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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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slide2
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

complex change
Complex change ….

Change in the way teachers operate

De-privatised practice

Collaboration and challenge

Joint planning

Peer observation

Personalisation

Evidence based practice /goal setting

Strategies for differentiation

Pedagogical teaching and content knowledge

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

challenges barriers to change
Challenges & barriers to change

Low Expectations!

“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

activity think pair share
Activity: Think, pair, share

‘Communities that undermine learning’….. and change

Discuss article by Platt & 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 genius of and the tyranny of or
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
    • Concept of
      • ‘directed empowerment’
      • ‘defined autonomy’
aiz structure
AiZ Structure

Teams of teachers (PLTs and Triads)

Team leaders (PLT leaders)

Learning leaders

School improvement team (SIT)

NMR

slide9

School Improvement Team/Leadership Team

PLT

PLT

PLT

Triad

Triad

Triad

Triad

Triad

Triad

PROFESSIONAL LEARNING

AiZ (Learning Leaders, PLT leaders)

Coaches

school readiness
School readiness
  • What’s your story??
  • Implementation stage
    • Building awareness
      • Common understanding
    • Planning
    • Piloting
    • Full implementation
  • Planning
    • 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
Action plan

Goal: Clarity and alignment

Review structures, frameworks

Teaching and learning – what and how

Assessments

Role and responsibilities

Teams

Student voice

School organisation

Year levels

Timetable

Meetings

Develop 2011 implementation plan

Consider change strategy

Action learning with existing teams

activity table talk
Activity – table talk
  • 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?

‘Connect peers with purpose’ … …. Fullen

‘Create a sense of urgency’ …………Kotter

professional learning teams

Professional Learning Teams

Key characteristics, core work …………..

plts look like
PLTs – look like?

Size

Ideally no more than 6

Composition

Mix of experienced and beginning

Mix of expertise (eg numeracy/literacy/disciplines)

Primary

Usually year level

Secondary

Year level

Discipline

aiz plts a new team work approach
AiZ PLTs a new team work approach
  • Evidence not inference
  • Challenge not share
  • Group responsibility
    • From ‘my class’ to our students
    • Your problem to our solution
  • Developmental not deficit approach
  • Peer accountability rather than system reporting
  • Expectations of ALL students

Patrick Griffin

four critical questions for learning
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?
the plt meeting

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
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?

using data to improve student learning

Using data … to improve student learning

Developmental learning and evidence based practice

what is our data
What is our data?

Our data collection is evidence-based monitoring of student performance.

The data:

  • Paints a picture of every student and class
  • A profile of results which tells a story.....
  • Is evidence of what students can do...a formative, forward looking model
  • Informs us about what we want students to learn
  • Tells us when a student has achieved to a certain level
the patrick griffin model
The Patrick Griffin model

Use of data based on

Theory of the Zone of Proximal Development (ZPD) – scaffolding of instruction/learning

Developmental continuums or “learning pathway maps”

underpinning theories
Underpinning Theories
  • Glaser – stages of increasing competence
  • Rasch – identifying the stages
  • Vygotsky – scaffolding instruction
patrick griffin model cont
Patrick Griffin model cont...

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.

slide26

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
A developmental approach to learning

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)

a developmental approach to learning28
A developmental approach to learning
  • Knowing when each student has learned it
    • 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?
      • Types of assessment,
        • Purposeful, Focused, Diagnostic, Timely
making reliable judgements
Making reliable judgements
  • 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
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.
activity think pair share31
Activity - Think, pair, share

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.

professional learning team student log numeracy low school code xxxx date started 21st july 2010
Professional Learning Team Student LogNumeracy LowSchool Code xxxx Date Started: 21st July 2010
the plt in action

The PLT in action

Leading the change …………

Leading the change …………

leadership
Leadership

The principal and team leader are key to the redesign process.

“A neutral principal or team leader is an undermining force.”

the work of the plt leader
The work of the PLT leader

Lead the team

Understand change

Model behaviours

Develop culture of challenge – questioning

Develop the capacity of the team

Pedagogical knowledge

Assessment practices

Use of data

Goal setting and strategy selection

Support collaboration

Regular, focused meetings

Establish protocols

Develop structure and processes

plt meetings
PLT Meetings

Develop agreed protocols/norms

Set agenda/proformas

Regular time

Keep to time

Have a focus

Share facilitation

Encourage participation and group

the process
The process
  • TEAMS of teachers take responsibility for the cohort
  • LEADERS take teams of teachers through the following cycle:
    • REVIEW where the students are at.
      • 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?
    • What learning GOALS are appropriate?
    • PLAN STRATEGIES/ INTERVENTIONS to move them forward
    • IDENTIFY THE RESOURCES needed
    • STIPULATE THE EVIDENCE required to say that kids have moved
the process41
The Process

Hume Central SC

Teacher Inquiry

Knowledge Building cycle

activity producing a learning log
Activity: Producing a learning log

Task: complete a learning log for a student or a cohort of students

Grade 5: Inference

Data

- 2009 Y5 Spa/Naplan diagnostic data (sample)

- 2009 Y5 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 log44
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

  • Observer reports back to team about observations. Group reflects 2 key positives and 2 key challenges for doing the work in their schools.