The transformation of teaching

1
Rationale for Building Futures Planning Money to
be allocated to fulfil the educational rationale
in the Kyabram Education Plan approved by the
Minister (Sep 2005)

• The transformation of teaching learning from
  traditional 20th century styles and organisation
  structures (one teacher, one class, one classroom
  with teacher at the centre) to contemporary 21st
  century styles and models (student the centre
  with access to teams of teachers).
• The implementation of new organisational
  structures that overcome previous barriers to
  continuous pathways and transitions through all
  stages of learning.

2
What is the focus of the Education Plan and
Feasibility Study ?

• The Kyabram Education Plan is based on research
  that demands answers be found to well known, long
  documented declines in engagement and achievement
  in the middle years. What do we do to 11 12
  year olds? We break re-commence 1. all
  previous relationships, 2. knowledge of learning
  progress (curriculum) and 3. home base physical
  environment. The Kyabram plan seeks to overcome
  all three broken transitions to achieve a
  seamless transition through all stages of
  learning.

3
What is the focus of the Education Plan and
Feasibility Study ?

• In our accredited Performance Development
  Culture process, recent work has been to get a
  better grasp of the question performance and
  development of what?
• Do teachers have a shared understanding of
  successful pedagogy for Kyabram schools?
• How can PD Culture support long term
  sustainability when we achieve a shared
  understanding of successful pedagogy?
• Do teachers base their work on authoritative
  theories?
• Is student achievement measured against agreed
  authoritative benchmarks?
• Do teachers have clearly articulated personal
  pedagogical theories?

4
How has our work been focussed on advancing
personal, authoritative and hence school wide
pedagogies?

• Development of our own, leadership team and whole
  staff pedagogies on the basis of the IDEAS (Frank
  Crowther) framework.
• Access for all staff following my own exposure to
  high level new knowledge (authoritative pedagogy)
  courtesy of HPP and Sabbatical leave programs.
• School wide participation in state-wide hubs for
  the explicit teaching of thinking skills, habits
  of mind, tribes processes, relational learning
  and project based learning
• Staff exposure to Giorcelli, Crowther,
  Fielding/Nair, Gardner, Costa, Anderson, Otero,
  Elmore, Clarke, Betts, Torres and others.
• Maximisation of In School learning through
  mentoring coaching courtesy of Leading
  Schools Fund SRP management.

5
At the Start of the Learning Journey.
Authoritative Pedagogy

School Wide Pedagogy
Kyabram has excellent teachers highly motivated
to perform at their best, but without deliberate
and strategic approaches, widespread
understanding and commitment to agreed
pedagogical practice (a larger intersection)
cannot be achieved nor sustained. These lenses
provide the framework for our strategy
Personal Pedagogy
6
By the end of 2008.widely agreed pedagogies and
sustainability through PD Culture

• Authoritative Pedagogy

Kyabram has excellent teachers highly motivated
to perform at their best, but with deliberate and
strategic approaches, widespread understanding
and commitment to agreed pedagogical practice (a
larger intersection) has been achieved and the
next five years work will be on updating
sustaining through Performance Development
Culture processes

School Wide Pedagogy
Personal Pedagogy
7

• 3-DIMENSIONAL PEDAGOGY
• Do teachers have a shared understanding of
  successful pedagogy for their school?
• Do pedagogical priorities reflect the school
  vision?
• Do teachers base their work on authoritative
  theories?
• Is student achievement measured against agreed
  authoritative benchmarks?
• Do teachers have clearly articulated personal
  pedagogical theories?

8

• Authoritative Pedagogy
• Do we use AP(s) to reflect on our work as
  teachers, e.g.
• productive Pedagogies?
• specialist community pedagogies?
• classical pedagogical theories?
• futurist pedagogies?
• e-pedagogy?

• SWP
• Do our pedagogical priorities reflect
• the school vision?
• Do we have shared understanding of
• our SWP?
• Is our SWP derived from our
• successful practices?
• Is our SWP evident in our
• practices?
• Have we developed SWP
• collaboratively?
• Are our community values evident
• in our SWP?

• Personal Pedagogy
• On what personal talents am
• I building and sharing my pedagogy?
• What counts as specialist
• knowledge in my work?
• How does my world view
• reflect in my teaching and
• learning practices?
• Can I articulate a personal
• pedagogical theory?

9
The Next Five Years

• Completion of current learning journey (Leading
  Schools, HPP, specialist, classical futurist
  pedagogies, Design Teams Project)
• Achievement of a (large) pedagogical intersection
  for 160 staff from the three Kyabram schools
  prior to merging as a single P-12 school.
• Annual development training for leaders and all
  staff as refresher and/or induction into leading
  edge practice.
• Long term sustainability of leading edge practice
  in a P-12 (P-4, 5-9 10-12) environment.
• The ongoing search for the next wave or the
  next next practice

10
Looking backward from 2012

• School Wide Pedagogy
• HOW WELL DID WE GO EVALUATION REFLECTIONS
• Do our pedagogical priorities reflect the new
  Kyabram school vision?
• Do we have shared understanding of our SWP?
• Is our SWP derived from our successful practices?
• Is our SWP evident in our practices?
• Have we developed our SWP collaboratively?
• Are our community values evident in our SWP?
• Note The Design Teams Project has enabled us to
  develop a complete
• reflection tool which is available, and the
  benchmark data has been generated.

11
Next Practice Prioritizing 21st Century
Challenges

• Professional Development Overview
• 2004 2005 2006 2007 2009

Visiting Expert Practitioners
Coaching and Mentoring

Discovery Tours
Team Teaching

• Key Focus Areas to target PD at Leading Edge
  (Next) Practice
• ICT IMMERSION
• PERSONALISED LEARNING (INQUIRY), STUDENT
  ENGAGEMENT, MANAGEMENT DISCIPLINE APPROACHES
• TRIBES, HOMs, PLAY BASED LEARNING

12
Professional Development

• 2007
• May - Engagement of Colin Pidd as facilitator and
  coach in change management
• May - Residential Conference, Language of
  School Design
• June/July Discovery Tours, WA Victoria
• August Visiting Experts from Wooranna Park
  ASMS
• September Engagement of Roger Dingle as
  facilitator and coach in project management
• October Discovery Tours NZ
• November Colin Roger with all staff for
  strategic planning
• November On site PD for teachers facilitated
  by George Otero and Lane Clarke
• Nov/Dec ICT staff capabilities study
• December Team teaching approaches to
  personalised learning (inquiry), student
  engagement, management discipline approaches

13
Professional Development

• 2008
• February - Learning Studio Modifications for team
  teaching
• March - Developing Curriculum overview and
  scaffolding, VELS, 21st century pedagogies
  facilitated by George Betts with teaching teams
  across the P-12 range
• March 17, 18 Lane Clarke with all staff from
  three schools
• Term 1 - Increasing time release to facilitate
  mentoring coaching on site
• Term 1 onwards Strategic Plan to address ICT
  capabilities and targeted PD in areas such as
  interactive whiteboards, immersed (integrated)
  use of ICT across all curriculum areas
• May Residential conference facilitated by Marco
  Torres key workshops
• Terms 1, 2, 3 rotational Tribes training for
  untrained staff
• Terms 12 Finalisation of land purchase and
  selection of architects