Session 5: Supporting Effective Professional Learning: Professional Conversations and Other Approaches PSC ALLIANCE

Session Overview Reflection on previous sessions Conversation 1: Perspectives on effective professional learning: What approaches work best and why? Conversation 2: Leading professional conversations: The efficacy of professional conversations Conversation 3: The role of ISFs: Strengthening professional learning in child care Anything else the group would like to cover? 2

Aim and Learning Outcomes Aim:To build the capacity of ISFs to lead and support practice change and quality improvement in child care services Learning Outcomes: - Increased understanding of the theory, principles and practices that support effective professional learning - Strengthened knowledge and capacity to design and use professional conversations as a sustainable learning approach -Increased appreciation of the role of ISFs in supporting policy reform and quality improvement in ECEC services 3

Conversation 1: Perspectives on Effective Professional Learning in Child care 4

Policy Standards and Expectations Legislation, quality standards, learning guidelines, funding guidelines and some industrial awards all make reference to the need for ongoing professional learning. Professional learning is: proactive ongoing reflective collaborative about practice change and quality improvement (Early Years Learning Framework, 2009; Framework for School Age Care, 2011) 5

The Link between Professional Learning and Quality There is evidence that effective professional learning has positive effects on working with children or on child outcomes. (Zaslow, Tout & Halle, 2010) What constitutes effective professional learning? 6

Transformational Learning Theory To grow personally and intellectually, participants need opportunity to reflect on their existing knowledge and practice, to take into account the views and experiences of others and to question their own underpinning assumptions, beliefs, feelings and perspectives. (Herod, 2002) Key principles: Questioning own points of view Reflecting on alternative points of view Creating new, more reliable and meaningful ways of knowing (Mezirow, 2000) 7

Some Characteristics of Effective Professional Learning Strengths-based learning that builds on knowledge and experience Intentional Interactive and collaborative Supports critical reflection Maintains a strong link between learning and practice Ongoing learning over time. (Rabin et al., 2007; Beavers, 2009; Tallerico, 2005 ) Adult learners are seen as active and knowledgeable contributors to their own and other’s learning 8

Promoting Practice Change Motivating change Local leadership Professional learning and support strategies need to build the capacity and will to change practice. (McLaughlin, 1991) 9

Consolidating Conversation 1: What approaches work best and why? Reflecting on your own learning style and experience of professional learning... When and how do you learn best? What do you like and what don’t you like? Why? Reflecting on your experience as an ISF... What strategies do you currently use to promote meaningful learning? How do you motivate and sustain practice change and quality improvement? 10

Conversation 2: Leading Professional Conversations: A Collaborative Approach to Professional Learning in ECEC 11

New Approaches to Professional Learning Review Resource Sheet 2 and think about the differences between approaches. What stands out and why? How might the new approaches better support and sustain adult learning? 12

The Conversation Process A broad topic is identified Priority content is negotiated The conversation is led by a facilitator While designed to be open, inclusive and responsive to different learning interests and needs, the conversation process has a clear purpose, focus and plan….including a series of thoughtful pre-planned questions. (Howard & Barton, 1992, p. 20) 13

The Role of the Facilitator The facilitator’s role is to promote and support shared thinking and meaningful participation in the conversation … to draw out the wisdom of the group....the enabler is not the expert and has nothing to teach. (Stanfield, 2000:30) 14

The Role of the Facilitator Planning for the conversation Creating a safe place for learning Opening – making clear shared purpose Asking the first question Leading the conversation Seeking different views Organising documentation of insights Closing – key points and next steps (Stanfield, 2000) Collective genius doesn’t just happen. Method matters! (Hanson, 2000) 15

The Role of Conversation Participants The ultimate success of the conversation rests with the full membership of the group. Participants must be willing and able to: – engage with the topic – share their views and experiences – listen and reflect upon the views and experiences of others To support a culture of shared inquiry talk about how the group will work together (e.g., a working agreement) 16

Planning and Asking Reflective Questions What is the topic about? (Objective Level – get facts out, ensure shared focus) How do you feel about the topic? (Reflective Level – get out associated beliefs and feelings) How does this relate to our professional practice? (Interpretive Level – dredge for deeper thinking) How can we take these learnings to improve what we are doing? (Decisional Level – So what? Possible next steps) (Stanfield, 2000) 17

Planning a Conversation Resource Sheet 3 Work in pairs or small groups to plan a conversation on any aspect of inclusive practice Try to identify 1-2 questions at each level Think about the purpose of each question and how they link together to promote learning and practice change 18

Perceived Success Factors A safe place for learning Trusting relationships Everyone contributing Active listening Respect for different views A practical focus Facilitator skills Conversation design features: – allowing time for conversation – being clear about purpose – conversations over time (Irvine & Price, 2011) Talking, Listening, Reflecting 19

Documenting and Sharing Learnings A key part of the conversation process is to make collective knowledge and insight visible and actionable. (Adapted from Tan & Brown, 2005, p. 84) 20

Consolidating Conversation 2: The efficacy of professional conversations What do you see as the strengths of this approach to professional learning? What challenges you and why? How could ISFs use professional conversations to: – build their own capacity ? – build the capacity and will of services and educators? What needs to be considered if this approach is to be used in either of these contexts? 21

Conversation 3: Supporting Professional Learning: Implications for the ISF role and Ways of Working 22

Building Individual Capacity Mentoring When educators are provided with on-site mentoring, consultation, and technical assistance, outcomes are linked to better teaching practices and learning environments for young children (Stanulis & Floden, 2009) ISFs have a unique opportunity to mentor local leaders... 23

Formal and Informal Mentoring Mentoring may involve: Formal approaches (e.g., planned and structured learning to realise agreed goals); and Informal approaches, (e.g., adhoc conversations, shared reflections, modelling). Reflection: Both approaches to mentoring are valuable and can be used to promote and sustain learning. Think about the different people you work with in child care services and when and how you might use both formal and informal mentoring. 24

Building Individual Capacity Some underpinning principles: Trusting relationships Shared goals Identifying and building on knowledge and experience Intentional Facilitating critical reflection Co-creating new knowledge and understanding Transforming knowledge into practice Note the synergy with the characteristics of effective professional learning 25

Educators Belonging, Being and Becoming For Educators Belonging relates to connections and relationships with other educators and professionals.... Being relates to the individuality of each early childhood educator and to the distinctiveness of each team of educators... their beliefs, values, interests, knowledge, experience Becoming relates to the importance of learning and reflecting in order to increase professional knowledge and improve skills and practices (Commonwealth of Australia [Educator’s Guide] 2010, p. 4) 26

It’s About Effective Teaching and Learning Nurturing secure, respectful and reciprocal relationships Facilitating collaboration between educators Setting high expectations for engagement, learning and practice change Respect for different ways of living, being and knowing Supporting collaborative reflective practice and ongoing learning 27

Role of ISFs To use a strengths based approach to work in a practical way with eligible child care services to build the services own capacity to create a quality care environment inclusive of all children. (Barrett, 2009, p. 5) ISFs play a crucial role in Commonwealth policy agenda ISFs have a unique role within the Commonwealth Childcare Program 28

Consolidating Conversation 3: Strengthening effective learning in child care Reflecting on the research and insights on effective professional learning: What stands out for you? How do you feel about the role of ISFs in promoting the current policy agenda? What excites you? What concerns you? How can you strengthen your capacity to work with services and educators? What are your learning priorities? 29

Review and Onward Planning What were the Wow or light bulb moments? What ideas challenged your own thinking? What might we do together to change practice? 30

References Barrett, J. (2009). Action research report: Role and professional support needs of Inclusion Support Facilitators. PCS Alliance: Victoria. content/uploads/2011/Action-Research-Report-ISFs.pdfhttp://pscalliance.org.au/wp- content/uploads/2011/Action-Research-Report-ISFs.pdf Beavers, A. (2009). Teachers as learners: Implications of adult education for professional development, Journal of Teaching and Learning,6(7), Commonwealth of Australia. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Commonwealth of Australia. (2010). Educators belonging, being & becoming: Educators’ guide to the Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Commonwealth of Australia. (2011). My time, Our place: Framework for school age care in Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations. Herod, L. (2002). Adult learning from theory to practice. Retrieved November 6, 2006, from Howard, V.A. and Barton, J.H. (1992). Thinking together: Making meetings work. New York: William Morrow and Co. 31

References Irvine, S. & Price, J. (2011). Professional conversations: A new approach to professional learning in ECEC, In Prachalias, Chrysovaladis (Ed.) 7th ICE Conference: Conference Proceedings, INEAG, National and Kapodistrian University of Athens, Greece, Samos, Greece, pp McLaughlin, M.W. (1991). Learning from experience: Lessons from policy implementation. In A.R. Odden (Ed). Education policy implementation, (pp ). New York: State University of New York Press. Mezirow, J. (1991). Transformative dimensions of adult learning, San Francisco: Jossey-Bass. Raban, B., Waniganayake, M., Nolan, A., Ure, C., Brown, R. & Deans, J. (2007). Building capacity strategic professional development for children’s services practitioners. Melbourne: Thomson Social Science Press. Stanfield, R.B. (Ed). (2000). The art of focused conversation: 100 ways to access group wisdom in the workplace. Toronto Canada: Canadian Institute of Cultural Affairs. Stanulis, R.N., & Floden, R. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction, Journal of Teacher Education, 60, Tallerico, M. (2005). Supporting and sustaining teachers’ professional development: A principal’s guide. Thousand Oaks, CA: Corwin Press. Tan, S. & Brown, J. (2005). The World Café in Singapore: Creating a learning culture through dialogue. The Journal of Applied Behavioural Science, 41(1), Zaslow, Tout, Halle et al, (2010). Quality measurement in early childhood settings. Baltimore: Brookes Publishing 32