Professional Learning Conversations

Professional learning conversations can take place in formal and inform settings such as staff and syndicate meetings, collegial discussions, cluster professional development opportunities.

The content of what is discussed needs either to deepen understanding of existing knowledge or to challenge the adequacy of existing knowledge (when current beliefs and practices are based on unhelpful assumptions.) [Timperley and Robinson, 2001]

Rationale: Linking beliefs to practice

• ‘It is what teachers actually do, moment by moment in their classrooms, that makes a difference to student achievement” [Effective Literacy practice in Years 1 to 4, 2004]
• “Both teaching practices and the beliefs underpinning them need to be the target of discussions because a recurring theme in the research literature is that simply providing teachers with useful practical tips does not change practices in ways that are sustainable” [Timperley and Parr, Research Report for LPDP, Chapter 5 February 2005]

 Old Practice – types of questions

• Do you think the students understood the intention of the lesson?

 New Practice – types of questions

• What did you notice about the students’ questions that made you aware of how well they understood the intention of the lesson?

 Team Leader/Observer

• Our aim or goal is to draw out the ‘noticing’ and ‘understanding’ in a conversation – rather than just focus on the action that will follow.

Structure of Practice Analysis Conversations

• Pre-discussion to establish and discuss observation criteria
• Observation
• Deconstruction of the lesson – use evidence from lesson observation and students conversations
• Discuss theory for improvement
• Set goals
• Reconstruct the lesson – what would it look like if…
• What would you notice the students saying or doing?

 Criteria for an effective Professional Learning Conversation

• Contracting: Being clear about the agenda for the activity
• Share responsibility for identifying strengths and problems
• Use Data and examples to illustrate evaluations
• Give reasons for considering particular practices to be strengths or problems
• Inquire about other’ opinions
• Check whether concerns are shared
• Co-construct teacher goals
• Share responsibility for developing an action plan
• Inquire into whether the person finds the actions useful and actionable