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Professional Growth for Schools and Educational Systems

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Gerry Schiller. Colin Warner. Workshop objectives: To construct a shared understanding of effective ... To critique some models of professional development ... – PowerPoint PPT presentation

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Title: Professional Growth for Schools and Educational Systems


1
Professional Growth for Schools and Educational
Systems -Powerful models for Initiating and
Sustaining Change
Gerry Schiller
Colin Warner
2
Workshop objectives
  • To construct a shared understanding of effective
    professional development
  • To critique some models of professional
    development provision leading to sustained
    change in schools
  • Identify strategies for catering for stages of
    professional growth
  • Evaluate systemic models for professional
    learning
  • Explore the GWSC Online Professional Learning
    Management Centre
  • Consider strategies to move your school forward
    as a learning community

3
The teacher is the ultimate model for the
learner. He or she must demonstrate the value of
life-long learning by seeking professional
growth. Gilbert Valdez NCREL
Learning technologies have challenged all
teachers to reflect on their teaching practices.
Key Finding 6 Rethinking Learning and Teaching
- the Navigator Schools Experience Report July
1998
4
Visualise our school
Science Technology Centre
Year 8 Classroom
The goldfish bowl school OECD Case Study
5
Stimulating secure learning environment
Professional Leadership
Shared Vision Goals
Learning Communities / Innovation in learning
A model for effective schools
Focus on Teaching Learning
A key focus Rhetoric or reality?
Purposeful Teaching
High expectations of all learners
Accountability
6
Professional learning -What is your experience?
- Individually identify some of the good and bad
professional learning sessions you have
attended -What were the KEY ATTRIBUTES of
effective/ powerful professional learning
sessions?
Share your attributes in groups? Is there
consensus?
7
Navigator School Findings
Regular high quality professional development
programs Are essential for teachers to establish
a collegiate culture to Stimulate reflective
practice and to provide continual contexts for
formal and informal learning. Teachers need
  • Technical
  • Pedagogical and
  • Emotional Support

When have you required these types of support?
8
  • Professional development is most effective when
  • content builds on what teachers already know
  • it can be immediately applied in the classroom
  • any technical skills related to software,
    hardware
  • or peripherals are introduced in the context of
    how they
  • can be used in the classroom
  • teachers have hands on, guided time and then have
    access to technology to experiment in their own
    time
  • it involves teachers in collegiate teams
  • it provides follow up to consolidate experiences
  • it encourages reflection time, and
  • it is tied to the Appraisal Program
  • Navigator Schools

What about when the learning is not technology
based?
9
  • Components of Effective Professional Development
    forTechnology Use - NCREL
  • Connection to student learning
  • Hands on technology use
  • Variety of learning experiences
  • Curriculum specific applications
  • New roles for teachers
  • Collegial learning
  • Active participation of teachers
  • Ongoing process
  • Sufficient time
  • Technical assistance and support
  • Admin support
  • Adequate resourcing
  • Continuous funding
  • Built in evaluation

10
Are these views consistent with the key
attributes you identified?
Identify 3 things your school is doing well /not
so well re professional learning
11
Developing a learning culture at GWSC - A model
to critique
Vision and Values
Creating and sustaining aLEARNING
COMMUNITYwhere everyone continually learns and
grows
Learning to live together
Embracing lifelong learning
Valuing diversity
A sense of self-worth and personal growth
12
Glen Waverley SC
Previous professional learning tended to have
minimal impact and cultural change.
13
At GWSCEach year all teachers are required
toset learning goalsPlace themselves on the
ACOT frameworkIdentify their professional
learning requirementsThe Professional Learning
Working Group devises a weekly in-house learning
program to ensure personal, team and college
strategic priorities are metwe pay our teachers
to design and present learning programsThe
leadership team has ongoing learning
opportunities So, how do we fund professional
learning?
14
Appraisal Review
Goal 1 Teaching and Learning
Goal2 Learning Technologies
Goal 3 Leadership Team Goals
15
  • Purpose of Appraisal
  • To focus all staff on the Strategic Priorities of
    the college and to enlist their help in achieving
    those priorities. It embeds accountability into
    our work.
  • To promote the professional growth of each member
    of staff and to provide them with appropriate
    support and feedback.

16
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17
Learning
Participation
Staff
Area
in
Meetings
Forums
Practicums
Learning
PROFESSIONAL
Informal PD
Area
DEVELOPMENT
Meetings
CurriculumDays
External PD
In-house PD
What PD has been effective- locally and state
wide? often school based and in context
18
External Perspective
Seeking best practice examples learn something
from every school you visit!
Consultants get some challenging perspectives!
Conferences- 3 scholarships awarded annually!
19
A crucial strategy evolving use of coaches
Learning Technologies Coaches Teaching and
Learning coaches Director of Online
Learning Project Officer informal coaches
20
Some data on pd hours delivered at GWSC
2002 In-house Professional Learning On average
each teacher participated in 8.6 in house
professional learning sessions ( excluding
Curriculum days and forums)Cost approx. 2500
per term External Professional Learning 1252
hours (average 8.5 hours per teacher) Professional
Learning Services (Navcon) Presentations
/visits to over 1750 participants for a total of
51.2 days (excluding Navcon 2K2)
21
THE ACOT MODEL
Invention
Which level are you at?
Appropriation
Adaptation
What do you need to assist you to get from one
stage to the next?
Adoption
Are we expecting creativity too early on?
Entry
22
Teachers at different stages
  • Entry Learning the basics of the new
    technology.
  • Adoption Uses new technology to support
    traditional instruction.
  • Adaptation Integrates new technology into
    traditional classroom practice.
  • Appropriation Focus on cooperative project based
    interdisciplinary work.
  • Invention Discover new issues for the
    technology.
  • http//www.apple.com/education/k12/leadership/acot
    /library.html Reports 8 and 9

23
Our leadership team realised
We required a shared language and strategies for
leadership We needed to consider professional
learning in a wider context when and how are
teachers learning? What type of learning were we
valuing? Were teachers tracking and reflecting
upon their learning? Not a matter of us telling
our teachers when and how they were learning!
2003 Introduction of a Professional Learning
Management System
24
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25
  • Navigator Schools have assisted
  • professional learning and change for
  • Teachers
  • School leaders
  • Policy Makers and advisers
  • Politicians
  • What changes minds? when you see something
    you thought not possible!

In- school models of Pd have been powerful
26
In school models of pd? Why?
-Teachers learning from teachers and leaders
learning from colleagues -Students involved in
changing teachers minds -Immersion in another
school provides a real model (flaws and all )to
critique and strategies to adapt to your
context -seeing is believing -extended nature
of professional learning -planning time
-dialogue / reflection individual/team/whole
school -taking away ideas tomorrow and long
term vision -incorporating leadership team to
enable whole school change -KLA specific/issue
specific eg early yrs/Thinking curriculum?
relevance to need.
The Navigator Schools Consortium still struggles
to meet demand
27
Some statements about children and learning
  • All children can learn and make progress
  • Lifelong learning
  • Multiple learning styles / thinking preferences
  • Regular feedback and monitoring
  • Promote self esteem
  • Make emotional contact
  • Successful outcomes
  • Individual learning plans
  • Appropriate and relevant learning needs

Are teachers as learners different to students as
learners? Do we cater to the same principles that
underpin learning?
28
All change involves
  • loss
  • anxiety
  • need a balance between

support
challenge
29
Key factors in producing change
  • Introduce the change over a progressive
  • time span
  • Support your staff ( deal with people first)
  • Resource the change

30
An idea at the top of my mind
Something going around in my head .. question or
idea
Something that squares with my thinking .. I
agree!
31
How do we link VV with daily practice?
How do we engage everyone?
How do we renew appraisal?
Fertile Questions
How do we integrate curriculum - student
management?
How do we extend our vision?
What are our PD opportunities?
How do we maintain balance sanity? How do we
build relationships community?
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