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Presentation Outline. E5 Context A perspective on coaching E5 Support Resources. E5 Context. Need for lesson/unit planning skills Change fatigue “Instructional Leadership” skills Skill transference Engagement with DEECD initiatives

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Presentation Outline

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  1. Presentation Outline • E5 Context • A perspective on coaching • E5 Support Resources

  2. E5 Context • Need for lesson/unit planning skills • Change fatigue • “Instructional Leadership” skills • Skill transference • Engagement with DEECD initiatives • Well intentioned but often poorly implemented “initiatives”

  3. E5 Instructional model “A framework to inform conversations and guide the observation, critique and reflection of classroom practice.” (D. Fraser)

  4. Instructional model • E5 should not be seen as something new. It is simply a structure for describing and articulating what good teachers already do.

  5. Instructional leadership: Not just for principals “In an effective school all teachers are leaders” • Michael Fullan

  6. VELS Regions E5 POLT P & D Culture Differentiated Learning Ultranet Assessment Annual Plan Principles of effective PL Coaches T.P.L.

  7. One of many models

  8. A Perspective on coaching

  9. Using E5 to build Efficacy • The higher teachers’ sense of efficacy, the more likely they are to tenaciously overcome obstacles and persist in the face of failure. Such resiliency, in turn, tends to foster innovative teaching and student learning” • (Self and Collective Efficacy in teachers and schools ) (Goddard, Hoy & Hoy 2004)

  10. Coaching (Educing)

  11. Perceptions of self and collective efficacyinfluence motivation and effort Experienceof success builds efficacy

  12. E5Support Resources

  13. Coaching is questioning • Coaching happens primarily in conversations. An essential skill required for effective coaching conversations is Powerful Questioning.

  14. E5: Questions and VELS http://hench-maths.wikispaces.com Inquiry Learning

  15. Engage: Questions for designing Teacher PL • How can we develop each teachers’ sense of self-efficacy and purpose? • Why are we here and how will we operate? • What is an instructional model?  • What is the purpose of an instructional model? How might it help teaching?  • What instructional models are we familiar with? What do we use? • How might we learn about the E5 model? • What do we want to learn about Instructional models and E5 in particular? • What other questions might arise? • How can we collaborate on our learning journey with shared norms and responsibility? • How can we cater for individual needs and interests? • How can we record our learning

  16. Engage: Questions for teachers in Practice • How will I stimulate interest and draw students into in this topic? • How will I determine individual student’s current level of understanding? • How will I connect the learning with students’ lives? • How can I develop each students’ sense of self-efficacy and purpose? • How will I support students to personalise their learning goals and to align them with curriculum standards? • Have I provided assessment rubrics illustrating increasing levels of proficiency based on curriculum standards? • How will I regularly engage with Students on an individual level? • How will I help students monitor and evaluate their own and others’ thinking? • How will I develop norms of behaviour and shared responsibility with students for reinforcing protocols.

  17. Engage: Questions for Students • What do I already know about this • What do I want/need to learn? • Why are we doing this? • What are my goals? • What things do I have to do? • What sub questions and related pathways would I like to follow? • Where should I start from? • How will I be assessed? • What tools and techniques can I use to explore this question/topic? • How can I keep track of my own progress and learning? • What is expected of me in terms of collaboration?

  18. Engage: Link to Vels Thinking Processes: Reasoning, Processing and Inquiry • Forming questions • Problem solving and Decision making Personal Learning: The Individual learner • Open-mindedness, questioning skills, exploring alternatives, effective collaboration • Effective use of domain based learning strategies and methodologies  Personal Learning: Managing Personal Learning • Awareness, use and evaluation of effective learning strategies and habits • Positive attitude, motivation, emotional control and initiative • Goal setting, action planning ,monitoring, evaluation of progress Interpersonal Development: Building Relationships • Understanding Peer Influence-Power Imbalances • Effective social relations and conflict management 

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