School Effectiveness Framework Professional Learning Communities Professor Alma Harris Michelle Jones

The Challenge (SEF 2008) To transform the education system so that we ensure success for each student in each setting (Harris, 2008)

But how do we transform our school system in Wales? Page 6

Tri-Level Reform in Wales

Limitations of Reform Reforms that do not take account of what happens in the classroom have a similar effect to that of a storm on the ocean – the surface is agitated and turbulent, while the ocean floor is calm and serene (if a bit murky). Policy churns dramatically, creating the appearance of major changes…while deep below the surface, life goes on largely uninterrupted.” (Cuban, L. How teachers taught: Constancy and Change in American classrooms )

The most effective school improvement programmes... Focus on learning outcomes Concentrate on the learning level and the instructional behaviours and practices of teachers Focus on collaborative patterns of staff development that enable teachers to enquire into practice in order to improve learning outcomes

How the Best School Systems Come out on Top (Mckinsey2007) The only way to improve outcomes is to improve instruction In order to improve instruction schools need to find a way of changing what goes on in the classroom

Wales should learn from the best systems around the world (Barber, 2010) Standards and Accountability Globally-benchmarked standards Good, transparent data and accountability Every child on the agenda always in order to challenge inequality Human Capital Recruit great people and train them well Continuous improvement of pedagogical skills and knowledge Great leadership at school level Structure and Organisation Effective, enabling central department and agencies Capacity to manage change and engage communities at every level Operational responsibility and budgets significantly devolved to school level

Fullan (2010) The evidence is clear. PLCs, well implemented, produce learning results for students...in schools and in networks of schools or whole local authorities who use PLCs across their schools. The reason is also clear...PLCs develop the capacity of teachers to improve teaching practices that get results which means that PLCs can contribute to system transformation in Wales

Evidence Professional learning communities have a positive impact on student achievement A professional learning community enables teachers to engage is collaborative enquiry and change within their own schools initially and across schools subsequently A PLC is a powerful vehicle for changing teachers’ behaviour and improving student learning outcomes but only when it is focused on the improvement of learning rather than the improvement of teaching Teachers who are part of a professional learning community tend to be more effective in the classroom and achieve better student outcomes Teacher enquiry is at the heart of effective professional learning communities, it is a key driver in improving classroom practice Professional learning communities improve teachers’ professional learning and secure improved school performance, irrespective of the school context and its socio-economic profile

High performing schools help teachers improve instruction by learning from each other. ‘How the world’s best -performing school systems came out on top.’ McKinsey 2007 Professional Learning Communities within, between and across Schools (SEF, 2008)

What is a PLC? Harris and Jones, 2010 Professional learning communities are where teachers participate in decision making, have a sense of purpose, engage in collaborative work and accept joint responsibility for the outcomes of their work. Empowering teachers in this way and providing them with opportunities to lead is based on the simple but powerful idea that if schools are to meet learner needs, they must provide opportunities for teachers to innovate, develop and learn together.

PLCs Professional Learning Communities allow teachers to focus their professional development efforts on improving learning outcomes They allow teachers to work together within schools first and then between and across schools. Participants learn more through active construction of knowledge rather than through passive receipt of information

2 Key Principles (Harris and Jones, 2009) Enquiry Collaboration 14

Characteristics of a PLC (Harris and Jones, 2009) Distributed/C Leadership Focus on Learner Needs Attention to Instructional Core Enquiry driven- outcomes lead to change in practice

PLC Building blocks Leadership Distributed Collaborative Enquiry Distributed Collaborative Knowledge Generation Distributed Collaborative 16

Distributed leadership (Harris, 2007) is fundamentally about connecting leadership practice more closely with teaching and learning practice.

Distributed Leadership: 3 Levels (Harris, 2008) Superficial level – delegation Subterranean level-new teams, new roles and responsibilities Deep level- cultural & capacity building i.e. the way of working around here

Implementing SEF through PLCs (Harris and Jones, 2009) Inter-dependent practice Shared responsibility and accountability Building and Sustaining Professional Learning Communities Distributed and Classroom Focused Broad Based Leadership Professional Pupil Relentless Focus on Learning

Phases of establishing a PLC Harris and Jones Establish the Group 2. Identify a Focus 3. Action Enquiry Innovation 4. and Change 5. Trialling and Feedback 6. Refining7. Sharing Outcomes Establish Enquire Extend

Many groups, eg Lesson Study Specific group

PLCs within schools Between Schools Across Schools Across LAs Headteachers Teachers Pupils Governors Support staff SEF 2008

Effective PLCs Focus on Learner Needs Data Driven and Evidence Based Focus on Pedagogy / Teacher Practice Collaborative Research based Supported by Leader / Facilitator Individual / collective responsibility Jones 2010

PLC Guidance Material Part 1 What is a Professional Learning Community? The School as a Learning Community How do you create a PLC? Qualities / characteristics of a PLC PLC’s and the SEP Characteristics of a PLC facilitator/leader Role of the PLC facilitator Case studies Part Potential opportunities for CPD including range of PLC activities. Links to Performance Management Evaluating the impact of professional learning and the PLC CPD overview chart for all staff at different stages in their careers and highlight links to PLCs. Link to the ‘new national standards’ review.

Key questions How do we measure teacher knowledge prior to the planned professional learning? How do we collect information about changes to teaching and learning? How do we collect information on student learning activities resulting from the professional learning? How much time should we give for observations before drawing conclusions? How do we also evaluate the impact of sharing professional learning with others? How will we use the information generated by the evaluation process?