There was one critical factor in my selection of the staff.  Choosing two teachers new to the school, who have not taught the specific subject previously, certainly enables radical change.  And there is no doubt what I am asking for is a radical change.  No teacher in this school has taught in this manner previously, and no student has learnt within this type of environment.  I feared that if I recruited staff who had already taught the specific subject then I would be dealing with “tradition” and “hangover” from what has occurred previously.  I don’t believe this would have enabled the success I am aiming for.

What has excited me is the professionalism displayed thus far by the project teachers.  I permitted them open license to design a work program that enabled them to teach effectively.  I have never been concerned about changing work programs, and in Health Education have made changes annually.  This is the first change for Physical Education since the original work program was approved in 2004.  In the re-writing of the program, both of the project teachers have independently accessed the syllabus to ensure what they are planning is appropriate.  This has even resulted in them picking up on an error I made with suggestions for the program.  Considering I did not ask or suggest they access the syllabus, in fact I expected they would propose a program and I would check it for syllabus suitability, has really impressed me.  Coupled with this is the independent research they have each done on the transformative theory of learning to prepare themselves, which is impressive.  Inexperience has not restricted them.

The project team met yesterday to finalise the program skeleton.  In this meeting (held whilst on playground duty!) I believe a significant indication of progress was achieved.  The teachers were discussing logical ordering of content across the two year program and decided that we should begin with a unit on Motor Learning.  Their justification was based on the fact that the students would not have experienced this type of learning environment previously, and this allowed us to teach them “how to learn” and to specifically learn within the environment we are establishing.  This to me was a breakthrough as it demonstrated an understanding of what they have volunteered to be part of, and deep thinking on how to structure the learning environment to enable success.

I couldn’t be happier with the progress of these two teachers.  I’m excited by the changes they have proposed.  I’m excited by the enthusiasm they are displaying.  I’m impressed with the professionalism they are demonstrating at this stage of the project.

The next phase of the project will be collaborative visioning and the establishment of mechanisms for measurement.  Our visioning will be based on a number of documents that I have grouped as “Documents informing the project” and categorised under a range of headings.  I will outline these in another post.  The teachers will be asked to familiarise themselves with the documents and then discuss how they will impact the project.

In preparation for this webinar, I made significant changes to one I had completed earlier (and linked in this blog).  This time around I focussed on some ideas on how I increase capacity in four specific areas:

1. Institutional capacity
2. Student capacity
3. Staff capacity
4. Personal capacity

These are inextricably linked, however I hoped that by presenting them as four foci would allow attendees to vision their own potential action upon return to school.

If you are interested, click on the link below.  Password is rocky.  If you don’t scrobble the session takes about an hour.

http://iconnect.eq.edu.au/play_recording.html?recordingId=1257909501562_1257980945606

So do I have any “low hanging fruit.”  Most definitely.  We were asked to consider his reflections, or cultural observations, that he categorised as “pillars” and “dark matter.”  His point of dark matter was that it may be occurring, but it is not obvious as a consistent, whole school approach or evidence is lacking.  The dark matter as identified is;

• focus on data driven improvement
• strategy
• shared accountability
• holistic behaviour management
• performance development

I definitely have some things to consider in this list.  Data driven improvement across the faculty is lacking.  We have mechanisms to review data, but it is mostly achievement data.  I think there is other data we can gather and reflect upon for improvement.  I need a process for this to occur to ensure my staff engage and take this seriously, because at this point most don’t.  There is very little reflection on student achievement, student satisfaction and student engagement.  The vast majority of our reflection and refinement is based on teacher opinion, a system which is lacking in my opinion.

Use of data could be tied into strategy.  As could performance planning.  Currently there are a number of things happening separately not connected to a faculty improvement strategy – I can feel a mind map coming on!  I’ve been challenged to develop a school wide strategy for the advancement of digital pedagogy, so a faculty improvement strategy should be similar in design process.  The problem is our school wide strategies are disjointed.  These need to be refined before I can comprehensively develop a faculty level strategy.

There are definitely some challenges here for me as a leader and manager.  Combined with the Vocational Education rectification processes identified in a recent internal audit, development of documents for a tertiary credit partnership, review and planning for the Digital Pedagogy License Advanced Community and planning for 2010 – this is going to be one hell of a busy finish to my working year.

goodbye

Why?  They deserved it.

Now that I have my staff selected, I believe my time is best spent exposing them to the software that will enable transformative learning.  My first focus will be on software that enables sharing of information.  In this initial phase I will install software that utilises data stored on the local hard drive.  This is purposeful so that I can facilitate use of the team site for the project to share files.

The software I will install tomorrow is;

1. Mozilla Firefox
2. Zotero add-on for Firefox
3. X-mind
4. FoxIt PDF Reader (including FoxIt toolbar)

FireFox is essential for the functionality of the add-ons, particularly on the Windows powered laptops provided to teachers in our organisation.  Zotero is a notebook and research tool.  We will build notebooks and share them out to the learners.  FoxIt toolbar allows the markup and annotation of PDF files.  Simply choose “Save As” when finished and all markups and annotations are saved as part of the file.  X-mind is a concept mapping program, within which we will build learning maps for the units we implement.  Each of these programs are cross platform.  I’m aware there are platform specific programs that may perform these functions more effectively however I want a solution that can be modelled in class and implemented on any platform.

Tomorrow I will install these items on my staff’s laptops.  I will then provide them with the Smart Classrooms Professional Development Framework file (PDF).  They will be tasked with opening it within FireFox and using the markup tools to identify the indicators they believe they are currently demonstrating.  As well as providing them exposure to PDF markup and file sharing via One Portal, this will also provide base data to map performance improvement upon.

Its been reassuring that both staff have been showing real interest in this and a desire to learn.

Staff member A sits in the main HPE staffroom and I believe has the potential to be an excellent teacher.  2010 will be their 3rd year at our school.  They are well organised and always working within timelines from myself or administration.  They have spent large amounts of time preparing resources for their classes, and although this will change tact with this project the time commitment is important.  Their learning management needs refinement, and I believe this process will allow them to critically reflect on their influence on the learning environment and improve their practice acordingly.

Staff member B is my most energetic and motivated staff member.  They are constantly seeking advice and feedback on performance and show an ability to critically reflect and adapt their practice.  They sit in a staffroom across the other side of the school, which should result in a spreading of the influence of the project.  The fact that they like to talk about their teaching will aid this process.  This will also encourage me to leave the main HPE staffroom more often to interact with my other staff.  This staff member is well organised and always works within timelines.  They seem to thrive in team situations, although I see the potential for leadership within them.

So now I am getting excited.  At this point there are three priorities that need to be addressed.  First and foremost I need to formalise the plan for the project.  As it is an action learning project I need to frame it as such.  This includes the recruitment of critical friends.  I’d like to have critical friends for each of the following aspects;

• syllabus implementation
• staff development
• student achievement and satisfaction data
• pedagogical practices
• digital pedagogy (incl. use of specific tools and processes)

There may be other areas I incorporate critical friends and no doubt they will become evident in the plan formalisation process.  I have not yet identified the requirements or commitment of critical friends, but if you are interested in being one for this project then I encourage you to let me know.  If you can’t dedicate the time (I know we are all busy) there will be opportunity to read our progress and comment as such.

Secondly I need to provide a range of readings to my staff to increase their understanding of transformative theory.  I will do this through the creation and transfer of a Zotero notebook, demonstrating to them the use of such technologies that I want incorporated into the project.  Thirdly, we need to meet to refine the work program so that it enables the success of the project.  Aspects like the use of physical activities that allow the teachers to be “close” in the early stages.  Our classroom is next to our hall, so if the first unit of work has an activity in the hall the teachers will be relatively close.  This will enable student choice and teacher support of each other.

I can feel the momentum building.  I am excited, I am heartened by my staff’s excitement.  And I am strong due to your support.  Those that are reading this and sending comments via the blog, twitter, email or facebook are keeping me strong.  Thanks to those who have already volunteered to be a critical friend.

Transformative Learning Project pitch to staff from Shane Roberts on Vimeo.

I’ve been asked to present this to the executive administration today, after which I will need to select staff to work within the project and begin professional development and specific planning.  Exciting times.

One salient point the presenter made was to consider the underlying messages that are interpreted as feedback.  What are we doing that provides feedback to others about our feelings, thoughts, professionalism, intent, knowledge, concern etc?  Are there reactions to students that may be providing feedback that does not enhance or support our image as professionals? I see examples of this regularly, comments from teachers that undervalue theoretical knowledge in HPE relative to practical performance. I hear comments (value judgements) on students’ nutritional choices that could be interpreted as more than friendly advice on health.  This is potentially a minefield. Feedback can often be associated with fear. Negative feedback reinforces this. Ineffective provision of feedback can reduce performance, taking their mind off the job and focusing it on perceptions of who they are, not how well they are doing. We need to consider that in our teaching and management, and consciously counteract the fear component.  So how do we do this.

The suggestions from the presenter centred around changing the role and understanding of feedback.  Make feedback helpful.  It should be a shared interaction, a process that enhances performance.  We need to create a shared context and a shared focus.  A shared context occurs in terms of background and support.  All parties need to acknowledge existing relationships and any history.  This can be particularly difficult if previous history involves negative situations with feedback.  The shared focus is about understanding individual and collective goals from the feedback process.  Is the feedback linked to goals and priorities.

Hmm, not so simple as providing an opinion.

If you ask @joram10 who was “the boss” for the workshop, there was most likely a distinct advantage to the web conference.  She could send me messages in regards to timing.  This allowed her to keep to the set agenda more firmly.

If you are interested in watching, you should be able to access the recording here.  Password is hods.  Enjoy.

So my thinking has formalised into a project proposal, that in a rough form was pitched to my supervising Deputy Principal. I pitched the idea using one slide and a lot of talk.  I’ll need to refine that when I pitch to staff.  The slide used is embedded below.

As you can see, there are three learning foci; content learning, conceptual / contextual learning, and reflective learning. It is the interaction of these three learning foci that will determine the success of this project for students and parents.  I believe it is the support and professional development of teachers that will determine the success for teachers.  These two (2) vital components need to be combined and considered at the forefront of the project for success to be achieved.  A lot of work, but exciting times.

The final question that will form the framing of the action learning project is yet to be finalised, however the one I am proposing when pitching the project to my staff on Tuesday is included in the project pitch here.  Details of the project are still forming in my head (and my evernote), however the teachers who decide to be involved need to be included in the final development of the project plan.  This in itself will be an exciting process as I encourage my staff to unlearn then re-learn.  I intend to post more here as the project develops.

The existing infrastructure that enables this project includes blocking the 2 classes onto the one timetable line – which means they are both in PE at the same time.  This ensures the two teachers teach the cohort instead of singular teachers teaching their classes.  The National Secondary Schools Computer Fund ensures I can have 30 laptops in my classroom, and convert 5 LAN points to wireless access points.  I’ve been given permission to research and purchase (partially funded through the facilities budget) alternative furniture that will align with the goals of the project.  The HPE department already owns a large number of devices that can be utilised.

Fingers crossed it will be well received.  It is significantly different to anything they have considered previously.