Meeting 1. Professor Patrick Griffin presentation:



REFLECTIONS RESONATING FROM PRESENTATION
  • Notion of leadership training of PLT leaders – role of leader – protocols/ accountability
  • · Involvement - All in or Learning Community
  • · Evidence not inference – what constitutes evidence?
  • · Team meeting model – log, continuum
  • · Clarity & purpose of project
    • Structures, process, model, agenda, methodology, focus
    • Language of challenge
    • Resources, tools, training
  • Based around student outcomes
  • Theory based
  • which tests/ when, ILPs, moderation
  • Triad composition, Meeting procedures, resourced
  • place in schools, geographical location, school size
  • Focus of PLT or Triads - E5 – where can it fit?
  • Buy in
  • Improving quality of teaching
  • Leaders to resource, challenge
· external image C:%5CDOCUME%7E1%5C01706369%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif
DEVELOPMENTAL CONTINUUM
Student work focus – starting from where the student is
Must be theoretically based – Vygotsky

  • Time – when do we get the time to do this?
  • Do we need an effective lesson model?
  • Must have organisational structure & process & fixed agenda that each triad/team work through.
  • Role of the leader – “The ability to influence”
  • Workshop staff in beliefs / vision/
  • Celebrating success – circle of influence
  • Team Leaders to practice on what you see
  • What might be the essential (elements/components) required to support the model. How do we decide?

THOUGHTS & BURNING QUESTIONS
Q1. How long will the project be running for?
  1. Funded for 12 months but long term goals/commitment

Q2. How do the coaches fit into the model after 6 months?
  1. Coaches only part of 1 team, but helping to build in sustainability.

Q3. Who trains the leaders? When?
  1. logistics incorporated in package. Data analysis training, RNLs, T&L coaches, Principals, Regional Accountability Team, Heather Ridge, Anne Smith & Reading Recovery, other consultants.

Q4. What will it look like in 3 years? How will we monitor effectiveness?
  1. Effective data analysis, qualitative and quantitative data.

Q5. What essential elements are required to support the model?
  1. * Based on theory, *Aligned to the School Improvement Strategy,
  • Purpose statement, * Protocols
  • Observation tools/logs * Elements of training for each
  • Instrument selection * Defining elements
  • Feedback process – leaders to Triad
  • PowerPoint to influence Principals – (Judy Petch)

Q6. What timeline/support will there be for leaders?

Q7. What will the project look like in a school?
A. Structure – e.g. 3 meetings. Ideally weekly meetings to begin the work, then on a needs basis?

Q8. How will the Triads be formed? Domain based or Pedagogy based?
- linked with curriculum or linked to Teaching & Learning?
  1. School based decision.

Q9. Should there be both? Curriculum or pedagogy focus?
  1. Evidence may drive this. School based decision.

Q10. Should it be based around literacy/numeracy?

What is the responsibility of the Science teacher with students with this level of literacy?
Determine what style of literacy are the netbooks addressing.
We shouldn’t overlook Thinking Processes - E5 (Inquiry Learning)
Needs to be championed from within the school.

    • Access SWAN handbook from Patrick Griffin **