Here’s how to solve the ‘hyper problem’ of interrupted learning

 

Link to article

I think key is the quote "also are manageable for teachers, and ultimately reduce teacher load, not increase it." Because I feel this isn't the case as we are teachers and we want to still get the same results as we always do so we put pressure on oursleves. Even though we have been given the directive that it's ok it still is pressure

Focus on what the learners need to do not what the teachers need to do:

 It is their learning. To achieve this they will need to work, and work in a focussed and effective way. And we know that this learning consists of four things: high quality contact time, social learning, quiet reflection, and self-study. 

Literacy and Maths should be a focus

Testing to see where the gaps are important for swift and effective support that will transfer across the curriculum.

We do too much and we can't fit everything in so what is best???? 

3 R's for Coaching, Learning Relationships

 Possible Reflection:

How do we develop and maintain the level of relational trust which underpins all professional learning opportunities that occur in our school?

Reflect on the ten principles Dr Jan Robertson suggests underpin the coaching approach. In what ways do they make a difference to our school?

Coaching and the Professional Growth Cycle  

Professional reading

Possible Reflection:

How do we develop and maintain the level of relational trust which underpins all professional learning opportunities that occur in our school?

Reflect on the ten principles Dr Jan Robertson suggests underpin the coaching approach. In what ways do they make a difference to our school?

Coaching and the Professional Growth Cycle   

A partnership where each person contributes to creating new knowledge

As a coach approach as a learner not a know it all

The important 3Rs for adult learning to take place are:

1. Reciprocity

2. Relationship

3. Reflection on Reality

Communication and interpersonal skills are essential for working effectively with others

 Trust and continuity is essential to the learning relationship if the

coach is to fully understand the learner and their context to

be able to work with them effectively.

Listening most important skill.  practice. A first activity is to ask educators to listen to their colleague articulate and justify certain elements of their pedagogy and practice: “What do you do and why do you believe it is important? What impact does it have on students’

achievement in your class or school?”

Listening doesn’t often happen

Reflective Questioning

Effective frameworks for asking questions that challenge and enable others to reflect in depth on practice are important.  Good coaches need to know the right type of questions to ask to delve into philosophies, beliefs, values about the leadership of learning

• questions that clarify, 

• questions that explore the reasons and intended outcomes for particular practice, 

• questions that explore the colleague’s educational platform

Self Assessment - Good learning relationships places the control for the learning with the

Learner. Learning partners ask the learner what they plan to focus on, what they feel will be the facilitators and resistors to their achievement, What the outcomes are and what they'd like their learning partner to focus on. The learning and leadership becomes the responsibility of the learner

Goal Setting

Coach as a learning partner can input ideas, expertise and suggestions important however to keep the ownership of the learning in the learner’s control. The learners must alseays self assess both strength and area for self development

Feedback

My research and development has indicated that these ten principles are important underpinnings of an organisational culture built around the 3R’s of reciprocity, relationship and reflection-on-reality.

1. Inquiry Asking questions about problems, seeking for continual improvement such as . “What would happen if we tried ...”

■ b. “What might we do differently?”

■ c. “Does anyone know any research that might

guide us?”

■ d. “Which students are not achieving as well as

others? Why not?”

■ e. “Has anyone tried anything similar to this with

their students?”

■ f. “What is the data/evidence telling us?”

This is how teachers create and share new knowledge

2. Risk-taking and challenge

OPen to new ideas and ways of doing things. They exhibit risk-taking and

Experimentation. to move people beyond self, across boundaries, sometimes

beyond their comfort zones, to enable different perspectives and methodologies to confront existing ways of knowing.

3. Responsibility and Trust

4. Shared Learning 

5. Support - 

6. Building Capacity - in self others and the organisation

7. Quality - high expectations, everyone can learn

8. Innovation and improvement - the teachers who think ‘big picture’ and bring about

the type of sustained change that will have a positive

impact on students’ learning.

9. Critical reflection, thinking, and awareness - time is prioritised for critical reflection

focusing on policies, values, beliefs and principles.

 

10. Belief: In oneself others and in possibilities Self-efficacy and self-confidence is one of the most powerful determiners of one’s ability to learn and to feel that one can make a positive difference in his or her work and life. problem. In partnership schools,

people see the glass half-full and the potential in others to flourish. Students believe they can learn – and the adults they work with believe that they can too!

Sound articulation for learning matters. vowels and consonents

 

Video for Learning matters: An Overview of Structured Literacy

 

TAI Session 2: Mary-Ann Murphy

Sprint model:
Quick win for another longer win
SLIDE FROM WORKSHOP

The Iceberg

if we put change o top of faulty structures it will fall down. So what do we need to consider what do we need.

Pain and Gain:
Pains - Change the Inquiry and get the team's understanding of what the TAI actually is.
TIme for documentation and what is documentation. gathering evidence what does that look like.

Where are the connections and backward mapping to show what we are doing to and how it fits with the TAI.
When are the teachers
As leaders where are you coaching the pains to come to gains?
So what is the data saying? - bring it back to the data as it's concrete.

Team TAI - talk to it as are teachers making the changes and are they aware that they need to lead it not me. I have another inquiry . "I'm interested tell me more"

Where are we rescuing? As sometimes it's easier to do ourselves. Where are we giving time to this? Where are we creating time to have the  conversations?

What are the expectations as far as appraisals go.

Systems structures that are and are not in place. What systems have we got for people top record it.
Put in reflective questins?

Google Data Studio

Google Data Studio

Why am I collecting data and what am I going to do with it? Through CSV or own sheet etc

Can use Google Forms to start creating report

Take back ideas: Interview kids with Google form about the week. Especially about what did they enjoy the most did they get enough time to complete tasks etc

Collaborative TAI

One focus with a shared theme with individual question or a shared question. Do we change this for our team. Is writing too narrow? Move to a collaborative environment.

Co-construct when they meet and when they share back. what will this look like whether its  Timelines of feeding back so have audience and purpose.

So what now what?

Collaborative Coaching Methodologies

 

As a coach our role is to cause thinking.

People have the resources we need to support them to find that. Bring them to clarity

Can only change what you do with the influence you have over others. Preframes may be necessary for them to know that it is a coaching conversation.

Empowering: The answer is within ourselves .

It actually is the time to talk about it and bring it to the forefront.What's the first 3 things you're going to do and when will you have the first one done by.

Need adult learners Calling it Conversations" 

1. One liner can be down in public. That's not how I see it. L:et's move on. This draws attention to a thought process that's not ok

2. Redirection: Done in private. I'm not sure that you're aware that you'r feed in was a bit defensive. Reminder of what the expectation is. 

3. Calling it Conversation: Private one on one: Critical conversation. State the facts in 25 words or less and shut your mouth. Few words stops us saving them. Do this in a conversational tone. Get the data and facts ready.  Wait time a problem? Help me understand,? is there anything I need to know?

Be aware of 'Common enemy friendships' - which is where people can create a friendship on hexing on someone else is not ok.  This will eat away at our culture.

As leaders we need to lead this and not allow this to happen. 

An example of Ata korero a one liner as a collective cukture speak kind

Always remember the following:

What's in the best interest of the students

Story Hui Approach

Another way 

Story Hui

Just remember when you are in coaching mode when to move on or refer on.

TAI through a coaching lens MAM Slide

Teaching as Inquiry: Through a coaching lens Seession 1

Why is this important?

Reflective 

Demonstrate you as a leaner

Agency as adult learners

Participator vs contribute

Need to build relationships

practise may be challenged and some may take it personally so how do we manage this as

How will we know that TAI is working well in your school?

Time 

Valuing authentic evidence

Happy on task students and teachers motivated

As a leader operate at many levels:

Team TAI

Personal TAI - need alignment and line up to strategic plan

Need to value it so where is the time necessary for this

Need systems and processes put in place for this to occur

How we value evidence? What is it and how do we value it? CHOICE 

To keep it fresh could do the following approach

Learning sprint approach  ( Simon Breakspear)

twice a term?  Or TAI a term

Questions are hyper focused. 

Team approach collaborative approach rather than writers This approach can be a fail fast and a fast forward approach.

Lightbulb moment aligned both TAI's with collaborative teaching and 

Team to make up a narrative whether it be a recording of th einquiry cycle

4 pronged approach to coaching: Coachin Mode

Awareness slide 13

Photo of what was shared of not what to do. Awareness is a step forward.

How do I coach? 

What questions are to be asked to help my teachers feel challenged?

AN example problem of practise. Practical exercise

Coach is listening can paraphrase or clarify.

Giving them the space people can come to the answer themselves if you can give them time to talk by above ideas.

Listen well if in the role of paraphrasing. When present with someone in an authentic way a personal way genuine and helps them come up with the solution themselves.

Who do I need to be as a coach in the particular conversation?

Slide 26:

Coaching 

What is the evidence & How can we collate it? When looking at TAI and team Observations.

Take a video of the teacher and give them time to look at the video footage so they make their own decisions.

• Evidence could be student voice: 
• Keep it real and give it deep questions so get what you need depending on hunch? 
• Swivel. Could use student leaders to gather evidence. 
• Student work
• Achievement data
• modelling books/planning
• video from their phone or ipad - tell me what you noticed to what your goal was? 

VIDEO of what is going on in the background - video of practise then video the coaching conversation then could have a video of yourself as a coach to see how you went.

Agreed purpose and 

Used in the past for a good SMART goal.

Resources shared through slide

Coaching template etc

Next steps: Discussed at the PLD

What do we need to lean into as our school TAI?

TIME: 

Alignment with TAIs is a must;

What are the nonnegotiable from Principal and leadership about how we record our evidence

Data analysis.

TAKE AWAY: Let's do this in a way that's authentic an not a tick box