Triads and PLTs  <br />
Why?<br />	The biggest resistance to improving high schools is the deep-seated belief that many of our students cannot lea...
How?<br />De-privatised practice<br />Collaboration and challenge<br />Joint planning<br />Peer observation<br />Personali...
Models<br />
What’s the difference?<br />A PLT :<br />Aims to improve student outcomes<br />Aims to develop teacher efficacy<br />Invol...
Connections?<br />School Improvement Team/Leadership Team<br />PLT<br />PLT<br />PLT<br />Triad<br />Triad<br />Triad<br /...
Why a Triad?<br />National, Departmental, Regional Initiatives<br />Focus on teacher development at the “chalk face”<br />...
Your Turn - PMI<br />Sometimes its hard to think outside the square.<br />
How to form a triad.<br />
The Process.<br />
How and What to Observe.<br />Clip 1: Your Observations<br />
How & What to Observe 2.<br />Clip 2<br />How does the teacher set the scene for the work?<br />How clear is the “message”...
Feedback?<br />
Organising the work of the Triad.<br />
It’s a balancing act.<br />
Teacher Self Reflection<br />Planning <br /> <br />Can all students access the material I am using? Have I checked for thi...
When & How<br />Expectation <br />Organise Triad membership ASAP<br />Use teacher reflection sheet to set target for obser...
Will it work?<br />
Change is always a threat when its done to people, but its embraced as an opportunity when its done by people.<br />Rosabe...
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Triads and pl ts

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  • Excellent stuff but comparing this model to teaching squares where there is no feedback to the teacher (only reflection) and the Joyce and Showers(peer coaching) model I wonder if feedback to teacher is an unnecessary and possibly hindering aspect of this model. I use triads a lot both with teachers and learners and think highly of them..
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Triads and pl ts

  1. 1. Triads and PLTs <br />
  2. 2.
  3. 3. Why?<br /> The biggest resistance to improving high schools is the deep-seated belief that many of our students cannot learn much for a range of reasons including social class and language background.”<br />Prof Patrick Griffin 2009<br />
  4. 4. How?<br />De-privatised practice<br />Collaboration and challenge<br />Joint planning<br />Peer observation<br />Personalisation<br />Evidence based practice /goal setting<br />Strategies for differentiation<br />Pedagogical teaching and content knowledge<br />Teaching frameworks/concepts<br />Literacy and numeracy teaching strategies<br />Standards and continuums of learning<br />
  5. 5. Models<br />
  6. 6. What’s the difference?<br />A PLT :<br />Aims to improve student outcomes<br />Aims to develop teacher efficacy<br />Involves a group of people within the school with a focus on school, regional or departmental goals.<br />Is not restricted to colleagues in a specific learning area<br />Is not related to a particular pedagogy, but involves pedagogy<br />Uses “data” to set goals<br />Investigates , trials and evaluates teaching and learning strategies to achieve these goals<br />Makes recommendations for future practice <br />Can have also have a focus on policy<br />A Triad:<br />Aims to improve student outcomes<br />Aims to develop teacher efficacy<br />Involves a group of 3 people with a focus on teaching practice<br />Is not restricted to colleagues in a specific learning area<br />Is not related to a particular pedagogy, but involves pedagogy<br />Uses “data” to set goals<br />Investigates , trials and evaluates teaching and learning strategies to achieve these goals<br />Must involve reciprocal classroom visits by other members of the triad<br />Must involve specific and evidence based feedback to teachers<br />
  7. 7. Connections?<br />School Improvement Team/Leadership Team<br />PLT<br />PLT<br />PLT<br />Triad<br />Triad<br />Triad<br />Triad<br />Triad<br />Triad<br />PROFESSIONAL LEARNING<br />AiZ (Learning Leaders, PLT leaders)<br />Coaches<br />
  8. 8. Why a Triad?<br />National, Departmental, Regional Initiatives<br />Focus on teacher development at the “chalk face”<br />Focus on shared knowledge<br />Focus on shared responsibility<br />Less threatening?<br />
  9. 9. Your Turn - PMI<br />Sometimes its hard to think outside the square.<br />
  10. 10. How to form a triad.<br />
  11. 11. The Process.<br />
  12. 12. How and What to Observe.<br />Clip 1: Your Observations<br />
  13. 13. How & What to Observe 2.<br />Clip 2<br />How does the teacher set the scene for the work?<br />How clear is the “message” of the lesson?<br />What is happening with the students?<br />Is there any questioning by the teacher? If so what?<br />What kind of participation is expected of students?<br />Comment on the timing/pacing of the lesson.<br />
  14. 14. Feedback?<br />
  15. 15. Organising the work of the Triad.<br />
  16. 16. It’s a balancing act.<br />
  17. 17. Teacher Self Reflection<br />Planning <br /> <br />Can all students access the material I am using? Have I checked for this?<br /> <br />Have I planned for the different abilities within the group?<br /> <br />Do my students understand why we are learning this?<br /> <br />Have I checked for what they already know?<br /> <br />The Teaching Process<br /> <br />Have I modelled / explained the “skill” to be learnt<br /> <br />Have I asked students to practise the “skill”?<br /> <br />Have I planned for students to work independently?<br /> <br />Have I planned for students to complete tasks in pairs?<br /> <br />Have I planned for students to complete tasks in small groups?<br /> <br />Have I planned for different learning styles?<br /> <br />Does my planning use a gradual release of responsibility approach? (modelling, sharing, guiding and applying)<br /> <br />After teaching <br /> <br />Have I checked for all students understanding of the work once the task is completed? Can the students articulate what they have learnt?<br /> <br />Do I ensure students review the “skill” at the next lesson?<br /> <br />Is there material up in the room that will help students to work with this “skill” if they forget?<br /> <br />Have I thought of different ways I could approach the material<br /> <br />
  18. 18. When & How<br />Expectation <br />Organise Triad membership ASAP<br />Use teacher reflection sheet to set target for observation.<br />Undertake reciprocal visits by mid November – see QUA or HIR if this is problematic in terms of needing classes covered.<br />Try to have feedback session as close as possible to the visit (but not immediately afterwards)<br />Follow up session with us later on.<br />
  19. 19. Will it work?<br />
  20. 20. Change is always a threat when its done to people, but its embraced as an opportunity when its done by people.<br />Rosabeth Moss Kanter<br />

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