Tag Archives: personalised

Time to decide: Personalised PLD

Now the the 2018 school year is underway it is time to put the theory into practice and get the personalised PLD up and running.

Step 1 was to invite staff to present their ideas about what our inquiry streams would be. This took place at our staff retreat prior to the school year starting up. Ideas were presented in a ‘smackdown’ style (those of you who have attended an Educamp will be pretty familiar with this approach). If not, it is all outlined further in the slide show embedded below.

There were guidelines that presenters had to follow and some key reminders for their inquiry stream concept;

  • Your inquiry stream concept needs to relate directly back to the school vision and values.
  • It is an active inquiry, inquiring into an area of need that will result in improved outcomes for our learners.
  • You don’t need to have all the answers! If you share an idea it is not expected that you are the leader/member of the stream.
  • A little hunch could be all that is required for some great professional learning…

Staff embraced the opportunity to share their thoughts on what the professional learning context/s could be with 20 slides created and shared.

The next phase of the process took the next couple of days of the retreat to process and ended at the last session where staff had to make an indiction of which stream they wanted to be part of.  This length of time was crucially important where everyone took the opportunity to consider the themes presented and reflect on which one they would like to be a part of. There were further conversations between the presenters and interested staff as they probed, questions and clarified the idea further and where it may potentially head.

Perhaps the biggest voice over this time were the comments related to;

  • how hard it was going to be to choose between the streams;
  • the similarities between some of the streams and the potential for some of them to be blended into one; e.g. the ones related to agency;
  • that some of the streams would happen anyway as part of the charter/annual plan goals and outcomes e.g. reviewing the reporting to parents approach so didn’t need to be there.

As such when it came to the last session, where everyone had to choose an option the list had gone from 20 to ???.

My observations/reflections so far…

  1. Asking staff a question a simple as “What would you like to learn?” provides such a richness to the potential learning and an extra level of engagement. Effective teachers are always learning and embrace the opportunity for any PLD but I think that when they are in the driver’s seat, the engagement steps up another level. Maybe kind of related to this this…

    Source: Empower: What Happens When Students Own Their Learning
  2. The more I think about it the more pleased I am of how this approach is so in tune with out vision of Empowering Agency, Innovation and Leadership. I really do think it ticks them all.
  3. As I consider the next step, I am wondering how prescribed it needs to be. Do I let the reigns go or do I put in place some guidelines. Firstly I know that whatever the next step looks like, it will be differentiated for different streams, just like a classroom. As i ponder this I refer back to a post by Katie Martin:

    When professional learning is too standardized:

    1. Learning is designed for one size to fit all
    2. Focus on fidelity to programs, not learners
    3. Designed for the “average”, meets the needs of few
    4. Externally designed path and pace
    5. Lack opportunities to for voice and choice of the learners

    When professional learning is too open-ended:

    1. Lack of clear learning goals
    2. Passion runs high for some and others become paralyzed by too many choices
    3. No one is really sure what is expected of them
    4. Many left to figure it out on their own
    5. Little follow through and lack of cohesion on a team or staff
  4.  My professional curiosity is running high. I am so interested to see where this approach goes and how;
    • staff react to/embrace etc the process once it’s underway;
    • the impact on learning
    • how each stream manage their own PLD and use theri resourcing
    • ahhh so much to look forward to!

Thoughts on implications for variability in teacher effectiveness…

hattieThis post is an initial reaction to a recent read of Hattie’s What Works Best in Education: The Politics of Collaborative Expertise and some conversations at my principal PLG.

As I mentioned in an earlier post, would have been great to have this publication in my hands when I was completing the lit review for my final masters paper, never-the-less I have found it a thought provoking read that I am still fully understanding all of the implications and takeaways for my situation.

For me, the main purpose of the piece is to suggest a set of conditions i.e. collaborative expertise, to counter the known variability of teacher effectiveness within schools.

There are many causes of this variance within schools, but I would argue that the most important (and one that we have some influence to reduce) is the variability in the effectiveness of teachers. I don’t mean to suggest that all teachers are bad; I mean that there is a great deal of variability among teachers in the effect that they have on student learning. (Hattie, 2015, p. 1)

I really like the grounding concept discussed which clearly sets out that the effectiveness ‘measure’ of the teacher is progress made by students, not simply students meeting standards of achievement. This is a great reminder and reinforcer especially in the era of line-in-the-sand achievement milestones where learning progress is not always seen, or maybe overshadowed by a tick in the Below or Well Below column.

Other highlights, there are lots and I am not doing them justice here, but here’s a snapshot: importance of moderation, high expectations, the use of smart assessment tools, discussion about assessing more than just the basics but also the how-to aspects of learning, the role of the school leader in creating an evaluative climate, use of student voice to evaluate impact of teaching, that if students are not learning we need to change the way we teach and of course the underlying principle of using the expertise of effective teachers to lift teaching across the educational community.

Anyway, my train of thought went off on a tangent and began exploring what this meant for teacher appraisal, performance management, professional inquiry and professional learning and development, especially after this discussion:

Yes, the essence of many teachers’ sense of professionalism is their autonomy to teach as they wish. But they do not have a right to such autonomy if they are not systematically teaching in a manner where the majority of their students gain at least a year’s progress for a year’s input.

So this got me thinking, that with a variety in teacher effectiveness, that amongst other things, there must also be a variety in the way teachers are appraised and monitored, variety in what professional learning and development they receive, variety of expectations surrounding their professional inquiry, and a variety in the length of the “leash” of professional trust. These thoughts are not new to me, but reading this publications has brought them back to the top.

Of course in my mind this mirrors what we should see happening with our students, that learning is personalised to their needs, they know where their strengths and weaknesses, set goals and critically reflect on their progress, to have a growth mindset, the list goes on..

So what could this look like for me, relatively fresh into the current school I am leading?

Currently, for better or for worse, there is generally a one size fits all approach where teachers have them same expectations and checkpoints, and opportunities for PLD as each other. The is the same minimum expectation for collecting assessments – the key word is consistency. Some of the thinking behind this is that a lot of this has come about to establish some norms and expectations to a new way of thinking and new approaches to building teacher effectiveness. Teacher inquiry is still in its infancy, there is a new assessment regime, and a clear focus on our priority learners. In establishing these the strategy has been a consistent one.

The only real opportunity for teachers to have choice and direct their learning is within the approach to teacher inquiry where there is scope for them to determine the focus and plan the interventions. I guess this happens though within quite a tight structure. However the intent here is to take in a gradual release of responsibility approach i.e. pull in the reins before letting them go, over time, full stem ahead, but only if they demonstrate their participation and understanding (effectiveness?). We have also budgeted for teachers to have a PLO (personal learning opportunity), where they are released to engage in their own choice of PLD such as a school visit/observations, talking to experts, engaging in professional reading…

Some questions though arise the more I think, for example:

  • How will teachers react when some receive more PLD than others, based on their effectiveness as a teacher? (think equity vs. equality debate)
  • How so when some get ‘appraised’ more often than others?
  • When some get the own PLD budget to utilise, while some are ‘required’ to attend certain PLD opportunities?
  • Is my thinking being constrained by my mental image of what PLD looks like? By what appraisal looks like?

I would hope that a purely professional viewpoint would be taken by everyone as they acknowledge that everyone has different needs (and as mentioned above, just like the learners in their class).

Where to next is the closing ponder. It was suggested to me today that the future of PLD is in 1-1 coaching, personalised to each teacher. This conceptually fits with the direction my mind is going in. I am committed to exploring this further, finding schools who have a personalised approach but also ones that haven’t lost sight of the power of collaboration. Thus any future design would still need to incorporate opportunities to come together for dialogue and that collective problem solving and sharing of expertise, all within a personalised approach first and foremost. I find the thoughts quite exciting and the future direction full of possibilities. Who out there has already started the journey – I would love to connect with you…