NESA Bangkok Mar 30, 2019

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Teachers’ collaboration can be extended with skillful facilitation:

Teachers’ collaboration can be extended with skillful facilitation Steve Barkley March 2019

Teachers’ collaboration can be extended with skillful facilitation :

Teachers’ collaboration can be extended with skillful facilitation These sessions will provide a questioning process that can guide teachers in PLCs, grade level and department collaborations to generate reflection and innovation focused on increased student success. Examine the difference between professional working communities and professional learning communities This Photo by Unknown Author is licensed under CC BY-ND

School Change:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Slide4:

Staff Relationships Are there changes that need to occur in the way that staff members work with each other (staff relationships) to support the changes in teacher behavior.

Slide5:

Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

Ways for Teachers to Collaborate:

Ways for Teachers to Collaborate

Big Idea A Focus on Results:

Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. ( DuFour )

Planning for Every Student’s Progress:

Planning for Every Student’s Progress How are you using pre- assessment to set goals that drive teaching and learning plans? What evidence is being gathered to confirm or challenge teaching and learning decisions?

Big Idea Ensuring That Students Learn :

Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift – from a focus on teaching to a focus on learning – has profound implications for schools. ( DuFour )

Slide10:

Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

Slide11:

Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

Slide12:

Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards PLC

Big Idea A Culture of Collaboration:

Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. ( DuFour )

Slide14:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

How are these used in your role?:

How are these used in your role? Presenting Training Facilitating

Presenting:

Presenting P P P P P

Training:

Training Consider Experiment Practice T P P

Facilitating:

Facilitating F Leads to Action

How are these used in your role?:

How are these used in your role? Presenting Training Facilitating

Consultant:

Consultant Knowing When to Play Which Role Presenter Trainer Facilitator

Questions for Learning:

Questions for Learning G Perceptions Generalizations Induction

Questions for Learning:

Questions for Learning G Perceptions Generalizations Perception Perceptions Perceptions Analysis

Questions for Learning:

Questions for Learning Perception Perception Same/Different

Questions for Learning:

Questions for Learning Friends A B

Questions for Learning:

Questions for Learning G G Generalization Generalizations Induction Insight G G

Questions for Learning:

Questions for Learning Appraisal / Evaluation (Same/Different)

Questions for Learning:

Questions for Learning 3 2 1 Summary Process 1. Gather Perceptions G G 2. Analysis ( Mindmap ) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Learning:

Questions for Learning Evaluation Do you believe a difference is possible? (Why/Why not?)

Questions for Learning:

Questions for Learning The Creative Process Collection Incubation Illumination Verification

Questions for Learning:

Questions for Learning Prediction +

Questions for a PLC meeting:

Questions for a PLC meeting Middle level teachers are concerned that students are completing tasks with compliance rather than engagement. They are concerned that the rise in complexity of standards will not be achieved without greater investment of effort from the students.

Slide34:

Possible Questions What do you see and hear that causes you to label a student as compliant? (perception/analysis) What do you see and hear that is different when the student is engaged? (perception/same/different) Think of a time that several of your students came closest to that picture of engagement, what was the learning task like? (analysis) What generalizations can you make about students getting deeper engaged? (induction) What do you infer about learning tasks and student engagement? (insight)

Slide35:

What do you think are two or three most important things to consider when planning a unit with a desire for higher engagement? (appraisal) How much responsibility do you take as a teacher for gaining student engagement ? Why? (evaluation) What ideas do you have for our best approach to proceed in experimenting with learning tasks to gain deeper engagement. (ideas) What would be the first thing you’d be looking for from students that would signal you are on the right track? (perception?)

Facilitation:

F acilitation Initially the facilitation may need to be a non-team member. A team member can serve as facilitator (may need training and coaching) Members can rotate facilitator role Small highly effective PLCs may manage without assigned facilitator role

Facilitation:

F acilitation An Agenda is key to short meetings that are effective in getting to action……. Meetings end with setting Agenda for next meeting Most meetings end with homework (tasks) to be done for next meeting PLC M inutes track our progress and keep us focused.

Data and Peer Coaching:

Data and Peer Coaching Peer Coaching Observations might be part of exploring. “What is happening now?” Peer Coaching can be part of Noticing changes in teacher and student behavior as action is implemented. “What feedback are students receiving from teachers ?...from classmates?

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