The professional learning plan for each teacher or embedding and then teaches the modified lesson to Professional Learning Team (PLT) needs to target the PLT. particular aspects of knowledge in a systematic teachers’ The Drivers demonstrate, model the teaching and way (Munro, 2011a, 2002). The Drivers can school’s implement coaching in class. lead each teacher or PLT through the sequence of The teachers trial the teaching procedures and professional learning activities shown in Figure 5. monitor their effectiveness. The professional learning plan covers each stakeholder in Group knowledge in the PLTs is shared and pooled, the school, with the professional learning opportunities as reflective professional practice. for each teacher being implemented as follows. For an example of a professional learning schedule for a The teaching procedures to be trialed by each particular staff member, see Checklist 3. This provides a teacher are identified, and embedded in topics that grid to record the types of professional learning in which each one will teach. Every teacher prepares the staff member will be engaged, for each fortnight that show how they ‘annotated lesson plans’ where the teaching procedure or procedures are being will use the HRLTPs in their teaching. This is implemented. managed through PLTs. Each teacher practises this Figure 5: Sequence of professional learning activities Checklist 3: Sample schedule for types of professional learning undertaken see share and Analyse and trial undertake Build teaching pool new procedures evaluate procedures instructional week procedures knowledge into topics in the procedures leadership modeled about to be taught in plts activities classroom and coached teaching 1–2 3–4 5–6
The professional learning plan for each teacher or Professional Learning Team (PLT) needs to target particular aspects of teachers’ knowledge in a systematic way (Munro, 2011a, 2002). The school’s Drivers can lead each teacher or PLT through the sequence of professional learning activities shown in Figure 5. The professional learning plan covers each stakeholder in the school, with the professional learning opportunities for each teacher being implemented as follows. The teaching procedures to be trialed by each teacher are identified, and embedded in topics that each one will teach. Every teacher prepares ‘annotated lesson plans’ that show how they will use the HRLTPs in their teaching. This is managed through PLTs. Each teacher practises this embedding and then teaches the modified lesson to the PLT. The Drivers demonstrate, model the teaching and implement coaching in class. The teachers trial the teaching procedures and monitor their effectiveness. Group knowledge in the PLTs is shared and pooled, as reflective professional practice. For an example of a professional learning schedule for a particular staff member, see Checklist 3. This provides a grid to record the types of professional learning in which the staff member will be engaged, for each fortnight where the teaching procedure or procedures are being implemented. Figure 5: Sequence of professional learning activities Checklist 3: Sample schedule for types of professional learning undertaken week Analyse and evaluate procedures in plts Build procedures into topics to be taught see teaching procedures modeled and coached share and pool new knowledge about teaching trial procedures in the classroom undertake instructional leadership activities 1–2 3–4 5–6