EDUCARNIVAL 2014- Presentation on creating a culture for learning by angela perrotto
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The presentation by ANGELA PERROTTO at EDU-CARNIVAL 2014 - the 6th International conference for school leaders, IIT DELHI.
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EDUCARNIVAL 2014- Presentation on creating a culture for learning by angela perrotto
- 1. Angela Perrotto, Chair Educational Leadership Department State University of New York at Oswego Danielle Dehm, Principal/Adjunct Professor Victor Primary School Educational Leadership Department State University of New York at Oswego
- 2. “Creating and Supporting a Culture for Learning“ What does a leader support and/or initiate in order to foster a culture for learning among all staff? What are professional learning communities and how do they operate? What are ways to promote teacher leadership from within the organization? How does a leader model differentiation with staff in order to have challenging, but respectful teacher growth goals?
- 3. Professional Learning Communities Big Ideas: 1. They guarantee that students AND staff WILL learn! 2. They create a collaborative culture 3. They focus on goal oriented, data-based goals
- 4. Definition: A process by which educators, using data, work together to improve results. Assumptions: Every educator could be in a different place in their learning and/or experience with any particular topic/ practice. The key to improved student learning is continuous job-embedded learning for teachers. An identified starting point is that which will have the greatest impact across the “system” (school, district, department, grade).
- 5. Continuum of Staff Learning Simple Complex $ O $$$$$$ 1 teacher All staff together Little time Multiple days Outside of workday Within workday Internal leadership/facilitator Consultant Observing a video Grand rounds Leader directed Self directed Giving information Learning with and from each other
- 6. Examples of “simple” opportunities for professional development which can incorporate elements of teacher leadership: • Article review with guided questions • Staff meetings with specific focus and goals • Targeted book review on identified topic • Learning with and from each other during targeted meetings • Peer observations • Grand Rounds • Coaching • Mentoring • Supervision process
- 7. Where We Started in July… at Victor Primary School • Identified, Sorted, Chose Priorities • Initial Steps were created • Agreement around the importance of committing to ‘learning for all’
- 21. Where We Are Going From Here… • One step at a time – we are in this together! • Defined Target Area = MATH FLUENCY • Working through the cycle – meeting each week as a team
- 22. “Creating and Supporting a Culture for Learning“ A leader supports and/or initiates a culture for learning among all staff by creating an environment for continuous improvement by looking at data with staff, identifying strengths and areas for growth, creating and articulating a process, finding the time, modeling, collaborating, and fostering leadership within.
- 23. “Creating and Supporting a Culture for Learning“ Professional learning communities are an example of creating and supporting a culture for learning which is noted in the Victor Primary example.
- 24. “Creating and Supporting a Culture for Learning“ Promote teacher leadership from within the organization by allowing teachers to facilitate book talks, article reviews, and leading plc discussions. Positions such as coaches, mentors and grade level/department chairs can be added to your school to enhance the role of teacher leaders.
- 25. “Creating and Supporting a Culture for Learning“ A leader models differentiation with staff by understanding that every teacher has a different starting point with their experience, understanding and learning needs on any given topic. The end goal is identified for all to strive towards regardless of their starting point. In this manner, both leader and teacher, are aware of the plan and the process to support both student and teacher growth.
- 26. Questions ?
Editor's Notes
- We are asking everyone to commit to learning for all!
- There are 4 large group PLCs: Grade 2, Grade 3, Multi-age and Remedial Reading Within grade 2 and grade 3 there are 3 smaller PLCs….some which include special education teachers and grade 2 also includes related service and special area colleagues; these smaller PLC groups are denoted by like color on this graphic Grade 2, m/a, special area teachers, related service providers meet on Tuesdays in Aud; Special Area and Related Services provides will need to keep Tuesdays sacred because as they will later see, there will be times that they are part of the larger grade 2 PLC and times that they will work on their own to incorporate ways they can support the work grade 2 committed to. Grade 3 meet on Thursdays in Aud There are
- Possible ARTICLE REVIEW STANDARD REVIEW/Data Review/Curriculum Review Purpose: so that everyone is on the same page, grounded in the same information This is not new from past conversations we have had around math/ela UNIT “READ” by small teams by day, then Round Robin– share understood learning of Day 1, 2, 3, etc. with small group Small then large group
- LARGE GROUP identifies priorities (what everyone agrees is essential) and common vocabulary within unit, clarifies any questions about the unit in the whole group, reviews pacing guide, Commits to teaching priorities within the unit
- Related Service Providers and Special Area Teachers will join second grade for the first two steps of each cycle, then branch off and see how they can apply the priorities of each unit into their own work with students.
- Review Unit Assessment to determine whether it matches the priorities… If “yes” fine… If “no” then fix and can break out the work – SMALL GROUPS CAN DO THIS How will we know when they have learned it? (set proficiency) How will we respond when they don’t learn? How will we respond when they already know it?
- SMALL GROUP - Assessment Data Review (about the teacher) Everyone will have different strengths – the focus is on learning from each other NON-EVALUATIVE
- Share your assessment with your colleagues: Where are areas of agreement? Where are areas of disagreement? Where can you celebrate the greatest progress? What areas are you finding problematic?
- Everyone is part of a team Grade 2 Grade 3 Multiage K/1 Multiage 2/3 AIS Related Service Providers and Special Area Teachers join second grade and then break off Special Education Teachers join teams as indicated Grade 3 meets every Thursday morning from 8-9. Everyone else meets every Tuesday morning from 8-9. Grade 2, Related Service, Special Areas,