Professional Learning Teams at Charles La Trobe College

Prep – Year 6Prep – 4 and Years 5 & 6

Years 7 & 8, Years 9 & 10, Years 11 & 12

Creating the PLT

• Focused on what the student can do ‘Don’t should on the kids’

• Group of 6, meet for an hour• Across year levels and disciplines• Regular meetings x 2 term (5 weeks)• Follow the format for the sessions • Willingness to discuss strategies and challenge ideas• Come prepared – bring evidence/ideas• Accountable to the group• PLT log for every students – evidence for next time

Format of the sessions1. Identify the levels for study commonalities across students

2. The levels describe what they need to learn consider, discuss for some common understanding

3. Decide where you want to take them goal setting

4. Discuss how they might be taught comprehension Strategies

5. With what? Support/resources

6. How long will you work on this? timeline

7. Review the progress gather evidence What are the students making, saying, writing and doing? What inferences can I draw from these and the data – challenge these inferences so that teachers discuss more deeply and justify ideas

Professional Learning Team LogSchool code: Date:Student code:Level:Review data:

1. Is the level on the path in relation to evidenceclassroom? If not, whatsuggest? Why?

way what was expectedcollected in thelevel does the evidence

2. What specific learning goals are set to support this student’s development and progress?

3a. What specific teaching strategies will you use to achieve these goals?

3b. What resources are needed?

Share with student

4. What evidence (do, say, make, write) would show the goals are met?

What to look for…

• Differentiation of instruction in the classroom

• Knowing what did work and didn’t work and having evidence of this

• Identifying where we don’t know what to do and taking action to find out

• Small group consensus

Primary Campus PLTs

• Learning Leader workshopped the process with the staff

• Whole school P-6• Years P-4,Years 5&6• Years P-2, Years 3&4, Years 5&6

Meetings every 6 weeksUsing the data, following the process

Primary Campus PLTs

• Meet fortnightly• Start with data• Structure followed, Learning Logs completed• Professional learning needs highlighted

– Strategies and activities– Use of data tools

• Process reviewed at Learning Leader and SIT meetings

Secondary Campus PLTs• LL described the process at the SIT meeting

and presented an example to the staff meeting

• Walked through the process as if they were one big PLT – developing understanding and expectations

• The timetable has ‘team’ time. PLT placed in this structure – provided focus and minimised ‘administrivia’

• Reviewed at SIT meetings and LL meetings

Understanding the data….Rocket StatementLevel C - Paraphrases words or phrases to locate them in a text and read on and read back to combine information to infer meaning. Processes information presented out of chronological sequence; recognises textual features

What we think it means

Paraphrases words or phrases to decode text. Gains meaning from reading more than just one sentence. Combines the information to understand. Can understand what has been read even if it not in chronological sequence. Understands the how texts are structured (eg. Looks for headings, subheadings, illustrations) * Ask students to SAY BACK to you what they have just read, heard.

Team Meeting

Underline/highlight key words, and discuss the meaning or gist of the paragraph. Try putting into your own words…what does this mean. Isolate the verb and provide a synonym for this, then change the phrases around it into your own words.Stop when it doesn’t make sense and try some ‘fix up’ strategies such as read around to see if you can work out the meaning from the ‘gist’ of the sentence..what word would make sense here, check to see if that is it.

Domain Meeting

Read aloud to consolidate and articulate the strategies that you use as a good reader.

Use a place mat to share ideas about the text before reading and then check into see if they were appropriate after reading.

Secondary Campus PLTsHelping• Scheduled time in the

time table• Working in teams• Sharing strategies

across domains• See student from

others’ viewpoint• Letting the student

know

Hindering• Teams are too big, need

more leaders• Knowledge and

understanding of strategies to use

• Support to investigate further T&L strategies

• Varying processes across the teams

Working on …

• Conversations that support and challenge• Growing a deeper understanding of

appropriate T&L strategies/activities • Consistency of practice across the college

– Data collection and interpretation– The process for PLTs– Keeping it ‘fresh’

• Sharing with students

Gathering evidence

See what students at the next level are doing, making saying and writing, that’s where you want your student to be….

Gathering evidence

How do you monitor student progress?

Checklist, rubric, monitoring grid

How are you gathering evidence?Work samples, video footage,

teach it to someone else, presentation, create questions, capacity matrix, self assess against criteria

Part of what we do here….