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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 2 - defining a clear & compelling purpose resonated the most with me. I think because we often don't do that very well -  caught up in our expertise and understanding -  but how well do we translate that to others? assume we do ...
so do we give Pause time? how often  - how much
an environment which support questions - critical -  but well is that done?
PL puts you in the place of the student - ...

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page 51 "a succinct explanation of the organisation's purpose and direction" and 'making the complex simple in ways that give direction to those "

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How are you using or intend to use the learning with teams? 

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How are you using or intend to use the learning with teams? 

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thinking about this ...don't forget others have not been on the same journey as you
allow processing time
re-visit to check in on understanding
don't assume

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 5 Establishing a Focus on Learning. Since the day I walked into the school this has been what I have hoped to see and hear everyday. Our motto: "Student achievement becomes the school narrative," sits well in this chapter. Students should have access to the same learning outcomes regardless of the teacher. It doesn't have to be same place, same instruction strategy or same materials.

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Teachers will be called upon to work collaboratively with colleagues to clarify the question, "What is it we want our students to learn?" This process within LAs should include the six steps on p114.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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I try to model this in meetings, to always clarify the purpose and what it is that we are trying to achieve. As an instructional coach, I am hoping to deliver PL in Term 4 that supports this "tight" approach to learning.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Ch6 - Creating Team-Developed Common Formative Assessments.  This chapter challenged and reshaped my view of what constitutes a common assessment. Previously I thought it was just students doing the same assessment task, and hadn't considered other factors like timing of the task, assessment conditions, commonality of instruction etc. I think having all teachers be on the same page in terms of setting the same test/assignment/learning task etc, is easy, but having truly common assessments is less straight forward. This is something I would like to see us doing so that we can then use the results from truly common formative assessments to better monitor student learning progress and plan interventions', but we still have work to do to get to this point.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 3 - Building the Collaborative Culture of a PLC. This chapter resonated with me the most because it's what I truly believe is the keystone to any team working effectively to maximise outcomes. If we want to support our students to achieve the best possible outcome for themselves then we need to have a collaborative culture. Understanding that this is more than everyone getting along OK, that it is deliberate, considered and challenging and embedding this understanding and action in our practice is vital.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 8 – Hiring, Orientating and Retaining New Staff

This resonated with me as I feel the importance of staff is so important. I have worked in different size schools and in different parts of the state, I can see the importance of ensuring staff fitting in with the values of the school and the community.

Sometimes it is important to have vacancies fulfilled, however at what cost?

A staff that works well together, with mutual respect and acceptance for individual strengths and weaknesses/idiosyncrasies goes a long way to having a staff that can work together.

In the chapter, ensuring things were put in place is fine, however more time was needed to ensure the staff understood or could demonstrate the understanding of how to work in a team.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapters 5 & 6 - guaranteed curriculum and common formative assessments.
Because it has always concerned me that PLCs seem to be an add-on, or making teachers do special projects. These chapters reiterated for me that the PLC process is just part of the every day teaching process.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 7 "Responding when some students don't learn" because I am passionate about making sure no student slips between the cracks and ensuring all students have the opportunity to develop foundational life skills (eg. learning to read)

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 9 - Addressing Conflict and Celebrating in a Professional Learning Community resonated with me as I very strongly believe that relationships are the key to successful teams (and classrooms).  In my role, I try look for ways to celebrate success that are sincere, and this chapter gave me some ideas about how to celebrate success, and what to celebrate.

Personally, I find conflict management challenging, so seeing examples  and strategies to manage conflict within teams was both reassuring and somewhat affirming that I'm probably not doing too much damage.

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The chapter which resonated with you & why

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The chapter which resonated with you & why

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Chapter 8 - Hiring, Orienting and Retaining New Staff - this resonated with me as I am a new staff member at eSchool. I have been interested in and previously involved in the induction of new staff. I have often focussed on what information do staff need to do their job and how can they access it at any time without being dependant people who may be or may not be present at the moment when the information is needed. I also came to realise that the induction process needs to involve explicit instruction in how processes work (like PLCs) because we can't assume that everyone is on the same page. It's also important to acknowledge how the new staff member affects the dynamic of the existing staff cohort.

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pg. 194 - "Ongoing supportive communication from the principal" (and senior leaders) are really important

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Be patient. Remember that you are attempting to develop new skills that will require practice. Therefore, "Don't expect perfection; aim for progress"... Be tender with one another.

p 229

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"Some students will enter each school year lacking essential foundational skills that should have been mastered in prior years - skills such as foundational reading, writing, number sense, and English language. These students will require intensive interventions in these areas to succeed....It is disingenuous for any school to claim its purpose is to help all students learn at high levels and then fail to create a system of interventions... After identifying students in need of additional help, the school must also guarantee that each student can actually receive the targeted help matched to each student's needs. (Pages 166, 167 175).

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To ensure all students have an opportunity to master the same essential learning, school and district leaders must do more than deliver curriculum documents to teachers. They must engage every teacher in a collaborative process to study, to clarify, and most importantly to commit to teaching the curriculum.

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The PLC process process empowers educators to make important decisions and encourages their creativity and innovation in the pursuit of improving student and adult learning. p = 13

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p9 "we learn best by doing". I know this is something we are all aware of, but I think it is important to be reminded of this. Not just for our own learning, but for our teaching. To remember our students also learn best by doing and as such allow plenty of 'doing' time in our lessons.

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p 71 Patrick Lencioni (2003) contends that the first and most important step in building a cohesive, high performing team is the establishment of vulnerability based trust. Individuals on effective teams learn to acknowledge mistakes, weaknesses, failures and the need for help. They also learn to recognise and value the strengths of other team members and are willing to learn from one another.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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In alignment with school wide K-10 actions we have been working on establishing and sharing a guaranteed and viable curriculum through the shared scope documents and how this has translated into the parent letters.
We have spent time as a team establishing a shared understanding of what a PLC is, and establishing norms (though as I have learnt more about this during the process I realise we need to do more in this space).
Moving forward I plan for us to start considering  v9 of the Australian curriculum and work on establishing our priorities for the new curriculum, considering the q's on pages 115-116 to help guide the conversations and decision making.  Once the priorities are established we can then shift to establishing learning targets, and what proficiency will look like.  I see this work occurring over the remainder of this year, in preparation for next year.
Next year I would like us to focus on building understanding of and use of common and formative assessments within the team.  I would also like us to put better planned interventions and extensions into place and use the common assessments to support these.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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This links to my PDP looking at communication and feedback with staff and considering the way our teams to build this work in Years 11 and 12

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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Being more aware of others and how each one of us contributes at different times, different rates - but ensuring all contributions are valued. Acknowledging contributions and building on these.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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I think the information in this book is particularly pertinent to the Learning Area team. We have started on the journey, but we still have a long way to go.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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I am intending to use the learning in multiple ways. It will form the foundation to help us put together the building blocks of our  PLC. Working in teams I intend to share and model the learnings so that we ensure all students learn at high levels and our educators work collaboratively and take collective responsibility for this. eg. In my coaching and leadership roles I will focus on working with staff to have a results orientation by gathering evidence of student learning through frequent formative assessments. I will also work with staff of any teams I am part of to reach consensus and conduct inquiry cycles to support student growth. As Primary team leader I intend to facilitate collaborative work that promotes student learning, establishes a guaranteed viable curriculum and sets up systematic interventions for students to develop the foundational skills required to lead a successful life.  Finally I would like to support work that sets students up for success through improvements to induction.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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I will make a conscious decision to embrace positive conflict and manage negative conflict.
I will practice my skills and rehearse difficult conversations, while not fixating on it.
At all times, I will assume positive intent, and use that as the basis for interactions with staff.
I'm also going to the Tough Conversations PL next week, which hopefully will help me to develop strategies and to sit more comfortably with conflict in my various teams.

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How are you using or intend to use the learning with teams?

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How are you using or intend to use the learning with teams?

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I will continue to listen to my team with all the experience that they have while also taking on new perspectives to build a cohesive and inclusive team.