Professional Learning Teams August 2010. Overview. Day 1 Context Professional Learning Teams Handbook Day 2 – ½ day early term 4 Using data to develop student logs (not September 2, 3 as advertised). Professional Learning Teams. Common understanding Looks like, feels like, sounds like
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Day 2 – ½ day early term 4
(not September 2, 3 as advertised)
Why change will continue ……….
“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
“It’s far easier to build an individual’s skills than to try to change his or her beliefs”
Examples of belief that underpin the work of PLTs
Platt and Tripp et al (The Skilful Leader II: Confronting conditions that Undermine Learning, 2008)
Complex problems cannot be solved simply by technical responses – require adaptive change – this is the work of a PLT.
Connect peers with purpose
Capacity building prevails
Learning is the work
Fullan’s Six Secrets of Change
Create a sense of urgency
Form a powerful coalition
Create a vision for the change
Communicate the vision
Create short term wins
Build on the change
Anchor the changes
Kotter’s 8 step change modelUnderstanding change
Fullan, Hill and Crevola (2006)
…. Proposes a link between cause and effect
A guide for identifying, designing, implementing and evaluating effective responses to the challenges of school improvement.
A common reference point for all members of the school community.
Emphasises accountability by relying on data that measures the impact of the action taken
IF all the distinct but interrelated parts of the NMR School Improvement Model – the rings, and each component of each ring – are aligned and working together, THEN all schools will improve.
Differentiated approach for schools
Building school capacity
Use of data
Teaching strategies – literacy & numeracy
Teaching models – next step
Focussed on classroom practice
Collaborative teacher learning
….. Not a ‘project’ but a process that will require continued, sustained effort FOREVER.
Embed strategies that foster continuous and purposeful peer interaction.
Fullan, 2008 (The Six Secrets of Change),
AiZ (Learning Leaders, PLT leaders)
What is it?
What does is it look like, feel like, sound like …………..
DuFour and Eaker (1998) Professional Learning Communities at Work
1. Grade level
2. Unit/Program level
3. Interest or need
Sharon Kruse (Building Professional Learning Communities) 1995
Prof Patrick Griffin
Leading the change …………
“A neutral principal or team leader is an undermining force.”