That changes it up a bit and puts me in a position where I ask myself a range of reflective questions. If teachers are not excited about the learning opportunities that are offered, why would we expect them to create engaging and empowering environments for students?
Often we ask teachers to do something different in the classroom, while we continue to do the same thing in professional learning. Could this tool also be used for teachers to measure their own agency? Model what you seek.
Personalised Pathways A recently new discovery of mine has been the work and thinking of Katie Martin who has a wealth of work been writing about a personalised professional learning approach. Play Based I have previously reflected on my thoughts in this area as it also compliments my current thinking in personalising PLD.
I have a plan forming in my mind about what shape it might make which I will describe soon after I have talked it through with a couple of key people.
The first question struck me as it is almost a carbon copy of my own underpinning philosophy recorded above. Our school vision is; Empowering agency, innovation and leadership. Are your professional learning opportunities mirroring what you want to see in the classroom?
This is the starting point for all that we do; reviewing, decision making, strategic direction, resourcing, budgeting, appointing staff… and as such must be a driver for and be reflected in our approach to professional learning. One of the outcomes was the development of a learner agency self-assessment tool, derived from a matrix, which outlined the skills and dispositions of agency.
Are there opportunities for them to be innovative?
We create what we experience. Develops skills and knowledge based on the needs of the learner Builds on strengths and interests Allows for creativity and passion to drive diverse learning experiences Honours individuals and allows them to progress from where they are Models desired teaching and learning If you have taken note of everything else above then you can see how easily the points here dovetail with the other influences on my thinking re professional learning.
Do I give value to and provide time for reflection? Based on this premise then my belief is that staff will also greatly benefit from small group professional learning supported by coaching. Particularly useful has been the table on the inside cover that outlines the differences between Personalisation, Differentiation and Individualisation which looks a little like this: For example, with a desire to personalise learning for my staff, am I providing the conditions where:We are going through a bit of a review and revisioning of our appraisal system.
One of the big drivers for me was to ensure that our appraisal approach was. Fact-Sheet-Structure-of-the-Tertiary-Education-Workforcepdf Fact-Sheet-Ethnic-profile-of-tertiary-education-workforcepdf Fact-Sheet-Age-profile-of-tertiary-education-workforcepdf; Impacts of University Entrance changes on .Download