Presentation Outline

1. E5 Context2. A perspective on coaching 3. E5 Support Resources

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

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

• E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.

Instructional model

Instructional leadership: Not just for principals

“In an effective school all teachers are leaders”

• Michael Fullan

VELS

Assessment

POLT

P & D

Culture

E5

UltranetDifferentiated

Learning

Regions

Annual Plan

Principles of effective PL

T.P.L. Coaches

One of many models

EngageExploreExplainElaborateEvaluateQuestion

PlanResearchAnalysePresentReflect

Identify GoalsIdentify AssessmentPlan learning

ImmersionPetite InquiriesRich task

A Perspective on coaching

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)

(Educing)

E5Support

Resources

Coaching is questioning

•Coaching happens primarily in conversations. An essential skill required for effective coaching conversations is Powerful Questioning.

E5: Questions and VELS

http://hench-maths.wikispaces.com

Inquiry Learning

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

• 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• 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 VelsThinking 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