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Collegial Critique of Practice Accelerated Literacy Learning (ALL) Mary Wootton March 2013 Slide 2 Who do we talk to about the intervention and why? Within and across schools? Prior, during, after? Talk to someone with a similar role e.g. principal to principal, ALL teacher to ALL teacher Who? Why? When? Where? How? Slide 3 Knowledge mobilisation Jackson & Temperley, 2006 3 What Is Known The knowledge from theory, research and best practice What We Know The knowledge of those involved. What practitioners know New Knowledge The new knowledge that we can create together through collaborative work Slide 4 What is collegial stimulation? Together, getting into a cycle of critiquing and lifting our thinking, practices and beliefs rather than settling for what we agreed to do at the start Purpose: To understand one anothers intervention logic To identify theories-of-action underpinning the logic Discuss effectiveness of the theories (Annan, 2010) 4 Slide 5 Why focus on collegial stimulation? It is a form of lateral learning and change It builds internal responsibility It makes explicit your theories of action It can accelerate the generation and transfer of effective practice (knowledge mobilisation) Work out what to transfer and what not to transfer (Annan, B. 2011) 5 Slide 6 6 Model of Learning and change talk (Annan, Lai & Robinson, 2003) Learning talk analytical talk critical talk change talk Teaching practices talk non-learning talk School talk non-teaching practices talk All talk Non-school talk Slide 7 Understanding your interventions Describe your intervention How did you determine this type of intervention would be best? Explain why you selected the intervention ahead of others 7 Slide 8 Rubric 6: How well do we choose the most educationally powerful and cost effective mix ofinterventions for the students achieving belowcurriculum expectations in literacy we serve?Rubric 9:How well do our students achieving belowcurriculum expectations in literacy makeaccelerated progress thanks to our efforts? Where do the students sit in designing the intervention? Slide 9 Successful factors of previous ALL A clear goal accelerating the learning of a small group ofstudents achieving below national standards Need to report on and account for student achievement impact day Teaching approaches that were modified and fine-tuned tobe responsive to student individual and group needs,including Maori and Pasifika students Students willingness to take up the challenge tolearn and their sense of pride in theirachievements Learning inquiry that fostered and revolved aroundsupportive relationships, promoted collective responsibilityfor progressing individual and collective learning, providinga safe environment for sharing and debating ideas, and avariety of relevant materials Slide 10 Conversations with Children What do or will the students know about the intervention? What input did they have in the design? How do you intend to talk to children about these things? Or How have you talked to children about these things? Slide 11 Practice Analysis Conversation about the Intervention Promotes professional learning through observing and analysing practice around a specific teacher practice goal linked to the intervention Or follow up to a collaborative inquiry - deep constructive conversation. Slide 12 How people dont learn A blow by blow account of what was observed An unfocused, rambling conversation Telling your story rather than analysing what they did 20 questions without reasons Heaping on praise and sandwiching in some critique Helen Timperley, based on the OLC tool designed by Viviane Robinson, The University of Auckland Not Analysis of Practice Slide 13 Three parts of practice analysis Pre-observation conversation Clarification of what the teacher is hoping to achieve Establishing criteria for effectiveness Analysis of practice Building knowledge through a joint analysis of what was going on Co-constructing new practice Promote self-regulated learning