Module 3 The Work of the TRIAD

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Module 3 The Work of the TRIAD
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(No Transcript)
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Revising the Work of PLTS

• PLTs will meet twice a term to...
• Promote a Culture of Challenge
  by asking questions such as
• What is it we want our students to learn?
• What evidence will we use to know that learning
  is achieved?
• How we will respond when some students dont
  learn?
• Engage in conversations around student work
• Identify trends in student achievement

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The Work of TRIADS
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The Work of TRIADS

• The agenda for todays session is as follows...
• Outline the Work of the TRIAD
• Review the Pre-Reading Article
• Observe and Participate in some Peer Coaching
• Experience a Plan, Observe, Reflect Action Cycle
• Discuss the links between the TRIADS and PLTS

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Culture of Challenge
TRIADS
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Four Underlying Theories
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The Instructional Core
Richard Elmore
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e5 Instructional Model
DEECD
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Breakthrough Model
Fullan, Hill Crevola
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Zone of Proximal Development
Vygotsky
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do say make write
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Coaching in Context

• Group 1 Read pages 3-7
• Group 2 Read pages 8-12
• Group 3 Read pages 13-17

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Discussion Protocol

• Note down key points as you read your nominated
  section 5mins
• Discuss article within the group 5mins
• Each group selects a reporter who will
  report back to whole group
  5 mins

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Support Readings
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Why Peer Coaching?
Coaching is a way of working with colleagues to
support and encourage them in their
development. Powell, Chambers and Baxter 2001
Peer Coaches use more probing and reflective
questions rather than directional questions, and
they assist with the examination of assessment
data and help schools use the data to plan
improvements in line with resources and the
schools priorities. Boyd 2002
Peer Coaching is a collegial relationship where
coaching conversations are used to support
individuals to think their practice forward
through the use of observational evidence,
listening, questioning and feedback. Boyd 2002
Coaching is about learning, lifelong learning..
It is about acting from strength, it is not a
process of fixing people. Holt 2005
Coaches facilitate learning by posing questions,
challenging thinking and leading colleagues in
examining ideas and relationships. Cohen et al
1993
Coaching is arguably the best form of
professional development available. Its
individualised, intensive and responsive Lane 2009
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Peer Coaching Protocols
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Coaching Conversations

• Form into TRIADS - groups of three
• Decide on coach, coachee observer for first
  round
• Coachee thinks of a teaching scenario
• Coach uses paraphrasing questioning skills
• Observer listens then provides feedback
• First Round Planning Conversation
• Second Round Reflecting Conversation

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Plan, Observe, Reflect
Discuss TRIAD Meeting Planner
Complete one section of the TRIAD Observation
Proforma, while watching video footage
Reflect on the evidence you collected
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Reflection Protocol - TRIADS

• In pairs, nominate Person A (person whose
  birthday is closest to start of year) Person B.
  
• Person A speaks for 1 minute, without
  interruption, on their understanding of the role
  of TRIADs.
• Person B then speaks for 1 minute, adding further
  detail to what Person A has said.
• Person B cannot repeat any details
  mentioned by Person A.

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Reflection Protocol - PLTS

• Person B speaks for 1 minute, without
  interruption, on their understanding of the role
  of PLTs.
• Person A then speaks for 1 minute, adding further
  detail to what has said Person A.
• Person A cannot repeat any details
  mentioned by Person A.

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Review TRIADS and PLTs
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Module 4 Data Analysis
NAPLAN DATA ANALYSIS TRAINING Registration is
now open through http//www.sreams.com.au/naplan
/naplan.html
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Where to from here?