2. Student learning is maximised when:
1. academic optimism is in place: there is a common
purpose for working together.
2. Collective efficacy exists i.e. teachers believe in the
positive effect of their teaching. Participating in decision
making increases this self belief.
3. Collaborative culture exists: sharing expertise and
responsibility and mutually supporting each other.
4. Deprivatised teaching practice exists: classroom
observation of master teachers, mentoring, cross
pollination of ideas and practice.
3. Needs to be taught, practised
and learned (just like any skill)
4. Triple track agenda:
Track 1: strategies for you
Track 2: strategies for your team
Track 3: strategies for your students in
classrooms
5. What: A game that is used as an opener for these
sessions
Why:
◦ To learn about colleagues
◦ To build a sense of community
◦ Energiser activity
How: Outline details of activity
E.g. Just like me
6. The purpose of this is to learn a
technique to develop your team
to become active participants.
7. Groups of 4: 1-4
Assign 1 different research finding to each member of group.
Individuals read to themselves
Join others at other table who have read the same as you.
Re-read section and:
Clarify understanding
Develop working definition of statement
Generate connection to local practice at St. Leonards.
Return to original table
Each “specialist” shares element and answers questions
Synthesis moment: Answer question “In what way does this
information extend your understanding of the work you are
doing at school?’
Group exercise
Rate the current state of St Leonard’s for each element of a
professional community on a scale of 1-10 (1=low, 10=high)
8. Whatare some examples of
strategies that stymie
progress during meetings?
9. “In order to have a
conversation with someone
you must reveal yourself”
James Baldwin
10. 1. Conversation = informal talking
2. Deliberation = a chance to engage in either dialogue
or discussion
Dialogue: a reflective learning process in which group
members seek to understand one another’s viewpoints
and deeply held assumptions.
Discussion: a process in which group members
generate ideas, organise these ideas, analyse these
ideas and then come to a decision e.g. NYOR
MOST MEETINGS ARE STRUCTURED DISCUSSIONS
11. 1.Pausing: gives more people a chance to respond
2. Paraphrasing: helps group to hear and understand one another
3. Putting inquiry at the centre: open ended questions invites others to
inquire into own thinking
4. Probing: increases clarity and precision
5. Placing ideas on the table: creates opportunities for quieter members to
be heard. Allowance is given to withdraw unsuitable ideas
6. Paying attention to self and others: emotional awareness of group
7. Presuming positive attentions: generates group positivity
12. Task: Why are we meeting? Be clear about
purpose.
Process: what do we have to accomplish to
get it to happen? E.g. decision about
tasks, division of tasks and time frame to
achieve tasks
Group development: engagement strategies
so team becomes cohesive
13. E.g. What is the best way to
improve student outcomes?
Participants reflect privately
Then, in turn, everyone shares and
everyone listens
