3. Why? 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
4. How? De-privatised practice Collaboration and challenge Joint planning Peer observation Personalisation Evidence based practice /goal setting Strategies for differentiation Pedagogical teaching and content knowledge Teaching frameworks/concepts Literacy and numeracy teaching strategies Standards and continuums of learning
6. What’s the difference? A PLT : Aims to improve student outcomes Aims to develop teacher efficacy Involves a group of people within the school with a focus on school, regional or departmental goals. Is not restricted to colleagues in a specific learning area Is not related to a particular pedagogy, but involves pedagogy Uses “data” to set goals Investigates , trials and evaluates teaching and learning strategies to achieve these goals Makes recommendations for future practice Can have also have a focus on policy A Triad: Aims to improve student outcomes Aims to develop teacher efficacy Involves a group of 3 people with a focus on teaching practice Is not restricted to colleagues in a specific learning area Is not related to a particular pedagogy, but involves pedagogy Uses “data” to set goals Investigates , trials and evaluates teaching and learning strategies to achieve these goals Must involve reciprocal classroom visits by other members of the triad Must involve specific and evidence based feedback to teachers
7. Connections? School Improvement Team/Leadership Team PLT PLT PLT Triad Triad Triad Triad Triad Triad PROFESSIONAL LEARNING AiZ (Learning Leaders, PLT leaders) Coaches
8. Why a Triad? National, Departmental, Regional Initiatives Focus on teacher development at the “chalk face” Focus on shared knowledge Focus on shared responsibility Less threatening?
9. Your Turn - PMI Sometimes its hard to think outside the square.
12. How and What to Observe. Clip 1: Your Observations
13. How & What to Observe 2. Clip 2 How does the teacher set the scene for the work? How clear is the “message” of the lesson? What is happening with the students? Is there any questioning by the teacher? If so what? What kind of participation is expected of students? Comment on the timing/pacing of the lesson.
17. Teacher Self Reflection Planning Can all students access the material I am using? Have I checked for this? Have I planned for the different abilities within the group? Do my students understand why we are learning this? Have I checked for what they already know? The Teaching Process Have I modelled / explained the “skill” to be learnt Have I asked students to practise the “skill”? Have I planned for students to work independently? Have I planned for students to complete tasks in pairs? Have I planned for students to complete tasks in small groups? Have I planned for different learning styles? Does my planning use a gradual release of responsibility approach? (modelling, sharing, guiding and applying) After teaching Have I checked for all students understanding of the work once the task is completed? Can the students articulate what they have learnt? Do I ensure students review the “skill” at the next lesson? Is there material up in the room that will help students to work with this “skill” if they forget? Have I thought of different ways I could approach the material
18. When & How Expectation Organise Triad membership ASAP Use teacher reflection sheet to set target for observation. Undertake reciprocal visits by mid November – see QUA or HIR if this is problematic in terms of needing classes covered. Try to have feedback session as close as possible to the visit (but not immediately afterwards) Follow up session with us later on.
