coaching and plts
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Coaching and PLTs. Effective Coaching Upper Yarra Secondary College. Rose Draffin & Joanne Andonopoulos. Context. School data consistently poor Low socio economic area Region appointed a number of coaches to UYSC and surrounding primary schools - PowerPoint PPT PresentationTRANSCRIPT
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Coaching and PLTs
Effective Coaching
Upper Yarra Secondary College
Rose Draffin & Joanne Andonopoulos
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Context
School data consistently poor
Low socio economic area
Region appointed a number of coaches to UYSC and surrounding primary schools
Network formed a network of coaches with a lead coach
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Key Factors for success
Voluntary
CoachIng (Ideally more than one - diversity)
PLT’s
Professional Learning/Bastow
Network team with lead coach
Focus on relationships/safe learning
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Who is coached?
Teachers volunteered
30 teachers
Experienced to inexperienced
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Structure of coaching
First 2 years - coaches
2 full time
1 at .5
1 at .4
Third year 1.4 coaches and 3 PLT’s
Right from the start there was positive take up of coaching:
Different coaches appealed to a wide range of teachers
Focus on building relationships
Coaches selected from within the current staff
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Focus of CoachingYear 1: Teachers chose areas of focus to work with their
coach. Diverse and varied foci
Year 2: As above &
Study group (PLT) – Focus: Comprehension across domains.
Year 3: Three PLT’s, a number of staff volunteered to participate in groups lead by coach. Staff members as a group selected the area of focus for their learning, most of these were coached weekly or fortnightly as well.
Study group foci movie
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PLT Foci Writing to Learn
Inquiry Based Learning
Independent Reading
Comprehension
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What is it like working in a study group and being coached?
English Humanities
More:FocusedSupportAccountabilityDepth of learningEngagementCourage
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ESTABLISHING SUSTAINABLE STUDY GROUPS
Things to consider when creating a model for your school:
Time commitment of facilitator to organise
Meeting schedule – time between sessions
Length of each session
Between Session Tasks
Accountability
Resources – texts for participants
Catering
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STUDY GROUP FORMAT
First session:
Establish norms/protocols.
Negotiate the focus of the study group.
Look at relevant data.
Small reading and discussion.
Between Session Task.
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STUDY GROUP FORMAT
Subsequent sessions:
Revisit last session.
Use protocol to share BST.
Look at relevant data.
Use protocol to discuss reading.
BST
Model strategies in study group that teachers will be trialling.
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Role of PL and Network
Bastow – Role in change
Establishing Literacy coaching in your school
Leading Literacy in your school
Model used by these courses:-
Ongoing PL, working in PLT lead by trainer, work in school implementing strategies eg study group, reading workshop at yr7, developing a literacy plan
Network – role in leadership, PL and networking
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Outcomes/Data
Initially a lot of the data we collected wasn’t reflective of the areas of coaching – Why
New to coaching
Different in a secondary:
PL and coaching leadership was from primary setting
Student teacher contact
Large staff more autonomous
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Data
Student
Reading data
Teacher
Literacy in Art
Humanities impact on content
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Key Factors for success
Voluntary
PLT’s
Professional Learning/Bastow
Network team with lead coach
Focus on relationships/safe learning
Coaching (more than 1 coach ideal -diversity)
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Keys Texts Used in PLT’s
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Example of strategiesQuick Writes
Writing breakExit slipAdmit slipBrainstormingDrawing & illustratingClusteringMapping
Written conversationWrite aroundCarousel brainstormingDouble entry journalNon stop writeKWL
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Reading, Writing, Collaboration & Thinking
Activate and build background knowledgeListen to your inner voiceThink and wonder about textUse text and visual features to gain informationLeave tracks of thinkingAsk questions and wonder about informationRead with a question in mindDrawing inferenceTEEL
Turn and talkHome court advantageCreating group ground rulesAccountable talkDisagree agreeablyConversation questionsGallery walkJigsawText codingThink aloudProbable passageNot so silent ballVocab relay