Leading professional learning communities
Transcript of Leading professional learning communities
Leading professionallearning communitiesBuilding teacher expertise and improving student learning
Module 1: Leading for change
Overview of the PLC programProgram rationale
Program aim
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Start thinking about the Inquiry Challenge:
• Focus Area
• Specific Focus Area: Level, Strand, Sub strand
• Alignment with SIPs (SSP, AIP, PDP)
Determine:
• What you want to find out
• What evidence sources you have or need to gather
Evaluate and Diagnose
Prioritise and Set Goals
Refine Priorities and Goals
Develop and Plan
Finalise Plan
Begin implementation
Implement and monitor
Share learnings and impact of your Inquiry
Challenge
MODULE 1
School Leaders + Instructional Leaders
MODULE 2
School Leaders + Instructional Leaders
MODULE 3
MODULE 4
Instructional Leaders
MODULE 5
School Leaders + Instructional Leaders
MODULE 6 MODULE 7 MODULE 8
School Leaders + Instructional Leaders
Face-to-face Modules
9:00am- 4:30pm
Leading for Change
Vision, values and culture
What are high impact PLCs?
What is collaborative inquiry?
Leading for Impact
The role of school leadership in high impact PLCs
Leading collaborative inquiry
Leading Others
Building a culture of collective efficacy and collaboration
Leading Learning
Building practice excellence and collective action as a focus of PLCs
Leading for Sustainability
Theory of Action for sustained school improvement with a relentless focus on student growth
School Based Applied Learning
(In situ Modules)
Pre-course Applied Learning
Strengthening PLCs for impact Applied Learning
Strengthening PLCs for impact
Strengthening PLCs for impact
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Program overview
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Bruce Armstrong
Deputy Secretary, RSG
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Where are you now?
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Space writing activityFind someone new to work with for this activity
Identify who will be person A and who will be person B
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I think I know the answer
This is not as easy as I thought…
Based on James Nottingham
Yippee…I understand it
now…
I think I am getting it
Help…I’m confused! What
options do I have?
What should I do next?
The PLC learning pit
Risk perception process model
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Overarching inquiry questions of the PLC program
What are high impact PLCs?
Why implement inquiry-based PLCs as a core element of the Excellence in Teachingand Learning Initiative of the FISO?
How can School Leaders (Principals and Instructional Leaders) develop high impact PLCs to understand impact on student learning and build teacher expertise?
How can School Leaders build a culture of collective efficacy and collaboration to ensurerecurring cycles of inquiry promote specific actions for improving student learning?
How can School Leaders build teacher expertise and improve student learning?
How can School Leaders sustain high impact PLCswith a relentless focus on student growth?
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Overarching inquiry questions of the PLC program What are high impact PLCs? Why implement inquiry-based PLCs as a core element of the Excellence in Teaching and Learning Initiative of the FISO?
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Module 1:Leading for change:
Vision, values and culture
Session 2:The WHAT
Moral purpose, vision, values
Why PLCs?(The research)
What are PLCs? What is our
role in leading PLCs?
8 conditions of effective PLCs
Having an inquiry mindset
Using an inquiry cycle
Planning for a Scaffolded
Inquiry
Session 1:The WHY
Session 3:The HOW
Effective secondary schools ..
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• A strong overall learner-centred vision
• Middle leaders who contribute to forming the priorities and strategies
• Middle and senior leaders whose roles are structured to create coherence
• Strong overall routines and practices
• Good organisation in terms of monitoring and evaluation
• Strong collective responsibility
Evidence suggests, are ‘tightly linked’ and have
Split screen
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Content HowWhat I am learning
about (Knowledge, PLCs, Teaching and Learning)
What practice and mindsets I am learning to do (strategies and tools)
Session 1: Overarching inquiry questions of the PLC program
What are high impact PLCs? Why implement inquiry-based PLCs as a core element of the Excellence in Teaching and Learning Initiative of the FISO?
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Module 1:Leading for change:
Vision, values and culture
Moral purpose, vision, values
Why PLCs?(The research
Session 1:The WHY
What is your hope?
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Why?1. Record the hopes you have for
your learners (graffiti poster)
Why?
Why?
2. How do your hopes link to your school’s vision and values?How do you know if your vision is effective?
Why?
Why?3. Reflecting on your hopes, vision and values, capture in one sentence
your moral purpose or why you work at your school
Why?
Maturity matrix
What evidence tells you this?
Self assessment rating for vision, values, culture
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Why? 4. School introductions: 1 min each school:
Names, roles, share the moral purpose sentenceIdentify 2 things your school does really well
Identify 1 area that requires improvement and you intend (at this stage) to be the focus of your PLC work
Why?
Morning tea10.45 – 11.15
Why PLCs?
The change leader activity:
• Connect
• Extend
• Challenge
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Questions and wonderings: Why PLCs?
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System-wide targets
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Happy, healthy
and resilient
kids
Breaking the link
Learning for life
More students develop strong critical &
creative thinking skills
More students excel in reading
More students excel in science
More students excel in maths
More students excel in the arts
More students stay in
education
Reduce the impact of
disadvantage
More students will be resilient
More students are physically
active
Pride and confidence in our schools
Framework for Improving Student Outcomes (FISO)
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Session 2: Overarching inquiry questions of the PLC program
What are high impact PLCs? Why implement inquiry-based PLCs as a core element of the excellence in teaching and learning initiative of the FISO?
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Module 1:Leading for change:
Vision, values and culture
Session 2:The WHAT
8 Conditions of effective PLCs
What are PLCs? What is our role in leading PLCs?
What does learning mean for our students?
Keeping students front of mind
What do students think about learning?
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Marvin’s model
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30 seconds THINK
30 seconds SHARE
No responding
Marvin’s model
PLCs are about…
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30 seconds THINK
30 seconds SHARE
No responding
Marvin’s model
PLCs are not about…
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30 seconds THINK
30 seconds SHARE
No responding
Marvin’s model
Purpose of PLCs
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30 seconds THINK
30 seconds SHARE
No responding
I/we think
Marvin’s model
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I/we think
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Video, research
Others think
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Add to others think
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Others think – research
Find a partner and both read the ‘8 conditions of effective PLCs’
Each person reads one of other 2 readings
Share a summary of one of two other readings with your partner and
any new insights from all three readings
What?
Add to others think
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Share
• What is the purpose of PLCs? (Why?)
• What are PLCs?
• What is the role of Instructional Leaders in PLCs?
• What is the role of principals in leading the work of PLCs in schools?
Synthesise your understandings into one or two statements:
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Questions and wonderings: What are PLCs?
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Lunch1.00 – 1.45
Questions and wonderings: Why and what
Review the question wall and the themes that have been identified
What stands out most to you?
Session 3: Overarching inquiry questions of the PLC program
What are high impact PLCs? Why implement inquiry-based PLCs as a core element of the excellence in teaching and learning Initiative of the FISO?
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Module 1:Leading for change:
Vision, values and culture
Having an inquiry mindset
Using the FISO improvement cycle
Planning for a Scaffolded Inquiry
Session 3:The HOW
Model curiosity
How can we create the conditions for adults to be curious about their practice, to support risk-taking, build trust and commit to change?
It is impossible for young people to sustain - or grow in curiosity - if they aren’t surrounded by adults who are curious. Halbert & Kaser
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Inquiry at the heart of PLCs
Leaders with an inquiry habit of mind do not presume an outcome; instead they allow for a range of outcomes and keep searching for increased understanding and clarity. Inquiry mindedness demands engagement in questioning, reflecting and decision-making.Lorna Earl and Helen Timperley, 2008 (p.9)
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Inquiry mindset
• Believes that there is always more to learn by inquiring into what makes the most difference for their learners
• Allows for a range of outcomes and keeps searching for increased understanding and clarity
• Avoids cynicism that sometimes comes with experience - the ‘been there, done that’ stance
• Asks questions of one’s practice rather than looking for answers
• Has an evidence-seeking mindset
• Is aware that important inquiry questions often emerge for a tough issue or problem or challenge
Linda Kaser and Judy Halbert
A person with an inquiry mindset is someone who:
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How?Do you believe you have an inquiry mindset as a school leader or
instructional leader?
Do you embrace change and uncertainty as an opportunity for learning?
How?
The importance of Collaborative Inquiry
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Judy Halbert
Linda Kaser
FISO improvement cycle
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An inquiry approach using the FISO cycle of improvement
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Only one inquiry focus for any one teacher
… and the group with whom they are working.
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An inquiry approachHelen Timperley videos
Write down the key points for youShare with a partner
Together, identify the most important point for you
How?
Helen Timperley
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The phases of the inquiry approach: Activity
Groups of 8 - 4 pairs: one pair for each phases of the inquiry
Read through the Inquiry approach supporting materials in your workbook.
Pairs focus on the supporting material information for your phase
Identify three practical examples of what you might see for your phase
Share with your group of 8
How?
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How does the inquiry approach connect with what you already know and do?
What new ideas did you get that extended your thinking in new
directions?
What is still challenging or confusing for you? What questions, wonderings or puzzles do you now have?
What’s going on for our learners?
Can you name two adults in this learning setting
who believe you will be a success in life?
How?
What’s going on for our learners?What are you learning and why is this important?
How is it going?
What’s your next step?
How?
Build Inquiry cycle commitment in your school:
The path to success leads through ‘failure’
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Scaffolded Inquiry (SI) overview
Inquiry is not about already having the answers!
A micro inquiry cycle
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Scaffolded Inquiry
The SI should be:
• Curriculum focused: English or maths
• Specific, targeted, narrow
• Include evidence/research based strategies
• Collective capacity building
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This year Next year Beyond
Select a very targeted inquiry within your current teaching program that relates to the school improvement priorities e.g.• Work with one
team of teachers• Work with one
learning area
Scale up approachesand successes in a measured way• Focused inquiry
that is consistently measuring impact on student learning progress.
Once teachers know that students have learned and the teachers have addressed a Puzzle of Practice, they can then transfer that knowledge to other areas.
Continue to scale up approaches and successes in a measured way.
Pecha Kucha example
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Having an inquiry mindsetUsing inquiry approaches in our work
Modelling curiosity Recognising that risk and failure are part of the work
What else would you add?
How?
Relationship between the SSP, the AIP and P&D plans
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School Strategic Plan (SSP)• Strategic direction• Four-year goals and targets• Key improvement strategies
Annual Implementation Plan (AIP)• Actions and success criteria• Monitoring of progress
Performance and Development Plans • Roles and
responsibilities for teachers, principal and education support staff to deliver strategic direction
School self-evaluation• Evaluates outcomes
of improvement efforts from SSP and AIP
• Informs development of next SSP and AIP (or updates to current plans)
Planning time
Consider:
• Links to your school priorities and using the benchmarking on the Maturity Matrix
• Sources of evidence you will use or gather which will allow for a deeper understanding of what is going on for the learner
• Actions each of you are going to take to promote and lead teacher learning and the PLC work in your school
• How could you strengthen the collaborative practices in your school and testnew processes through the SI?
In school teams discuss beginning ideas for your Scaffolded Inquiry
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Pause and discussWhere do you see the opportunities to strengthen
what you are already doing?What might be some possible challenges?
Question time
Session 2: Overarching inquiry questions of the PLC program
What are high impact PLCs? Why implement inquiry-based PLCs as a core element of the Excellence in Teaching and Learning Initiative of the FISO?
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Reflect back on where we have been
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Module 1:Leading for change:
Vision, values and culture
Session 2:The WHAT
Moral purpose, vision, values
Why PLCs(The research)
(session 2)
What are PLCs? What is our role in
leading PLCs?
8 conditions of effective PLCs
Having an inquiry mindset
Using an inquiry cycle
Planning for a Scaffolded Inquiry
Session 1:The WHY
Session 3:The HOW
Where are you now?
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Thank youDon’t forget to jump on FUSE to access your readings for tomorrow