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Strategies for Enhancing Professional Learning at The Southport School

This initiative at The Southport School focuses on developing and evaluating professional learning strategies to raise academic standards. With a strong emphasis on eLearning, including the implementation of Moodle and the introduction of mobile devices, the program aims to improve teacher confidence and student interaction. Professional learning sessions, both formal and informal, are designed to foster collaboration and innovation among staff. The approach integrates feedback and educational technology to enhance teaching methods and learning outcomes for students.

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Strategies for Enhancing Professional Learning at The Southport School

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  1. Developing and Evaluating Strategies for Professional Learning Kathryn Barry Jo Inglis Richard Jones The Southport School Funding by AGQTP and by ISQ richard.jones@tss.qld.edu.au

  2. The Southport School (TSS) 100 Years old, Boys, Private, The Gold Coast Strong Sports, leadersip “Raising academic standards*” EI, HoM, Tech *“Why would you lower them?” – Sir Ken Robinson

  3. eLearning Developments 2010 • CMS (Moodle) set up • Moderate/good take up • Mostly posting resources • Two depts using for course management. New position: eLearning Coordinator.

  4. eLearning Developments 2011 • The “Year of eLearning” • Academic courses auto-created from SMS • More departments using more features • Strong focus on “internal marketing” and PL

  5. The year at Prep • Different campus • Classroom based mainly • Looked at skills of teachers and boys via matrix

  6. Prep Teacher Skills Grid/Audit Borrowed from a combination of sources, applied to us: Covers a full range of hardware and software skills.

  7. Attitudes • The audit worked well in raising awareness: I wonder if they know enough, personally I’m terrified.

  8. Result: site audit – Sept 2011 • Next challenge: from repository to interactivity.

  9. Improving student access • Mobile devices • iPads and Netbooks trialled in Y12 • Next year 2 cohorts funded by DER • Y9 – iPads, Y12 - netbooks.

  10. At Prep • 50 laptops (existing) • 25 ipods (2012) • 50 ipads (2012) • No 121 – boys choose devices based on activities.

  11. PL Strategies Proposed • One-on-one sessions in-house • Small group sessions on CMS/LMS/ePortfolios in-house/external • Drop-in sessions or clinics held before school • Formal PL sessions built into the school day using relief teachers • Formal PL sessions on non-student days • Sending staff to appropriate national and international conferences. • Local online/f2f meetings with ISQ schools • Using media such as eLearning Blog, eLearning News (brochure) and eLearning Podcasts.

  12. Tried so far

  13. Some discussion

  14. Site news is accessed

  15. Elearning News Vol 2

  16. Some podcasting

  17. Evaluation • Data from surveys and audits. • Includes “leadership” and teachers. • Feedback and discussions at staff meetings. • Informal communications have their uses.

  18. Results from Moreton Bay College - also on the ISQ Projects List

  19. Data from our Prep Staff

  20. The required shift Transition  Transformation Creation – higher confidence Interaction – less so

  21. Maintaining focus/interest

  22. A little competition helps Published to the eLearning Blog Created a mini-debate about course views and numbers of students Just gets people talking Moodle 2.1 has a nice configurable reports block

  23. Chris Smith (shambles net) • Spoke to Prep Staff about Web 2.0 • Lot’s of hands-on and ideas • Late notice last Friday of term – well attended • Generated further interest/inspiration

  24. Stephen Heppell Visit • Spoke with curriculum developers • The Librarian • Talked about strategies • Addressed whole staff

  25. What should we do now? • In 2012 Encourage • more interactivity • pedagogical change • varied classroom activities • Year of ePedagogy? • Take more risks – eg “triple the timetable”

  26. And next 2012/2013 • Improvingstudent learningoutcomes with Moodle and other web 2.0 tools • Using the Mahara ePortfolios so that students (and teachers) can have a record of their learning, reflections and achievements to take away.

  27. And how • More interesting and varied types of PL (eg speed dating) • Encouraging teachers to use mobiledevices in the classroom (taking risks) • Asking boys routinely for feedback on classroom practice (eg via a standard Moodle survey)

  28. Specific to Prep • Include eLearning Coordinator in planning scope and sequence including use of ICT’s • Will lead directly to involvement/requests for PL • Hopefully more mobile hardware provision as well – increased access to tech

  29. What the LMS brings • Extended access for teachers and students • Area for debate to take place • Opportunity to proceed “stepwise” • Provides a “focus” for many activities

  30. Devices • Year 9 with iPads • Year 12 with Netbooks • Support via LMS – eg apps matrix on wiki.

  31. What has worked? • Sessions with individuals and small groups over a half-day have transferred skills to staff. • The “rationale” type talk has its place. • The visit by Professor Heppellhas validated our strategy. • Attendance at conferences has given new ideas. • School visits have helped identify and confirm optimal pathways for progress.

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