Stimulating professional learning and learning conversations

Transcription

1 Stimulating professional learning and learning conversations Professor Louise Stoll London Centre for Leadership in Learning Institute of Education, University of London Concurrent session International Association for Scholastic Excellence Educational Leadership Summit 2014 Singapore, 17 April 2013

2 Great professional development (PD) that leads to consistently great pedagogy: nine strong claims from research Stoll, Harris and Handscomb (2012) for National College for School Leadership

3 1. Effective professional development starts with the end in mind What has been the impact of our changed actions? What knowledge and skills do our students need? Teacher inquiry and knowledgebuilding cycle to promote valued student outcomes Engage students in new learning experiences What knowledge and skills do we as teachers need? Deepen professional knowledge and refine skills Timperley (2011)

4 2. Effective professional development challenges thinking as a fundamental part of changing practice The result of professional learning isn t only visible in changes in practice but also in one s thinking about the how and why of that practice. Kelchtermans (2004) Digging deep and understanding why one practice is better than another Challenging and interrupting assumptions Timperley (2011) Intentional interruption Katz and Dack (2012) Stimulating meta-learning Watkins et al (2000)

5 How does professional learning in your school/schools/networks challenge teachers assumptions? How do you know?

6 What do we know about great PD that leads to great pedagogy? Nine strong claims: 3. Effective professional development is based on assessment of individual and school needs 4. Effective professional development involves connecting work-based learning and external stimulation 5. Effective professional learning opportunities are varied, rich and sustainable

7 What do we already know about great PD that leads to great pedagogy? Nine strong claims: 6. Effective PD uses action research and enquiry as key tools 7. Effective professional development is strongly enhanced through collaborative learning and joint practice development 8. Effective professional development is enhanced by creating professional learning communities within and between schools

8 Who? inclusive, trusting, mutually supportive groups of people within and between schools reflective, challenging and growth-oriented What? deprivatise practice investigate, collaborative inquiry, learning more about and deepen practice How? Professional learning communities by creating new knowledge and developing their capacity, including teacher effectiveness through their collective responsibility, learning on behalf of others Why? to enhance all students learning PLC is not an end in itself it is a means to the ultimate purpose Based on Stoll (2011)

9 Work settings are language communities... All leaders are leading language communities. Though every person, in every setting, has some opportunity to influence the nature of the language, leaders have exponentially greater access and opportunity to shape, alter or ratify the existing language rules. Kegan and Lahey (2001) How the Way We Talk Can Change the Way We Work

10 Depth (level) of talk in social networks of maths teachers Low [Shallow] How to coordinate text, standards, assessment, pacing guides; how to organise the classroom; sharing materials or activities; general discussion of how a lesson went or whether students were getting it Medium How lesson went, including why; detailed planning, including discussing why; specific = detailed discussion of whether students were learning (but not how they learn); discussing teaching strategies in the context of observations; doing maths problems with discussion High [Deep] Talk related to one or more of the following pedagogical principles underlying teaching and learning approaches; how students learn, or the nature of students mathematical thinking; mathematical principles or concepts Coburn and Russell (2008) How deep is talk between teachers in your school/networks/schools/a school you know?

11 Learning conversations... how educators make meaning together and jointly come up with new insights and knowledge. These conversations lead to intentional change to enhance practice and pupil learning. Stoll (2012)

12 Purpose and process Focus evidence or ideas Experience + external knowledge/theory Protocols and tools Facilitation

13 Protocols, tools, processes and facilitation What We Know Knowledge of those involved. People s experience New Knowledge Knowledge created together through learning conversations What Is Known Knowledge from theory, research, data and great practice elsewhere Protocols, tools, processes and facilitation Adapted from NCSL (2006)

14 Deep features of protocol pedagogy Pressing for participation Forcing different kinds of participation Making and reading texts Fostering trust McDonald et al (2012)

15 Sequence of phases in protocol to look at pupils work Protocol phase 1. Introduction (2 mins) 2. Describing the student work (10 mins) 3. Interpreting the student work (10 mins) 4. Implications for classroom practice (10 mins) Guidance to participants Remind norms no fault, collaboration, consensus. Teacher providing work gives brief statement without qualitative comment Gather as much information as possible. Describe what see, no judgements or interpretations Try to make sense of what student doing, thinking and why. Multiple interpretations evaluated against quality of evidence Based on observations and interpretations, discuss implications for teaching and assessment in the classroom 5. Reflect on the process (10 mins) (Described as double exposure Allen, 1998) Reflect on how process worked. Share insights Little and Curry (2008)

16 Ealing Professional Learning Community reviewer feedback form What do you see, hear, think is going on for students? Area and focus of enquiry: So what conditions for learning or adult behaviours facilitate what is going on? Summary comment for end of day feedback what key strengths could the school build on to further develop learning?

17 What examples exist in your own school/networks/organisations of drawing on external research, and using protocols for learning conversations? What is your evidence for categorising them as learning conversations?

18 Engagement Inquiry-mindedness Respectful challenge Risk taking

19 Go beyond the Land of Nice In education s Land of Nice, being nice to each other is equated with not challenging each other. City et al (2010)

20 What risk(s) did you take in this conversation? Bearing all and sharing all Trust unknown people Challenging questions Report enables questioning Risk of silence Risk of talking openly about one s school Sharing weaknesses with other schools New style of working Members of Ealing PLC (2010)

21 Reflection that challenges thinking What makes you reflect most on your practice when you are having conversations with colleagues?

22 Intentional action change in practice Knowledge creation Reflection that challenges thinking

23 Tracking transfer: from ideas to intentional action and changed practice Change in practice Observation of... Freeing time for... Professional development session on... Personal commitment to... Feedback to... Further reading on... Conversation that challenges and inspires new thinking Coaching with... Adapted from Ealing PLC

24 Intentional action/change Knowledge creation Reflection that challenges thinking Purpose and process Learning conversations Engagement Stoll (2010)

25 Supporting conditions Culture of trust and enquiry Time and space Learning conversations Diversity Development of dialogic skills

26 What (further) conditions and opportunities that you can create might improve learning conversations in and between your schools?

27 It [the PLC and learning review process] gets teachers to reflect really. The more reflective somebody is, you ve built capacity for them to go away and improve their own practice... The learning community has contributed massively to that in school it means that all the other stuff we do will have much more impact. It s got people talking about teaching and learning. Headteacher, Ealing PLC