A Tobago Agenda - jeromedelislejeromedelisle.com/yahoo_site_admin/assets/docs/... · School improvement is therefore educational improvement within schools. 12. ... Networked Learning

Fostering Networked Learning for School Improvement

JEROME DE LISLET H E U N I V E R S I T Y O F T H W E S T I N D I E S ,

S T A U G U S T I N E

A Tobago Agenda

Jerome De LisleThe University of the West Indies

Content

1) Connecting PLNs/PLCs to School and System Improvement-

2) What are PLNs?3) What are PLCs?4) Implementing PLNs & PLCs5) Reflecting on the Constraints in

Tobago6) Videos and Handouts7) Planning for PLCS in schools and

across clusters

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Activities

1) Form School Clusters2) Identify shared issues3) Organize PLNs in the schools4) Create a PLN of principals5) Discuss & practice the protocols of

Action Research & Coaching6) Discuss future implementation in

the clusters

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The Tobago Intervention

Scho

ol Im

prov

emen

t

Networked Learning (PLNs)

Action Research

Team Coaching

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A Theory of Action for the proposed School Improvement Model

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Components Action Mechanisms Intermediate Outcomes

Final Outcomes

PLNs Networked learning facilitates innovation and agency as teams work across clusters of schools

AgencyCollaborationWell-Being

Collaborative engagement E

nh

an

ce

d S

tud

en

t L

ea

rnin

g

Action Research Action Learning provides a procedure for testing and improving policy ideas and innovations

InnovationOrganizational Learning

Improved learning and policy intervention fit

Team Coaching Coaching ensures collaborative and professional learning in which individual and team engagement and improvement

Personal growth and improvementProfessional Development

ContinuousProfessional Learning


Connecting PLNs/PLCs to School and System ImprovementClarifying the Context

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Connecting PLNs/PLCs to School & System Improvement-School effectiveness

» What do we mean by schoolimprovement? Schoolimprovement theory is a set ofideas that builds upon ourhistorical understanding of schooleffectiveness.

» It includes ideas that focus onmaking schools successful andincludes all those practices wenow know as educationalimprovement.

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Connecting PLN/PLCs to School & System Improvement-School effectiveness

» The ideas about school effectiveness werefirst generated in the US in 1983 from thework of Ron Edmonds and by MichaelRutter in 1979 in the UK. The ideas directlyconfronted the question of “do schoolsmatter?”

» School effectiveness research is formallydescribed as the scientific approach todetermine the causal influence ofmalleable conditions of schooling (JapSchreens).

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Connecting PLN/PLCs to School & System Improvement-School effectiveness

» Edmonds wrote a number of key articlesbased upon his work on New Yorkschools, including, “ Effective schools forthe urban poor”.

» Michael Rutter’s work is entitled, “FifteenThousand Hours: Secondary Schoolsand Their Effects on Children”.• Written by Michael Rutter, Barbara Maughan, Peter

Mortimore, and Janct Ouston, with Alan Smith.Cambridge, Mass.: Harvard University Press,1979,285 pp.

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Connecting PLN/PLCs to School & System Improvement-The trigger for the school effectiveness studies of the 70s & 80s» The trigger for both these works and subsequent ideas was the

1969 US report by James Coleman on “Equality of Opportunity”

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Connecting PLN/PLCs to School & System Improvement-The Coleman Report

» This report concluded that there weredifferences among students at differentlevels of schooling.

» However, the report argued that the mostimportant factor was the socioeconomicmakeup of the school and the homebackground, which made the greatestimpact upon achievement levels.

» This raised the question of whether or notschools made a difference.

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Connecting PLCs to School and System Improvement-School Effectiveness vs School Improvement

» School effectiveness is more directed tofinding out “what works” in education and“why”

» School improvement in contrast is practiceand policy oriented and is intended tochange education in the desireddirection.

» School improvement is thereforeeducational improvement within schools.

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Connecting PLN/PLCs to School & System Improvement-School Improvement Defined

» School improvement is formally definedas a distinct approach to educationalchange that aims to enhance studentoutcomes as well as strengthening theschool's capacity for managing change(Hopkins).

» It describes a set of processes, managedfrom within the school, targeted both atpupil achievement and the school’s abilityto manage change—a simultaneous focuson process and outcomes.

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Connecting PLN/PLCs to School & System Improvement-The Phases of School Improvement

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How School Improvement has evolved

Organizational Culture

ODAction Research

Teacher Research & School Review

Comprehensive Approaches to School Reform

High Reliability Schools

Capacity Building-Student Learning

PLCsSystem Reform

Differentiated Approaches

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Connecting PLN/PLCs to School & System Improvement-The last decade

» The decade of large-scale reform has alsobeen a decade in which evidence hasreplaced experience; hard data havepushed aside soft intuition andjudgment.

» Data-driven instruction andimprovement have become de rigeurelements of Anglo-American approachesto educational reform.

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Connecting PLN/PLCs to School & System Improvement-The last decade of school change» Data-driven improvement has become an integral part of the

movement to develop schools into being professional learningcommunities (PLCs), where teachers use data and other evidence toinquire into their practice and its effects on students and makeneeded improvements together to address the shortcomings thatthey find.

» In the best or most advanced PLCs, a wide range of quantitative andqualitative data are used as a regular and effortless part of collectivepractice to inquire continuously into practice in the classroom,department, or entire school so as to keep improving in order to raisestandards of achievement (Datnow, Park, & Wohlstetter, 2007).

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Connecting PLNs/PLCs to School and System Improvement-System Improvement

» System improvement means changingmany schools at the same time using thecore principles of school improvement.Such large scale systematic reform has along history in the Western world butrarely implemented with precision incountries of the global South.

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Jerome De LisleThe University of the West Indies 19


Connecting PLN/PLCs to School and System Improvement-School Improvement in a ‘What Works’ world

» School improvement does not meanthat every practice and strategy is tobe tried. Modern educational scienceemphasizes “what works” and culturalrelevance asks “what works where?”

» The what works movement suggeststhat some policies, practices andprogrammes are more effective thanothers. The US Government maintainsa what works clearinghouse.

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Connecting PLN/PLCs to School and System Improvement-School Improvement in a ‘What Works’ world

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Connecting PLN/PLCs to School and System Improvement-Evidence for what works

» In Western countries, evidence for whatworks is gathered mainly fromRandomized Control Trials (RCTs) andCohort Studies. A synthesis of resultsfrom high quality studies are oftensummarized in Systematic Reviews andMeta-analytic Studies.

» There is less research and much higherquality evidence in countries of theglobal South, making transfer andadaptation necessary.

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Connecting PLNs/PLCs to School and System Improvement-The work of John Hattie

» John Hattie, an AustralianProfessor, has mapped themagnitude of the impact ofseveral educationalinterventions using effectsized and concludes thatcollective teacher efficacy,feedback, and professionaldevelopment are powerfultools.

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Connecting PLNs/PLCs to School and System Improvement-The work of John Hattie

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Research on PLNs/PLCsEvidence that PLCs work

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What are PLNs/PLCsClarifying the innovation

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Connecting PLCs to School and System Improvement-What are PLCs?

» PLCs mean ProfessionalLearning Communities, Itis a group of educators(teachers andadministrators) thatmeets regularly, sharesexpertise, and workscollaboratively to improveteaching skills and theacademic performance ofstudents.

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Definition by Louise Stoll

A group of people sharing andcritically interrogating theirpractice in an ongoing, reflective,collaborative, inclusive, learning-oriented, growth-promoting way.


Connecting PLCs to PLNs

A PLC is a network-‘groups or systems ofinterconnected people and organizations(including schools) whose aims and purposesinclude the improvement of learning andaspects of well-being known to affectlearning. Professional Learning Networks(PLNs) include inter-school collaboration.


Connecting PLCs to PLNs

Networked Learning Communities (NLC 2003) was aninnovation launched in 2002 by the DfES in partnershipwith the National College for School Leadership (NCSL)and with the Innovations Unit (a public servicesintermediary).To qualify for funding, groups of schools across Englandwere encouraged to form networks of any size (but aminimum number of eight schools), with a commitment topromoting learning at pupil level and at adult level withinand beyond the network.


Activity-Experience a Principal PLN» Form a PLN of 6 to 8 principals» Nominate a group leader for the month, a co-leader, and a

secretary/recorder.» Form a WhatsApp group.» Set up the rules for engagement (the group can build their own norms)» Brainstorm-Decide on a specific learning issue you wish to explore among

your schools- getting boys to write; improving literacy, improving mathematics for everybody, installing project-based learning.

» Decide how you will engage evidence and selection actions to solve the stated issue.

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Think of an effective team-what rules did they have for the following areas?

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What are PLCs-Key Characteristics? 1) Shared mission, vision, values,

goals2) Collaborative teams focused on

learning3) Collective inquiry (Action Research)4) Action orientation and

experimentation5) Commitment to Continuous

improvement6) Results orientation

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How inclusive should be the community? (Louise Stoll)

Huffman (2001) suggested that more mature PLCs involveall their stakeholders in building vision, but those primarilyinvolved are those in school. Much of the literatureconsiders only teachers (including school leaders) to bemembers of professional learning communities.For many schools, however, especially those in certaincontexts and those with younger children or large numbersof pupils with special needs, the role of other staff employedby the school can be equally critical (Louis & Gordon, 2006).


What are PLCs?-PLC Lite?

» Richard De Four describes PLC Lite as a PLCprocess where activities fail to embrace thecentral tenants of the PLC process and willnot lead to higher levels of learning forstudents or adults.

» The genuine PLC process calls for workingtogether in collaborative teams; establishinga guaranteed and viable curriculum; usingformative assessments stemming from thecurriculum; and using the result of theassessments to inform interventions andteaching.

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What are PLCs?-Four Guiding Questions

» What do we expect students to learn?• Clear standards and goals

» How will we know when they havelearnt it?• Common formative assessments• National Learning Assessments• Data informed instruction

» How do we respond when they don’tknow it?• Evidence-based interventions

» How will we respond when theyalready know it?• Enrichment Activities

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Connecting the dots


What are PLCs for?


Theorizing on PLN processes


PLN Theory

» The theory developed in England focuses upon threads, knots, and nets. Five types of learning knots are envisaged. Knots are the key points of dynamic learning with the potential for wider resonance.• Joint work groups e.g. project teams, curriculum

development groups• Collective planning e.g. steering groups, professional

development groups• Mutual problem-solving teams e.g. focus groups• Collaborative enquiry groups e.g. enquiry teams• Shared professional development activities e.g.

learning forums and joint staff days

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Learning in a PLN


How PLNs work-A theory of action

Improved learning and

engagment by students

Final Outcomes

Distributed and deep changes

within and across school

clusters

Intermediate Outcomes

Professional Knowledge

CreationEnhanced Personal Capacity

Action Mechanism

LeadershipInquiry

CollaborationJoint Thinking

Capacity Building

Components


Implementing PLNs/ PLCs in Local SchoolsTheory & Reflection

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The process of ImplementationPLCs » Traditional Caribbean schools do not

actively promote collaboration. Indeed,teaching is not regarded as acollaborative, team-based exercise.

» Implementing PLCS required creating aculture that encourages collaborationboth inside and outside the school. Itwill also require reaching out to keystakeholders.

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The process of ImplementationPLCs

» Additional barriers in the Caribbeaninclude

1) Lack of problem-solving experience2) Traditional hierarchical relationships3) Paternalistic leadership4) Lack of an inquiry habit for data5) Low confidentiality6) Limited school-family-community

partnerships

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The process of ImplementationPLCs Needed

» PLCs are need for collaborative planning, which is critical toSTEM and other interdisciplinary initiatives.

» PLCs are also used for data teams as in Data Driven Decision-Making.

» Unfortunately, such activities are rare in local schools and arelikely to hinder effective implementation of these innovations.

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The process of ImplementationPromoting beyond school collaboration

» Interorganizational networking andcollaboration means schools reaching outand linking up to work together on shortterm fixes and longer-term development.This is an important innovation,especially for small rural schools.

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The process of ImplementationPromoting within & beyond school collaboration

» Local schools must go beyondprofessional staff. School/stakeholdercollaboration means the school reachingout to families and communities to worktogether.

» Internal collaboration means teachersand administrators working together inPLCs

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The process of ImplementationForms of School to School Collaboration

1) Networks where highly effective schools supportweaker schools for school improvement purposes

2) Networks where small schools collaborate to shareresources, broaden curriculum, and ensure survival

3) Networks in which schools collaborate acrossphases (e.g., primary and secondary schools) toensure smoother transitions across these phases

4) Networks of schools with a similar ideology orworldview

5) Networks in which mainstream schools collaboratewith special schools to improve inclusion andprovision for students with SEND

6) “Academy chains” where specialized schools are runby a single sponsor

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The process of Implementation for Leaders-Setting up PLCs

1) Provide a clear structure and purposefor PLC meetings

2) Address the most pressinginstructional challenges

3) Provide support from all levels of theschool system.

4) Foster an atmosphere of trust.5) Monitor the work of PLCs and provide

constructive feedback.6) Support teachers’ sense of efficacy

and level of professionalism.

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The process of ImplementationPractical Advice for teacher leaders

1) Although PLCs require time to implement,there are easy ways to get the collaborationgoing.

2) The first step is to open up communicationwith colleagues so everyone feels safesharing ideas, fears, and concerns.

3) Norms—or rules—should be determinedcollaboratively at the first meeting andagreed upon by the team- turn cell phonesoff, speak positively, offer solutions, stay ontopic, be prepared, and participate.

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The process of ImplementationPractical advice for principals and teacher leaders

1) After the norms are read, the team canbegin the meeting by sharing generalinformation and then delving into specifictopics such as teaching strategies, obstaclesin the classroom, concerns, and data.

2) In addition, team members can sharestudent work samples and offer relevantideas and resources. After each meeting,the team should have an opportunity todiscuss important and pertinent questions.

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1) Foster team collaboration-the group maydiscuss new ways to teach by sharinginstructional experiences that have had apositive impact on learning.

2) Team members can also take part inprofessional development activities andthen share the ideas and resources theylearned with one another.

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1) PLCs allows teachers to continue to growprofessionally by learning from theircolleagues and finding ways to take whatthey learned and make it work in their ownclassrooms to meet their students’ needs.

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The Continuous Improvement Cycle




The Tobago PLN Project 2019

» Form Principal PLNs» Schools arranged into clusters-

inter collaboration fostered» PLCs and PLNs organized

within each school.» Principals Monitor through

Meeting Notes and data» Principals report on progress in

PLNs

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Nuts & Bolts 1-Action Research as a tool for the PLN

» Collaborative Action Research is one type of action research. It is not individual but is coordinated and applied to system improvement

»a process in which participants systematically examine educational practice, policy or innovations using the techniques of research, for the purpose of increasing learning of students, their teachers, and other interested parties.

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Action Research as a Cyclical Process

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Step by Step

Identify issue using brainstorming or plan

Gather preliminary data on issue

Decide on best action using evidence and theory on what works

Develop plan and implement

Evaluate intervention

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Step by Step

Identify issue –low boy’s literacy

Gather preliminary data on issue-Survey/analysis of test results

Decide on best action using evidence and theory on what works-use productive pedagogies in classroom (Australia)-Schoolwide

Develop plan and implement-Develop professional development programme, mentoring and coaching

Evaluate intervention- Did boys do better in writing, reading, and speaking?

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Nuts & Bolts 1-Coaching as professional learning

»Instructional coaching is the intentional and ongoing practice intended to support learning and develop new skills and capacities between two or more individuals. Coaching in a PLN is between a coach and a group of coachees (group coaching). Coaching has been proven to improve teacher performance and acts as a bridge between theory and practice.

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Another definition

»“... a dialogue in which the coach and the coacheecollaborate to unlock the coachee’s potential and maximise performance. It is a relationship that helps the coachee to learn and enhances their professional effectiveness and on-the-job performance, ensuing accountability and support for managing workplace issues, reaching goals and sustaining development.”

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The three elements of a coaching culture

Develop skills of

coaching

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Coaching model

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Coaching Skills

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Coaching as a way of being-part 1

» The most effective coaches are humble• Without humility, it is difficult to enter into equal relationships. Humility allows a

person to constantly be a learner. Status games have no place in coaching arena.

» The most effective coaches are confident in their ability as coaches• Coaches need to be confident in their coaching abilities. Confidence in our coaching

ability can be picked up by the coachee. Any self-doubt on our part can be contagious.

» The most effective coaches care about people• Coaches should be driven by a desire to make things better for people..

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Coaching as a way of being-part 2

» The most effective coaches believe that their coachees will achieve more of their potential• The belief of the coach is an integral part of the self-belief of the coachee.

» The most effective coaches treat others with respect• Feeling respected in one of the non-negotiables of trusting relationships.

» The most effective coaches have integrity• Coachees must trust their coaches for them to be open and honest about their

feelings, thoughts, aspirations and fears.

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Improvement is a Journey

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Thank You

jerome.delisle.consultingRESEARCH, EVALUATION, EDUCATIONAL IMPROVEMENT

Jerome De [email protected]

Documents

A Tobago Agenda - jeromedelislejeromedelisle.com/yahoo_site_admin/assets/docs/... · School improvement is therefore educational improvement within schools. 12. ... Networked Learning