HT+-+Sections+6+to+10

Section 6 - Approaches responsive to learning processes
The promotion of professional learning requires different approaches depending on whether new ideas are or are not consistent with assumptions that currently underpin a teacher's practice.

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 Teachers in the upper syndicate/English department at school X have been concerned for some time about the low confidence in oracy exhibited by students. The annual speech competition doesn’t attract nearly the numbers it used to a few years ago. Many students lack confidence in speaking in front of a group and generally students are hesitant at participating in class discussion. ======

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The head of syndicate/department plans an approach to change this culture of reluctance amongst students, to enhance student confidence and to engage students, using more attractive current technologies. However he encounters resistance from three teachers who believe the answer is simply to make the traditional speech competition compulsory for all students in every class. ======

**A. Reading for meaning**

 * 1) What shapes teacher response to new knowledge and skills to be learned?
 * 2) What is required when teachers' beliefs and understandings differ from those being promoted in professional learning?
 * 3) Why is it important to engage teachers' existing understandings?
 * 4) How is change promoted?

**B. Personal reflection**
Reflect on the diversity of teachers in your school.
 * How many of them do not understand the shifts that are happening in the learning landscape and how what counts as valued knowledge is being redefined?
 * What does that mean about what is required in professional learning in your school?
 * What strategies could you adopt to create the required changes?

**C. Contribution to the group**

 * Make comment in response to the question prompt in the [|'Discussion forum - How might the head of syndicate/department encourage the reluctant staff to change their views?']

Section 7 - Opportunities to process new learning with others
Collegial interaction that is focused on student outcomes can help teachers integrate new learning into existing practice.


 * Summary**
 * Participation in a professional learning community focused on becoming responsive to students is a necessary condition for change because such a community gives teachers opportunities to process new information while helping them keep their eyes on the goal.
 * An inherent danger in professional learning communities is that existing practice and current underpinning assumptions will become entrenched.
 * Effectiveness of collegial interaction must be assessed in terms of the focus on the relationship between teaching practice and student outcomes.
 * Resources that can help maintain this focus are: samples of student work, student achievement profiles, results of student interviews.

**Personal reflection**

 * What does this mean for professional practice in your school/cluster?
 * How do you avoid the danger of entrenching current assumptions and practice?
 * Do you examine and discuss student work as a means of keeping the focus on student outcomes?

Section 8 - Knowledgeable expertise
Expertise external to the group of participating teachers is necessary to challenge existing assumptions and develop the kinds of new knowledge and skills associated with positive outcomes for students.

**Visual mindmap summaries**






**Personal reflection**

 * Does your school/cluster use external expertise?
 * Is it having a positive impact on teacher practice?
 * Which of the qualities you have identified in this section of the reading, can you attribute to the external expertise you use?
 * What is lacking?

Section 9 - Active leadership
Designated educational leaders have a key role in developing expectations for improved student outcomes and organising and promoting engagement in professional learning opportunities.

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 **Scenario 7** - School M is part of an ICT PD cluster and is also involved in an Improving Literacy initiative. The ICT PD cluster goals were set by the principal group from all cluster schools but these have not been 'unpacked' within the school with staff. While there have been workshops held at the school by the cluster facilitator, the staff do not seem to be transferring this learning into classroom practice and often complain about lack of time to develop their understanding of ICT within the classroom. The principal is very supportive of the cluster programme but can not always be involved in staff PD due to other priorities. ======

**A. Reading for meaning**

 * 1) What are the three crucial roles that leaders need to undertake for gaining and maintaining the interest of teachers and ensuring that their learning is ongoing?
 * 2) How can a vision become established in order to make it meaningful for teachers and to get teacher commitment?
 * 3) What are the four responsibilities a leader has in ensuring teacher engagement in new learning regardless of who has provided the expertise?
 * 4) What are the benefits of a leader taking part in the professional development alongside the teachers as a learner?
 * 5) What needs to be considered when deciding to involve staff in new professional learning initiatives?



**B. Personal reflection**
Consider the leadership within your school/ cluster.
 * Is there a clear direction and purpose for professional learning that all staff are committed to?
 * Are leaders seen as learners within the cluster by staff?
 * How can leaders better support staff while involved in the ICT PD contract?



**C. Contribution to the group**

 * Make comment in response to the question prompt in the '[|Discussion forum - How can the principal at School M get teachers engaged in their professional learning?']

Section 10 - Maintaining momentum
Sustained improvement in student outcomes requires that teachers have sound theoretical knowledge, evidence- informed inquiry skills, and supportive organisational conditions.



**A. Reading for meaning**

 * 1) What two conditions influence the sustainability of any new development?
 * 2) What are the three key questions that teachers need to ask of themselves as self-regulatory professionals?
 * 3) Where should teachers look to when answering these three key questions?
 * 4) At the organisational level, how can school/ cluster leaders support teachers with professional learning and self-regulated inquiry?



**B. Personal reflection**

 * How can your school/ cluster support teachers to develop a strong theoretical framework?
 * What systems do you have in place in your school/ cluster to support teachers to develop self-regulatory inquiry skills?

>HT - conclusion