3. Presentation Outline 1.E5 Context 2.A perspective on coaching 3.E5 Support Resources

4. E5 Context Need for lesson/unit planning skills Change fatigue “Instructional Leadership” skills Skill transference Engagement with DEECD initiatives Well intentioned but often poorly implemented “initiatives”

5. E5 Instructional model “A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)

6. E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do. Instructional model

7. Instructional leadership: Not just for principals “In an effective school all teachers are leaders” Michael Fullan

8. VELS Assessment POLT P & D Culture E5 Ultranet Differentiated Learning Regions Annual Plan Principles of effective PL T.P.L. Coaches

9. One of many models Engage Explore Explain Elaborate Evaluate Question Plan Research Analyse Present Reflect Identify Goals Identify Assessment Plan learning Immersion Petite Inquiries Rich task

10. A Perspective on coaching

11. To bring out, elicit, develop Capacity to be effective Use of energy, to work Direct observation of or participation in events as a basis of knowledge To support, embolden

12. Using E5 to build Efficacy The higher teachers’ sense of efficacy, the more likely they are to tenaciously overcome obstacles and persist in the face of failure. Such resiliency, in turn, tends to foster innovative teaching and student learning” (Self and Collective Efficacy in teachers and schools ) (Goddard, Hoy & Hoy 2004)Self and Collective Efficacy in teachers and schools

13. (Educing)

15. E5 Learning

16. Using E5 to engage with E5 Engage with examples of teacher practice. Draw out prior knowledge of instructional models Discuss purpose and compare instructional models Explore the E5 model; links to VELS, POLT and more Plan a collaborative E5 action research project Explain the lessons learnt through the action research Elaborate use in the context of “Instructional Leadership” Evaluate the E5 model and its potential uses

17. E5 Instructional model 5 Domains – 5 phases of instruction Capabilities – what teacher needs to perform effectively, given the nature of the domain Profiles – descriptions of instructional practice for each domain ordered in terms of increasing ability/proficiency

18. e.g. Profile Statements: Engage Level 1 The teacher promotes a safe and orderly learning environment by providing the class with rules and modelling expected behaviours. They treat individuals with courtesy and promote effort and hard work. Engaging students. The teacher stimulates interest and curiosity by making links to students’ interests. They explain the purpose for learning and assess students’ prior knowledge by asking students what they know about the topic. The teacher articulates learning goals based on the expected year level standard and informs students of assessment requirements. They use tools and strategies to support students’ thinking processes and to develop students’ understanding of metacognition. The teacher supports students to identify what they know and what they need to know, enabling students to monitor their learning.

19. E5 Domains and capabilities Develops shared Norms Determines readiness for learning Establishes learning Goals Develops meta-cognitive capacity Prompts Inquiry Structures Inquiry Maintains Session momentum Presents new content Develops language and literacy Strengthens connections Facilitates substantive conversation Cultivates Higher Order thinking Monitors progress Assesses performance against standards Facilitates student self assessment

20. Develops shared Norms Determines readiness for learning Establishes learning Goals Develops meta-cognitive capacity

21. What is your personal experience of Instructional models? Do you observe the effective use of Instructional models within your schools? Do you see any value in using the idea of instructional models and E5 in particular in your role of “Instructional Leader”? How ready are you and your school to engage with the E5 model? What goals should the network establish in terms of engaging with the E5 project?

22. e5 Booklet Setting the context Development of the model Organisation of the model Vignettes of practice Learning theories Selecting an entry point Teacher Professional Leave Graeme’s E5 Resources

23. E5 Support Resources

24. Coaching is questioning Coaching happens primarily in conversations. An essential skill required for effective coaching conversations is Powerful Questioning.

25. E5: Questions and VELS http://hench-maths.wikispaces.com Inquiry Learning

26. Engage: Questions for designing Teacher PL How can we develop each teachers’ sense of self-efficacy and purpose? Why are we here and how will we operate? What is an instructional model? What is the purpose of an instructional model? How might it help teaching? What instructional models are we familiar with? What do we use? How might we learn about the E5 model? What do we want to learn about Instructional models and E5 in particular? What other questions might arise? How can we collaborate on our learning journey with shared norms and responsibility? How can we cater for individual needs and interests? How can we record our learning

27. Engage: Questions for teachers in Practice How will I stimulate interest and draw students into in this topic? How will I determine individual student’s current level of understanding? How will I connect the learning with students’ lives? How can I develop each students’ sense of self-efficacy and purpose? How will I support students to personalise their learning goals and to align them with curriculum standards? Have I provided assessment rubrics illustrating increasing levels of proficiency based on curriculum standards? How will I regularly engage with Students on an individual level? How will I help students monitor and evaluate their own and others’ thinking? How will I develop norms of behaviour and shared responsibility with students for reinforcing protocols.

28. Engage: Questions for Students What do I already know about this What do I want/need to learn? Why are we doing this? What are my goals? What things do I have to do? What sub questions and related pathways would I like to follow? Where should I start from? How will I be assessed? What tools and techniques can I use to explore this question/topic? How can I keep track of my own progress and learning? What is expected of me in terms of collaboration?

29. Engage: Link to Vels Thinking Processes: Reasoning, Processing and Inquiry Forming questions Problem solving and Decision making Personal Learning: The Individual learner Open-mindedness, questioning skills, exploring alternatives, effective collaboration Effective use of domain based learning strategies and methodologies Personal Learning: Managing Personal Learning Awareness, use and evaluation of effective learning strategies and habits Positive attitude, motivation, emotional control and initiative Goal setting, action planning,monitoring, evaluation of progress Interpersonal Development: Building Relationships Understanding Peer Influence-Power Imbalances Effective social relations and conflict management

30. Presentation outline 1.Brief overview of rationale for E5 2.E5’s place an the field of policies and models 3.The Structure of the E5 chart 4.E5 capabilities for each domain 5.Proposed EMR and Central PL opportunities 6.Engage: Discussion and feedback 7.Explore: The brown E5 book plus..

31. E5 Instructional model Other models of common language: Effective Schools Model Developmental Learning Framework for School Leaders Principles of Highly Effective Professional Learning Principles of Learning and Teaching

32. EMR Theory Of Action – “If we enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice and to develop a common understanding of what constitutes effective teaching and learning, then student performance will improve.” EMR Theory Of Action – “If we develop a common understanding of what constitutes effective teaching and learning and enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice, then student performance will improve.”

33. EMR Program Friday 24 th July: One day program for Principal class (2 nd day of Yarra Valley/Yarra Ranges Conference) 2010: 2 teachers per school attend 4 one day workshops (one per term) and facilitate whole school professional learning program

34. Teacher Professional Leave 25 days for teachers to investigate, learn, implement E5 But wait there’s more New Round of E5/TPL to be announced at the start of term 3

35. E5 Instructional model Models what teachers do in classrooms Could be used as a framework for: A unit of work A series of lessons Any one lesson