ulearn14 improve your collaborative practice sharing is not enough

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IMPROVE YOUR COLLABORATIVE PRACTICE: SHARING IS NOT ENOUGH Taster Session: Rebbecca Sweeney – CORE Educa8on B: rebbeccasweeney.blogspot.co.nz T: @beccasweeney

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My Taster session from ULearn14

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Page 1: ULearn14 Improve your collaborative practice sharing is not enough

IMPROVE  YOUR  COLLABORATIVE  PRACTICE:  SHARING  IS  NOT  ENOUGH  

Taster  Session:  Rebbecca  Sweeney  –  CORE  Educa8on  

B:  rebbeccasweeney.blogspot.co.nz                                                  T:  @beccasweeney    

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Sharing  is  nice  but  it’s  not  enough  

•  pooling  funding    •  sharing  ideas  for  classroom  practice  or  professional  learning  and  development    

•  teachers  visiting  each  others  schools  to  get  ideas  and  to  be  inspired.  

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Alright  stop!  Collaborate  &  listen...  

Common  signs  that  a  network  of  schools  is  effectively  collaborating  include:    •  commitment  to  a  common,  needs-­‐based  goal  •  use  of  inquiry  and  knowledge-­‐building  cycles  •  the  presence  of  challenge  and  critique  practices  •  a  focus  on  evidence-­‐based  needs,  and  •  the  presence  of  role  clarity  and  relational  trust  among  network  members.  

 

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Are  you  ready  to  critique  your  cluster  ?  

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Getting  on  the  same  page:  self  review  

 I’m  noticing…  Maybe…  I’ve  observed…  We  need…  So,  if...then…  There  seems  to  be…      

 cc  ey:  Mark  Osborne  

 CC  BY  Mark  Osborne  

     

cc  ey  Mark  Osborne  

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Focus  on  a  common,  needs-­‐based  goal  

To  learn  and  improve  

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PracFces  schools  should  and  should  not  use  to  foster  deep  needs  analysis  and  effecFve  goal  seNng  

Do   Don’t  

Provide  opportuni8es  for  teachers  to  plan  and  nego8ate  the  meaning  of  new  knowledge  and  skills.    Have  a  common  needs-­‐based  focus.    Have  a  joint  enterprise  that  is  nego8ated  and  agreed  between  schools,  that  is  defined  by  all  schools,  that  is  a  stated  goal  and  that  enables  mutual  accountability  for  outcomes.    Involve  teachers  in  nego8a8ng  the  meaning  of  new  knowledge  through  using  data  that  indicates  their  progress  towards  desired  goals.    Have  a  shared  understanding  of  what  the  collabora8ve  group  is  doing  and  why.  

Assume  commitment  or  agreement  to  goals  without  checking  for  group  consent.    Rush  into  seMng  goals  without  spending  considerable  8me  analysing  data  and  facilita8ng  dialogue  to  ascertain  the  needs  of  students,  teachers  and  communi8es.    Set  goals  at  leadership  level  without  involving  teachers  and  students  (and  whanau/community)  in  the  process.  

In  the  Do  column...   In  the  Don’t  colum...  

yellow  highlight  =  we  do  this  blue  highlight  =  we  don’t  do  this  

Circle  any  practices  we  see  in  our  cluster/network    

R.  Sweeney,  2014  www.rebbeccasweeney.blogspot.co.nz  

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Inquire  using  evidence  

for  continuous  change  &  improvement  

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Being  a  connected  educator    

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Social  Networking  

                 @beccasweeney  

 [email protected]  

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PracFces  schools  should  and  should  not  use  to  facilitate  change  and  improvement  

Do   Don’t  

Ensure  focused  teacher  learning.    Use  evidence  during  teaching  and  learning.    Focus  on  learning  rather  than  teaching.    Ensure  that  teacher  prac8ce  is  referenced  to  impact  on  students.    Have  a  common  needs-­‐based  focus  in  your  network.    Learn  and  discuss  strong  content  that  is  useful  to  improve  student  outcomes.    Ensure  that  underlying  concepts  and  thinking  in  inquiry  based  prac8ces  are  understood  by  all.  

Assume  that  change  leads  to  improvement  in  student  outcomes  without  checking  for  evidence.    Use  teacher  and  leader  self-­‐assessments  as  the  only  indicator  of  successful  change  in  prac8ce.    Set  goals  without  involving  teachers,  students  and  communi8es.    Set  goals  without  ensuring  a  detailed  analysis  of  needs  using  evidence.  

In  the  Do  column...   In  the  Don’t  colum...  

yellow  highlight  =  we  do  this  blue  highlight  =  we  don’t  do  this  

Circle  any  practices  we  see  in  our  cluster/network    

www.rebbeccasweeney.blogspot.co.nz  

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Steven  Johnson  Where  good  ideas  come  from  –  The  natural  history  of  innovation    

hZp://www.upyourcrea8vegenius.com/  

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Use  practices  that  challenge  

critique  your  work  and  Rigure  out  how  to  improve  

●  Teacher  Talk  -­‐  Annan,  Lai  &  Robinson  (2003)  ●  Asking  the  tough  questions  -­‐  Fullan  &  Hargreaves  (1991)  

●  Learning  Talk  –  Dalton  &  Anderson  ●  External  expertise  –  Timperley,  Wilson,  Barrar  &  Fung  (2007)  

 

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Revisit  purpose  regularly  

don’t  become  stagnant!  

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Ensure  role  clarity  &  build  relational  trust  

to  build  skills  &  knowledge  •  teachers  need  to  know  and  understand  their  roles  in  the  network  and  

beneRits  should  be  clear  -­‐  Head  (2003)  •  reduce  vulnerability  between  network  members  -­‐  Bryk  &  Schneider  

(2002)  •  leaders  fostering  cognitive  conRlict  -­‐  trust  and  challenge  together  -­‐  De  Lima  

(2001)    The  new  knowledge  comes  not  out  of  the  minds  of  individual  group  members,  but  

from  the  relationships  between  them.      

Jane  Gilbert,  2005  

 

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Lencioni,  2002    

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Example  1:  Next  Steps  

-­‐  revise  or  reRine  goals  -­‐  create  contribution  chart(s)  for  accountability  -­‐  clarify  roles  -­‐  develop  cluster  vision,  goals  and  plan  -­‐  deRine  and  locate  effective  practice  -­‐  build  coherence  (data  use  and  analysis,  practice  analysis,  PLD,  leaders-­‐middle  leaders-­‐teachers-­‐students-­‐families-­‐iwi….)  

 

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Example  2:  Next  Steps  •  common  need  and  then  alignment  to  goals  •  roles  and  accountabilities  for  goals  (who  is  part  of  this  network)  

•  pathway,  purpose,  plan  (incl.  PLGs,  teachers,  middle  leaders,  secondary  school)  

•  how  we  deRine  and  locate  effective  practice  •  coherence  (data  use  and  analysis,  practice  analysis,  PLD,  GPILSEO,  frameworks  etc)  

 

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References  

Annan,  B.,  Kuin  Lai,  M.,  and  Robinson,  V.  (2003)  Teacher  talk  to  improve  teaching  prac2ces.  Set  Research  Informa2on  for  Teachers,  1,  31-­‐35  Bryk,  A.S.,  &  Schneider,  B.  (2002).  Trust  in  schools:  A  core  resource  for  improvement.  New  York,  NY:  Russell  Sage  Founda8on.  Fullan,  M.  G.,  and  Hargreaves,  A.  (1991)  What’s  worth  figh2ng  for?  Working  together  for  your  school.  Ontario:  Ontario  Public  School  Teachers’  Federa8on  Dalton,  J.  (2010).  Learning  Talk:  build  understandings.  Joan  Dalton  and  David  Anderson.  De  Lima,  J.  A.  (2001).  ForgeMng  about  friendship:  using  conflict  in  teacher  communi8es  as  a  catalyst  for  school  change.  Journal  of  Educa2onal  Change,  2,  91-­‐122  Head,  G.  (2003).  Effec8ve  Collabora8on:  deep  collabora8on  as  an  essen8al  element  of  the  learning  process.  Journal  of  Educa2onal  Inquiry,  4,  2,  47-­‐61  Lencioni,  P.  (2002).  The  Five  Dysfunc2ons  of  a  Team.  Jossey-­‐Bass  Meluish  Spencer,  K.  (2013).  Online  social  networking  and  the  impact  on  NZ  educators’  professional  prac2ce.  University  of  Waikato.  Sweeney,  R.  (2011).  An  explora2on  of  the  collabora2ve  prac2ces  within  learning  networks  of  New  Zealand  Schools.  Victoria  University  of  Wellington.  Timperley,  H.,  Wilson,  A.,  Barrar,  H.,  and  Fung,  I.  (2007).  Teacher  professional  Learning  and  Development:  Best  Evidence  Synthesis  Itera2on  (BES).  Wellington:  Ministry  of  Educa8on