1. Professional Learning Communities in Schools Online Workshop

2. Teachers / lead teachers / school leaders Syndicates / departments AtoL facilitators Who will find this workshop useful? How to use this workshop To update, review and/or reflect on professional learning communities. As a focus for professional development in exploring formative assessment. To support AtoL in-depth programmes in schools.

3. What is a professional learning community? Can we come up with our own definition? These words may help you : – school goals – improved student learning – changing teacher practice – continuous improvement – whole school focus

4. Professional learning communities Teacher professional development that improves the learning of all students, organises adults into learning communities whose goals are aligned with those of the school and community.

5. A definition “A professional learning community is one in which teachers update their professional knowledge and skills within the context of an organised, school-wide system for improving teaching practices. In addition, teachers' efforts, individually and collectively, are focused on the goal of improving student learning and achievement and making the school as a whole become a high-performing organisation”. Timperley, H. (2004)

6. Why professional learning communities? “ When teachers are part of a professional learning community in which they are acknowledged, supported and challenged, and feel that it is safe to take risks and share information, they can review and alter their teaching practice so that it makes a real difference to their students’ learning.” Ministry of Education Effective Literacy Strategies in Years 9 to 13, p.18

7. Collaboration Staff development that improves the learning of all students provides teachers with the knowledge and skills to collaborate. Discussion points: Do we agree with this statement? How do we ensure that this happens in our school?

8. We know it’s working because… What are the qualities of an effective learning community? –Think, pair, and share with your colleagues

9. Professional learning communities Share a mission, vision, goals and values Are collaborative teams working to improve student learning Are result-oriented Are action-oriented Have a commitment to continuous improvement

10. Where do we find professional learning communities? Classrooms and staffrooms Department and syndicate meetings Meetings where schools or teachers from different schools get together At school board of trustees’ meetings Networks and clusters Other communities of practice such as professional and subject associations

11. Successful professional learning communities “ If we could truly establish high levels of learning for all students as the guiding principle for the school, and if we were willing to honestly confront the brutal facts of the current reality in our school, the right decisions about what to do and what to stop doing often become evident.” Rick DuFour, 2004

12. Purpose of professional learning communities To improve the success of all students by focusing attention on the impact that decisions relating to school organisation, teaching, assessment, and curriculum have on student learning.

13. Structuring professional learning communities To achieve high levels of learning for ALL students ALL adults will need to work together within a collaborative culture that fosters high performance and achievement.

14. Plan for success Meet during the school day Analyse student achievement data to identify areas of need and priorities Create, implement, and evaluate interventions to address learning gaps Organise in the most appropriate way to achieve your goals (syndicate, department, whole school). Report results to the whole staff

15. Role of school leaders in supporting professional learning communities Establish clear expectations, parameters, and priorities Monitor progress and outcomes of professional learning communities Meet with professional learning communities to review their learning and demonstrate support Provide resources including time, materials, and access to research

16. Teachers who are part of a professional learning community Take part in quality conversations that include discussing specific qualitative and quantitative data to find out about their students’ literacy-related strengths and needs Take responsibility for their own professional growth and increase their knowledge of literacy learning Develop a shared language as they learn literacy strategies and discover how to use and teach them strategically Ministry of Education Effective Literacy Strategies in Years 9 to 13, p.18

17. How can we use this presentation? Share it with other staff in your school Share some of Helen Timperley’s work as professional reading –Shifting the Focus: Achievement Information for Professional Learning: A Summary of the Sustainability of Professional Development in Literacy - Parts 1 and 2Shifting the Focus: Achievement Information for Professional Learning: A Summary of the Sustainability of Professional Development in Literacy - Parts 1 and 2 Form a professional learning community or quality learning circle –For more details on forming your own Quality Learning Circledetails on forming your own Quality Learning Circle

18. References Timperley, H. (2004). Shifting the focus: Achievement information for professional learning: A summary of the sustainability of professional development in literacy - parts 1 and 2. Retrieved 2005, August 17 from www.minedu.govt.nz/goto/pdinliteracy www.minedu.govt.nz/goto/pdinliteracy Dufour, R. (May 2004).What is a “professional learning community”? Educational Leadership Journal, 61(8). Ministry of Education. (2004). Effective literacy strategies in years 9 to 13 : A guide for teachers. Wellington: Learning Media.