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Presentation Outline. E5 Context A perspective on coaching E5 Support Resources. E5 Context. Need for lesson/unit planning skills Change fatigue “Instructional Leadership” skills Skill transference Engagement with DEECD initiatives - PowerPoint PPT PresentationTRANSCRIPT
Presentation Outline
1. E5 Context2. A perspective on coaching 3. E5 Support Resources
E5 Context
• Need for lesson/unit planning skills• Change fatigue• “Instructional Leadership” skills• Skill transference• Engagement with DEECD initiatives• Well intentioned but often poorly
implemented “initiatives”
E5 Instructional model
“A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)
• E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.
Instructional model
Instructional leadership: Not just for principals
“In an effective school all teachers are leaders”
• Michael Fullan
VELS
Assessment
POLT
P & D
Culture
E5
UltranetDifferentiated
Learning
Regions
Annual Plan
Principles of effective PL
T.P.L. Coaches
One of many models
EngageExploreExplainElaborateEvaluateQuestion
PlanResearchAnalysePresentReflect
Identify GoalsIdentify AssessmentPlan learning
ImmersionPetite InquiriesRich task
A Perspective on coaching
Using E5 to build Efficacy
• The higher teachers’ sense of efficacy, the more likely they are to tenaciously overcome obstacles and persist in the face of failure. Such resiliency, in turn, tends to foster innovative teaching and student learning”
• (Self and Collective Efficacy in teachers and schools ) (Goddard, Hoy & Hoy 2004)
(Educing)
E5Support
Resources
Coaching is questioning
•Coaching happens primarily in conversations. An essential skill required for effective coaching conversations is Powerful Questioning.
E5: Questions and VELS
http://hench-maths.wikispaces.com
Inquiry Learning
Engage: Questions for designing Teacher PL
• How can we develop each teachers’ sense of self-efficacy and purpose?
• Why are we here and how will we operate?• What is an instructional model? • What is the purpose of an instructional model? How might it help
teaching? • What instructional models are we familiar with? What do we use?• How might we learn about the E5 model?• What do we want to learn about Instructional models and E5 in
particular?• What other questions might arise?• How can we collaborate on our learning journey with shared
norms and responsibility?• How can we cater for individual needs and interests?• How can we record our learning
Engage: Questions for teachers in Practice
• How will I stimulate interest and draw students into in this topic?• How will I determine individual student’s current level of
understanding?• How will I connect the learning with students’ lives?• How can I develop each students’ sense of self-efficacy and
purpose?• How will I support students to personalise their learning goals and
to align them with curriculum standards?• Have I provided assessment rubrics illustrating increasing levels of
proficiency based on curriculum standards?• How will I regularly engage with Students on an individual level? • How will I help students monitor and evaluate their own and
others’ thinking?• How will I develop norms of behaviour and shared responsibility
with students for reinforcing protocols.
Engage: Questions for Students• What do I already know about this• What do I want/need to learn?• Why are we doing this?• What are my goals?• What things do I have to do? • What sub questions and related pathways would I like to
follow?• Where should I start from?• How will I be assessed?• What tools and techniques can I use to explore this
question/topic?• How can I keep track of my own progress and learning?• What is expected of me in terms of collaboration?
Engage: Link to VelsThinking Processes: Reasoning, Processing and Inquiry • Forming questions• Problem solving and Decision making
Personal Learning: The Individual learner • Open-mindedness, questioning skills, exploring alternatives, effective
collaboration• Effective use of domain based learning strategies and methodologies
Personal Learning: Managing Personal Learning • Awareness, use and evaluation of effective learning strategies and habits• Positive attitude, motivation, emotional control and initiative• Goal setting, action planning ,monitoring, evaluation of progress
Interpersonal Development: Building Relationships • Understanding Peer Influence-Power Imbalances• Effective social relations and conflict management