Coaching and PLTs
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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
Network formed a network of coaches with a lead coach
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
Who is coached?
Teachers volunteered
30 teachers
Experienced to inexperienced
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
Focus of CoachingYear 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
PLT Foci Writing to Learn
Inquiry Based Learning
Independent Reading
Comprehension
What is it like working in a study group and being coached?
English Humanities
More:FocusedSupportAccountabilityDepth of learningEngagementCourage
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
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.
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.
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
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
Data
Student
Reading data
Teacher
Literacy in Art
Humanities impact on content
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)
Keys Texts Used in PLT’s
Example of strategiesQuick Writes
Writing breakExit slipAdmit slipBrainstormingDrawing & illustratingClusteringMapping
Written conversationWrite aroundCarousel brainstormingDouble entry journalNon stop writeKWL
Reading, Writing, Collaboration & Thinking
Activate and build background knowledgeListen to your inner voiceThink and wonder about textUse text and visual features to gain informationLeave tracks of thinkingAsk questions and wonder about informationRead with a question in mindDrawing inferenceTEEL
Turn and talkHome court advantageCreating group ground rulesAccountable talkDisagree agreeablyConversation questionsGallery walkJigsawText codingThink aloudProbable passageNot so silent ballVocab relay