Collegial Critique of Practice Accelerated Literacy Learning (ALL)

1. Collegial Critique of PracticeAccelerated Literacy Learning (ALL) Mary Wootton March 2013

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?

3. Knowledge mobilisationJackson & Temperley, 2006 What We Know The knowledge of those involved. What practitioners know What Is Known The knowledge from theory, research and best practice New Knowledge The new knowledge that we can create together through collaborative work 3

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 another’s intervention logic • To identify theories-of-action underpinning the logic • Discuss effectiveness of the theories • (Annan, 2010) 4

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

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

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

8. Rubric 6: How well do we choose the most educationally powerful and cost effective mix of interventions for the students achieving below curriculum expectations in literacy we serve? Rubric 9: How well do our students achieving below curriculum expectations in literacy make accelerated progress thanks to our efforts? Where do the students sit in designing the intervention?

9. A clear goal – accelerating the learning of a small group of students achieving below national standards • Need to report on and account for student achievement – impact day • Teaching approaches that were modified and fine-tuned to be responsive to student individual and group needs, including Maori and Pasifika students • Students willingness to take up the challenge to learn and their sense of pride in their achievements • Learning inquiry that fostered and revolved around supportive relationships, promoted collective responsibility for progressing individual and collective learning, providing a safe environment for sharing and debating ideas, and a variety of relevant materials… Successful factors of previous ALL

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?

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.

12. Not Analysis of Practice Helen Timperley, based on the OLC tool designed by Viviane Robinson, The University of Auckland

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