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Building a School Learning Community using Dimensions of Learning

This presentation outlines a school change process
by

Rob McEwan

on 4 October 2012

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Transcript of Building a School Learning Community using Dimensions of Learning

Building a learning community Maintenance Implementation Training Preparation Readiness Probably nothing within a school has more impact on children … than the personal and professional growth of teachers. … When teachers stop growing, so do their students. (Barth, 1980, p. 147) evidence The effectiveness of DoL/learning community was to be judged by changes to classroom learning experiences for stds. What we did RPTIM What are the challenges? SWOT?
Incremental decision making Why the change Results are good
21st century learning surrounds us
What is it.
RGS board ppt Obtain formal approval from the School’s governing board and support from the parent community. Planning Training Maintenance Obtain support and commitment from staff Readiness Implementation Dr Rob McEwan NAPLAN The change forces:
Social
Technological
Cultural School education is currently experiencing a process of rapid and dynamic change of the type only seen once in a generation. Heath 2012 AITSL National Curriculum ACARA Gonski funding report My School website Revised AQF Productivity Commission draft research report into Schools Workforce Laptop programmes iPads National teacher accreditation and registration Flipped classroom Sound familiar? "I've seen this before and it doesn't work" "This is just the latest fad. It will be replaced with something else in a couple of years" "I don't have time to fit this in my course. I don't have time to get through all the content as it is". "It will be thrown out at the next change of government". "I'm already doing this". "I am retiring in five years". One computer for every student The effectiveness of a change process is to be judged by changes to classroom learning experiences for students. Dimensions of Learning Explicit instruction in thinking skills: staff induction Common language from Preparatory to Year 12 (Daily teacher planner, drafting, reports, awards, student diary) Essential questions (no single correct answer, ie web quests) Gallery lessons (Common language, learning community) Other evidence Attention directing Students are taught the steps in making a reasoned decision.
Students practise the procedure.
Prepare a decision making matrix.
Agree in small groups on the criteria for the decision.
Decide on a weighting for each criteria How do students complete this task? To: You are Harry S Truman. You have just become President of the USA and you learn that the USA has developed a new super weapon. Will you drop the bomb? From:
Report on the dropping of the atomic bomb, outlining the impact of this event. It is impossible to use the decision making process correctly without an extensive knowledge about the alternatives and criteria. Research A collective focus on student learning. Probably nothing within school has more impact on children than the personal and professional growth of teachers. When teachers stop growing, so do their students. (Barth, 1980, p. 147) The journey In other words,
the school culture changed Human beings' egos are fragile making change threatening.

When employees are shown data that suggests they need to change, they latch onto whatever data they can find that suggest they are okay and don't need to change" (Robbins et al. 2009: 496)

Results are good

Enrolments are strong If it's not broke, don't fix it Resistance to change can be positive If we treat resistance as a threat we may increase dysfunctional conflict.

Alternative views open discussion (better than apathy or silence)

Creates opportunities to explain the inititaive
Modify the initiative or change process Yes, but ... Establish a supportive climate for change (AGQTP) Develop staff awareness of the possibilities Gather data on DoL (CQU, BGS, HoM, McRel) Create a shared vision (clarity, consistency, ownership, time) Design a strategy for staff training on DoL SWOT Identify resources needed Time Short term - fortnightly, retreat Long term - five year plan Inductive Reasoning
Maths Abstracting
Science

Constructing Support
English Classifying
Music Comparing
Business No single teacher should take on all eight in one semester or school year. If students are to learn and internalise these processes, they must have time to shape and practice them over time. Planning:
School matrix – How it fits together Analysing Perspectives
Sports Science Comparing
Art Analysing Errors
Graphics Deductive Reasoning
Science Effective inservice programs: small groups, experiential, peer training (Wood et al 1993) Five full days, fortnightly meetings External trainers (Jane Doty, Art Costa, HM) Director of Teaching Learning position created Formalised classroom observation (Primary, HoDs) Trial new approaches and resources Reflect and refine (7 days of PD across year) Parent seminars Parent survey Director of T&L observations Expand into non-classroom contexts If the effectiveness of a change process is to be judged by changes to classroom learning experiences for students, where is the evidence?
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