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  • Reason we need to address this question is that whilst some co-construction meetings are on track, others are not operating as effectively. The purpose of this PD is to unpack the theory and research behind co-construction meetings as an integral part of Te Kotahitanga.
  • Coconstruction

    1. 1. <ul><li>Understanding the Nature and Purpose of Co-construction Meetings </li></ul>
    2. 2. Te Kotahitanga Co-construction groups are examples of Professional Learning Communities +
    3. 3. So what is a Professional Learning Community?
    4. 4. Dr Helen Timperley <ul><li>“ A professional learning community is one in which teachers update their professional knowledge and skills within the context of an organised school-wide system for improving teaching practices. In addition teachers’ efforts, individually and collectively, are focused on the goal of improving student learning and achievement and making the school as a whole become a high-performing organisation.” </li></ul>
    5. 5. Making the distinction <ul><ul><li>Members of a professional community : </li></ul></ul><ul><ul><li>Share ideas </li></ul></ul><ul><ul><li>Share resources </li></ul></ul><ul><ul><li>Work together </li></ul></ul><ul><ul><li>Support one another </li></ul></ul>
    6. 6. Research shows that the impact of professional communities is that the quality of professionals’ lives may be improved but there is little impact on student achievement.
    7. 7. Making the distinction continued <ul><li>Members of a Professional Learning Community : </li></ul><ul><ul><li>Share strategies and ideas </li></ul></ul><ul><ul><li>Share resources </li></ul></ul><ul><ul><li>Work together </li></ul></ul><ul><ul><li>Support one another </li></ul></ul><ul><ul><li>Test the impact of their practice for its effectiveness in raising student achievement </li></ul></ul>
    8. 8. <ul><li>Research shows that when teachers meet regularly to focus on outcomes for students there are associated gains in student achievement. </li></ul>
    9. 9. <ul><li>Contextual factors such as the student’s skill level, the decile ranking of the school etc. are not significant in identifying high-achieving schools. </li></ul>
    10. 10. <ul><li>The factor that makes the most difference is the way schools focus on using student achievement information. Such schools constantly monitor student progress. Teachers then use the information to adjust their classroom teaching to ensure improvement. </li></ul>
    11. 11. <ul><li>The difference is the focus on evidence of outcomes for students </li></ul>
    12. 12. <ul><li>‘ </li></ul><ul><li>“ simply gathering data, however systematically or routinely, will not of itself improve schools. There needs to be a commitment to scrutinise such data, to make sense of it, and to plan and act differently as a result” </li></ul><ul><li>David Hopkins: School Improvement for Real. Routledge. Falmer 2001 </li></ul>
    13. 13. Te Kotahitanga Co-construction Communities Shared vision <ul><li>A clear focus on the goal of raising M āori student achievement via GEPRISP and the ETP </li></ul><ul><li>A belief in the agency of teachers (agentic) and a willingness to challenge deficit theorising in self and others </li></ul><ul><li>A supportive, solutions-focused context </li></ul>
    14. 14. Te Kotahitanga Co-construction Communities Clear focus on student learning <ul><li>Focus on Māori student learning rather than teaching </li></ul><ul><li>Clear criteria and knowledge about what counts as achievement including relevant, benchmarked achievement information - for class, for Year level, National </li></ul><ul><li>Teachers make full use of valid, relevant and quality information that leads to student achievement. </li></ul>
    15. 15. Te Kotahitanga Co-construction Communities Deprivatisation of Practice <ul><li>Teachers reflect, then share and discuss the progress of their students based on achievement information </li></ul><ul><li>Teachers discuss possible teaching strategies to improve student achievement </li></ul>
    16. 16. Te Kotahitanga Co-construction Communities Learning talk <ul><li>Teachers adopt an attitude of inquiry – the focus is on learning to enhance learning </li></ul><ul><li>Analytical, critical and challenging </li></ul><ul><li>Analytical - analyses the impact of teaching practice on student outcomes </li></ul><ul><li>Critical - evaluates the outcomes of the analysis </li></ul><ul><li>Challenging - challenges teachers to try new strategies </li></ul>
    17. 17. Te Kotahitanga Co-construction Communities Collaboration <ul><li>Teachers discuss and react to one another’s teaching and assessment practices </li></ul><ul><li>Teachers demonstrate respect for others’ ideas and opinions </li></ul><ul><li>Teachers allow each other time to understand and challenge </li></ul><ul><li>Teachers develop shared goals and may support one another to achieve them </li></ul>
    18. 18. The Essential Elements <ul><li>Collect and analyse the evidence (Share student and teacher experiences, share student outcomes) </li></ul><ul><li>Describe current practice (including review of previous goals) </li></ul><ul><li>Examine the theory behind it (t heorise on this evidence in terms of practice) </li></ul><ul><li>Explore possible changes in practice ( set new goals) </li></ul><ul><li>Reflect on change ( Test the impact of their practice for its effectiveness in raising M āori student achievement through the collection of evidence) </li></ul>
    19. 19. Helen Timperley states: <ul><li>Traditionally student’s learning difficulties or slow progress have been seen as a problem within the student, not as a reason to think about how the instruction offered, may or may not have benefited that particular student. We appreciate students are different in their rates and processing of learning, but we want to challenge the idea that all differences in achievement are due to differences in students’ abilities or home backgrounds. We suggest that learning to teach the more-difficult-to-teach students happens best within a professional learning community because the issues are usually too complex for one teacher to address alone. </li></ul>
    20. 20. <ul><li>None of us </li></ul><ul><li>is as smart </li></ul><ul><li>as all of us. </li></ul>
    21. 21. from “Shifting the Focus: Achievement information for professional learning”- Dr Helen Timperley <ul><li>“ The main measure of the effectiveness of professional development is the extent to which it results in improved student learning and achievement.” </li></ul>
    22. 22. Remember If you always do what you’ve always done you’ll always get what you’ve always had
    23. 23. Possible further reading <ul><li>Using Evidence in Teaching Practice: Implications for Professional Learning. </li></ul><ul><li>Helen Timperley & Judy Parr (2004) </li></ul><ul><li>Shifting the Focus: Achievement Information for Professional Learning </li></ul><ul><li>Helen Timperley </li></ul>