1. Pedagogical Leadership Strategies Managing Professional Learning April 27 TH, 2011 DAY 13 By Gioko Anthony 2/23/2016 9:35:38 AM

2. What is your interpretation of the cartoon Illustration

3. "NEVER DOUBT THAT A SMALL GROUP OF THOUGHTFUL, COMMITTED PEOPLE CAN CHANGE THE WORLD, INDEED, IT IS THE ONLY THING THAT EVER HAS!" "NEVER DOUBT THAT A SMALL GROUP OF THOUGHTFUL, COMMITTED PEOPLE CAN CHANGE THE WORLD, INDEED, IT IS THE ONLY THING THAT EVER HAS!" 2/23/2016 9:35:38 AM Margaret Meade

4. Session Learning Opportunities By the end of session CPs should be able to: By the end of session CPs should be able to: Define the term ‘professional learning’ Define the term ‘professional learning’ Identify forms of professional learning activities and determine their suitability for our schools Identify forms of professional learning activities and determine their suitability for our schools Explore possible ways they can provide pedagogical leadership in our schools through effective professional learning programmes Explore possible ways they can provide pedagogical leadership in our schools through effective professional learning programmes 2/23/2016 9:35:38 AM

5. Professional learning? 2/23/2016 9:35:38 AM What is

6. Professional learning The process of acquisition of knowledge, understanding, skills and abilities that enable teachers to improve their practice The process of acquisition of knowledge, understanding, skills and abilities that enable teachers to improve their practice Teachers are in-serviced through various courses e.g. workshops / seminars / short courses to improve their knowledge and teaching skills Teachers are in-serviced through various courses e.g. workshops / seminars / short courses to improve their knowledge and teaching skills PL can be provided within (school-based) or outside the school (off-site) PL can be provided within (school-based) or outside the school (off-site) 2/23/2016 9:35:38 AM

7. Think-Pair-Share What forms of Professional learning are available in your schools? What forms of Professional learning are available in your schools? How beneficial are they to teachers? How beneficial are they to teachers? What are their shortcomings? What are their shortcomings? 2/23/2016 9:35:38 AM

8. Common PL Activities in Schools Seminars/Webinars Seminars/Webinars Workshops Workshops Team teaching Team teaching Buddy/Peer coaching/Mentoring Buddy/Peer coaching/Mentoring Triads Triads Lesson Study Lesson Study 2/23/2016 9:35:38 AM

9. Seminars Verbal presentation of a topic by a speaker on a topic in which they have in-depth knowledge or experience Verbal presentation of a topic by a speaker on a topic in which they have in-depth knowledge or experience Power point presentations may be used Power point presentations may be used Handouts may also be given out to the audience Handouts may also be given out to the audience A topic can be fully explored/developed and large content delivered A topic can be fully explored/developed and large content delivered 2/23/2016 9:35:38 AM

10. Limitation of seminars Audience are passive participants except for questions they may ask at the end of the seminar Audience are passive participants except for questions they may ask at the end of the seminar 2/23/2016 9:35:38 AM

11. Webinars Online presentation of a topic by a speaker on a topic in which they have in-depth knowledge or experience Online presentation of a topic by a speaker on a topic in which they have in-depth knowledge or experience Power point presentations may be used Power point presentations may be used Handouts may also be accessed by the audience Handouts may also be accessed by the audience A topic can be fully explored/developed and large content delivered A topic can be fully explored/developed and large content delivered 2/23/2016 9:35:38 AM

12. Limitation of seminars Audience are passive participants except for questions they may ask at the end of the webinar Audience are passive participants except for questions they may ask at the end of the webinar 2/23/2016 9:35:38 AM

13. Workshop Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Brief presentation is done followed by ‘hands – on activity’ by the teachers Brief presentation is done followed by ‘hands – on activity’ by the teachers Groups present their products or make presentations of their work as a group Groups present their products or make presentations of their work as a group 2/23/2016 9:35:38 AM

14. Advantage Teachers are actively involved and learning is experiential Teachers are actively involved and learning is experiential Products of the workshop can be used as teaching resource in the school Products of the workshop can be used as teaching resource in the schoolDisadvantage Time consuming for detailed planning Time consuming for detailed planning Where items are used they may be expensive Where items are used they may be expensive 2/23/2016 9:35:38 AM Workshop-Xstics

15. TEAM TEACHING Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Brief presentation is done followed by ‘hands – on activity’ by the teachers Brief presentation is done followed by ‘hands – on activity’ by the teachers Groups present their products or make presentations of their work as a group Groups present their products or make presentations of their work as a group 2/23/2016 9:35:38 AM

16. Advantages Teachers are actively involved and learning is experiential Teachers are actively involved and learning is experiential Products of the workshop can be used as teaching resource in the school Products of the workshop can be used as teaching resource in the schoolDisadvantage Time consuming for detailed planning Time consuming for detailed planning Where items are used they may be expensive Where items are used they may be expensive 2/23/2016 9:35:38 AM TEAM TEACHING

17. BUDDY/PEER COACHING Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Involves teachers working in small groups (4- 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategy Brief presentation is done followed by ‘hands – on activity’ by the teachers Brief presentation is done followed by ‘hands – on activity’ by the teachers Groups present their products or make presentations of their work as a group Groups present their products or make presentations of their work as a group 2/23/2016 9:35:38 AM

18. Advantage Advantage Teachers are actively involved and learning is experiential Teachers are actively involved and learning is experiential Products of the workshop can be used as teaching resource in the school Products of the workshop can be used as teaching resource in the schoolDisadvantage Time consuming for detailed planning Time consuming for detailed planning Where items are used they may be expensive Where items are used they may be expensive 2/23/2016 9:35:38 AM BUDDY/PEER COACHING

19. TRIADS Involves teachers working in groups of three. Involves teachers working in groups of three. They are involved in sharing issues in their learning they visit each other classes and learn from each other. They are involved in sharing issues in their learning they visit each other classes and learn from each other. They share good practice and track each others practice. They share good practice and track each others practice. 2/23/2016 9:35:38 AM

20. Advantage Teachers are actively involved and learning is experiential and cordial Teachers are actively involved and learning is experiential and cordial There is elements of safe environments to take risks There is elements of safe environments to take risksDisadvantage Common time might not be available. Common time might not be available. Bonding in the triads. Bonding in the triads. Divergent focus Divergent focus 2/23/2016 9:35:38 AM TRIADS Xsticts

21. LESSON STUDY A teacher looks through their lesson and they evaluate its effectiveness. A teacher looks through their lesson and they evaluate its effectiveness. They review the lesson and try to improve the lesson presentation. They review the lesson and try to improve the lesson presentation. They track the improvement of the lesson. They track the improvement of the lesson. 2/23/2016 9:35:38 AM

22. Advantages Allows the teacher to evaluate their teaching. Allows the teacher to evaluate their teaching. Allow the teacher to improve their lesson. Allow the teacher to improve their lesson. Provides autonomy to the teacher Provides autonomy to the teacherDisadvantage Needs self discipline Needs self discipline Time consuming Time consuming 2/23/2016 9:35:38 AM LESSON STUDY Xstics

23. Why are PD’s INEFFECTIVE Discuss in your Groups-10 minutes Discuss in your Groups-10 minutes Each group to present 3 minutes Each group to present 3 minutes – Value Added – Relevant – Timely – Continuous – Contextual – Progressive 2/23/2016 9:35:38 AM

24. Why are PD’s INEFFECTIVE Presentations Presentations – Value Added -3 minutes – Relevant -3 minutes – Timely -3 minutes – Continuous -3 minutes – Contextual -3 minutes 2/23/2016 9:35:38 AM

25. Causes of Ineffective PL programs One-short session with no follow-up One-short session with no follow-up Irrelevant topics – teacher’ needs not considered Irrelevant topics – teacher’ needs not considered Infrequent evaluation – lack of feedback Infrequent evaluation – lack of feedback Lack of conceptual basis for planning and implementing the program Lack of conceptual basis for planning and implementing the program Programs arranged on presenter availability not because of demand Programs arranged on presenter availability not because of demand 2/23/2016 9:35:38 AM

26. How? do we make our PL EFFECTIVE 2/23/2016 9:35:38 AM

27. Principles of effective PL Programs A clear focus on learners and learning A clear focus on learners and learning Emphasis on individual and organizational change Emphasis on individual and organizational change Small changes guided by a grand vision – ’think big but start small’ Small changes guided by a grand vision – ’think big but start small’ Ongoing PL embedded in school culture and structure Ongoing PL embedded in school culture and structure 2/23/2016 9:35:38 AM

28. SOME KEY ASPECTS TO CONSIDER Selection Who? Goes Where? Selection Who? Goes Where? Tracking PD Tracking PD ROI ROI Participation in workshop Participation in workshop Link it to Appraisal Link it to Appraisal 2/23/2016 9:35:38 AM

29. Important Monitoring, evaluation and follow-up are important in all teacher learning activities Monitoring, evaluation and follow-up are important in all teacher learning activities Evaluation is both short term and long term Evaluation is both short term and long term Impact of the activity should be on classroom teachers’ practice and on student learning Impact of the activity should be on classroom teachers’ practice and on student learning There should be classroom observation by Headteachers to see implementation There should be classroom observation by Headteachers to see implementation 2/23/2016 9:35:38 AM

30. In a NUT-SHELL Professional support to teachers via PD is critical in schools Professional support to teachers via PD is critical in schools Literature on school improvement emphasizes PL as the most significant support Headteacher's give teachers (Barth, 1990, Fullan 1992, Hopkin, 2003) Literature on school improvement emphasizes PL as the most significant support Headteacher's give teachers (Barth, 1990, Fullan 1992, Hopkin, 2003) Remember it is one of the strategies to motivate and manage Human Resource Remember it is one of the strategies to motivate and manage Human Resource 2/23/2016 9:35:38 AM

31. Session Objective By the end of session CPs should be able to: By the end of session CPs should be able to: Define the term ‘professional learning’ Define the term ‘professional learning’ Identify forms of professional learning activities and determine their suitability for their schools Identify forms of professional learning activities and determine their suitability for their schools Explore possible ways they can provide pedagogical leadership in their schools through effective professional learning programmes Explore possible ways they can provide pedagogical leadership in their schools through effective professional learning programmes 2/23/2016 9:35:38 AM

32. Thank you May the professional learning sessions be effective in our schools 2/23/2016 9:35:38 AM