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Coaching and PLTs

Coaching and PLTs. Effective Coaching Upper Yarra Secondary College. Rose Draffin & Joanne Andonopoulos. Context. School data consistently poor Low socio economic area Region appointed a number of coaches to UYSC and surrounding primary schools

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Coaching and PLTs

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  1. Coaching and PLTs Effective Coaching Upper Yarra Secondary College Rose Draffin & Joanne Andonopoulos

  2. Context • School data consistently poor • Low socio economic area • Region appointed a number of coaches to UYSC and surrounding primary schools • Network formed a network of coaches with a lead coach

  3. Key Factors for success • Voluntary • CoachIng (Ideally more than one - diversity) • PLT’s • Professional Learning/Bastow • Network team with lead coach • Focus on relationships/safe learning

  4. Who is coached? • Teachers volunteered • 30 teachers • Experienced to inexperienced

  5. Structure of coaching First 2 years - coaches • 2 full time • 1 at .5 • 1 at .4 Third year 1.4 coaches and 3 PLT’s Right from the start there was positive take up of coaching: • Different coaches appealed to a wide range of teachers • Focus on building relationships • Coaches selected from within the current staff

  6. Focus of Coaching • Year 1: Teachers chose areas of focus to work with their coach. Diverse and varied foci • Year 2: As above & Study group (PLT) – Focus: Comprehension across domains. • Year 3: Three PLT’s, a number of staff volunteered to participate in groups lead by coach. Staff members as a group selected the area of focus for their learning, most of these were coached weekly or fortnightly as well. Study group foci movie

  7. PLT Foci • Writing to Learn • Inquiry Based Learning • Independent Reading • Comprehension

  8. What is it like working in a study group and being coached? English More: Focused Support Accountability Depth of learning Engagement Courage Humanities

  9. ESTABLISHING SUSTAINABLE STUDY GROUPS Things to consider when creating a model for your school: • Time commitment of facilitator to organise • Meeting schedule – time between sessions • Length of each session • Between Session Tasks • Accountability • Resources – texts for participants • Catering

  10. STUDY GROUP FORMAT First session: • Establish norms/protocols. • Negotiate the focus of the study group. • Look at relevant data. • Small reading and discussion. • Between Session Task.

  11. STUDY GROUP FORMAT Subsequent sessions: • Revisit last session. • Use protocol to share BST. • Look at relevant data. • Use protocol to discuss reading. • BST Model strategies in study group that teachers will be trialling.

  12. Role of PL and Network • Bastow – Role in change • Establishing Literacy coaching in your school • Leading Literacy in your school • Model used by these courses:- Ongoing PL, working in PLT lead by trainer, work in school implementing strategies eg study group, reading workshop at yr7, developing a literacy plan • Network – role in leadership, PL and networking

  13. Outcomes/Data • Initially a lot of the data we collected wasn’t reflective of the areas of coaching – Why • New to coaching • Different in a secondary: PL and coaching leadership was from primary setting Student teacher contact Large staff more autonomous

  14. Data • Student Reading data • Teacher Literacy in Art Humanities impact on content

  15. Key Factors for success • Voluntary • PLT’s • Professional Learning/Bastow • Network team with lead coach • Focus on relationships/safe learning • Coaching (more than 1 coach ideal -diversity)

  16. Keys Texts Used in PLT’s

  17. Example of strategies • Quick Writes

  18. Reading, Writing, Collaboration & Thinking

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