Professional Learning Conversations
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Transcript of Professional Learning Conversations
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Professional Conversations
St Andrew’s Cathedral School13th March 2017
Cameron [email protected]
@cpaterso
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Goals• What is an effective professional
conversation?• How can protocols deepen our
understanding of teaching and learning and improve the way we work together?
• How can Instructional Rounds increase ownership and build collaboration?
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Your questions……
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The Question(s):Think of the professional conversation in which you learned the most. What made it powerful?Think of the least productive professional conversation you’ve ever had. What made it so difficult?
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Microlab Protocol
Purpose: To address a specific sequence of questions in a structured format with small groups, using active listening skills
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Three Essential Qualities of a Professional Learning
Conversation
CLARITY SAFETYEQUITY
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Protocol
A structure for guiding a conversation
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Features of Protocols
Roles Norms Purpose Steps Facilitation Reflection
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Consultancy Protocol
Purpose: To help presenters think more expansively about a particular, concrete dilemma
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Using Protocols They are tools for the work of supporting
teacher and student learning.
They must be chosen with a specific purpose in mind.
It takes some practice before they can be used most effectively.
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How do protocols help? Create opportunities for and allocate time to
essential conversations about teaching and learning.
Provide routines and structures to scaffold collaborative analysis and planning.
Support interactions that enable us to develop and demonstrate our understanding of and respect for the variety of perspectives and experiences by our colleagues.
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Protocols(Almost) all protocols will enhance:
ClaritySafety Equity
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Challenges of Using Protocols Well
The “learning curve.” Deciding when to use a protocol. Choosing the appropriate protocol. Resisting the impulse to problem-solve (at least
for a time) Documenting learning and building on previous
discussions. Facilitation. Time, time, time.
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5 Minute Stretch Break
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Instructional Rounds• For investigating teaching practices and
identifying the impact on student learning. • A group of teachers visit multiple
classrooms.• Precise, non- judgmental language is used.• The process is descriptive and analytical
rather than evaluative.• Observers note what they see rather than
what they think about it.
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Why Use Instructional Rounds?• Focuses on school- wide improvement rather
than the improvement of individual teachers. • Increases ownership of change and builds a
collaborative approach to school improvement.
• Enables teachers to feel confident in opening up their classroom, engaging in professional discussions and suggesting ways forward to improve practice.
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Key Elements• Collaborative identification of an aspect of
practice to focus on. • Sharing practice with a mutual commitment
to improvement. • Focusing on describing, not judging or
evaluating.• Trusting relationships between teachers.
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Implementation – Stage 1• Identify a 'problem of practice' as the focus for
observations. • Something you care about that would make a
difference for student learning if you improved it. • Key elements for a rich problem of practice:• focuses on the instructional core • is directly observable• is actionable• connects to a broader strategy of improvement• is high- leverage• promotes deep learning.
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Implementation – Stage 2• Observation groups collect data related to
the identified 'problem of practice'. • Groups of 3 – 6 teachers are formed. • Visit a cross- section of age groups and
subject areas to gather accurate evidence. • Only 10 – 15 minutes should be spent in
each classroom.
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Implementation – Stage 3• Groups debrief after observations following
these steps:• Describe what was observed• Analyse the descriptions• Predict what learning was taking place• The next level of work
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Undergraduate Professional Graduate Advice from Courses Reading Courses Colleague
What Influences TeacherProfessional Practice?
1 = “Not influential” 4 = “Very influential”
1.8
2.32.6
3.6
0
1
2
3
4
Dr Douglas Reeves, The Leadership and Learning Center
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Teachers get better by working in teams on teaching issues
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The extent of trust among adults in schools strongly predicts positive student learning outcomes (Bryk, 2002).
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One-Minute Essay
1. What was the most important insight ?
2. What is your most important question?
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