Coaches Professional Learning Program March 2009
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Transcript of Coaches Professional Learning Program March 2009
Coaches Professional Learning Program March 2009
Supporting teachers to reflect on their practice: the PoLT way
Aims of PoLT
• Describe effective learning and teaching• Provide processes for schools to assess effectiveness of their
existing programs• Provide support for teachers to actively improve current
practice• Respect and value teacher knowledge and commitment as keys
to improvement• Respect local conditions in which schools operate
How will PoLT support teachers?
• Tools to facilitate reflection on teacher practice • Tools to map student perceptions and learning preferences• Advice on data collection and analysis to assist in planning• Access to professional learning resources
Q. Which of these do you use currently?
PoLT Program
THE PRINCIPLES
Students learn best when:1. The learning environment is supportive and productive
2. The learning environment promotes independence, interdependence and self-motivation
3. Their needs, backgrounds, perspectives and interests are reflected in the learning program
4. They are challenged and supported to develop deep levels of thinking and application
5. Assessment practices are an integral part of teaching and learning
6. Learning connects strongly with communities and practice beyond the classroom
Components of Principle 4
4 Students are challenged and supported to develop deep levels of thinking and application
In learning environments that reflect this principle the teacher:• 4.1 plans sequences to promote sustained learning that builds
over time and emphasizes connections between ideas• 4.2 promotes substantive discussion of ideas• 4.3 emphasises the quality of learning with high expectations of
achievement• 4.4 uses strategies that challenge and support students to
question and reflect• 4.5 uses strategies to develop investigating and problem-solving
skills• 4.6 uses strategies to foster imagination and creativity
The Principles Unpacked4.4 The teacher uses strategies that challenge and support
students to question and reflectThis component is demonstrated by teachers:• introducing ideas by using interesting and challenging activities• using short, group-based challenging activities to raise questions• challenging students to reflect on their responses to tasks• asking students to represent their understandings in a variety of ways
encouraging students to see knowledge as a construction and to examine critically and even challenge information provided by the teacher, a textbook, a newspaper, etc.
Component Mapping
5: I consistently design tasks that are structured to challenge and support students to engage with deeper levels of understanding and practice through questioning, interpreting, and reflecting.
4: Between these
3: I tend to use tasks involving standard procedures and interpretations, but occasionally use challenging tasks that engage students with deeper levels of questioning and interpretation.
2: Between these
1: I almost always use tasks involving standard procedures with fixed response formats. I rarely use tasks that require deeper level questioning and interpretation.
Comment
Principle 4 Students are challenged and supported to develop deep levels of thinking and application 4.4 The teacher uses strategies that challenge and support students to question and reflectIn my practice:
ause
araphrase
robe
Adapted from Art Costa, “Habits of the Mind”
The 3Ps
ause
Pause time . . .
Allows for Think Time
araphrasing
When you paraphrase, you are checking that you have understood the intended message given. It can be reaffirming for the coachee.
araphraseYou can get more clarity about what a person means or intends by confirming any of four things:
An attitude
A feeling
A fact
An implied or expressed interest
Adapted from Coaching skills for Successful Teaching, Performance Learning Systems Inc. 1996
Confirmatory Paraphrasing
BEGINNINGS • The problem is . . . • You feel . . . • You are finding . . . • You believe that . . .• You plan to . . . • I can expect . . . • You are (emotion) . . . • We need . . .
From Coaching Skills for Successful Teaching, Performance Learning Systems Inc. 1996
robe Questions that probe . . .
Examples of QUESTIONS to promote CLARITY and PRECISION, uncovering generalisations, deletions and distortions:
•Who specifically?
•How specifically?
•For what purpose?
•In comparison to what?
•What will happen if you don’t do that?
Partner activity using the 3PS and Component mapping
PERSON ONE:
Discuss responses to mapping of
selected principle (from earlier
exercise)
PERSON TWO:
Pause, paraphrase, then probe
The Action Research Model outlines the process which individuals or groups can use to further develop skills and strategies related to their field of inquiry.
Each section, or stage, of the PoLT Online Resource is linked to the process.
PRELIMINARY DISCUSSION MEETING /
PRE-OBSERVATION CONFERENCE
4. DEBRIEFING / POST-OBSERVATION CONFERENCE 2. OBSERVATION
3. ANALYSIS BY COACH/COACHEE
leads to
provides “data” forprovides “topics” for
provides agenda for
Adapted from The Teaching and Educational Development Institute, University of Queensland.
Classroom observations
ReadingsWatching videos
Other Professional
Learning
1.
2.
3.
4.
H.O. 3a
Discussion . . .
Reflect on how you conduct a coaching cycle with a coachee.– What are the steps you use?– What record keeping is kept by . . .
• You?• Coachee?
– How regularly do you meet for pre and post observation discussions?
– What observations do you make in classrooms? – Do you use proformas, checklists etc? If so, describe.– How long do your coaching conversations usually take?
H.O. 2
• Familiarisation with the 6 principles and their components
• Teacher reflection and self-assessment (Component mapping)
• Student surveys (perceptions and learning preferences)
• Planning & trialing changes to pedagogy
What will PoLT involve?
PoLT support materials
Web-based resources for all schools:• Background Paper• Components of the Principles• Principles Unpacked• Online Professional Learning Resource
Online Professional Learning Resource
• Flexible resource – may be used individually, in small groups or by teams
• May be used by schools who have already done PoLT training for further exploration, or by schools who wish to familiarise themselves with the Principles
• Includes theory, practical suggestions, vignettes, opportunities for reflection, access to further information and glossaries
Continuous improvement
• Each school and each individual teacher uses their local PoLT data to improve particular aspects of practice over time…
Our own reflection….What do I want to focus on as a result of my learning today?
What will I do tomorrow; next week; next month?
Who do I need to talk to?
What resources/support do I need?
What questions do I still have?
Anything else?