’ … …. Fullen
‘Create a sense of urgency’ …………Kotter
Key characteristics, core work …………..
Ideally no more than 6
Mix of experienced and beginning
Mix of expertise (eg numeracy/literacy/disciplines)
Usually year level
What does is it look like, feel like, sound like …………..
Featuring: Lena Clark
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?
Developmental learning and evidence based practice
Our data collection is evidence-based monitoring of student performance.
Use of data based on
Theory of the Zone of Proximal Development (ZPD) – scaffolding of instruction/learning
Developmental continuums or “learning pathway maps”
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.
Prof Patrick Griffin
Develop culture of looking at learning goals from a developmental perspective
PLTs require clarity around:
Guaranteed curriculum/essential learning:What it is we want our students to learn at each year level - aligned with VELs
Does it have endurance?
Does it have leverage?
Does it prepare students for next level of learning?
(Douglas Reeves 2002 – assessing significance of standards)
Do you believe that schools should be expected to deliver a guaranteed curriculum at each year level
What does a guaranteed curriculum mean to you
How does it impact on the 4 critical questions for learning?
To what extent is the use of learning continuums embedded in the practice of your school?
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.
Leading the change …………
Leading the change …………
The principal and team leader are key to the redesign process.
“A neutral principal or team leader is an undermining force.”
Lead the team
Develop culture of challenge – questioning
Develop the capacity of the team
Use of data
Goal setting and strategy selection
Regular, focused meetings
Develop structure and processes
Develop agreed protocols/norms
Keep to time
Have a focus
Encourage participation and group
Hume Central SC
Knowledge Building cycle
Task: complete a learning log for a student or a cohort of students
Grade 5: Inference
- 2009 Y5 Spa/Naplan diagnostic data (sample)
- 2009 Y5 Naplan questions and source material
- 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
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