The aim of leadership
  • To develop a culture of classroom observation that promotes 'challenging' dialogue and teacher reflection
  • To ensure that collaborative and mutual responsibility for student learning is developed and maintained

  • Schools will nominate their own personnel to participate in Professional Learning Team Leader training.
  • A leader (leadership member or coach within the school) would be responsible for a Professional Learning Team.

The work of leadership
  • Support and resource the initiative
  • Lead Professional Learning Teams and monitor their effectiveness.
  • Focus discussion around student outcomes
  • Provide targetted professional development for teachers
  • Ensure the initiative is sustainable

The choice of leader for the professional learning team is a critical decision. The Team Leader's role is to promote the focus on improving teaching and learning. This is achieved primarily through an analysis of assessment data and student observable learned behaviours. The role requires the leader to be the catalyst for their team's development.

Professional Learning Team Leader Role
  • Promote a culture of 'challenge' rather than a culture of 'sharing' using a language in the team based on student activities and observable behaviour rather than teacher activity and inference.
  • Ensure that adequate information is communicated to all at team level.
  • Ensure that collaborative and mutual responsibility for student learning is developed and maintained.
  • Maintain the focus of discussion on the students and their observable development rather than on the teacher.
  • Keep the discussion at the level of evidence and dissuade inferential discussions in the PLT.
  • Attend professional development programs focussing on the data and its link to developmental learning.
  • Report regularly to school principals and leaders on team function and management.
  • Document student learning evidence and related teaching strategies and resources for later evaluation and evidence of links between intervention and learning.
  • Discuss and defend resource use and teaching interventions using student observable behaviour as evidence.
  • Seek to develop the teachers' confidence in using an evidence-based developmental framework.

    • how to observe by using protocols within the classroom to look purely for evidence (not inference) that is linked to an agreed focus.
    • what to observe by gathering evidence about what the teacher and students are doing, saying, making and writing.
    • how to discuss what was observed and provide evidenced based feedback (suspending all judgements) in the post-observation discussion.

    • will monitor the effectiveness of the PLT's and take appropriate action as required
    • ensure the initiative is resourced appropriately
    • support and celebrate success

It is critical that leaders engage in the appropriate training that enables facilitated discussion and maximises the team's effectiveness through focussed debate, interaction and activities around student learning.
In support of leaders, the Region will develop and provide training in the following areas:

    • How to Lead Professional Learning
    • Meeting structures, protocols and strategies to assist the 'culture of challenge' environment.
    • Data Analysis
    • Conducting the Instructional Rounds (See p.88 Instructional Rounds in Education, - City,Elmore,Fiarmaan & Teital) including appropriate protocols for peer observation.
    • The use of tools for reflection and in gathering evidence.
    • It is expected that Regional Network Leaders will actively provide support to the school