Professional Learning Conversations

Professional Conversations

St Andrew’s Cathedral School13th March 2017

Cameron Patersoncpaterson@shore.nsw.edu.au

@cpaterso

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?

Your questions……

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?

Microlab Protocol

Purpose: To address a specific sequence of questions in a structured format with small groups, using active listening skills

Three Essential Qualities of a Professional Learning

Conversation

CLARITY SAFETYEQUITY

Protocol

A structure for guiding a conversation

Features of Protocols

Roles Norms Purpose Steps Facilitation Reflection

Consultancy Protocol

Purpose: To help presenters think more expansively about a particular, concrete dilemma

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.

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.

Protocols(Almost) all protocols will enhance:

ClaritySafety Equity

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.

5 Minute Stretch Break

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.

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.

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.

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.

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.

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

Undergraduate Professional Graduate Advice from Courses Reading Courses Colleague

What Influences TeacherProfessional Practice?

1 = “Not influential” 4 = “Very influential”

1.8

2.32.6

3.6

0

1

2

3

4

Dr Douglas Reeves, The Leadership and Learning Center

Teachers get better by working in teams on teaching issues

The extent of trust among adults in schools strongly predicts positive student learning outcomes (Bryk, 2002).

One-Minute Essay

1. What was the most important insight ?

2. What is your most important question?