Professional Learning Conversations
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This document outlines strategies for effective professional conversations and protocols to improve teaching and learning. It discusses how protocols can provide structure for collaborative analysis and planning to develop understanding of different perspectives. Specific protocols described include microlab, consultancy, and instructional rounds, which involves teachers visiting classrooms to investigate teaching practices and identify impacts on student learning. The document emphasizes that protocols must be chosen carefully and with a specific purpose in mind, and that it takes practice to use them effectively.
Professional Learning Conversations
- 1. Professional Conversations St Andrew’s Cathedral School 13th March 2017 Cameron Paterson cpaterson@shore.nsw.edu.au @cpaterso
- 3. 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?
- 5. 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?
- 6. Microlab Protocol Purpose: To address a specific sequence of questions in a structured format with small groups, using active listening skills
- 7. Three Essential Qualities of a Professional Learning Conversation CLARITY SAFETY EQUITY
- 8. Protocol A structure for guiding a conversation
- 9. Features of Protocols Roles Norms Purpose Steps Facilitation Reflection
- 10. Consultancy Protocol Purpose: To help presenters think more expansively about a particular, concrete dilemma
- 11. 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.
- 12. 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.
- 13. Protocols (Almost) all protocols will enhance: Clarity Safety Equity
- 14. 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.
- 18. 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.
- 19. 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.
- 20. 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.
- 21. 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.
- 22. 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.
- 23. 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
- 24. Undergraduate Professional Graduate Advice from Courses Reading Courses Colleague What Influences Teacher Professional Practice? 1=“Notinfluential”4=“Veryinfluential” 1.8 2.3 2.6 3.6 0 1 2 3 4 Dr Douglas Reeves, The Leadership and Learning Center
- 25. Teachers get better by working in teams on teaching issues
- 26. The extent of trust among adults in schools strongly predicts positive student learning outcomes (Bryk, 2002).
- 28. One-Minute Essay 1. What was the most important insight ? 2. What is your most important question?