LEAP Conference 2016
Sydney Masonic Centre
Creating and sustaining effective PLCs in your school
Chairperson: Maxine Mckew
"Class Act" case study of 6 Australian schools.
We learn from each other - benefits start to flow when we spread knowledge about effective practice - leading to confident students.
What we think we know - may not always work- we need a temperament to be adaptive, open to improve and change.
Professor John Hattie - Chair of AITSL
Professional Learning Communities - caution- they have been around for a little while.. Govt have taken on and realised that educators are doing this naturally- but it can be taken over and abused
We have an opportunity to be clear of the specifics.
Identify the teachers who are growing students and inviting other staff to learn from them.
Communities listen to YOU - talk it up and reeducate your community to know that your hard work is making a difference.
Avoid the politics of distraction they don't make a difference
Labelling children has a - .61 negative as soon as a students is identified teachers have an "excuse" for the lack of growth in the year.
Technology is not impacting on students growth.
Argument is that I'd "teachers see learning through the eyes of the student and when students themselves as their own teachers.
When we run PLCs - stop looking at another app- ask for evidence of impact on student growth.
How do we scale up great impact
Study success - why is that teacher having an impact, how do teachers learn from these amazing practisers- what are they doing that is making a difference.
Privilege teachers with the opportunity to ask for help in a particular area.
Five year olds are wondErful teachers, by the time they are eight they know that they need to attended school to "watch" the teacher work.
Teachers working together as evaluator of impact is the biggest difference to students to learning.
Explicit success criteria
Errors and trust are are welcomed as opportunities to learn
Maximise feedback
Right proportion of surface to deep lessons
The goldilocks principles of challenge/ deliberate practice- not too high not too low - the balance right.
What makes a difference?
Bring along a piece of work and compare are it to a sample 3 months later... What has changed? Why/ why not?
How do we move the debate from how we like to teach to what makes impact?
I collaborate- judgements of teachers in a school
Success and privilege them
See success in schools like theirs
Persuaded credible and trustworthy persuaders
Affective stays feelings of excitement and satisfaction
Subjective norms- beliefs that in this school we cause learning
Teacher, curricula, teaching,student, school, home.
What can we do to help you. Wouldn't it be nice and recognise our existence, recognise our work, recognise our impact.
Teacher expertise, school leader expertise, teacher education expertise, professional learning expertise.
Teacher educators - Put the evidence on the table that your graduates can make an impact on student learning.
Number 1 influence on student learning - collective teacher efficacy!
TEACHER EFFICACY
belief of ones own ability to promote positive change for students
High expectations are essential
Collective efficacy - belief of teachers about collective ability to promote successful student outcomes within their school.
It relates to:
Evaluating current practice
Seeing impact as function of teaching
High expectations
Decreasing disruptive behaviour
Educating parents
Responsive to leaderships
Monitoring impact
Helping teams get and interpret feedback
COPLAN
CO-EVALUATE
CO-ANALYSE
CO-REFLECT
We learn more when we ask students to identify their own learning needs.
KNOW THY IMPACT!
evaluation capacity building - SO WHAT IS THE IMPACT?
Progress to achievement-
NAPLAN - intriguing you are not working to make a difference to scores - your job is to make a years growth for a years education!
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