Who Own’s the Learning? Coaching and Leading the Learner Led Environment Pomaria Primary School 2013 Chic Foote Helix consulting

Possible Areas of Focus Big Ideas in action Inquiry to learn Teacher’s role in learner led environments Role and purpose of curriculum mapping in building a collective culture of inquiry

Guilding Questions Where are we now? Where do we want to go? How will we get there? How will we know when we are there? How can we keep it going? Five Critical Questions (pg 8) Asking the Right Questions Edie L Holcomb (1996) Corwin

Process Identify the purpose of the group and goals for year end Review understanding of the roles expectations and behaviours as a coach / mentor Examine Review outcomes to date - what is happening and where they would like to be? -- Expected outcomes Establish group protocols Plan time lines and strategies Identify Action plan and indicators/checkpoints for each stage of the year Confirm dates and align to identified process

The Pomaria Way Speak up - if you're having an issue - speak to the right person Team up - Get Connected - find the person or people that can support you. Stand up - and ACT! Make the change. What does The Pomaria Way mean for the development of a coaching culture for learning as inquiry?

Charter and Protocols Group Members Goals Expected Outcomes Strategies and Tasks Guiding Principles Based on Jan Robertson: the 3R’s for Coaching Learning Relationships

Moving from where we are to where we want to be

What are we seeking ? Intellectual independence Creative thinking Knowledge creation

Our Goal is to.....? Create a collective culture of inquiring to learn Where participants show they have confidence and capacity to take: - Ownership - Responsibility for their professional practice or learning

The 3 R’s (Robertson 1997) Reciprocity Relationship Reflect-on-reality

Changing and Challenging Requires Relational trust Reciprocity in the learning process Reflection on the practice created

Essential Elements Responsibility and ownership for the process to be with the learner Respect for knowledge that others bring to the learning process Trust and continuity to build stable learning relationships

Skills Listening Reflective Questioning Self Assessment Goal Setting Feedback

Building an Effective Coaching Culture Ten Principles – Jan Robertson Inquiry Risk Taking & Challenge Responsibility & Trust Shared Learning Support Building capacity Quality Innovation & Improvement Critical Thinking & Awareness Belief

An Effective Coach is.... Highly reflective Skilled at recognising others strengths abilities & beliefs A Servant leader Patient Considers the Bus Question Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success-A collaborative Approach for Coaches and School Leaders (ASCD 2008)

A Continuum of Self Reflection Unaware stage Conscious Stage Action Stage Refinement stage Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success-A collaborative Approach for Coaches and School Leaders (ASCD 2008

Who Owns the Learning? Learner designed assignments and rubrics Capacity for world wide authentic audience Opportunity for intrinsic rewards All students contribute to learning process of class and global learners Critical skill is to learn how to learn Learners research content beyond the teachers knowledge More opportunities for mastery Students rely on teacher and class for help Opportunities for parents to see creative student work Technology used as a transformational tool to change the culture of teaching and learning