Learning experiences
What learning experiences did Jo engage in to address her inquiry question?
Jo developed her knowledge and expertise as a pedagogical leader over time and in three ways:
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she read and discussed key literature and research on adolescent literacy, joining in offsite meetings with other literacy leaders and Trevor over several months:
“Reading other people’s research and theory provides you with an anchor. It helps you make sense of what’s happening in your practice and to share and discuss it with others.”
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she asked Trevor to act as a coach as she worked in the school to develop her practice and to enact the research she’d been reading about with students and teachers and in classroom contexts. For example, together they discussed how Jo might support Leslie to better address the literacy demands within NCEA Visual Arts.
- she observed Trevor modelling in the classroom, and she practised modelling herself, with support from Trevor before and after sessions.
For Trevor, modelling has two major benefits:
- it brings current thinking and research to life so that educators can see its impact on student learning;
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it forces the pedagogical leader to focus on the realities that the classroom teacher faces.
Senior management in the school has also come to recognise the value of modelling:
Perpectives
Denise Arnerich
Denise Arnerich gives her perspective on this part of the case and on the different roles Trevor and Jo play.
John Loughran
John Loughran gives his perspective on this part of the case and on the value of developing our knowledge about pedagogy.
What learning experiences do you and those you work with engage in?
Inservice teacher educators acknowledge the importance of keeping up with current educational research and literature. But how do you make this a reality in your day-to-day experience as an ISTE?
Engaging with the literature
How should we gather evidence? (pages 84–85)
Inservice teacher educators sometimes act as coaches, mentors, or critical friends. How do you work when supporting the learning of others? How do others support your learning?
Engaging with the literature
What roles can a leader play? (pages 126–130)
Coaching: A Strategy for Developing Instructional Capacity – Promises and Practicalities
by B. Neufeld and D. Roper (2003) (under "Policy Related Papers" near the bottom of the web page). (Web link)
What do you think is the role of modelling within pedagogical leadership? If you think it’s important, how do you ensure it’s effective? And if it’s not important, how do you ensure teachers “see” how to improve their practice? You may wish to compare Trevor’s thoughts on modelling with Delwynne Stevenson’s in Case 1, video Clip 8.
Jo knew she needed to engage in deep learning over a sustained period and through a range of learning experiences. How does your practice acknowledge the depth of learning and time required for you and the teachers you work with to achieve substantive change?
Engaging with the literature
It takes time (pages 154)
The comments of the senior managers at Wakitipu High show that the school’s thinking about improvement corresponded with Jo’s. How do you ensure such alignment develops when you work in schools?
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