This week our principal sent out an email with some directions for PLT for the rest of the term and the beginning of term 2. As stated previously, we want teachers to give an interim report of their research early in term 3.
The idea of this is to continue the momentum which starts to wane towards the end of term 3.
Besides the moaning from some people, most took it on the chin. I think this is an important way to keep staff accountable.
He also announced that they will need to present this information at their annual review by the principal.
Some people are already coming to me to show what they have done. Sometimes it's hard to be interested but a lot of this stuff is blowing me away. We are so lucky to have such an incredibly creative group of teachers at our school.
Meeting five is coming up this Tuesday but not before TK and I participate in some CELT training. I have lots of ideas here but I want to particularly focus on how to enter a set of lessons that flow and how to add a variety of student work so that other teachers can help with the moderation process.
To the batcave...
Saturday 28 May 2011
Thursday 5 May 2011
The machinary behind the PLT
There were a few instances recently where the support behind making the PLTs work at our school had problems.
Two teachers applied to get money to go on very specialised and once only professional development courses. Both had done the right thing and got their forms in to me on time and I had passed it onto our School's admin for processing.
As this was a new process, one person that was part of the approval chain was not aware of the importance of processing the information quickly. The person involved was new and that combined with the newness of the whole thing meant that they just were not aware of what needed to be done.
As a result, those two people got their forms back too late and appeared to miss out on going to their course. In both instances, the course was not going to be repeated and so there was no chance to go later.
Fortunately, one of the people rang the organisers and pleaded her case - and got in! The other did not.
It was worth reflecting on this because it was reminder that even though all the teachers and leadership are au fait with the process, those in support staff are not and have to be taken through what might be a fairly confusing process.
It is absolutely essential to work your way through the whole concept and to see who needs to know and who needs to be involved in decision making. Support staff are a key decision making group - something that is often forgotten in the hurley-burley of school life.
Two teachers applied to get money to go on very specialised and once only professional development courses. Both had done the right thing and got their forms in to me on time and I had passed it onto our School's admin for processing.
As this was a new process, one person that was part of the approval chain was not aware of the importance of processing the information quickly. The person involved was new and that combined with the newness of the whole thing meant that they just were not aware of what needed to be done.
As a result, those two people got their forms back too late and appeared to miss out on going to their course. In both instances, the course was not going to be repeated and so there was no chance to go later.
Fortunately, one of the people rang the organisers and pleaded her case - and got in! The other did not.
It was worth reflecting on this because it was reminder that even though all the teachers and leadership are au fait with the process, those in support staff are not and have to be taken through what might be a fairly confusing process.
It is absolutely essential to work your way through the whole concept and to see who needs to know and who needs to be involved in decision making. Support staff are a key decision making group - something that is often forgotten in the hurley-burley of school life.
Tuesday 3 May 2011
And Term 2 begins...
Things are happening at our school.
Our school is being geared up to handle the CELT for implementation in 2012.
Presented to the staff on what we should be doing in Term 2.
It went like this:
"Professional Learning plans are in.
Don't forget to apply for $600 funding and up to three release days - but your plans must be finalised.
Focus for Term 2
Short presentation of your research to your team in week 2, Term 3.
Term 3
The great things is that lots of people are excited by what they are studying. Lots of people are not and consider it to be a burden. What we need is a tipping point of people to drag the others into the enthusiastic corner. I would have hoped we have done that already but I am not convinced.
Two ideas were flagged in the last week:
1) What if we want to buy an iPad with our $600. We won't encourage it this year, but will look at it next year with the school subsidising the cost and you get to keep it after 3 years.
2) Unconference. The idea that the final showcase might be an unconference. All people who are willing present their ideas for discussion that they will lead. This is pinned up and then the rest of the staff map out their day based on whatever discussion they want to join.
We have gone so far in a few years.
Our school is being geared up to handle the CELT for implementation in 2012.
Presented to the staff on what we should be doing in Term 2.
It went like this:
"Professional Learning plans are in.
Don't forget to apply for $600 funding and up to three release days - but your plans must be finalised.
Focus for Term 2
- Professional Reading
- Interview/survey/assess students
- Discuss with colleagues
- Visit other teachers/schools/experts
- Join online communities e.g. Diigo, Twitter
- Undergo training e.g. CELT, IWBs
Short presentation of your research to your team in week 2, Term 3.
Term 3
- Analysis of results
- Put into action
- The effects of that action e.g. how has student learning improved (depends on your plan)
- Presentation of methodology and findings to your team
- Final showcase to staff (format to be announced).
The great things is that lots of people are excited by what they are studying. Lots of people are not and consider it to be a burden. What we need is a tipping point of people to drag the others into the enthusiastic corner. I would have hoped we have done that already but I am not convinced.
Two ideas were flagged in the last week:
1) What if we want to buy an iPad with our $600. We won't encourage it this year, but will look at it next year with the school subsidising the cost and you get to keep it after 3 years.
2) Unconference. The idea that the final showcase might be an unconference. All people who are willing present their ideas for discussion that they will lead. This is pinned up and then the rest of the staff map out their day based on whatever discussion they want to join.
We have gone so far in a few years.
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