The
Principles of Learning and Teaching P-12
Training
Program
Office
of Learning and Teaching
OUR
EDUCATIVE PURPOSE
What is powerful
to
learn?
Victorian
Essential Learning
Standards
What is powerful
learning and
what promotes it?
Principles of
Learning
and
Teaching
LEARNER
How do we know
it has been learnt?
Assessment
Advice
Who
do we report to?
Students
Parents
Colleagues
School
System
The Principles
of Learning and Teaching P-12 (PoLT)
Development
of PoLT
2004 pilot in 44 primary and secondary schools
2005 delivery of PoLT Training Program to 531 schools (811 participants)
2006 delivery of PoLT Training Program to 148 schools (211 participants)
This
equates to almost 50% of Government schools participating in PoLT.
PoLT Training
Program
Includes:
Leading Change Program Professional Development Program Critical Friend supportPoLT support
materials
Web-based resources for all schools:
Background Paper Components of the Principles Principles Unpacked Online Professional Learning ResourceComponents
of Principle 4
4 Students are challenged and supported to develop deep levels of thinking and application
In learning environments that reflect this principle the teacher:
4.1 plans sequences to promote sustained learning that builds over time and emphasizes connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem-solving skills 4.6 uses strategies to foster imagination and creativityThe Principles
Unpacked
4.4 The teacher uses strategies that challenge and support students to question and reflect
This component is demonstrated by teachers:
introducing ideas by using interesting and challenging activities using short, group-based challenging activities to raise questions challenging students to reflect on their responses to tasks asking students to represent their understandings in a variety of ways encouraging students to see knowledge as a construction and to examine critically and even challenge information provided by the teacher, a textbook, a newspaper, etc.Online Professional
Learning Resource
May be used by schools who have already done PoLT training for further exploration, or by schools who wish to familiarise themselves with the Principles
Includes theory, practical suggestions, vignettes, opportunities for reflection, access to further information and glossaries
The
Action Research Model outlines the
process through which individuals or groups can use to further develop
skills and strategies related to their field of inquiry. Each
section, or stage, of the PoLT Online Resource is linked to the
process.
PoLT Training
Program
Based on:
an explicit framework describing pedagogy a change model that reflects contemporary understandings of teacher learning and school improvementProvides a a structure for schools and clusters to:
examine their teaching practice identify key areas for improvement develop a plan to initiate improvement monitor changeDesigned to be implemented
over three years
PoLT Implementation Strategy
The Audit Instruments
Mapping
Student Perceptions Student Learning Professional Learning Team processes Curriculum audit instrument School audit Cluster communicationComponent Mapping
Comment
1: I almost always
use tasks involving standard procedures with fixed response formats.
I rarely use tasks that require deeper level questioning and interpretation.
2:
Between these
3: I tend to use tasks
involving standard procedures and interpretations, but occasionally
use challenging tasks that engage students with deeper levels of questioning
and interpretation.
4:
Between these
5: I consistently
design tasks that are structured to challenge and support students to
engage with deeper levels of understanding and practice through questioning,
interpreting, and reflecting.
Principle 4 Students
are challenged and supported to develop deep levels of thinking and
application
4.4 The teacher uses strategies that challenge and support students
to question and reflect
In my practice:
PoLT Professional
Learning Modules
2005
Evaluation
96% agree or strongly agree
94% agree or strongly agree
97% agree or strongly agree
Evaluation
comments
This PowerPoint presentation provides
an overview of the Principles of Learning of Teaching P-12 (PoLT) and
the PoLT Training Program. It can be used to provide an overview
for the whole staff.
Slides 2 008 show the connections between
the student learning initiatives and an overview of PoLT and associated
resource materials
Slides 9 0015 provides details of the
PoLT Training Program
Slides 16 0017 shows the involvement
of schools within Victoria and their feedback to the PoLT Training Program
More detail for each of these slides
can be found on the Department of Education web site in the Student
Learning section. www.education.vic.gov.au/student learning
This model is used to show how the different student learning initiatives interact, with the learner at the centre.
How do the Student Learning initiatives connect to support student learning?
The educative purpose reflects values, beliefs and understandings about student learning.
00hat is it powerful to learn?0000 a question we are seeking to answer through work around understanding and implementing the Victorian Essential Learning Standards.
However this work can00 be considered in isolation. The Principles of Learning and Teaching P-12 help to answer the question how should the learning process occur if we are to promote achievement of the Standards. The Assessment Advice will allow us to know if the learning has occurred.
Reporting on student achievement, including plans for their future learning is communicated to students, parents and other teachers. In addition schools report on student achievement to the education system. The aim of reporting is to improve student learning.
The Principles of Learning and Teaching
from Prep to Year 12 articulate six principles that can be used by schools,
teams of teachers and individuals to reflect on practice and support
professional dialogue to strengthen pedagogical practices.
The Principles Unpacked provide detailed explanations and teaching examples
for each of the principles.
The development of the Principles of Learning and Teaching P-12 draws on:
Research - The principles have been developed with reference to international and national research and school practice. The principles, support materials and the PoLT Training Program, build on the work that has already been developed through the Science in Schools (SIS) and Middle Years Pedagogy Research and Development (MYPRAD) initiatives. The approach has however been extended to include all strands and stages of learning from the Victorian Essential Learning Standards.
Consultation - During 2004, 44 schools from seven clusters participated in a pilot program. The aim was to trial, discuss and refine the Principles of Learning and Teaching P-12, including audit instruments, professional development modules and support materials. In addition, extensive consultation has taken place within the education community to ensure the relevance and validity of the principles and support materials.
The PoLT Training Program has been delivered to approximately 50% of government schools.
Leading Change Program
As part of the program teachers are considered researchers 00they collect their own data (data is aggregated to inform planning) and develop an Action Plan that reflects local needs Component mapping is a key feature of the Leading Change Program 00an agreed position is arrived at through discussion between teacher and coordinator of where the teacher00 practice sits along a continuum for each component Teacher00 component map compared with student perceptions (sample only) Component mapping is for individual reflection only - not for accountability purposesProfessional Development Program
Feedback from Middle Years Research and Development (MYPRAD) project indicated teachers would like the opportunity to explore the principles in greater depth 00as after the component mapping they had identified areas they would like to develop Different schools will have different starting points PoLT coordinators receive professional learning in leading change to support the delivery of professional learning to school teams (supported by cluster coordinator if involved as a cluster) The Online Professional Learning Resource provides greater flexibility in the provision of professional learning for individuals or teams of teachers The Online Professional Learning Resource can augment the modules to provide professional learning tailored to meet specific need.Critical Friend Support
provided by the tertiary providersThis slide provides an overview of PoLT
support materials. More detail on the Components of the Principles
and Principles Unpacked and the Online Professional Learning Resource
are found on the following slides.
The Background paper establishes the
context in which The Principles of Learning and Teaching P-12 have emerged.
It provides background on the initiative and suggests the role it can
play in supporting teachers to reflect on their pedagogical practices
and engage in long-term professional learning.
The components describe what teachers
actually do to create an effective learning and teaching environment.
The Principles Unpacked provides a detailed
explanation of the Principles of Learning and Teaching P-12 and teaching
examples.
Each principle is supported by descriptors
of what teachers actually do to create an effective learning and teaching
environment. These are referred to as components.
The unpacking of each principle and its
components clarifies the intention of each to provide a picture of what
each component might look like in the classroom.
The examples are drawn from the actual
experience of teachers, gleaned from interviews, reports and anecdotal
notes for strands and stages of learning in the Victorian Essential Learning Standards.
As can be seen on the slide, examples
are offered in terms of how the component may be demonstrated.
It also includes examples of how teaching looks when each component
is not being demonstrated as well as including examples of how each
component looks from a teaching perspective.
The PoLT Online Professional Learning Resource contains additional support for each principle including: a brief overview of the research; practical suggestions for classroom use; snapshots of appropriate activities; a series of questions to support reflection; relevant links to others sites and a glossary. It can be used by teams of teachers and individual teachers to further explore the principles.
This process underpins the PoLT Online Resource and the PoLT Training Program. The principles support teachers to embark on a journey of evolving practice and include eight steps:
Step 1: Inquiry into pedagogy Being predisposed to inquire into teaching practice and student learning and being willing to work collaborative
Step 2: Identifying challenges Using the 6 principles to reflect on teaching practice and student learning (facilitated by a critical friend)
Step 3: Articulate goals Drawing on a particular principle (or combination of principles)
Step 4 & 8: Critical inquiry into practice and context Focussing on particular aspect/s of pedagogy
Step 5: Enact change in pedagogy Being critically aware of the principles
Step 6: Critical reflection Engaging in collaborative reflection and evaluation with respect to teaching and learning goals and the change process
Step 7: Articulate new goals Drawing
on principles (invariably different from ones drawn ones drawn on earlier
in the cycle
Information on the Action Research Model can be found in the Background Paper on the PoLT section of the Student learning web site. www.education.vic.gov.au/student learning
PoLT is a research based model by which schools and clusters can improve their teaching and learning across P-12 and monitor their progress.
The PoLT model includes:
A framework of effective teaching and learning
A strategy to support change, incorporating
a range of support elements.
The PoLT Training Program provides a
structure for schools and clusters to improve learning and teaching
within the school context.
It is designed to be implemented over
time and is a key aspect of School Strategic Plans and Annual Implemenation
Plans.
The PoLT Training Program is the process
through which schools/clusters are supported to improve their learning
and teaching. The strategy is the sequence of events & actions taken
by teachers, working as a team, to improve learning and teaching in
the school.
The change process is designed to develop locally based decisions about learning and teaching. The action plan is an agreed position, generated at the school level and reflected in the Annual Implementation Plan about actions related to pedagogy that the school will undertake to bring about change. The plan could also be linked to Performance and Development Culture and Leading Schools Fund.
For clusters undertaking this initiative,
the school action plan may sit within a broader cluster plan.
Self-assessment tools are provided as
part of the PoLT Program Training to assist school-based professional
learning teams in their discussions about learning and teaching within
their school and/or clusters.
There are seven major instruments to
inform the audit review process and provide a range of information to
focus discussion on appropriate directions.
Detailed explanations of each of these instruments and advice about the best ways to use them can be found in the PoLT Training Program Manual, which will be distributed to all schools/clusters undertaking the program.
The component mapping process is an essential part of the Training Program. It serves a number of purposes.
To establish the principles of effective learning and teaching which are at the centre of the PoLT To provide the basis on which teachers monitor their own practice To support the development of the school action plan.The component mapping process provides
useful insights into a teacher00 current practice. The PoLT coordinator
assists teachers to review their practice by individually interviewing
each teacher and mapping them against the components of each principle.
The PoLT Coordinator will arrange a 45 minute discussion with each participating
teacher. The discussion provides an opportunity to acknowledge and affirm
teachers00expertise and professionalism as well as encouraging teachers
to elaborate on or extend their practice.
It also provides an opportunity to discuss
pedagogical beliefs, and to question whether particular components and
their descriptors capture effective practice in the teacher00 particular
context.
Note: It is important to point out that
the component mapping exercise is not
a discussion where the coordinator sits in judgement, nor should it
be used a part of the school performance and development appraisal.
The learning and teaching profiles
of individual teachers will not be publicly identified. The aggregated
data from the component mapping exercise is intended to help build a
picture of what is happening across the school/cluster. It will assist
in suggesting directions to take and will assist in identifying pedagogical
areas that are well developed and those which require further development
and support. School data from this and other audit tools are analysed
to form the basis of action planning.
Module 1
This module provides teachers with an opportunity to discuss features of pedagogy that focus specifically on the needs of the learner within the learning environment.
Module 2
This module provides teachers with an opportunity to discuss features of pedagogy that focus specifically on the learning environment that promotes independence, interdependence and self-motivation.
Module 3
This module provides teachers with an opportunity to discuss features of pedagogy that focus on the needs, background, perspectives and interests of the learner and the application of these features into practice.
Module 4
This module provides teachers with an opportunity to discuss features of pedagogy that focus on students being challenged and supported to develop deep levels of thinking and application.
Module 5
This module provides teachers with an opportunity to discuss features of pedagogy that focus specifically on assessment.
Module 6
This module provides teachers with an opportunity to discuss features of pedagogy that focus specifically on connecting learning with communities and practice beyond the classroom, and using technologies in ways that reflect contemporary community practice.
Overview
588 participants including principals, assistant principals, cluster and school coordinators and teachers who had been involved in the Component mapping process responded to an online survey.
The Principles of Learning and Teaching
were universally praised as a clear and a valid framework that captures
the essence of quality pedagogy and provides a strong basis for a discussion
of learning and teaching.
Positives
The component mapping instrument was strongly endorsed as a professional learning experience and as providing impetus for change.
The manual was strongly endorsed as useful in guiding the process of auditing and action planning.
The Professional Learning Modules were generally well regarded.
The role of Professional Learning Teams was strongly endorsed.
The role of the cluster educator was critical in driving the initiative.
The open comments by principals particularly,
and by school coordinators, were very positive. Their comments generally
indicated that PoLT was a great initiative and potentially very powerful,
but the workload issue needs to be carefully managed.
Issues
There was an underlying issue concerning whether the focus should be at the school, or the cluster level.
A number of coordinators talked of the difficulty of getting teachers involved and committed to the initiative.
The issue of time release and the need
for provision of resources to support PoLT was a universal theme.
These comments can be used to consider aspects of the PoLT Training Program that can be used by the school/cluster to strengthen participation in the program.
download The Principles of Learning and Teaching P-12 Training Program
