Miriam - November 15th 2008

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2. Made with LOVE by Miss Warmouth’s Primary 2 students in Edinburgh, • Scotland!!!! Miriam - November 15th 2008 MIRIAMDOGBreed: German Shepard MixSize: MediumAge: 3 years Sex: FemaleI.D. Number: 54089 “Well, good afternoon!  My silky smooth coat is as soft as a bed sheet!  My eyes twinkle like the North Star!  I am a sweet little lady who loves to go on walks and my, oh, my…you will be pleased with my excellent leash manners!  I love to be patted and I love to be brushed.  My face is full of expression and everyone says I am so, so cute!  I get along well with EVERYBODY. Come meet me today!” 

3. Developing a professional learning community for All-through schools Graham Thomson Website and course information at: www.scssa.ed.ac.uk The engine room for change and sustained school improvement

4. Professional Learning Communities “A Professional Learning Community is defined as a school’s staff members who continuously seek to find answers through inquiry and act on their learning to improve student learning” Astuto (2002) “Professional Learning Communities are places in which teachers pursue clear, shared purposes for student learning, engage in collaborative activities to achieve their purposes, and take collective responsibility for student learning” Liebermann (1999)

5. parallel playBarth • Turn to your shoulder partner. • Come up with some examples of where you might see parallel play in an All-through school?

7. There is a new generation emerging that will change the world as never before. Tapscott, Growing Up Digital

8. ICT Literacy… What should you teach a five-year old so that they will be ICT literate at the age of 20? Chris Yapp

9. Core to the Problem? • The hardware doesn’t yet exist • The software hasn’t been written • Some of the key companies don’t yet exist So, who do you ask? Chris Yapp

10. Gifted as a Team Activity What subject is this? All-through schools need to focus their energies on nurturing multidisciplinary problem solving teams rather than simply supporting talented individuals. “ If we create a GM rice that is enriched with Vitamin C, we could cut scurvy. Can the West impose this technology for their own good?” Graham Thomson Nov 09 Chris Yapp

11. If the world were a village of 100 people... • 57 Asians: 21 Europeans; 8 Africans • 52 female; 48 male • 70 non-white; 30 white • 70 non-Christian; 30 Christian • 89 heterosexual; 11 homosexual • 6 possess 59% of entire world’s wealth, and all 6 from the US • 80 live in substandard housing • 70 unable to read • 50 suffer from malnutrition • 1 near death; 1 near birth • 1 with college education • 1 computer owner The World Village Harter (2000)

12. If your school is made up of 100 staff members…..What percentage would say… There is a lot of collaboration in my subject department or stage There is a shared whole-school vision of where the school is going High levels of trust and respect exist in this school Staff development time is used effectively There is effective communication between teachers and senior managers There is a lot of cross-departmental or stage collaboration in this school

13. Key Stage 3 Strategy Pilot Evaluation • Teacher Survey Results • A% • There is a lot of collaboration in • my subject department 80 • There is a shared whole-school • vision of where the school is 53 • going • High levels of trust and respect • exist in this school 48 • Staff development time is used • effectively 47 • There is effective communication • between teachers and senior 41 • managers • There is a lot of cross-departmental • collaboration in this school 26

14. Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning. Such a school can take charge of change, irrespective of its source, and can thrive in a changing environment.

15. Turn to your shoulder partners Why are some hospital doctors more innovative than others? What happens between people is more important for innovation than what is within individuals

16. Are You Part of a Professional Learning Community? The idea of making classrooms into learning communities for students will remain more rhetoric than real unless schools also become learning communities for teachers Thomas Sergiovanni

17. ProfessionalWork that is grounded in the distinctive knowledge-base of learning and teaching (pedagogy)LearningThe constant desire to know more about how work in schools can be better understood and improvedCommunityGroups of people committed and working together with a common aspiration of achievement for all pupils Developing Professional Learning Communities Developing professional learning communities http://www.edu.dudley.gov.uk/CPD/Documents/cpd_toolkit/CPD%20methods/Developing%20professional%20learning%20communities.pdf

18. Key factors for PLC success 1. members desire and capacity to improve 2. shared vision 3. a relentless focus on pupil learning 4. collective responsibility is taken for pupil learning and success. 5. enquiry-based learning. 6. collaboration 7. shared Leadership for learning 8. clear working structures and conditions new learning opportunities for adults good external links Based on Developing professional learning communities http://www.edu.dudley.gov.uk/CPD/Documents/cpd_toolkit/CPD%20methods/Developing%20professional%20learning%20communities

19. Heart By-pass Death Rate Drops 25% When Surgeons Share Know-How 23 practicing surgeons and their staff observed one another in the operating room and shared their know-how. “We didn’t invent anything new; we got better at doing things we already do”, said one. • 74 patients who were expected to die did not In New England Research conducted at Dartmouth Medical School Lebanon, N.H. March, 1996

20. Chinese Studies plc Early Years plc International Education Masterclassers plc Comenius Partnerships & GLOW plc Africa? ... School Improvement

21. Glow Groups are a great way to: • discuss and debate practice, • share ideas and resources, • or collaborate on projects.

22. TRIOS

23. Learning Rounds observing learning observing learning observing learning observing learning observing learning

24. Learning Rounds • Going beyond normal boundaries; getting close to practice in different contexts • Not passive observers but a dialogue after observations • Emphasis on central importance of Learning and Teaching to school improvement • Focus on observers’ learning • Focus on ‘Next Steps’ • Approach to school improvement that can be duplicated across a system

26. Bloom’s Taxonomy Evaluation: appraise, defend, predict Synthesis: compose, design, develop Analysis: compare, contrast, categorise Application: demonstrate, illustrate, solve Comprehension: describe, explain Knowledge: memorise, name, recognise, recall CREATIVITY 

27. Light-up Shoes and Jelly Fish Story In the majority of classes we observed the questioning used was: • lower order • teacher initiated • and with few pupil initiated questions What will our PLC do now?

28. g.r.o.u.p. brainstorming go for quantity record every single idea outlaw judgement unleash crazy thoughts period of incubation

29. Brainstorm-go for quantity-record every single idea-outlaw judgement-unleash crazy thoughts-period of incubation The Pacific power and light company had a problem with ice forming on the electrical wires after snow storms. The ice had to be removed or over time the weight of the ice may break the electrical lines. The manual process to solve this problem was slow, tedious and dangerous. Come up with a sustainable and cost-effective solution to the problem

30. Pacific Power and Light

31. So what should we teach a 5-year old today? • Communication skills • Numeracy • Creativity • Citizenship • Love of learning • Personal knowledge/knowledge • ? Chris Yapp

32. Your PLC next steps…………. What have you heard today that you might use? If the answer is “nothing”, what will you do instead? What have you started that you will continue? What will your first step be?