This document discusses considerations for staff development in secondary schools. It outlines elements of effective teacher leadership, including purpose, community, learning and teaching, courage, sustained action, and positive cultures. It also discusses essential components of lessons, such as essential questions, differentiation, assessment for learning, and gradual release of responsibility. The document provides examples of structures that can support staff development, such as learning teams, and reflects on factors that contribute to meaningful professional learning experiences for teachers.

1. Staff
Development
in
Secondary
Schools
–
some
considera6ons
Lower
Mainland
Secondary
Literacy
Consultants
facilitated
by
Faye
Brownlie
BCELC
Webcast,
Nov.
26/09
(bcelc.ca)
Faye
Brownlie
BCELC
Webcast,
Nov.
12/09
(bcelc.ca)
Linda
Kaser,
Judy
Halbert

2. Three Dimensions - Six Elements!
Personal!
Schoolwide! Authoritative!

3. Elements
of
teacher
leadership
• Purpose
• Community
• Learning
and
teaching
• Courage
• Sustained
ac6on
• Posi6ve
cultures
Crowther,
Ferguson,
Hann
(2009)

4. Essential Lesson Components
• Essen6al
ques6on/learning
inten6on/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• Differen6a6on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility
• AXend
to
your
kids!
Don’t
just
deliver!

5. What
counts?
• Repe66on
over
6me-­‐leave
with
a
plan
and
return
and
discuss
the
plan
• Applica6on
–
in
class
work
• Teams
–
too
expensive
working
1:1
–
and
no
team
support
when
you
leave
• Demo
–
co-­‐teaching
–
observing
&
feedback
–
leaving
with
a
plan
• Reflec6on
–
descrip6ve
feedback
ques6ons
• Simplicity/manageability/op6ons
• Interac6on/movement/conversa6on
• Theory
into
prac6ce

6. What
counts?
• Examine
the
teaching!
• Build
capacity
• Build
a
collabora6ve
culture

7. Don’ts
• Just
assign
• Skip
guided
prac6ce
• Avoid
giving
feedback
• Ask
comprehension
ques6ons
• Assign
closed
vocabulary
tasks
• Forget
about
what
you
believe
counts
in
teaching
–
your
mental
model
• Forget
to
form
a
rela6onship
with
your
students

8. Session
Design
• Link
to
previous
session/key
concepts
• Learning
inten6ons
• Introduce
framework/research
• Provide
specific
examples
from
different
content
areas
• Build
in
plenty
of
6me
for
‘say
something
–
making
connec6ons,
asking
ques6ons,
applying’
• Leave
with
a
plan/next
step

9. Big
Idea:
Student
Outcomes/Learning
Inten6on/Essen6al
Ques6on:
Assessment
Criteria:
Stage
Purpose
Connec6ng
Engage,
ac6vate
prior
knowledge,
predict
content,
focus
on
a
big
idea/purpose
for
learning
Processing
Connect
meaning,
monitor
understanding,
process
ideas
Transforming
and
Personalizing
Process
ideas,
apply
knowledge,
reflect
on
thinking
and
learning

10. Structures

11. Burnaby
District
Reading
Ini6a6ve
• 2004-­‐07
• 3
cohort
groups/year;
1
secondary,
2
elementary
• School
teams:
1
admin,
2-­‐5
teachers
• 4
in-­‐service
sessions/year
• 1/2
day
in-­‐school
follow-­‐up
• ‘refresh’
and
‘booster’
sessions

12. Burnaby
District
Reading
Ini6a6ve
• Research
about
teaching
reading
• Assessment
FOR
learning
-­‐
planning
instruc6on
through
on-­‐going
assessment
• Use
of
Standard
Reading
Assessment
• Modeling
effec6ve
instruc6onal
strategies
• Use
of
Reading
Performance
Standards
• Focus
on
non-­‐fic6on
reading
as
well
as
fic6on

13. Learning
Teams
• Coquitlam
• Surrey
• Burnaby
• NPBS
-­‐facilitated
-­‐guided
by
personal
ques6ons
-­‐improvement
based
on
performance
standards
-­‐collabora6ve
-­‐reflec6ve

14. And
so,
in
your
world…
• What’s
working?
• What
can
be
polished?
What
ideas
can
you
adapt
from
the
stories
you
have
heard
today?
• What’s
next?
What
ac6ons
will
you
take
as
a
result
of
this
6me
of
shared
stories?