Collegial Critique of PracticeAccelerated Literacy Learning (ALL)

Mary Wootton March 2013

Who do we talk to about the intervention and why?Within and across schools? Prior, during, after?

Talk to someone with a similar role e.g. principal to principal, ALL teacher to ALL teacher

Who? Why? When? Where? How?

Knowledge mobilisationJackson & Temperley, 2006

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What Is KnownThe knowledge from theory, research and

best practice

What We KnowThe knowledge of

those involved.What practitioners

know

New KnowledgeThe new knowledge that we can create together through

collaborative work

What is collegial stimulation? Together, getting into a cycle of critiquing and lifting our

thinking, practices and beliefs rather than settling for what we agreed to do at the start

Purpose:To understand one another’s intervention logic

To identify theories-of-action underpinning the logic

Discuss effectiveness of the theories

(Annan, 2010) 4

Why focus on collegial stimulation?

• It is a form of lateral learning and change• It builds internal responsibility • It makes explicit your theories of action• It can accelerate the generation and transfer of

effective practice (knowledge mobilisation)• Work out what to transfer and what not to transfer

(Annan, B. 2011)5

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Model of Learning and change talk (Annan, Lai & Robinson, 2003)

Learning talk

• analytical talk

• critical talk

• change talk

Teaching practices talk non-learning talk

School talk non-teaching practices talk

All talk Non-school talk

Understanding your interventions• Describe your intervention• How did you determine this type of intervention would

be best? • Explain why you selected the intervention ahead of

others

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Rubric 6: How well do we choose the most educationally powerful and cost effective mix of interventions for the students achieving below curriculum expectations in literacy we serve?Rubric 9:How well do our students achieving below curriculum expectations in literacy make accelerated progress thanks to our efforts?

Where do the students sit in designing the intervention?

Successful factors of previous ALL• A clear goal – accelerating the learning of a small group of students achieving below national standards

• Need to report on and account for student achievement – impact day

• Teaching approaches that were modified and fine-tuned to be responsive to student individual and group needs, including Maori and Pasifika students

• Students willingness to take up the challenge to learn and their sense of pride in their achievements

• Learning inquiry that fostered and revolved around supportive relationships, promoted collective responsibility for progressing individual and collective learning, providing a safe environment for sharing and debating ideas, and a variety of relevant materials…

Conversations with Children

What do or will the students know about the intervention? What input did they have in the design?How do you intend to talk to children about these things?

OrHow have you talked to children about these things?

Practice Analysis Conversation about the Intervention

Promotes professional learning through observing and analysing practice around

a specific teacher practice goal linked to the interventionOr

follow up to a collaborative inquiry- deep constructive conversation.

How people don’t learn

A blow by blow account of what was observed

An unfocused, rambling

conversation

Telling your story rather than

analysing what they did

20 questions without reasons

Heaping on praise and

sandwiching in some critique

Helen Timperley, based on the OLC tool designed by Viviane Robinson, The University of Auckland

Not Analysis of Practice

Three parts of practice analysis

Pre-observation conversation• Clarification of what the teacher is hoping to achieve • Establishing criteria for effectivenessAnalysis of practice• Building knowledge through a joint analysis of what was

going onCo-constructing new practice• Promote self-regulated learning