Templates

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Professional Learning Templates and Resources This document provides templates to assist workplaces and individuals in identifying needs, planning, facilitating and evaluating professional learning. The templates can also be accessed from other pages within the DEET Professional Learning web site, which also contains explanatory information. See http://www.deet.nt.gov.au/education/professional_learning Many of these templates were originally published in Recipes for Learning (2002). www.deet.nt.gov.au Team Action Plan – sustaining PL Name: As a result of this PL what action am I/we going to take personally, at school level and in the classroom? Personal level Who will be involved? When will this be done? School: How is this to be done and what needs to be put in place before the process begins? How will I/we know when I/we have achieved what we plan? Date: School planning example: sustaining PL Whole school level In the classroom www.deet.nt.gov.au Reflection on leadership qualities that enhance professional learning communities – a self evaluation tool (see Leading PL for further information) Read each statement and circle the number that reflects your leadership with each group. 1. Not at all 2. Occasionally 3. Often 4. Almost always Colleagues Parents Students SELF-AWARENESS I feel confident about my abilities 1 2 3 4 1 2 3 4 1 2 3 4 I have a realistic view of my strengths 1 2 3 4 1 2 3 4 1 2 3 4 and abilities I can laugh at my mistakes 1 2 3 4 1 2 3 4 1 2 3 4 In a crisis, I can reflect on and adjust 1 2 3 4 1 2 3 4 1 2 3 4 how I am feeling SELF REGULATION I am trustworthy and act with integrity 1 2 3 4 1 2 3 4 1 2 3 4 I am comfortable with ambiguity 1 2 3 4 1 2 3 4 1 2 3 4 I am open to change 1 2 3 4 1 2 3 4 1 2 3 4 I can manage my moods 1 2 3 4 1 2 3 4 1 2 3 4 MOTIVATION I have a strong drive to achieve 1 2 3 4 1 2 3 4 1 2 3 4 I bounce back quickly from failure 1 2 3 4 1 2 3 4 1 2 3 4 I am committed to my school 1 2 3 4 1 2 3 4 1 2 3 4 I often suggest or start initiatives of my 1 2 3 4 1 2 3 4 1 2 3 4 own EMPATHY I am good at building and retaining 1 2 3 4 1 2 3 4 1 2 3 4 talented people I understand and work well with people 1 2 3 4 1 2 3 4 1 2 3 4 from the other person’s point of view I really try and see things from the others 1 2 3 4 1 2 3 4 1 2 3 4 point of view I can understand and manage politics of 1 2 3 4 1 2 3 4 1 2 3 4 situations SOCIAL SKILLS I am an active and effective change 1 2 3 4 1 2 3 4 1 2 3 4 agent I am a good team member and build 1 2 3 4 1 2 3 4 1 2 3 4 effective relationships with those around me I am skilled at leading and building 1 2 3 4 1 2 3 4 1 2 3 4 teams I am good at dealing with conflict with 1 2 3 4 1 2 3 4 1 2 3 4 and between people From Fullan, M. Leading in a Culture of Change (2001) Yellow Pages Model Yellow Pages for _____________________ school Development area (eg talking books) I can help (names) I am available (eg Weds and Fri lunchtimes) London underground model template London underground model – how it works I have reached this station Station name (skill, process or task) I can help others get there London underground model – an example Bob Alan Sue email Mary Fred Rex Tracy Marg Workshop Checklist One week prior to the workshop In the week prior to your workshop, take time to check these things:             Access to workshop venue; opening and locking procedures; air-conditioning Refreshments for participants – tea, coffee, water, lunch requirements Access to toilet facilities Access to equipment and help in setting up – projectors, computers, software, video, screen etc. Technical support – who to contact on the day Other requirements – easel, flip chart, paper, textas, pens, pencils, whiteboard markers, post-it notes Name tags Directions for participants, parking instructions Photocopying workshop materials – program, hand-outs Posters for display Other resources for participants Evaluation sheet Immediately before the workshop     Direction signs to guide participants Check room set-up – chairs, tables, screens, equipment Set out your materials for easy access during workshop Set up displays Use Guskey’s Five Levels to guide evaluation of PL in your workplace Evaluation area Participant’s reactions - Initial satisfaction with the professional learning activity Participant’s learning - New knowledge and skills and degree of challenge What evidence do we require and how will we collect it? Implementation support Organisation’s advocacy and support Opportunities to trial new knowledge and skills Transfer and use of learning Participants’ application of new learning to workplace Impact of PL on practice Student outcomes Impact of PL on student learning outcomes and well being Individual study schedule Term ____ School week Week 1 Activities Important dates Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Thinking about my learning Use several sentence starters to generate reflective thinking about a professional learning activity Today I learned... The most challenging thing... I want to know more about... The next step in my learning journey is... I will use this new learning by... Some implications for my teaching practice are... Professional learning activity feedback This questionnaire can be adapted to suit a particular activity How well did the activity achieve the stated outcomes? (1 = poor, 5 = excellent) Outcome 1 (write the outcome here) Outcome 2 Outcome 3 Outcome 4 1 1 1 1 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5 What aspects of today’s professional learning did you find the most useful? How will you apply knowledge from this professional learning in your school/classroom? How helpful was this activity in generating ideas relevant to your classroom? What do you see as the next step in your learning journey? What would you have liked to do more of or less of in this activity? Plus Minus Interesting Activity Plus Minus Interesting The Being, Doing, Knowing Model Know Do Be Self evaluation Use this rubric to reflect on how you have used new learning Name: ________________________ Date: ___________________ Facilitator: _____________________ PL activity ___________________ Criteria Points 3 4 Have initiated and lead discussion and exploration 1 Participated in further Not at all discussion or exploration 2 Have sought Have engaged further in casual discussion and conversations exploration with only colleagues ____ Shared learning with colleagues Not at all Engaged in further professional development to build on this learning Implemented some aspect of new learning in teaching practice Not at all Have shared my learning through Have presented Informal modelling, information to sharing only teaching colleagues demonstration or practical activity Have developed a personal action Have read learning Have looked for articles and project/enrolled relevant visited web sites in a resources for further course/formed a information study group or similar Have planned something but not tried it yet New teachingHave trialled learning activities some new have become an teaching-learning integral part of activities my teaching Have talked to my supervisor about professional development in the performance management process ____ ____ Not at all ____ Identified the next step for my own learning No clear direction yet - I Haven't know I want to given it any do something thought but not sure what Have clear goals and know exactly where I am headed ____ Total ____ This rubric was created using an online rubric generator from Teach-nology at http://teach-nology.com/web_tools/rubrics/general/ Aligning Professional Learning DEET Priorities eg Middle Years implementation plan Cluster priorities eg Effective transition into and out of the middle years School priorities eg Develop close relationship with feeder schools Professional Learning Team/s priorities eg Set up PL communities for subject areas consisting of Middle Years and primary teachers and establish regular meeting times for professional dialogue re student learning Individual priorities eg Develop understanding of how best to support students’ information literacy skills in readiness for Middle Years Needs assessment: Student learning goals PL Team priorities (identified using Aligning PL Tool) eg Set up PL communities for subject areas consisting of Middle Years and primary teachers and establish regular meeting times for professional dialogue re student learning Student learning goals eg students competently use technological resources and develop independent study skills as in LT- R2: critically evaluate, scan and select relevant information from electronic sources Actual student performance indicators eg students tend to copy information rather than critically scan for relevance. Students not using appropriate search strategies to locate information Gap or strength? Gap Gap Needs assessment: Teacher Skill/Competencies Student Learning Gaps (identified using Student learning goals Tool) eg students tend to copy information rather than critically scan for relevance. Staff skills/competencies needed eg an understanding of why this happens such as time allowed for assignments; assignment questions not rich enough – not requiring high level thinking Thorough knowledge of search engines, Boolean searches and journal indexes Where are we now? Gap or strength? eg Teachers tend to set assignment questions that they have always used Gap Students not using appropriate search strategies to locate information 50% of teachers not comfortable with Internet searching Gap Planning Individual Professional Learning Identified area of need Identified through Performance Review Process; aligned to school priorities How What model of PL suits my needs? eg hands-on workshops, study modules (face to face or online), peer coaching or mentoring, professional learning communities, action learning project, school/classroom visits When Over what period of time? What actual time eg during release time, request time to visit other classes, stand down workshop, after school meeting with colleague or mentor Who Who can help me at my school? In my cluster? In my professional association? Do I need help from external source? Evaluation How will I evaluate the impact of the PL on my skills and understandings? On the identified priority? On my student outcomes? Evaluation methods could include formal and informal methods: feedback, reports, reflective journals, presentations, demonstrations, peer review, interviews, surveys Adapted from http://www.sofweb.vic.edu.au/ict/docs/Personal_ICT_PL_Plan.doc What do we want? A useful way to plan your school or faculty’s PL journey is to look at it in terms of the changes you want to make. These should be preceded or followed by an in-depth exploration to identify learning needs. A shift from… Eg classroom teachers working in isolation To… Collaborative planning and teaching How will we get there?   Organise teaching teams Allocate planning time Planning Professional Learning – What? Who? How? An example Use this model after completing a needs analysis. This example builds on the examples given in the 3 tools listed in column one (see Identifying PL Needs) A blank template follows on page 20. Targeted area What do we want to achieve (outcomes) What PL (content and process) will help us achieve outcomes?   it?  Consider formal and informal models of PL eg. presentations, hands-on workshops, peer coaching or mentoring, PL communities, action learning, classroom visits, moderation  Avoid taking on too much What do we need to learn? How will we learn Who leads? Who participates? What resources do we have? What do we need? Think about:  people  $$  time  physical resources eg reference texts, computers  Consider ways to access required resources eg grant application, pupil free day, joining with another school How will we evaluate? Use tools to identify targeted areas eg  Aligning Professional Learning Needs assessment – student learning goals Needs assessment – teacher skills  Be specific. Relate to student learning needs. Focus on the most important outcomes  Who has the expertise/skills to lead us? Which staff members will participate in PL?   How will we track our progress? How will we assess participants’ learning? How will we measure immediate and long term impact? Who will be responsible for conducting evaluation and preparing reports?       Example:  development of independent study skills students tend to copy information rather than critically scan for relevance.  Students competently use technological resources and develop independent study skills as in LT- R2. To do this we need to examine how we set research tasks and how students learn research strategies and study skills. Content:   What constitutes a rich question? How do we develop units of work that explicitly teach research strategies and study skills and lead to meaningful culminating tasks?    School PL Team Tchr Librarian All teachers and teaching assistants   Pupil Free Day start term 3 Personnel from Teaching Learning & Standards to facilitate one day workshop Articles to read/discuss Examples of best practice Planning and review time      School PL Team coordinate evaluation Questionnaire/reflecti on tool at end of PPD Teacher learning logs Compare student work samples pre/post Conduct student surveys start 3rd term and again start of 4th term     Process:   Review current practice Whole group workshop to build shared understanding Collaborative planning to develop units Discussion and reflection of student learning outcomes   Planning Professional Learning – What? Who? How? Use this model after completing a needs analysis (see Identifying PL Needs) Targeted area/s What do we want to achieve (outcomes) What PL (content and process) will help us achieve outcomes? Who leads? Who participates? What resources do we have? What do we need? How will we evaluate?