PLT experiences Patricia Quan

Teaching and Learning Coach Banyule Network

Region Visited 30 school PLTS Focussed on secondary ones PLTS based on: KLAS Classes i.e. 7A teachers Literacy or numeracy Areas i.e. Early years All staff included in a PLT/ only some staff Infrequent meetings

Recommendations end of 2009 That the Principal actively plans for PLT

implementation Staff join a PLT that is related to the bulk of

their teaching load PLT composition be a top priority in

organising allotments Occur frequently

School 39 PLTS in 2009 Like a working party Very large (15 people) Met weekly Personalised learning Literacy Numeracy Not related to teaching subjects or timetable Half doing AIZ work half doing VELS continuum

School 39 PLTS in 2010 Major teaching area is your PLT Frequent meetings i.e. every week Early years Middle years 5-7, 8 and a 9 Later years year 10, pathways and VCE Literacy and numeracy Student engagement Instrumental music

Structure and support Very active school improvement team Two leading teachers have PLT organisation

as part of their responsibility PLT leaders are generally leading teachers PLT members teach a major part of their

allotment in the PLT area Teaching and learning coach term 2

onwards

Issues Understanding of the purpose of PLT Role of the PLT leader No time allowance for PLT leaders’ work Data interpretation Which tests should be used and how frequently? Secondary teachers’ understanding of literacy

and numeracy strategies Change in teaching strategies as a result of data Differentiating the curriculum Lack a group to report to or to support them

Solution Assume nothing!!! Link it to the curriculum planning Provide training and support for the PLT

leaders Give the role the respect it deserves Work on a common agenda, minutes

protocol etc Take the time to get it right