Best Practice or Better Practice: To what do we aspire

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Best Practice or Better PracticeTo what do we
aspire?

• Teacher Professional Development for Literacy

Peter Hayes Peter Noonan, 2007 Catholic
Education Office of Western Australia
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• Started in 2004
• Regional and Metropolitan
• 77 out of 117 (in 2007)
• 90 out of 117 (in 2008)
• Literacy and Numeracy

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From a Synthesis of over 500,000
studies Teachers account for the greatest source
of variance in achievement by students We need
to ensure that this greatest influence is
optimised to have powerful and sensationally
positive effects on the learner. Teachers can
and usually do have positive effects, but they
must have exceptional effects. John Hattie
(2004)
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Teachers Make a Difference
Effects of Staff Development Classroom
Application Adapted from Bruce Joyce and Beverly
Showers, 1998
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A long time ago, in a place far from here
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To be continued
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One Perspective
Particular Teaching Strategies
Assessment Package
A Standard Way of Organising Curriculum
COMPLIANCE
Knowledge of Students
A Developmental Map
Best Practice
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RAISe Perspective
Particular Teaching Strategies
Assessment Package
A Standard Way of Organising Curriculum
Assessment Diagnosis
Ways of Organising Curriculum
Repertoire of Strategies and Practices
Knowledge of How Children Learn
COMPLIANCE
Pedagogical Skills and Knowledge
Knowledge of Students
Knowledge of Students
A Developmental Map
Best Practice
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RAISe Perspective
Assessment Diagnosis
Ways of Organising Curriculum
Repertoire of Strategies and Practices
Knowledge of How Children Learn
Pedagogical Skills and Knowledge
Knowledge of Students
The Classroom
Professional Judgement
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Breakthrough(Fullan, Hill Crevola, 2006)

• The Breakthrough we are seeking involves the
  education community as a whole establishing a
  system of expert data-driven instruction that
  will result in daily continuous improvement for
  all students in all classrooms.

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• A revitalised professional development strategy
  has a more integrated approach that not only
  holds teachers accountable to perform, but also
  integrates appropriate support mechanisms that
  enable teachers to improve.
• (Barber Fullan, 2002)

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Supportive School Structures
Knowledge of How Children Learn
Repertoire of Strategies and Practices
Ways of Organising Curriculum
Assessment Diagnosis
Pedagogical Skills and Knowledge
The Classroom
Knowledge of Students
Professional Judgement
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Coordinator of Teacher Learning
Lit./Num. Focus Teacher
Principal
System
Student Support
PLCs
Action Learning
Knowledge of How Children Learn
Repertoire of Strategies and Practices
Ways of Organising Curriculum
Assessment Diagnosis
Pedagogical Skills and Knowledge
The Classroom
Knowledge of Students
Professional Judgement
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Meanwhile, back on the Yellow Brick Road
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To be continued
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Four Cornerstones

• A focus on time

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A Focus on Time

• An extended time to improve
• Regular times for practical learning

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Meanwhile, back on the Yellow Brick Road
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To be continued
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Four Cornerstones

• A focus on time

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Four Cornerstones

• A focus on time
• A focus on support

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• Optimal professional learning for teachers
  consists of high quality courses presented over
  time, combined with processes that provide
  ongoing support to translate the new learning
  into classroom practice.
• Linking Assessment, Teaching Learning
• First Steps (2nd Ed)

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A Focus on Support

• Professional Learning Communities
• Regular meetings and peer support visits enable
  teachers to share expertise and solve issues
  pertaining to the classroom together.

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A Focus on Support

• Professional Learning Communities
• Coordinator Support
• Released from regular classroom duties, the
  Coordinator provides time for teachers to reflect
  on or discuss instruction.

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A Focus on Support

• Professional Learning Communities
• Coordinator Support
• A range of learning opportunities
• Professional learning opportunities must exist
  onsite at the school and offsite at alternate
  venues.

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Meanwhile, back on the Yellow Brick Road
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To be continued
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Four Cornerstones

• A focus on time
• A focus on support

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Four Cornerstones

• A focus on time
• A focus on support
• A focus on leadership

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A Focus on Leadership

• Encouraging shared leadership
• All teachers must be active and take
  responsibility for tackling the tough issues that
  teachers face in the classroom and work together
  to find real solutions.

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A Focus on Leadership

• Encouraging shared leadership
• Providing leadership training
• Leadership skill development must be provided at
  all levels of the school.

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Meanwhile, back on the Yellow Brick Road
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To be continued
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Four Cornerstones

• A focus on time
• A focus on support
• A focus on leadership

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Four Cornerstones

• A focus on time
• A focus on support
• A focus on leadership
• A focus on students

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A Focus on Students

• Action learning to solve issues with instruction
• The action learning cycle informed by student
  data is needed to seek answers to complex
  problems and to develop the professional learning
  agenda at each school.

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A Focus on Students

• Action learning to solve issues with instruction
• Using data to inform instruction
• It is essential that teachers use comprehensive
  achievement data to plan and modify instruction
  and monitor the effectiveness of instruction.

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Meanwhile, back on the Yellow Brick Road
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THE END
but only of this bit!
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Four Cornerstones

• A focus on time
• A focus on support
• A focus on leadership
• A focus on students

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• Students become good learners when they are in
  the classes of teachers who are good learners.
• Hargreaves Fullan 1998

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3 Key Motivators for Success

• Will
• Skill
• Thrill

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• We must not cease from exploration and the end
  of all our exploring will be to arrive where we
  began and to know the place for the first time.
• T.S. Elliot

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Best Practice or Better PracticeTo what do we
aspire?

• Teacher Professional Development for Literacy