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?. Well, good afternoon! My silky smooth coat is as soft as a bed sheet! My eyes twinkle like the North Star! I am a sweet little lady who loves to go.

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Presentation on theme: "?. Well, good afternoon! My silky smooth coat is as soft as a bed sheet! My eyes twinkle like the North Star! I am a sweet little lady who loves to go."— Presentation transcript:

1 ?

2 Well, good afternoon! My silky smooth coat is as soft as a bed sheet! My eyes twinkle like the North Star! I am a sweet little lady who loves to go on walks and my, oh, my…you will be pleased with my excellent leash manners! I love to be patted and I love to be brushed. My face is full of expression and everyone says I am so, so cute! I get along well with EVERYBODY. Come meet me today!

3 Miriam - November 15th 2008 MIRIAM DOG Breed: German Shepard Mix Size: Medium Age: 3 years Sex: Female I.D. Number: Well, good afternoon! My silky smooth coat is as soft as a bed sheet! My eyes twinkle like the North Star! I am a sweet little lady who loves to go on walks and my, oh, my…you will be pleased with my excellent leash manners! I love to be patted and I love to be brushed. My face is full of expression and everyone says I am so, so cute! I get along well with EVERYBODY. Come meet me today! Made with LOVE by Miss Warmouths Primary 2 students in Edinburgh, Scotland!!!!

4 Developing a professional learning community for All-through schools Graham Thomson Website and course information at: The engine room for change and sustained school improvement

5 Professional Learning Communities A Professional Learning Community is defined as a schools staff members who continuously seek to find answers through inquiry and act on their learning to improve student learning Astuto (2002) Professional Learning Communities are places in which teachers pursue clear, shared purposes for student learning, engage in collaborative activities to achieve their purposes, and take collective responsibility for student learning Liebermann (1999)

6 parallel play Barth Turn to your shoulder partner. Turn to your shoulder partner. Come up with some examples of where you might see parallel play in an All-through school? Come up with some examples of where you might see parallel play in an All-through school?

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8 There is a new generation emerging that will change the world as never before. Tapscott, Growing Up Digital

9 April 14Chris Yapp ICT Literacy… What should you teach a five-year old so that they will be ICT literate at the age of 20?

10 April 14Chris Yapp Core to the Problem? The hardware doesnt yet exist The software hasnt been written Some of the key companies dont yet exist So, who do you ask?

11 Gifted as a Team Activity All-through schools need to focus their energies on nurturing multidisciplinary problem solving teams rather than simply supporting talented individuals. If we create a GM rice that is enriched with Vitamin C, we could cut scurvy. Can the West impose this technology for their own good? Chris Yapp What subject is this? Graham Thomson Nov 09

12 Section 1 Reason for plc What are they examples

13 57 Asians: 21 Europeans; 8 Africans 52 female; 48 male 70 non-white; 30 white 70 non-Christian; 30 Christian 89 heterosexual; 11 homosexual 6 possess 59% of entire worlds wealth, and all 6 from the US 80 live in substandard housing 70 unable to read 50 suffer from malnutrition 1 near death; 1 near birth 1 with college education 1 computer owner Harter (2000) The World Village If the world were a village of 100 people...

14 33 would have cellular phones and 16 would be online on the Internet. 27 villagers would be under 15 years of age. There would be an equal number of males and females. There would be 18 cars in the village. 53 villagers would live on less than two U.S. dollars a day. One villager would have AIDS and 26 villagers would smoke. By the end of a year, one villager would die and two new villagers would be born so thus the population would climb to 101.

15 If your school is made up of 100 staff members….. What percentage would say… There is a lot of collaboration in my subject department or stage There is a shared whole-school vision of where the school is going High levels of trust and respect exist in this school Staff development time is used effectively There is effective communication between teachers and senior managers There is a lot of cross-departmental or stage collaboration in this school

16 Key Stage 3 Strategy Pilot Evaluation Teacher Survey Results A% There is a lot of collaboration in my subject department 80 There is a shared whole-school vision of where the school is 53 going High levels of trust and respect exist in this school 48 Staff development time is used effectively 47 There is effective communication between teachers and senior 41 managers There is a lot of cross-departmental collaboration in this school 26

17 Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning. Such a school can take charge of change, irrespective of its source, and can thrive in a changing environment.

18 Turn to your shoulder partners Why are some hospital doctors more innovative than others? What happens between people is more important for innovation than what is within individuals

19 What is a PLC?

20 Are You Part of a Professional Learning Community? Quality teaching requires strong Professional learning communities. Collegial interchange,not isolation, must become the norm for teachers. American National Commission on Teaching, 2003 The collective action of beehives, photographed by Ted Horowitz.

21 Are You Part of a Professional Learning Community? The idea of making classrooms into learning communities for students will remain more rhetoric than real unless schools also become learning communities for teachers Thomas Sergiovanni

22 Professional Work that is grounded in the distinctive knowledge-base of learning and teaching (pedagogy) Learning The constant desire to know more about how work in schools can be better understood and improved Community Groups of people committed and working together with a common aspiration of achievement for all pupils Developing Professional Learning Communities Developing professional learning communities

23 Key factors for PLC success 1. members desire and capacity to improve 2. shared vision 3. a relentless focus on pupil learning 4. collective responsibility is taken for pupil learning and success. 5. enquiry-based learning. 6. collaboration 7. shared Leadership for learning 8. clear working structures and conditions 9. new learning opportunities for adults 10. good external links Based on Developing professional learning communities ods/Developing%20professional%20learning%20communities

24 Heart By-pass Death Rate Drops 25% When Surgeons Share Know-How 23 practicing surgeons and their staff observed one another in the operating room and shared their know-how. We didnt invent anything new; we got better at doing things we already do, said one. In New England Research conducted at Dartmouth Medical School Lebanon, N.H. March, patients who were expected to die did not

25 Section:examples of PLCs

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27 Glow Groups are a great way to: discuss and debate practice, share ideas and resources, or collaborate on projects.

28 TRIOS

29 Learning Rounds

30 The process: Identifying a focus Learning and Teaching focus - will generate key questions to act as a focus to the observation. Observation of Learning and Teaching in school. Visit to school investigates this focus through observation. The team gather evidence that is descriptive and specific. Post Observation Discussion - 2 stages. Team members describe what they saw. They analyse the evidence - arranging it and identifying patterns. Next Steps Creation. In the context of available resources, the group generate and discuss a range of ideas on what should be done next at a system wide level.

31 Learning Rounds Going beyond normal boundaries; getting close to practice in different contexts Not passive observers but a dialogue after observations Emphasis on central importance of Learning and Teaching to school improvement Focus on observers learning Focus on Next Steps Approach to school improvement that can be duplicated across a system

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33 Working thru a PLC activity Training first,..we read a bit of literature Then look at evidence Then our next steps

34 Blooms Taxonomy Evaluation:appraise, defend, predict Synthesis:compose, design, develop Analysis:compare, contrast, categorise Application:demonstrate, illustrate, solve Comprehension:describe, explain Knowledge:memorise, name, recognise, recall TY CREATIVITY

35 The Light-up Shoes A few four-year olds were sitting together. Three of the children were wearing trainers that would light up when they stepped down on them. Teacher: Wow! Look at your shoes! That is so cool. They light up when you step down. Child 1: Yes, they do this. [Jumps up and down several times] Teacher: How does that happen? How does it light up? Child 1: Because they are new. Teacher: Um, mine are new too but they dont light up. Child 2: No, because they light up when you step down on them. [Steps down hard several times] Teacher: [Steps down hard several times] Thats funny. Mine dont light up when I step down.

36 Child 3: No, no, no, you have to have these holes [points to the holes] Teacher: [Pointing to the holes in her own shoe] But I have holes and mine still dont light up, and Josh has holes in his trainers too and his do not light up either. I wonder why? Child 4: I think you need batteries. Kids, you need batteries. Child 1: Yeah, you need batteries to make them work. [Thinks for a while] But I did not see batteries when I put my toes in. Child 4: I think they are under the toes. Child 2: I cant feel the batteries under my toes. Teacher: I wonder how we can find out about this? EPPE

37 It was June in a three-year-old room. It was circle time. The teacher had written on a flip chart the words Things I Like To Do On My Summer Holiday and listed every childs name down the side of the paper. She started the lesson by telling the class that summer was coming and school would soon be over. They would be on holiday. She wanted to know what they liked to do on their summer holidays.

38 Teacher: [To the first child on her right] Tyler, what do you like to do in the summer? Tyler: Bake. Teacher: No, you can bake anytime, but what do you like to do in the summer? Tyler: Bake Teacher: No, baking is something you do inside. In the summer it is warm and sunny. What do you like to do in the summer when it is warm and sunny? Tyler: Bake. Teacher: Tyler, can you think of anything else you would like to do this summer? Tyler: No, my mum said she is going to take time off work and we are going to bake together any day I want. Teacher: Ok. [She writes bake on the chart next to Tylers name] [Talking to the next child in the circle] Josh, and what do you like to do in the summer? Josh: Bake. Teacher: Can you think of anything else? Josh: No. Teacher: [Reluctantly writes bake next to Joshs name] Brian, what do you like to do in the summer?

39 Brian: Go to the beach. Teacher: [With a big smile] Yes, thats right. In the summer we like to go to the beach and swim in the water. Nicole: [From across the circle] I dont like to swim because last year I went to the beach and I got stung by a jelly fish. Andrew: Me too and it really hurt and I had to go to the lifeguard and he gave my daddy medicine to rub on it and it really hurt and it bit me. Dani: Jelly fish cant bite you they dont have teeth they just have long arms I saw them on the beach and they were all dead and they cant bite. Nicole: Uh huh they bite and they sting and I hate them and I am never going to the beach cause they bite and sting like a bee. Matthew: I like jelly fish. They have them in the quarium. Teacher: Children, we are not talking about jelly fish now, we are talking about what we like to do on our summer holiday. Julie, can you tell me what you like to do in the summer? (shared sustained conversations in REPEY)

40 Light-up Shoes and Jelly Fish Story In the majority of classes we observed the questioning used was: lower order teacher initiated and with few pupil initiated questions What will our PLC do now?

41 g.r.o.u.p. brainstorming go for quantity record every single idea outlaw judgement unleash crazy thoughts period of incubation

42 Brainstorm - go for quantity -record every single idea -outlaw judgement -unleash crazy thoughts -period of incubation The Pacific power and light company had a problem with ice forming on the electrical wires after snow storms. The ice had to be removed or over time the weight of the ice may break the electrical lines. The manual process to solve this problem was slow, tedious and dangerous. Come up with a sustainable and cost- effective solution to the problem

43 Pacific Power and Light

44 What issues lend themselves to PLCs…

45 April 14Chris Yapp45 So what should we teach a 5-year old today? Communication skills Numeracy Creativity Citizenship Love of learning Personal knowledge/knowledge ?

46 Your PLC next steps…………. What have you heard today that you might use? If the answer is nothing, what will you do instead? What have you started that you will continue? What will your first step be?


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