Principles of Learning and Teaching – Case Studies

Montmorency Cluster - Our PoLT Journey

The Montmorency Cluster was cata-PoLTed towards a new journey late term 2, 2004. The new journey ran parallel to the cluster focus of Quality in Schools.

The challenge of being a pilot school for the Principles of Learning and Teaching was presented to the Montmorency cluster schools; Lower Plenty Primary School, Sherbourne Primary School, Briar Hill Primary School, Montmorency Primary School and Montmorency Secondary College. Each school principal enthusiastically supported the pilot and selected a coordinator from their school to work with the Cluster Educator to implement the Pilot Program. PoLT was met with fervour, excitement, and trepidation.

The initial task of each school team was to identify the value which such a program would offer whilst acknowledging the long term benefits. Cluster consensus was that this program would involve all teachers, P-12; provide a new approach for teachers to impart best practice; examine pedagogy and learn from and with each other with clear foci based on The Principles of Learning and Teaching.

Each coordinator's first steps involved going to their school, spreading the enthusiasm and 'selling' it as a valuable professional development activity to undertake; leading to personal reflection, invaluable school data, individual and whole school focus for PD as well as an ideal opportunity to discuss pedagogy in a one on one situation. It was anticipated that every stage of schooling would be involved including VCAL staff in secondary schools and specialists in the primary schools.

The results were better than expected. Three of the five schools had 100% commitment from the whole staff, and the remaining two had higher than expected numbers of staff wanting to be involved. In total, over 60 teachers and 1500 students took part.

Following the initial 'sign up' there were the logistics of conducting component mapping, and administering the student perception surveys and student learning surveys. Each school worked with the cluster educator to work out the best possible way to approach this with minimal interruption to the running of their school programs.

The component mapping was a very rewarding experience for most teachers. All those conducting the interviews found it very rewarding. It was a task that required teachers to think critically about how they teach, to open up lines of discussion about pedagogy, the class environment, catering for individuals' diverse needs and exploring what really goes on when they teach or plan a unit sequence. It enhanced teacher understanding about the 6 Principles of Learning and Teaching and what each component meant when it was unpacked.

Some teachers welcomed the opportunity and thrived on sharing one on one. Other teachers found this to be a threatening exercise; others were afraid to open up; and some found it difficult to relate because of their role in the school. All of this valuable information was shared with the Department of Education and Training and Deakin University. The teachers involved should be congratulated on their candour and honesty, as it is particularly important when piloting a program.

Student surveys

Students from years 3 - 12 whose teachers undertook the component mapping filled in two surveys. The Student Perception Survey and the Student Learning Survey (PDF - 25Kb). The results were collated and analysed at three levels for three purposes.

Firstly the results were collated, analysed and shared with the individual teacher in a one on one interview. The purpose was to engage further in conversation with individual teachers about the learning and teaching in their particular class. The teachers were very eager to receive the student responses and welcomed the opportunity to learn and reflect on their teaching and learning.

The analysis of student and staff data formed the basis of personal action plans for individual staff to be developed for next year. This assisted staff with prioritising and selecting professional development to attend and professional learning teams to be part of.

Secondly, the results were collated and analysed for each school. This enabled the coordinator to work with the cluster educator to develop individual school action plans. These action plans will inform the focus of Professional Development at a whole school level and assist Professional Learning Team selection.

Finally the results were collated and analysed for the cluster. In consultation with the individual school coordinators the cluster action plan was written. The purpose of the cluster action plan is to provide a shared cluster focus based on the Principles of Learning and Teaching. There is also the opportunity to deliver priority Professional Development continuously for teachers so that they can further develop and share knowledge on the Principles of Learning and Teaching. The shared focus was based on each schools identified priorities.

The action plans show commonalities within the cluster thus bringing groups of teachers together with common interests and needs. It will enable teachers to share and learn with and from each other. Professional Learning teams will develop naturally as a result of the professional development modules as these modules appear to facilitate discussion leading to further investigation of the principle.

The cluster has delivered one of the PD sessions as part of trialling the PoLT Program. The session was well attended and very well received. Teachers enjoyed the opportunity to talk with other teachers from the cluster and share what they were doing, why and how.

Where to from here?

The Montmorency Cluster has decided to continue with the PoLT program as it provides excellent opportunities for teachers to focus their professional development. It provides structure for Professional Learning Teams; audit instruments for teacher personal reflection, student perceptions and student learning information. The cluster will begin the Professional Development series next year with a whole cluster gathering and sharing of PoLT findings.

At no stage did PoLT work go against the current cluster focus, in fact the current focus made implementing PoLT (Word - 31Kb) easier. Although there was a great deal of extra work involved, the findings have made it all worthwhile. The ongoing conversations amongst teachers that the PoLT facilitated have enriched the dialogue about Learning and Teaching within the Montmorency Cluster schools.

Sandra Bishop
Cluster Educator