The importance of evidence

Not just data.
Its been strange in many ways, but the more involved we have got with our Professional Learning Plans, the stronger I feel about the importance of gathering evidence when researching the plan's focus.
I had a conversation with one of our language teachers and she could see that it wasn't just her own development that was important but the development of her students. She highlighted the issues she was having with teaching Year 9s. How disengaged they were and how many she had sent to our focus room during the lessons.
My conversation steered her towards this: why not make resources that help these students become more engaged with the subject. Get them up using the IWB, get them involved. BUT FIRST she had to find out how much they were learning NOW. How engaged were they now. I asked her to conduct an 'exit pass' where they students had to indicate three things they had learned during the lesson before they could go to a break.
One she had done that a few times, she could then focus on the lessons that were not working, and find an alternative (i.e. IWB) approach to the lesson. So, what could happen is that she learns how to use the IWB and her students are more engaged. Nice theory!
Another teacher was quite stung by the question I wrote on his plan. Again,what evidence do you have that this is an issue. So he decided to do an analysis of the students 'visiting' our withdrawal room (the Focus Room). It was pretty comprehensive, and very convincing that there was an issue of disengagement with our boys.
Now, he and his partner need to talk to those boys and find out WHY they are not engage and WHAT they would prefer to do. Then they can decide what action to take.
In both cases, when I talked to the teachers, my 'beliefs' in importance of using evidence to make decisions was strengthened.
I am now challenged to fully role model this belief for my own plan - what is moderation, how does it work now, will an online course management system allow it work even easier, and, very importantly, will students benefit.

An email sent today

"Hi all

Just a reminder that these meetings are on this Wednesday after the staff meeting.

Could I ask that you spend some of the meeting time reworking your plans (if necessary). I would like them back before the end of the term for final approval.

Thanks to those who have already resubmitted.

I would suggest that you revisit the Method in your plan for this week's meeting. Hopefully your ideas have begun to crystalise and you are clearer about what procedures you will use to implement your plan.

I would further suggest that Term 2 should be a time for research, reading, planning, writing surveys, journal writing, and conducting the interviews that were mentioned in a lot of the plans.

I would like all teachers to present a provisional summary of the above research that you have completed by the end of Term 2. The first meeting in Term 3 then should be a short presentation of that provisional research to your team.

Finally, I just want to remind you that it is not up to the leaders of your team to decide on what you will do in the team meeting. They are facilitators and are not there to run professional learning sessions.

Having said that, they are all quite generous with their time and will help people where they can. However, the idea of doing the Professional Learning Plan is so that each teacher can identify what learning / action research they are going to do and how they are going to do it. You should then spend the 12 hours (now 10) of the PL Team meetings and the 15 hours expected of you in the current EA carrying out your PLP as proposed."

No reaction yet...

Very interesting conversation with one of our leaders

Talked to one of our professional learning team leaders today.
She said that at the last meeting, people still expect to be 'taught' by others (ie the leaders) during the Professional Learning Team meetings!
It still hasn't got through to some people! She said she caught some flack about it i.e. 'why do we have to do this extra stuff', 'where are we going to find the time to do this?'.
They just don't realise that they have been given time at the meetings and are expected to find another 15 hours (as part of the EA) to do this professional learning. It is their responsibility to work out what to do not the leaders! Fuck me. Some people are thick.
So I told her that if it happens again, to pass it on to the leadership and we will deal with it.
It's just like teaching students!

All plans were returned to teachers

Sorry, bit of a busy week last week.
We decided to return all plans last week.
A significant minority were approved without comment.
Most were asked to reconsider their plan and make minor changes.
Some were asked to refocus the point of their plans.

Most people seemed to take any criticisms well - only one person questioned the criteria I had used. However, she is changing her plan anyway.
Next meeting is in two weeks time.
Need to look at what the leaders can do for this: maybe revisit the planning section of the PLPs and crystalise what they want to do in Second Term.
Must watch the decline in interest that occurs late in Term 2 and early Term 3.
Maybe have guest presenters at the staff meeting?

Sent out the approvals for the plans

Interesting that most plans just needed slight tweak - either they are trying to do too much or some minor aspect wasn't clear.
Some staff have no idea about professional learning - they don't see the link between what they can change as a teacher and how this can help them in the classroom. It's like they are doing a course. No wonder some seemed quite bemused when they were asked to fill in the plan!
In their minds, they are probably saying, "Just tell me what to do!".
Still following up some tardies. Speaking of professional...

Finished the review of the Plans

Ok, most of the plans. Still the same old excuses with some people.
A couple more observations:

Some teachers don't distinguish between personal development and professional development. For example one teacher wants to improve her understanding of a language; another wants to do a Bible College course, a third wants to learn how to use the Interactive Whiteboard - all worthy end points but something that could be done even if you were not a teacher.
The key is to work out how students will benefit from these end points. It is then a matter of rethinking your focus.
Let me take the IWB example. Such a teacher needs to look at their classes and ask: "What do I do well" and "what is not going so well". (Even better - ask students or get a colleague in). Then, "How could an IWB help strengthen the good aspects and deal with the issues". Student responses (at least) could be measured before and after and then the teacher could reflect on the success of their IWB activity. Here the focus moves from the teacher to the student - where it should be.
The teacher still learns how to use the IWB but it is a means to an end - improved student outcomes. The other two examples are going to be harder but it still could be done.
This is where we are headed but it is taking some teachers a little time to understand this.
Now I have to go and talk to them about it...

Final plans are in

I think I bit off more that I could chew by volunteering to read all of the plans.
I will recommend that the leaders read them first, ok them and then pass them on to the Professional Learning Team for any difficult ones.
Also received the first applications for funding and time off.
Again, need a system to deal with this.
I will put an envelop into my pigeon hole for this, read through, ok it from my point of view and then pass on to the Administrative Coordinator who will pass it on to others.
Then the applicants get a photocopy and I get it back again.
Again, I am astonished about the brilliance of some of the teachers that I work with.
If our school does not change significantly over the next few years, I will be staggered!