Using teacher inquiry as professional development

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  • 1. Using Teacher Inquiry as Professional Development Aloha Lavina Bangkok Teachers Network 2012
  • 2. True or FalseProfessional development is a workshop givenby an expert who is not a school communitymember.Professional development is based on teacherdeficiency.Professional development is linked to schoolimprovement.
  • 3. True or FalseProblem solving with my colleagues is part of myprofessional development.Student learning has nothing to do with teacherlearning.Professional development is best when it isdone outside of the school.
  • 4. How do we lead learners?Match the leadership slogans with the typeof leadership and the relationships thateach style fosters.Workbook p. 2
  • 5. The success of a school depends above all on the quality of interactions between teacher and teacher, and teacher and administrator. - R. L. Barth
  • 6. Sandbox or Beehive? Just happen to be in the same place? Or Working together for common goals?Sandbox photo www.safesand.comBeehive photo
  • 7. How do we Focus the Community? What type of environment do we want? What would we have to do to become a beehive? Jot down words and phrases on Blue Post its. Post your Blue Post its on the Essential Agreements Wall.
  • 8. What will our school be like?
  • 9. Professional Learning Priorities Think of your school action plan. Pick a priority and state it as a teacher learning priority. Write your priority on a blank A4 sheet. Leave the topic you wrote on your table. Take your Green Post it and Orange Post it and go around the tables to see the topics. Post the Green Post it on a topic youd like to learn. Post the Orange Post it on a topic you could facilitate teachers to learn.
  • 10. Connect Extend ChallengeIf you are an Administrator, how will you support teacher learning with resources and time? a Teacher Leader or Department Head, how will you embed the learning into teaching and curriculum? a Classroom Teacher, how will your learning impact your students learning?
  • 11. Coaching to Sustain Professional Learning NON Peer THREATENING Cognitive Coaching Model (Costa, 1994) observation Observation: Teacher who is being observed sets the observation goal REFLECTIVE Inquiry PRACTICE Post- Group conference: Did actualAPPLICATION decisionsPre- andconference: Teacher behaviors inSetting a Learning Reflecting theclassroom goal Goal together classroom match what the teacher intended?
  • 12. Reflecting on practice Professional curiosity
  • 13. Finding personal relevance
  • 14. Making decisions
  • 15. Documenting insight
  • 16. Making direct connections with own classroom
  • 17. Affirming beliefs about practice
  • 18. Inquiring into point of practice
  • 19. Making interdisciplinary connections
  • 20. Fullans Dip (2003) Where are you on this curve? Place a dot where you are in terms of using reflective practices.
  • 21. Compass Points North: What do you need to know? West: What East: What are you excited worries you? about? South: What is your stance?Harvard Project Zero
  • 22. Tug of War Ponder the priority learning for your faculty you named earlier. What understanding does your faculty have of this topic? Write this on a yellow post it. What challenges remain? Write this on a yellow post it. Post the sticky notes on the Tug of War string.
  • 23. Exit cardI used to thinkbut now I think


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