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Dream Weavers:

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Keep the designers (Principal & Heads) informed ... an image of what could be; the design is and will be continually emerging. ... – PowerPoint PPT presentation

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Title: Dream Weavers:


1
Dream Weavers Creating a Curriculum Tapestry
2
The Research The Context The Professional
Learning Experience Process The Metaphor The
Learning - Personal Growth Team membership
Parallel Leadership
3
The Research
  • Title
  • Teacher Leadership and Team Learning
    Building capacity within a Secondary School
  • Focus Question
  • How does a teacher leader contribute to the
    development of school capacity?

4
Teachers as Leaders Framework
Teacher leadership facilitates principled action
to achieve whole-school success. It applies the
distinctive power of teaching to shape meaning
for children, youth and adults. And it
contributes to long-term enhanced quality of
community life. Parallel leadership is a process
whereby teacher leaders and their principals
engage in collective action to build school
capacity. It embodies mutual respect, shared
purpose, and allowance for individual
expression. Crowther, Kaagan, Ferguson, Hann
(2002)
5
Growth
As a Researcher
Dimensions
As a teacher leader
As a Team Member
Organisational Conditions
6
Action Research Project
Participatory Action Research Frames
Reflect/ Redesign
Reflect / Redesign
Frame One
Frame Four
Lewins Cycle
Plan
Act
Frame Two
Frame Three
7
The Context
An Anglican Girls School - established 100 years
P-12 890 Students (180 Boarding) Key Learning
Areas Outcome Based Education Leadership
Circles Students - at the center Teachers
Head of Key Learning Areas, (ACL)
Directors and Managers Principal Deputy,
Heads of School Council
8
  • An Anglican
  • Girls School
  • 6 Core Values
  • (2001/2)
  • Spirit
  • Faith
  • Integrity
  • Courage
  • Passion
  • Respect

9
Across Curriculum Learning
  • The Role of ACL
  • Member of KLA Network - I am Head of ACL.
  • P-12 Directly responsible to Head of Secondary
    School Head of Primary School
  • Provision for students with specific needs -
    extension support - work with staff students
  • Project Manage
  • Differentiation Professional Learning Experience
  • ACL/KLA Model for in class support.
  • Distribution of Information
  • Student needs
  • Strategies

10
Background
  • Identification of a Need (2001)
  • Strategic Plan Review (2002)
  • Proposal - Differentiation Professional Learning
    Experience (2002)
  • Mini-experiment (Nov. 2002)
  • Middle Management Conference
  • tapped into prior learning, introduced the
    language, raised awareness, encouraged personal
    investigation, promoted a unity of purpose.
  • ACL - Lead the Professional Learning Experience -
    facilitation - time expertise

11
Strategic Plan 2003-2006 A P-12 seamless
curriculum
  • To provide a cohesive, seamless, developmental
    P-12 educational experience for students which
    caters for their individual needs, interests and
    abilities.
  • Flexibility in provision - negotiated learning
  • Reflective practice - action research cycles
  • Cluster grouping
  • Opportunity for staff to draw from best
    practice
  • Opportunity for professional dialogue
  • Development of differentiated learning
    experiences which best cater for the
    individual..becomes the basis for a whole
    school approach to the delivery of curriculum
    P-12

12
Catering for Learning Needs Differentiation
P-12
  • Focus Student Staff Learning Experiences
  • Through Clusters - 8/9, P-3, 4/5, 6/7.
  • With Our Network - KLA Leaders staff
  • Process
  • P.D. - External expertise Dates
  • Models for provision - based upon research
  • Unit Adaptation
  • Content, Process Product
  • Information for staff
  • Student profiles
  • Strategies

13
Professional Learning Experience Proposal -
Differentiation
  • Focus is student needs
  • Outside expertise - identified 2002
  • Invitation to staff (Jan 2003)
  • Secondary Primary Teams (Clusters)
  • 6 school days - Instruction( Reflect) Discussion
    (Planning development) Experimenting
    (Implementation)
  • Refining (Reflection redesign)

14
My Learning - Using the Metaphor
  • Dream Weavers
  • Vision, Craftsmanship, Collaboration
  • Emerging Curriculum Tapestry
  • School-wide pedagogy
  • Rich in colour, creative in design, diverse in
    texture
  • Grows from a Passion - Student Needs
  • Process of making - the how - the process
    becomes the product

15
As a Dream Weaver Teacher Leader
  • Keep the design in mind
  • Keep the designers (Principal Heads) informed
  • Leading new learning - is about building
    relationships and holding onto the dream
  • Begins with - Self Reflection -
  • Reflect on your purpose and how I need to change
  • Move closer to those who hesitate - to understand
    their position and learn something about myself

16
As a Dream Weaver
  • Place inquiry at the centre - Questioning
    Techniques - Ladder of Inference -
  • Questioning assumptions (mine and others),
    clarify meanings
  • Gather evidence - seek feedback, seek feedback -
    model
  • Remember the language and use it often
  • Always maintain your integrity
  • Always place the student and the learning at the
    center.

17
As a Dream Weaver
  • First Learn to pause - first.
  • Share my thoughts on interpretations of the
    design - allow the team to create something
    better
  • Be patient. Great works of art take time, energy,
    understanding, trust and risk.
  • Develop creative solutions through systems
    thinking

18
Creating the Tapestry Making the connections
  • Involve and engage others
  • Remember the Language
  • Small pauses are essential
  • Keep the focus on the purpose
  • Appreciate the different skill levels
  • A Little Distance is important
  • What Happens if..
  • Working with the designers

19
Involve Engage Other Weavers To Translate the
Design
  • Opportunities to contribute
  • What might the tapestry look like
  • may change in the translation
  • This takes more than one.
  • Individual actions are necessary, but it is the
    collective that makes the difference
  • Weavers gather together and bring their skills
    and continually work together, with purpose.
  • from a shared passion - for what could be
    possible to provide for students
  • Invitation to be involved

20
Engaging Other Weavers
  • A pattern from which to work
  • Strategic Plan professional expertise support
    when required
  • Encourage others to lead
  • Dont stand too close - the team may feel crowded
  • Value difference - opinions, interpretations,
    ways of working.
  • The questions asked encourages the learning and
    involvement - ask, ask, ask - about the
    pedagogy/student.

21
Remember The Language
  • Language needs to be modelled - use it, use it,
    use it
  • Critical feedback in a safe environment - the
    learning not the person.
  • Shared language - empowering, creates cohesion,
    changes the way of working (culture)
  • Engages the team, shapes the experience fosters
    relationships - for a better tapestry (emerging
    interdependence)
  • Assist with making the connections to the design
    and to prior knowledge - the techniques employed
    in past works.

22
Small pauses are essential - for all weavers -
  • To review the work - measure and reflect
  • To make adjustments
  • To check the tapestry design (the S.Plan)
  • To check theres enough thread (resources)
  • To plan the next stage, reflect on how I should
    change
  • To incubate ideas
  • To listen - to informal conversation
  • To gather reflect on the work - the work and
    the learning become one

23
Keep the Focus on the Purpose
  • Remember the reason for the tapestry - the
    students and the learning (the dream)
  • There is a need to Act - Dare to begin
  • Making decisions that you believe will make a
    difference - Gather data - student needs
  • Empower others - Offer the tools, encourage
    practice, support and recognise each other.

24
Appreciate the different skill level
  • Not all come to the making of the tapestry with
    similar skills nor at the same time
  • Learn from all ask with a genuine desire to
    understand
  • Some stand and watch
  • Some hesitate and look for direction
  • Recognise and invite the expression of existing
    expertise
  • Some rush in
  • Allowed to Experiment - create and recreate some
    of the work. To make mistakes.

25
A Little Distance is Important
  • Step back and look at the work
  • Appreciate the beauty in it
  • Discuss what has been achieved
  • Value and revisit the learning - this builds
    deeper understanding
  • Physical positioning - Situated close to those
    involved.

26
What happens if...
  • The weave is too tight - no flexibility (Perhaps
    group too closed, leadership too rigid.)
  • The weave is too loose - a lack substance, lose
    the design (havent been effective in fostering a
    collective effort - why not?)
  • No design or pattern - there will be no direction
    or commitment.
  • A mistake is made - go back and re-weave and
    all learn, try to avoid patches.
  • No colour or variation of texture - no diversity,
    no passion, no provision for difference.

27
Working with the Designers - -the Principal and
Heads - is critical and foundational
  • Parallel Leadership
  • mutual respect, shared purpose,
  • allowance for individual expression.
  • Worked with Heads - Primary/Secondary
  • Flexibility for dream weavers (in the ACL role)
  • Access to staff and students
  • Provide honest feedback, keep informed, learn
    from each other

28
Working with the Designers
  • Maintaining a distance
  • Advocating - values based, use of evidence
  • Organisational support - reduce barriers
  • Days allocated for the learning experience
  • Staff room
  • ACL Model
  • Planning sessions - cluster groups - negotiated
    proforma for unit planning, strategy for Term 4.
  • Resourcing - the thread tools

29
Dream Weavers
  • Keep the Vision -
  • an image of what could be the design is and will
    be continually emerging.
  • Commitment grows from a passion and from being
    involved in something meaningful (the dream)
  • Build Craftsmanship (learning)
  • Grows from continual learning through designing,
    acting, collecting data and reflecting.

30
Dream weavers
Are Collaborators Learning together builds
community, a shares sense of purpose and a
common language. Collaborating with- -
Colleagues - learning with them - With the
Principal/Heads of School - mutual respect,
shared purpose, allowance for individual
expression
31
Dream Weavers - Teacher Leaders
  • We argue not only for a new leadership fabric,
    but also for new ways of sewing the pieces
    together and, ultimately, for a completely new
    look and feel to the educational leadership
    quilt.
  • (Crowther, Kaagan, Ferguson, Hann, 2002)
  • jfisher_at_stmarg.qld.edu.au
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