1. THINKING DIFFERENTLY ABOUT PROFESSIONAL COLLABORATION Prof Alma Harris Dr Michelle Jones

2. THINKING DIFFERENTLY PLCS AND NETWORKS Questions

3. EFFECTIVE PROFESSIONAL LEARNING Starts with the end in mind – what is the overall desired change in practice? Focuses on change that leads to improved learning outcomes Evaluates outcomes at multiple levels and in multiple ways Tracks changes over the short, medium and long term Looks for trends and patterns Harris and Jones (2012)

4. PROFESSIONAL COLLABORATION WITHIN SCHOOLS Enable teachers to reflect upon their own learning as educators in order to improve their own practice and the practice of others. (Harris and Jones, 2012: Jones, 2014) © Jones & Harris 2015

5. Authentic PLCs & Networks are: (Harris and Jones 2010) Data informed Collaborative Distributed Leadership Focused on improving Pedagogy Enquiry driven Reflective (Double-Loop learning) © Jones & Harris 2015

6. 1. Establish Team(s) 2.Identify Focus/Issue 3. Action Enquiry 4. Innovation & Change 5. Trialling & Feedback 6. Refining & Embedding 7. Analyse & Share Outcomes Impact Interchange able © Jones & Harris 2015 A Model for Professional Collaboration (Harris and Jones (2009) Multiple Data Multiple Strategies Multiple Cycles Multiple Outcomes

7. TIME TO THINK DIFFERENTLY What type of leadership is needed to create effective ‘Professional Learning Communities & Networks? What role do formal leaders team play in sustaining PLCs & Networks within, between and across schools? © Jones & Harris 2015

8. TIME TO THINK DIFFERENTLY Professional Learning Communities & Networks: A Model of Disciplined Collaboration? © Jones & Harris 2015

9. DC MODEL The DC model provides opportunities for professionals to work as an effective collaborative team, in a systematic and focused way, in order to generate new ideas and to change/improve practice. The DC model is premised upon interdependent learning and it consists of three phases of professional learning: Implementation, Innovation, & Impact. © Jones & Harris 2015

10. DISCIPLINED COLLABORATION: Professional Learning that impacts on Student Learning © Jones & Harris 2015

11. DISCIPLINED COLLABORATION  Where evaluation of impact is a core component and not an ‘add on’ or an afterthought. © Jones & Harris 2015

12. Implementation Innovation Impact Disciplined Collaboration Measurable Changes: Student Outcomes Professional Learning Organizational Policy & Practices DC Plan Focuses Inquiry: Actions Strategies External Expertise Success Criteria New Pedagogies: Changes in classroom practice ‘Double- loop’ learning What differences would you expect to see? © Jones & Harris 2015

13. TIME TO THINK DIFFERENTLY Connected PLCs are Networks: A Model of Distributed Leadership within, between and across schools

14. Professional Learning Communities operate within a DL framework Distributed Leadership (DL) is realized in PLC teams © Jones & Harris 2015

15. Connected PLCs form Strong Networks Distributed Leadership Within, Between and Across Schools Harris and Jones (2010) © Jones 2015

16. BARRIERS TO CONNECTING © Jones & Harris 2015

17. http://www.aitsl.edu.au/professional- growth/insight/disciplined-collaboration- in-professional-learning http://learning.gov.wales/docs/learning wales/publications/130830-plc- guidance-en.pdf @michellesjones1 @almaharris1