PD: Interlead PD
28th February 2018
Name of Course/Programme/Seminar: Interlead Professional Development for Staff - Workshop 1
Provider/Presenter: Tony Burkin
Notes/Thoughts from today's session:
- Each of the 4 Interlead PD sessions are not repeats, they separate and build on one another
- We ask our students to write goals down and reflect on what they are doing so why are we not doing the same - we need to walk the talk
- Why do we need to get registered every three years? Teaching was the only profession to not have an 'integrity' unit, so the teachers council was created. In 2010 the PTCs were created to ensure that teachers are providing evidence that they are up to date in the teaching profession and growing and developing in their profession.
- Professional Capital (2012) = Michael Fullan - How do you develop it?
- Professional Capital = f (Human Capital, Social Capital, Decisional Making Capital)
- Human Capital - who you are as a person
- Social Capital - can you take on criticism and do you change your practise to act on this
- Decisional Making Capital - do you make the right decisions
- All three need to work together to create your professional capital. If you are missing one of these you do not have your professional capital. These three work together and flow into your professional practice
- Defining Performance Management - 50% Accountability & 50% Development
- How do you prove you are growing and improving?
- How does teacher registration have an impact on student outcome?
- Factors affecting Student Achievement Data - School 10%, Peers 10%, Family 10%, Student Capability & Capacity to learn 50%, the Teacher 30%
- The only thing we can only control is what we do as a teacher so we need to focus on this e.g. unit planning, listening to student voice etc.
- Culture - Performance Management can be eaten by School Culture
- An Everyone Culture: Becoming a Deliberately Developmental Organization by Robert Kegan & Lisa Laskow Lahey
- Professionals have their first job, their 'Core Business' such as Students, Organisation, Community that leads into emotional, behavioural, cognitive, intellectual, academic, social & economic. But then they also have their second job which is hiding and managing risks to identity and maintaining image. This could include ensuring that you don't look; incompetent, ignorant, negative, disruptive.
- How can I create an environment that is more psychologically safe so my students are able to open up? E.g. students feeling safe enough to ask questions and ask for help
- Limitations of Learning Conversations - Learning through conversation
- dialogue vs criticism
- Criticism = learning through judgement
- Criticism - Critical Thinking; doing things better, motivate & triggering performance, turbo changing performance & workplaces, promoting change, growing personally & professionally, challenging thinking directly
- dialogue = learning about differences, criticism = learning through differences. Both build trust & respect and strengthen professional relationships
- Limitations of Learning Conversations - there is an idea that the giver is in charge of the conversation e.g. HOD critiquing you and telling you what you are doing well and what you need to change. We are trying to shift the conversation to the receiver
- Get Better at Receiving Feedback - 'Thanks for the feedback'
- quite often we train the managers to give better feedback when really we should be training
- we all want to learn and grow but we also want to feel accepted and respected the way we are now
- three triggers; truth, relationship & identity
- truth (the challenge to see) - we can't see ourselves and vague feedback means we might not understand the
- relationship (the challenge to )- feedback lives in the context of a relationship. Depending on the type of relationship you have with the giver can interpret how you respond or whether you take on the feedback. Who, how, when, where.
- identity (the challenge to ) - feedback that hits closer to home such as something we are good at hits harder to home. Depending on how you take on feedback can then impact the way you deliver feedback e.g. you take on feedback well and take direct feedback, then you might deliver feedback too direct or blunt to someone who needs to receive it more delicately
- What is one thing I could differently to _____ (specific point)?
- "Receiving feedback to drive their own learning"
- Learn to receive students feedback - 3 things I'm doing well, 2 things, 1 thing I need to change
- If you are learner centric - do you ask your students what you need to change in your teaching practice, do you share what you are doing with them,
- student voice through interlead
- Learner voice vs Student voice
- Student Voice - provides 'blunt' data for teacher improvement, development and growth. Quite often personality and relationship based e.g. I like her but can't explain what she does that I like in teacher talk
- Learner Voice -
- Scaffolding Feedback - to identify potential 'blind spots'
- Appreciative - to see, acknowledge, connect, motivate. Motivates & encourages
- Coaching/Developmental - helps receiver expand knowledge, sharpen skill & improve capability. Raises feelings within relationships
- Evaluation - tells you where you stand by 'rating'; aligns expectations and informs decision making. Speaks the loudest and can drown out the other 2
- Collecting Learner voice - have a colleague go in the classroom when students are submitting survey for feedback and take them through the survey question by question to explain in more detail what each question is asking. This allows students to be more open and honest - less appreciative feedback.
If I was to summarise the key things I took away from this Professional Development what would they be and why?
- The difference between student voice and learner voice and how to collect learner voice effectively. This was a key thing I took away because I struggled in collecting valuable student voice last year. The feedback I received was mainly appreciative and I found that students struggled to give feedback that I could effectively bring into or adapt in my practise.
- That this idea of hiding can come in different forms e.g. I might not hide my practice but I hide my opinion from other members of staff when I could be giving them feedback - especially in most cases where it could affect their learners
How has this professional development challenged my thinking?
At the start of today's PD session I started to feel more comfortable in my teaching practise. All aspects that were being covered and challenged I felt I was doing. I felt that I myself have a good Professional Capital (Human Capital, Social Capital, Decisional Making Capital) but then this idea of hiding came up. I realized the two main ways I hide is by not giving feedback to members of staff due to the thought of them not liking me and accessing student voice rather than learner voice resulting in more appreciative feedback and therefore making myself feel better.
What aspects of my practice would I consider changing as a result of this professional development and why?
- I am going to change my teaching practice by trying to collect learner voice through Interlead. From that I will inform my inquiry for the year - most likely to be with my IGCSE class. I will ensure that I will be open & honest with the students about the results of their feedback and then discuss with them how we are going to change as a class and move forward
- I am going to attempt to not 'hide' by giving more feedback to staff especially if it can impact learners
