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Effective Teacher

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  • Ask audience - who has seen the vision before? Maybe need to unpack the principles a little more depending on prior knowledge.
  • Exposing Beliefs - Everyone has a narrative. We all sing from different song sheets Valuing Difference - Building a Learning Community. Make connections with I, We, IT - same as leadership competencies
  • Assessment - traffic light PD on assessment practices LLL student voice exmple - what we believed LLL was all about mismatch with student voice
  • Wordle - compile words

Transcript

  • 1. Integrating new technologies to empower learning and transform leadership RBS Vision Alive and Well? Building Teacher Effectiveness
  • 2. Workshop Outline
    • To Begin - Thinking Big Picture Asking the WHY question - What’s it all about?
    • The RBS Vision Where are we at 4 years on?
    • Outcomes for Students
    • Developing Teaching Effectiveness
  • 3. There are no easy answers to future problems. Art Costa
  • 4. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
  • 5. The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
  • 6. Thinking Big Picture for a moment
  • 7. Imagine the learners world like this I WE IT I – learner sits at the centre We – situated in a community It – has lots of knowledge, understandings and concepts to explore So What – to make a difference SO WHAT
  • 8. What about the Key Competencies I WE IT I – Managing self We – relating to others Participating and contributing It – Using symbols, language and texts Thinking So What – applying key competencies meaningfully SO WHAT
  • 9. Our Vision?
    • I,We, It - Where it fits?
  • 10. “ If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea” Antoine de Saint-Exupery
  • 11. Creating a Shared Purpose
    • Generating a collective direction/shared purpose/vision
    • Ensuring all the voices are heard - Building team
    • Importance of process - Short term wins, Make it stick, weave it into culture (Kotter), being caught in the whirl pool current
  • 12. Being Strategic Big Picture - Where to start?
  • 13. Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Strategic direction Student profile clarity Using images/metaphors Collective AFL Context PL lead teachers Student Empowerment 07 Power of student voice Numeracy PD 06 08 Unpacked Community Split screen thinking Creating a shared language 09 PL school wide focus Audience Specific Cross Curricular Going deep Change influences Change fundamentals Our steps Ahas
  • 14. Al igning Practice with Belief
  • 15. Change Corner stones Vision - Collective direction and purpose Student Profile- What will the student leave the school being able to do as a result of the vision principles Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
  • 16. Student Outcomes
  • 17. Our Powerful Learning Process
    • Shared language
    • Thinking Embedded
    • Kid friendly
    • Not Linear
    • Cross Curricular
    • More than Inquiry
  • 18. Life Long Learning
  • 19.
    • Vertical groupings
    • Values
    • Wave Riders approach
    Developing Community
  • 20.
    • Achievement – high expectations
    • Progressions
    • How am I going? Where am I going? Where to next?
    Learning Foundations
  • 21. Student Profile
  • 22. Teacher Effectiveness Where does it sit in the top 100 - Hattie’s Research
    • Confirms the importance of the teacher
    • The effect size is significant > .4 Teacher Clarity .75 Teacher feedback .73 Teacher student relationships .72 Providing formative evaluation .90 Direct instruction .59
  • 23. Teacher Effectiveness
    • What are your beliefs about effective teaching?
    • What makes a great teacher a great teacher?
    • What do great teachers do?
    • Reflect for a moment on these questions and jot down some key words or ideas.
  • 24. Teaching - What is it?
    • You have 25 words only to define the act of effective teaching
    • Effective Teaching is …
  • 25. Let’s Share Everyone has a narrative that shapes their practice
  • 26. www.wordle.net
  • 27. Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to learn David Hargreaves, 2004
  • 28. The power of student voice How often do we truly demonstrate ourselves as learners to students? What do our kids think?
  • 29. Imagine the teachers world like this … Thinking about what one should cling onto?
  • 30. Teaching Parts I WE IT Developing self Building relationships/ relating to and with students, parents, colleagues Developing strategies, skills, knowledge and understandings to teach effectively Transformational teaching in action SO WHAT
  • 31. I
    • Developing Self ‘I’
    • Building self awareness What are my preferences, strengths, weaknesses, What do I need to work harder at?
    • What do I do that gets up other peoples noses?
    • Finding your value add What makes me tick?, Spins my wheels? What do I lose time doing?
  • 32. I
    • Developing Self ‘I’
    • Being a Role Model Managing your own wellbeing, work/life balance
    • How do you portray yourself to your students - are you a learner?
    • Being congruent in what you say and do.
    • Open to feedback and learning What do people think of me?, Asking yourself Why would I want to be taught by you?
    • How do you actively seek this feedback?
    • Where do I need to self improve?
  • 33.
    • Developing ‘We’
    • Actively builds Relationships Getting to know students you don’t know so well Taking time to build relationship with all stake holders - parents, colleagues, students
    • Developing Emotional intelligence Building an awareness of how others might be feeling.
    • Valuing and seeking out difference
    I WE
  • 34.
    • Developing ‘We’
    • Developing Culture Talk about the hard to talk about stuff Surface ‘How things are done around here’ especially the unspoken rules
    • Surfacing the Norms How do we show respect to one another? “Go to the Source’ “Room to Grow”
    I WE
  • 35.
    • Developing ‘It’
    • Being Strategic Knowing where you are and what next? Prioritising - Knowing what to Embed and Abandon
    • Being aware of Future Trends Being open to future predictions
    • Growing teacher Knowledge/Capability Networking, Reading, PD
    • Develop teaching strategies Asking How do I best teach this?
    I WE IT
  • 36.
    • Developing ‘It’ Cont.
    • Being Disciplined (1 of Howard Gardner’s 5 Minds) Sticking to your Core Business - Lead Learning Being present
    • Being creative Taking risks Being Innovative
  • 37. The Teacher Effectiveness Continuum
  • 38. Growing Teacher Effectiveness - Creating Clarity
  • 39. Power of Progressions
    • ET Continuum is a tool to support reflection
    • Assists in setting rigorous goals
    • Provides a scaffold to give constructive feedback
    • Helps Answer How am I going? Where am I going? Where to next?
  • 40.  
  • 41. Differentiating Professional Learning
    • Mentor - Beginning Teacher Programme
    • Mentor - New Experienced Teachers
    • Coaching - Experienced RBS Teachers
    • Our Performance Management Cycle is focused on developing teacher effectiveness
    • Teachers set personalised Goals based on the ET Continuum
  • 42. Professional Learning Programme
    • BT - Meet with Mentor weekly
    • ET Mentoring Group A Day workshop each term Observed 6 times throughout the year Video observations
    • ET Coaching Group Observe their peer 6 times in the year Time allocated for their own professional learning
  • 43. Systems and Structures to support effective teaching
  • 44. PD Overview
  • 45. Strategic Plan Pg 5/6
  • 46. Performance Management Central Belief s – We are all learners, Performance management is maximising both informal and formal opportunities to improve teacher effectiveness and ultimately raise student outcomes. An Effective Performance appraisal process is owned by the individual, evidence is collected to show growth overtime.
  • 47. Feedback
    • Feedback loops
    • Time for dialogue - ‘Open to learning conversations’
  • 48. Feedback - Use of survey monkey
    • Community Survey pg 3
    • Student Survey pg 4
  • 49. Just in Time Professional Learning
    • Knowledge Net Resources
    • 24/7 access
  • 50. Change Stories
    • Why Change stories?
    • What do they look like?
    • The power of sharing change stories?
    • How do we capture them?
  • 51.  
  • 52.  
  • 53. Sue Smith Change, Change, Change
  • 54. What changes practice - Some Stuff we have tried!
  • 55. Student Led Conferences
  • 56. Student Led Conferences SLCs in Action Teacher Views
  • 57. Using Progressions with Students
    • Helping Learners Answer How am I going? Where am I going? Where to next?
  • 58. Using Progressions with Students
    • Supports the shift in locus of control Teacher to Students
    • Supports teacher Content Knowledge
    • Motivates learners
    • Providing the Stretch for Learners
  • 59. Taking time to have learning conversations
    • S-t-r-e-t-c-h Getting to that I’m stuck place
  • 60. Common Language/Visuals
    • Pamphlets
    • Classroom posters
  • 61. Contact Shirley or Sarah [email_address] [email_address]