2022
Professional Learning
Professional Learning At John Paul College our teachers are working to continuously improve in their practice. To support our teachers: Teachers learn best from and with each other through quality collaborative professional learning relationships that build collective efficacy and are based on professional trust and respect. Collaborative professional learning is enhanced through internal and external expertise. Highly effective professional learning marries professional knowledge, experience and critical engagement with research and evidence-based practice. Professional learning is continuous and is embedded into everyday practice and is applied in every classroom High impact professional learning deepens the practice of teachers and strengthens their capacity to effectively identify and address their students’ learning needs.
Professional Learning Workshops and Guest Speakers All Workshops and Guest speakers will link to the Elements for Learning.
Annual Review Meetings
Element
Knowledge
Element
Capabilities
Professional Learning Days
Middle Leaders Middle Leaders will undertake a series of workshops on leading PL, leading effective teams, coaching and managing difficult conversations.
Mentoring and Coaching
Teachers will continue to develop their own goals that link to the AITSL standards and the Elements for Learning.
Element
Support by Middle Leaders to support individual goals and growth.
Self
Collaboration
Feedback
Research
Professional Learning Communities
Observations
Action Research
Teachers will also work with each other to observe and give feedback on techniques learnt in PLC.
Individual teachers or groups will work on research and inquiry to improve specific areas of teaching.
Teachers will work in Professional Learning Communities to discuss and trial teaching techniques and share their success and challenges. PLC will allow for building of shared practice in the classroom to improve student outcomes. Teachers will continue to work in Learning area groups to enhance the curriculum.
Individual Growth
Collaboration Professional Learning Communities foster collaborative learning among colleagues. Teachers will work in groups of 10-12 throughout the Term to discuss specific researched based teacher practices, trial the practice and then debrief with the group on how well the practice worked. PLC groups will feature teachers from different Learning Areas. Teachers will choose an observation sub group of 3 teachers to work within PLC.
Teaching practices trailed will also link to the three Elements of Learning.
Feedback Teachers will continue to work on their own individual goals through Annual Review Meetings. Teachers as part of PLC will also observe each other in the classroom to offer feedback on new teaching practices. Classroom observation develops a culture of ongoing professional growth and collaboration that results in improved practice and student learning outcomes. Teachers will also seek feedback from students through student surveys.
Research Process of Action Research Educational Action Research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire Learning Area of a school. These seven steps, which become an endless cycle for the inquiring teacher, are the following:
What are own learning needs?
What are our students learning needs? • What do they already know? • What sources of evidence have we used? • What do they need to learn & do? • How do we build on what they know?
Design of tasks & experiences
Selecting a focus Clarifying theories
What has been the impact of our changed actions?
Identifying research questions
• How effective has what we have learned and done been in promoting our students learning and wellbeing?
Collecting data
• How have we contributed to existing student outcomes? • What do we already know that we can use to promote valued outcomes? • What do we need to learn to do, to promote valued outcomes? • What sources of evidence/knowledge can we utilise?
Teaching actions
Analysing data Reporting results Taking informed action
H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration Wellington, New Zealand: Ministry of Education
Individual Growth Teachers will work with Middle Leaders to further grow their individual goals.
Teachers will have the opportunity for individual coaching and mentoring.
Teachers will have choice in external Professional Learning to allow for further individual growth.
References Hargreaves, A. & O’Connor M. (2018) Collaborative Professionalism: When Teaching Together Means Learning for All Hargreaves, A. & Fullan, M. (2012). Professional Capital: Transforming teaching in every school. New York, NY: Teachers College Press Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD Netolicky, D. (2019).Transformational Professional Learning Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis .Wellington, New Zealand: Ministry of Education Wiliam, D (2017). Embedded Formative Assessment, Second Edition
John Paul College McMahons Rd Frankston,Victoria 3199 Correspondence to PO Box 3105 Frankston East, Victoria 3199
Office Phone: (03) 9784 0200 Email: johnpaul@jpc.vic.edu.au Office Hours: 8.00am to 4.30pm