THINKING DIFFERENTLY ABOUT PROFESSIONAL COLLABORATIO N Prof Alma
THINKING DIFFERENTLY ABOUT PROFESSIONAL COLLABORATIO N Prof Alma Harris Dr Michelle Jones
THINKING DIFFERENTLY PLCS AND NETWORKS • Questions
EFFECTIVE PROFESSIONAL LEARNING • Starts with the end in mind – what is the overall desired change in practice? • Focuses on change that leads to improved learning outcomes • Evaluates outcomes at multiple levels and in multiple ways • Tracks changes over the short, medium and long term • Looks for trends and patterns • Harris and Jones (2012)
PROFESSIONAL COLLABORATION WITHIN SCHOOLS • Enable teachers to reflect upon their own learning as educators in order to improve their own practice and the practice of others. (Harris and Jones, 2012: Jones, 2014) © Jones & Harris 2015
Authentic PLCs & Networks are: (Harris and Jones 2010) Data informed Collaborative Distributed Leadership Focused on improving Pedagogy Enquiry driven Reflective (Double-Loop learning) © Jones & Harris 2015
A Model for Professional Collaboration (Harris and Jones (2009) Impact Multiple Data Multiple Outcomes 7. Analyse & Share Outcomes 1. Establish Team(s) Interchange able 6. Refining & Embedding Multiple Cycles 2. Identify Focus/Issue 5. Trialling & Feedback 3. Action Enquiry 4. Innovation & Change © Jones & Harris 2015 Multiple Strategies
TIME TO THINK DIFFERENTLY • What type of leadership is needed to create effective ‘Professional Learning Communities & Networks? • What role do formal leaders team play in sustaining PLCs & Networks within, between and across schools? © Jones & Harris 2015
TIME TO THINK DIFFERENTLY Professional Learning Communities & Networks: A Model of Disciplined Collaboration? © Jones & Harris 2015
DC MODEL The DC model provides opportunities for professionals to work as an effective collaborative team, in a systematic and focused way, in order to generate new ideas and to change/improve practice. The DC model is premised upon interdependent learning and it consists of three phases of professional learning: Implementation, Innovation, & Impact. © Jones & Harris 2015
DISCIPLINED COLLABORATION: Professional Learning that impacts on Student Learning © Jones & Harris 2015
DISCIPLINED COLLABORATION ØWhere evaluation of impact is a core component and not an ‘add on’ or an afterthought. © Jones & Harris 2015
Disciplined Collaboration Impact Innovation Implementation DC Plan Focuses Inquiry: What differences would you expect to see? Actions Measurable Changes: New Pedagogies: Student Outcomes Changes in classroom practice Professional Learning Strategies External Expertise ‘Double-loop’ learning Organizational Policy & Practices Success Criteria © Jones & Harris 2015
TIME TO THINK DIFFERENTLY Connected PLCs are Networks: A Model of Distributed Leadership within, between and across schools
Distributed Leadership (DL) is realized in PLC teams Professional Learning Communities operate within a DL framework © Jones & Harris 2015
Connected PLCs form Strong Networks Distributed Leadership Within, Between and Across Schools Harris and Jones (2010) © Jones 2015
BARRIERS TO CONNECTING © Jones & Harris 2015
http: //www. aitsl. edu. au/professionalgrowth/insight/disciplined-collaboration-inprofessional-learning http: //learning. gov. wales/docs/learningwales/ publications/130830 -plc-guidance-en. pdf @michellesjones 1 @almaharris 1
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