My Taster session from ULearn14

1. Taster
Session:
Rebbecca
Sweeney
–
CORE
Educa8on
IMPROVE
YOUR
COLLABORATIVE
PRACTICE:
SHARING
IS
NOT
ENOUGH
B:
rebbeccasweeney.blogspot.co.nz
T:
@beccasweeney

4. Sharing
is
nice
but
it’s
not
enough
• pooling
funding
• sharing
ideas
for
classroom
practice
or
professional
learning
and
development
• teachers
visiting
each
others
schools
to
get
ideas
and
to
be
inspired.

5. Alright
stop!
Collaborate
&
listen...
Common
signs
that
a
network
of
schools
is
effectively
collaborating
include:
• commitment
to
a
common,
needs-­‐based
goal
• use
of
inquiry
and
knowledge-­‐building
cycles
• the
presence
of
challenge
and
critique
practices
• a
focus
on
evidence-­‐based
needs,
and
• the
presence
of
role
clarity
and
relational
trust
among
network
members.

6. Are
you
ready
to
critique
your
cluster
?

7. Getting
on
the
same
page:
self
review
I’m
noticing…
Maybe…
I’ve
observed…
We
need…
So,
if...then…
There
seems
to
be…
cc
ey:
Mark
Osborne
CC
BY
Mark
Osborne

8. Focus
on
a
common,
needs-­‐
based
goal
To
learn
and
improve

9. In
the
Do
column...
In
the
Don’t
colum...
yellow
highlight
=
we
do
this
blue
highlight
=
we
don’t
do
this
Circle
any
practices
we
see
in
our
cluster/network
PracFces
schools
should
and
should
not
use
to
foster
deep
needs
analysis
and
effecFve
goal
seNng
Do
Don’t
Provide
opportuni8es
for
teachers
to
plan
and
nego8ate
the
meaning
of
new
knowledge
and
skills.
Have
a
common
needs-­‐based
focus.
Have
a
joint
enterprise
that
is
nego8ated
and
agreed
between
schools,
that
is
defined
by
all
schools,
that
is
a
stated
goal
and
that
enables
mutual
accountability
for
outcomes.
Involve
teachers
in
nego8a8ng
the
meaning
of
new
knowledge
through
using
data
that
indicates
their
progress
towards
desired
goals.
Have
a
shared
understanding
of
what
the
collabora8ve
group
is
doing
and
why.
Assume
commitment
or
agreement
to
goals
without
checking
for
group
consent.
Rush
into
seMng
goals
without
spending
considerable
8me
analysing
data
and
facilita8ng
dialogue
to
ascertain
the
needs
of
students,
teachers
and
communi8es.
Set
goals
at
leadership
level
without
involving
teachers
and
students
(and
whanau/community)
in
the
process.
www.rebbeccasweeney.blogspot.co.nz
R.
Sweeney,
2014

10. Inquire
using
evidence
for
continuous
change
&
improvement

11. Being
a
connected
educator

13. Social
Networking
@becc
asweeney
rebbecca.sweeney@blogspot.co.nz

14. In
the
Do
column...
In
the
Don’t
colum...
yellow
highlight
=
we
do
this
blue
highlight
=
we
don’t
do
this
Circle
any
practices
we
see
in
our
cluster/network
PracFces
schools
should
and
should
not
use
to
facilitate
change
and
improvement
Do
Don’t
Ensure
focused
teacher
learning.
Use
evidence
during
teaching
and
learning.
Focus
on
learning
rather
than
teaching.
Ensure
that
teacher
prac8ce
is
referenced
to
impact
on
students.
Have
a
common
needs-­‐based
focus
in
your
network.
Learn
and
discuss
strong
content
that
is
useful
to
improve
student
outcomes.
Ensure
that
underlying
concepts
and
thinking
in
inquiry
based
prac8ces
are
understood
by
all.
Assume
that
change
leads
to
improvement
in
student
outcomes
without
checking
for
evidence.
Use
teacher
and
leader
self-­‐assessments
as
the
only
indicator
of
successful
change
in
prac8ce.
Set
goals
without
involving
teachers,
students
and
communi8es.
Set
goals
without
ensuring
a
detailed
analysis
of
needs
using
evidence.
www.rebbeccasweeney.blogspot.co.nz

15. Steven
Johnson
Where
good
ideas
come
from
–
The
natural
history
of
innovation
hZp://www.upyourcrea8vegenius.com/

16. Use
practices
that
challenge
critique
your
work
and
Rigure
out
how
to
improve
● Teacher
Talk
-­‐
Annan,
Lai
&
Robinson
(2003)
● Asking
the
tough
questions
-­‐
Fullan
&
Hargreaves
(1991)
● Learning
Talk
–
Dalton
&
Anderson
● External
expertise
–
Timperley,
Wilson,
Barrar
&
Fung
(2007)

17. Revisit
purpose
regularly
don’t
become
stagnant!

18. Ensure
role
clarity
&
build
relational
trust
to
build
skills
&
knowledge
• teachers
need
to
know
and
understand
their
roles
in
the
network
and
beneRits
should
be
clear
-­‐
Head
(2003)
• reduce
vulnerability
between
network
members
-­‐
Bryk
&
Schneider
(2002)
• leaders
fostering
cognitive
conRlict
-­‐
trust
and
challenge
together
-­‐
De
Lima
(2001)
The
new
knowledge
comes
not
out
of
the
minds
of
individual
group
members,
but
from
the
relationships
between
them.
Jane
Gilbert,
2005

19. Lencioni,
2002

20. Example
1:
Next
Steps
-­‐
revise
or
reRine
goals
-­‐
create
contribution
chart(s)
for
accountability
-­‐
clarify
roles
-­‐
develop
cluster
vision,
goals
and
plan
-­‐
deRine
and
locate
effective
practice
-­‐
build
coherence
(data
use
and
analysis,
practice
analysis,
PLD,
leaders-­‐middle
leaders-­‐teachers-­‐students-­‐families-­‐
iwi….)

21. Example
2:
Next
Steps
• common
need
and
then
alignment
to
goals
• roles
and
accountabilities
for
goals
(who
is
part
of
this
network)
• pathway,
purpose,
plan
(incl.
PLGs,
teachers,
middle
leaders,
secondary
school)
• how
we
deRine
and
locate
effective
practice
• coherence
(data
use
and
analysis,
practice
analysis,
PLD,
GPILSEO,
frameworks
etc)

22. References
Annan,
B.,
Kuin
Lai,
M.,
and
Robinson,
V.
(2003)
Teacher
talk
to
improve
teaching
prac2ces.
Set
Research
Informa2on
for
Teachers,
1,
31-­‐35
Bryk,
A.S.,
&
Schneider,
B.
(2002).
Trust
in
schools:
A
core
resource
for
improvement.
New
York,
NY:
Russell
Sage
Founda8on.
Fullan,
M.
G.,
and
Hargreaves,
A.
(1991)
What’s
worth
figh2ng
for?
Working
together
for
your
school.
Ontario:
Ontario
Public
School
Teachers’
Federa8on
Dalton,
J.
(2010).
Learning
Talk:
build
understandings.
Joan
Dalton
and
David
Anderson.
De
Lima,
J.
A.
(2001).
ForgeMng
about
friendship:
using
conflict
in
teacher
communi8es
as
a
catalyst
for
school
change.
Journal
of
Educa2onal
Change,
2,
91-­‐122
Head,
G.
(2003).
Effec8ve
Collabora8on:
deep
collabora8on
as
an
essen8al
element
of
the
learning
process.
Journal
of
Educa2onal
Inquiry,
4,
2,
47-­‐61
Lencioni,
P.
(2002).
The
Five
Dysfunc2ons
of
a
Team.
Jossey-­‐Bass
Meluish
Spencer,
K.
(2013).
Online
social
networking
and
the
impact
on
NZ
educators’
professional
prac2ce.
University
of
Waikato.
Sweeney,
R.
(2011).
An
explora2on
of
the
collabora2ve
prac2ces
within
learning
networks
of
New
Zealand
Schools.
Victoria
University
of
Wellington.
Timperley,
H.,
Wilson,
A.,
Barrar,
H.,
and
Fung,
I.
(2007).
Teacher
professional
Learning
and
Development:
Best
Evidence
Synthesis
Itera2on
(BES).
Wellington:
Ministry
of
Educa8on