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Presentation Outline. E5 Context A perspective on coaching E5 Support Resources. E5 Context. Need for lesson/unit planning skills Change fatigue “Instructional Leadership” skills Skill transference Engagement with DEECD initiatives

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presentation outline
Presentation Outline
  • E5 Context
  • A perspective on coaching
  • E5 Support Resources
e5 context
E5 Context
  • Need for lesson/unit planning skills
  • Change fatigue
  • “Instructional Leadership” skills
  • Skill transference
  • Engagement with DEECD initiatives
  • Well intentioned but often poorly implemented “initiatives”
e5 instructional model
E5 Instructional model

“A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)


Instructional model

  • E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.
instructional leadership not just for principals
Instructional leadership: Not just for principals

“In an effective school all teachers are leaders”

  • Michael Fullan





P & D






Annual Plan

Principles of effective PL



using e5 to build efficacy
Using E5 to build Efficacy
  • The higher teachers’ sense of efficacy, the more likely they are to tenaciously overcome obstacles and persist in the face of failure. Such resiliency, in turn, tends to foster innovative teaching and student learning”
  • (Self and Collective Efficacy in teachers and schools ) (Goddard, Hoy & Hoy 2004)




Perceptions of self and collective efficacyinfluence motivation and effort

Experienceof success builds efficacy

coaching is questioning
Coaching is questioning
  • Coaching happens primarily in conversations. An essential skill required for effective coaching conversations is Powerful Questioning.
e5 questions and vels
E5: Questions and VELS

Inquiry Learning

engage questions for designing teacher pl
Engage: Questions for designing Teacher PL
  • How can we develop each teachers’ sense of self-efficacy and purpose?
  • Why are we here and how will we operate?
  • What is an instructional model? 
  • What is the purpose of an instructional model? How might it help teaching? 
  • What instructional models are we familiar with? What do we use?
  • How might we learn about the E5 model?
  • What do we want to learn about Instructional models and E5 in particular?
  • What other questions might arise?
  • How can we collaborate on our learning journey with shared norms and responsibility?
  • How can we cater for individual needs and interests?
  • How can we record our learning
engage questions for teachers in practice
Engage: Questions for teachers in Practice
  • How will I stimulate interest and draw students into in this topic?
  • How will I determine individual student’s current level of understanding?
  • How will I connect the learning with students’ lives?
  • How can I develop each students’ sense of self-efficacy and purpose?
  • How will I support students to personalise their learning goals and to align them with curriculum standards?
  • Have I provided assessment rubrics illustrating increasing levels of proficiency based on curriculum standards?
  • How will I regularly engage with Students on an individual level?
  • How will I help students monitor and evaluate their own and others’ thinking?
  • How will I develop norms of behaviour and shared responsibility with students for reinforcing protocols.
engage questions for students
Engage: Questions for Students
  • What do I already know about this
  • What do I want/need to learn?
  • Why are we doing this?
  • What are my goals?
  • What things do I have to do?
  • What sub questions and related pathways would I like to follow?
  • Where should I start from?
  • How will I be assessed?
  • What tools and techniques can I use to explore this question/topic?
  • How can I keep track of my own progress and learning?
  • What is expected of me in terms of collaboration?
engage link to vels
Engage: Link to Vels

Thinking Processes: Reasoning, Processing and Inquiry

  • Forming questions
  • Problem solving and Decision making

Personal Learning: The Individual learner

  • Open-mindedness, questioning skills, exploring alternatives, effective collaboration
  • Effective use of domain based learning strategies and methodologies 

Personal Learning: Managing Personal Learning

  • Awareness, use and evaluation of effective learning strategies and habits
  • Positive attitude, motivation, emotional control and initiative
  • Goal setting, action planning ,monitoring, evaluation of progress

Interpersonal Development: Building Relationships

  • Understanding Peer Influence-Power Imbalances
  • Effective social relations and conflict management