Student learning is maximised when: 1. academic optimism is in place: there is a common purpose for working together. 2. Collective efficacy exists i.e. teachers believe in the positive effect of their teaching. Participating in decision making increases this self belief. 3. Collaborative culture exists: sharing expertise and responsibility and mutually supporting each other. 4. Deprivatised teaching practice exists: classroom observation of master teachers, mentoring, cross pollination of ideas and practice.
Needs to be taught, practisedand learned (just like any skill)
Triple track agenda: Track 1: strategies for you Track 2: strategies for your team Track 3: strategies for your students in classrooms
What: A game that is used as an opener for these sessions Why: ◦ To learn about colleagues ◦ To build a sense of community ◦ Energiser activity How: Outline details of activity E.g. Just like me
The purpose of this is to learn atechnique to develop your teamto become active participants.
Groups of 4: 1-4 Assign 1 different research finding to each member of group. Individuals read to themselves Join others at other table who have read the same as you.Re-read section and: Clarify understanding Develop working definition of statement Generate connection to local practice at St. Leonards.Return to original table Each “specialist” shares element and answers questions Synthesis moment: Answer question “In what way does this information extend your understanding of the work you are doing at school?’Group exercise Rate the current state of St Leonard’s for each element of a professional community on a scale of 1-10 (1=low, 10=high)
Whatare some examples ofstrategies that stymieprogress during meetings?
“In order to have aconversation with someoneyou must reveal yourself”James Baldwin
1. Conversation = informal talking2. Deliberation = a chance to engage in either dialogueor discussionDialogue: a reflective learning process in which groupmembers seek to understand one another’s viewpointsand deeply held assumptions.Discussion: a process in which group membersgenerate ideas, organise these ideas, analyse theseideas and then come to a decision e.g. NYORMOST MEETINGS ARE STRUCTURED DISCUSSIONS
1.Pausing: gives more people a chance to respond2. Paraphrasing: helps group to hear and understand one another3. Putting inquiry at the centre: open ended questions invites others toinquire into own thinking4. Probing: increases clarity and precision5. Placing ideas on the table: creates opportunities for quieter members tobe heard. Allowance is given to withdraw unsuitable ideas6. Paying attention to self and others: emotional awareness of group7. Presuming positive attentions: generates group positivity
Task: Why are we meeting? Be clear about purpose. Process: what do we have to accomplish to get it to happen? E.g. decision about tasks, division of tasks and time frame to achieve tasks Group development: engagement strategies so team becomes cohesive
E.g. What is the best way toimprove student outcomes? Participants reflect privately Then, in turn, everyone shares and everyone listens
What is one thing you have learnt from this session that you could apply to your practice in your team or as a classroom strategy?
Garmston, R.J. & Wellman, B.M. 2009. Theadaptive school: a sourcebook for developingcollaborative groups. 2nd. Christopher-Gordon:Massachusetts.Teacher Reference 371.395 GAR