Principles of Learning and Teaching – Case Studies

The Merging Minds Cluster - Our Perspective on Implementing PoLT

'Merging Minds' is a unique Schools for Innovations and Excellence cluster consisting of 10 schools including:

• Five P-6 primary schools
• Two 7-12 secondary schools
• One P-8 central school
• Two 9-12 secondary schools

The schools also include:

• The three select entry secondary schools in the state
• Schools that cross three metropolitan regions (SMR, EMR and WMR)
• Great disparity of staff numbers (one school with a staff of less than 12 to another school staff of over 100)
• Schools designated in Like School Groups (LSG) 2 - 6

The 10 participating schools are:

• Armadale Primary School (SMR)
• Hawthorn Secondary College (EMR)
• Lloyd Street Primary School (SMR)
• Malvern Central School (SMR)
• Malvern Primary School (SMR)
• Melbourne High School (SMR)
• South Yarra Primary School (WMR)
• The Mac Robertson Girls' High School (SMR)
• Toorak Primary School (SMR)
• Victorian College of the Arts Secondary School (WMR)

'Merging Minds' was chosen as a cluster name because Schools for Innovations and Excellence provided the opportunity for teachers in very diverse settings to meet and work together and build up a common understanding and vision to enhance student engagement. Our logo is a visual representation of our "merging" - different parts of the jigsaw coming together to form one picture.

A focus on enhancing pedagogical practice was the common element between these schools and formed the basis of the Schools for Innovations and Excellence project. Hence, involvement in the Principles of Learning and Teaching (P-12) was an obvious choice for this cluster.

Links to research

The research by Joyce and Showers (1995) shows that the implementation of new instructional strategies into classroom practice will remain very low (5-10%) if only theory, demonstration and practice are used to teach new instructional strategies with an expectation that ongoing implementation will occur. However, when peer coaching is added, the implementation of new instructional strategies becomes high (about 80%). See table below:

TRAINING STEPS	Knowledge mastery	Skill acquisition	Classroom application
THEORY (Lecture) +	Middle/high	Low	Very low
DEMONSTRATION +	High	Low/middle	Very low
PRACTICE +	High	High	Very low
COACHING	High	High	High

The Queensland School Reform Longitudinal Study (http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/) observed and rated teachers' lessons. The results showed that high-scoring teachers differed markedly from low-scoring teachers

High-scoring teachers

Low-scoring teachers

acknowledged that they could not force students to learn considered themselves responsible for providing opportunities for student learning viewed all learners as capable of improving spoke of themselves as facilitators of learning saw it as their task to set up environments where students could explore and where there was some openness about what students would produce focused on the development of skills and concepts, more than transmission of content were more prepared to 'subvert the curriculum' to create spaces for learning activities that they valued problematised assessment practices more often than the low-scoring group tended to have high levels of extracurricular involvement engaged in professional conversations with colleagues about their teaching were willing to talk about their failings and about changes they had made to their teaching.

expressed the belief that students were responsible for their own learning held that factors totally outside the teacher's control largely 'determine' student outcomes aimed instruction at the 'middle level' of the class assumed that some students would learn, others would not - it was up to the student saw themselves as explainers of information complained of the lack of time to get through the curriculum appeared to have a strong focus on content, rather than on skills or concepts did not as readily discuss assessment limitations seemed largely in the dark about the pedagogical work of their colleagues were more guarded than their high-scoring colleagues about their own work reported a greater sense of feeling under surveillance in conducting their work.

Middle Years Research and Development (MYRAD) data and Fred Newmann's work on Authentic Pedagogy confirmed the research from Joyce and Showers and the Queensland Reform Longitudinal Study.

The project

As a result of the research review and an analysis of school based data, the focus for the cluster became very clear - if pedagogical practice was to be substantially changed and sustained at the classroom level, then work-based, on-going authentic professional learning was the way to focus. Using Dr. Neville Johnson as a critical friend on action learning teams (known as Professional Action Inquiry Teams) has further clarified our goals.

How we did it

The cluster's research question and implementation strategies were then developed:

PoLT became the focus of the cluster - helping teachers develop a deep understanding of pedagogical practice.

A multi-faceted approach has been developed to support this learning:-

1. Professional learning activities: including cluster twilights on targeted literacy, numeracy and thinking strategies, PoLT modules, ICT practices via CeLL initiative and/or Leading Schools Fund.

2. Professional Action Inquiry Teams (PAIT): teachers in schools use a process involving selecting real teaching and learning challenges they currently identify in their daily teaching. The results of component mapping enhance this selection. During component mapping teachers use a mapping instrument which forms the basis of professional discussion between the PoLT coordinator and the classroom teacher, during which an agreed position on aspects of each component principle is decided. Teachers are supported within their PAIT group to focus on one aspect of their pedagogical practice, research it via professional reading, visiting other classrooms/schools, listening to guest speakers etc and then trial the strategy in the classroom. At the regular PAIT meetings, each member reports back to the team. Issues and problems can be collectively discussed and a plan of action is developed for future implementation in the classroom. Peer coaching helps refine the discussion.

3. Peer Coaching: the cluster has almost 90 teachers trained in coaching skills. Their task is to support teacher learning via collegial coaching or technical/expert coaching. The coaching process is variable. It may involve coaches informally using their questioning techniques during a PAIT to help teachers to refine the issues, to reflect more deeply and/or problem solve and plan their own implementation strategies. Alternatively, the process may be more formal - a one-on-one discussion takes place where the coach teases out the pedagogical issues that the coachee wants to focus on. This may be followed by an observation time and then a debriefing session where the coach and coachee spend equal time discussing the pedagogical focus and making plans to refine or adapt further.

What we have achieved

Merging Minds has focused on student engagement through improved pedagogy. The Principles of Learning and Teaching have formed the framework under which cluster schools are beginning to build consistent, comprehensive and improved pedagogical approaches to work with implementing the Victorian Essential Learning Standards. Our implementation strategies of ongoing, work-based professional learning highlight the 'How' to promote powerful learning that supports the knowledge, skills and behaviours identified as essential learning for our students.

For further information, please contact cluster educator:

Julie Kerr
Email: kerr.julie.k@edumail.vic.gov.au

How we did it

The cluster's research question and implementation strategies were then developed:

PoLT became the focus of the cluster - helping teachers develop a deep understanding of pedagogical practice.

A multi-faceted approach has been developed to support this learning:-

1. Professional learning activities: including cluster twilights on targeted literacy, numeracy and thinking strategies, PoLT modules, ICT practices via CeLL initiative and/or Leading Schools Fund.

2. Professional Action Inquiry Teams (PAIT): teachers in schools use a process involving selecting real teaching and learning challenges they currently identify in their daily teaching. The results of component mapping enhance this selection. During component mapping teachers use a mapping instrument which forms the basis of professional discussion between the PoLT coordinator and the classroom teacher, during which an agreed position on aspects of each component principle is decided. Teachers are supported within their PAIT group to focus on one aspect of their pedagogical practice, research it via professional reading, visiting other classrooms/schools, listening to guest speakers etc and then trial the strategy in the classroom. At the regular PAIT meetings, each member reports back to the team. Issues and problems can be collectively discussed and a plan of action is developed for future implementation in the classroom. Peer coaching helps refine the discussion.

3. Peer Coaching: the cluster has almost 90 teachers trained in coaching skills. Their task is to support teacher learning via collegial coaching or technical/expert coaching. The coaching process is variable. It may involve coaches informally using their questioning techniques during a PAIT to help teachers to refine the issues, to reflect more deeply and/or problem solve and plan their own implementation strategies. Alternatively, the process may be more formal - a one-on-one discussion takes place where the coach teases out the pedagogical issues that the coachee wants to focus on. This may be followed by an observation time and then a debriefing session where the coach and coachee spend equal time discussing the pedagogical focus and making plans to refine or adapt further.

What we have achieved

Merging Minds has focused on student engagement through improved pedagogy. The Principles of Learning and Teaching have formed the framework under which cluster schools are beginning to build consistent, comprehensive and improved pedagogical approaches to work with implementing the Victorian Essential Learning Standards. Our implementation strategies of ongoing, work-based professional learning highlight the 'How' to promote powerful learning that supports the knowledge, skills and behaviours identified as essential learning for our students.

For further information, please contact cluster educator:

Julie Kerr
Email: kerr.julie.k@edumail.vic.gov.au