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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

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Coaches Professional Learning Program March 2009

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  1. Coaches Professional Learning Program March 2009 Supporting teachers to reflect on their practice: the PoLT way

  2. 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

  3. 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?

  4. PoLT Program

  5. THE PRINCIPLES • Students learn best when: • The learning environment is supportive and productive • The learning environment promotes independence, interdependence and self-motivation • Their needs, backgrounds, perspectives and interests are reflected in the learning program • They are challenged and supported to develop deep levels of thinking and application • Assessment practices are an integral part of teaching and learning • Learning connects strongly with communities and practice beyond the classroom

  6. 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

  7. The Principles Unpacked 4.4 The teacher uses strategies that challenge and support students to question and reflect This 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.

  8. Component Mapping Principle 4 Students are challenged and supported to develop deep levels of thinking and application 4.4The teacher uses strategies that challenge and support students to question and reflectIn my practice:

  9. The 3Ps P ause araphrase robe P P Adapted from Art Costa, “Habits of the Mind”

  10. P ause Pause time . . . Allows for Think Time

  11. P araphrasing When you paraphrase, you are checking that you have understood the intended message given. It can be reaffirming for the coachee.

  12. P araphrase • You 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

  13. 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

  14. P 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?

  15. 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

  16. The Action Research Model outlines theprocess 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.

  17. PRELIMINARY DISCUSSION MEETING / PRE-OBSERVATION CONFERENCE 1. Classroom observations Watching videos Readings provides agenda for Other Professional Learning leads to 4. 4. DEBRIEFING / POST-OBSERVATION CONFERENCE 2. 2. OBSERVATION provides “data” for H.O. 3a provides “topics” for Adapted from The Teaching and Educational Development Institute, University of Queensland. 3. 3. ANALYSIS BY COACH/COACHEE

  18. H.O. 2 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?

  19. What will PoLT involve? • 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

  20. PoLT support materials Web-based resources for all schools: • Background Paper • Components of the Principles • Principles Unpacked • Online Professional Learning Resource

  21. 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

  22. Continuous improvement • Each school and each individual teacher uses their local PoLT data to improve particular aspects of practice over time…

  23. Our own reflection….

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