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Page 1: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

www.julieboyd.com.au

The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form, electronic or otherwise, without prior written permission from Julie Boyd.

Page 2: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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UNESCO 1996: 5 Bases of Schooling

Learn to knowLearn to doLearn to beLearn to live togetherLearn to live sustainably

Page 3: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

Culture of Learning and Collegial Conversations

and

An Understanding of Adult Learning and Reflective Practice

which impact on:

Teacher ProfessionalismStudent Achievement

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Page 4: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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Research Fields Impacting on Educational Pedagogy.Variant pedagogies but singular ends

Brain based LearningSystems, chaos, network, complexity and

self-organization theories. Resilience and Wellness ResearchCommunity, Citizenship, Ethics BuildingEcolearning/Natural SystemsMultiple IntelligencesSensory LearningLearning SpacesLearning Environments Physical, Virtual,

Social, IntellectualIndigenous PedagogyGender EducationAdult Learning and Professional

DevelopmentEffective Teaching and Learning Practices

Page 5: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

WHAT WE’VE LEARNED

Improved Performance needs Structural and Systems Change

Staff Development is NOT the answer to all Problems

Schools need ‘SUPPORTIVE INFRASTRUCTURE’

We must improve CONTINUOUSLY- put aside PROJECT mentality

Can’t give away what we don’t have

Need to learn to live with AMBIGUITY, COMPLEXITY UNCERTAINTY

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Page 6: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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Response- Able Leadership

Purposeful Teaching

Page 7: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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• WE NEED

• Critical Collaboration• Compassionate Confrontation• Creative Challenges• Community Capital• Comprehensive Resilience

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Parents

Community

Business

Partnership

learning experiences

services

resources

enterprise

reflective practice

collegiality

Teacher/

Admin

as

Teacher/

Learner

SCHOOL

REGENERATION

vision/outcomes

culture/environment

School/

District

structures/services

policy/accountability

Classroom

environment

curriculum

instruction

assessment

professional devt.

personal growth

© GLOBAL LEARNING COMMUNITIES

Page 9: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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People Relationships

2 14 610 4520 19030 450100 49501000 499,500

Page 10: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

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Page 11: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

EFFORT

EFFECTIVENESS

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Page 12: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

Challenge

Support.

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Page 13: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

TEACHER LEVEL

CURRICULUM FOCUS

RELATIONSHIP OUTCOME

Novice Activities Dependence Efficacy

Advanced Beginner

Content Independence Flexibility

Competent Professional

Processes Interdependence Craftsmanship

Advanced Professional

Mind States Coach Consciousness

Virtuoso/Sensai Ideals Expert Mentor Orchestration

•

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Page 14: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

Web of Learning

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RigorousRelevantResourcefulResponsiveRelationalReflective

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Literacy StrategiesActivating prior knowledge ConferencingThink turn and talk EditingMaking connections BrainstormingPredicting Text knowledgeVisualising Word splashSummarising RecountConnecting Progression pointsPracticingSelf questioningInferringEvaluatingJudgingReflectingSelf correctingThink aloudRetellIdentifying key infoId evidenceCause and effectProblem solvingHypothesizingReciprocal teachingParaphrasingModellingInteractive, shared, guided,IndependentGraphic organisersBook clubsLit circles4 Resources model ( Code breaker, Meaning Maker, Text User, Text Critic- Luke and Freebody)Before, during, afterSkimming and scanningReflectingSharingArticulating

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Page 17: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

Problem solving

Games

Simulations

Guess and check

Look for patterns

Make a chart

Look at the back of the book

Draw a picture

Work backwards

Immersion

Physical movt

Journals

Reflection

Toolbox

Scaffolding

Share time

BAselines

Relevance, Attention getting, Irrestible challenge

Assessment as learning

Multimedia

Data gatherer, proof of social issues

Disaggregation

Role play

10 second clock

Role learning

Wait time

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Maths StrategiesExplicit focus

Questioning

Compare and contrast

Conversations

Open ended tasks

Interactive activities

Maths pass (ticket out the door)

Big books

Literature

Brain gym

Tables

Multi platforms

Whole-part-whole

Drill

Building and appreciating

Explaining

Open ended taske

Area analysis

Think board/ bored

Cooperative activities

Real life tasks

Counton Count upto Count back

Doubles

Strategy cards

Card games

Technology/data probes

Page 18: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

Coaching is a highly sophisticated form of

professional reflective practice. Teacher coaching

is a series of (structured) conversations designed

to assist teachers to extend their personal and

professional learning through evidence based

reflection for the purpose of improving student

achievement. (Julie Boyd 2000 School Based Professional Learning, Reflective Practice and Coaching).

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Forms of Reflective Practice

Individual

Partner

Small Group

Large Groupwww.julieboyd.com.au

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• The peer reflective practices include, but are not limited to the following:• 1. Individual Assessment Methods-• A. Self-Contracting• B. Portfolios• C. Journal-Writing; • D. Case Study Writing• E. Professional Reading and Writing; Formal Professional • F. Study and Informal Professional Study • 2. Partner Reflection and Assessment Methods • A. Learning Buddies • B. Mentoring• C. Appraisal, Assessment Interviews• D. Peer Coaching Pairs or Small Groups• 3. Small Group Reflection and Assessment Practices-• A. Action Research• B. Study Groups• C. Peer Support Groups• D. Professional Dialogue Groups • E. Telecommunications/Electronic Networks

F. Learning Walks 4. Large Group Reflection and Assessment Practices-

A. Assessment Centres B. Exhibitions and Panels

• C. Presentations• D. Professional Development Schools• E. Teacher Centres• F. Teacher Institutes• G. Partnerships www.julieboyd.com.au

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MENTOR COUNSELLOR

CONSULTANT ADVOCATE

EXPERT COACH CHALLENGER

CRITICAL FRIEND SUPERVISOR

PEER COACH

TEAM COACH

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Skills

Understandings

Knowledge

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SKILLS ListeningObservingQuestioningFeedbackDocumentation/EvidenceCommunicationReflectionLeadership SkillsConsulting Skills

UNDERSTANDINGSRelationshipsImplementationTransferabilitySustainabilityPermeabilityBuilding capacity- implication

KNOWLEDGERole ClarificationWhat coaching isWhat mentoring isWhat to coach forCoaching/Mentoring continuumApproaches to coachingEvidence of impact - on Teacher Practice- on student achievement

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Page 24: Www.julieboyd.com.au The material contained in this presentation is copyright to Julie Boyd. It may not be reproduced, stored or transmitted in any form,

FEEDBACK

Makes no judgement. Focus onBehaviour not the personObservations not inferencesDescriptions not judgementsWhat is said not why it is said

Is presented as sharing information not giving adviceExplore alternative not offer solutionsShare ideas/information and let the other person decide how to use itOffer rather than force

Is given in a way sensitive to their needsDon’t overload the personPick an appropriate time and placeFocus on ‘now’ rather than ‘back then’

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