Learning experiences – Perspective from Denise Arnerich
In acting as a coach for Jo, Trevor is illustrating ways of working, such as collaborative decision making, that Jo can consider adopting with the teachers she works with. He is also introducing ideas for how Jo and the teachers she is working with – in this instance, Leslie – might begin their literacy work with the students. For example, Trevor suggests establishing student focus groups. Helping teachers to become more responsive to their students in such ways is a core characteristic of professional development that has an impact on student outcomes (Timperley and Alton-Lee, 2008). Trevor also encourages Jo to ascertain where the students are up to in their course and what the relevant achievement standards require. While we don’t see actual data on the students’ strengths and learning needs in the case, this evidence will be required in order to determine the impact of the changes in teaching on students’ learning.
In their discussion, Jo and Trevor address the components of pedagogical leadership that Jo identified earlier in the case. Jo is sensitive to the relationship that she needs to develop with Leslie to support her learning, as evident in her recognition of Leslie’s nervousness that Leslie might impede her students’ learning. And Jo plans to draw on her developing content knowledge and pedagogical content knowledge to model specific teaching strategies that will demonstrate what changed teaching practice might look like and how students can benefit from it.
Experts need more than just knowledge of changes in teaching practice that might make a difference to students; they also need to know how to make the changes meaningful to teachers and manageable within their everyday teaching (Timperley, 2008). Trevor reinforces this understanding in video clips 2 and 3. Jo appears to understand the complexity of supporting literacy within secondary school visual arts, and she seeks to contextualise the learning for Leslie so that it is authentic.
Pauline is one of two associate principals who lead professional learning in the school, with strong support from the principal. She describes how modelling has allowed the teachers to “see” what effective practice looks like and how it can impact on student outcomes. This reflects the literature’s emphasis on the important role of the “external critical friend” (Earl and Katz, 2002), who is needed to challenge assumptions and help develop new knowledge and skills associated with improved student outcomes (Timperley, 2008). It is also refreshing to hear Pauline articulate the school’s expectation that the touchstone of any professional learning is its impact on student outcomes.
References
Earl, L. and Katz, S. (2002). “Leading Schools in a Data-Rich World”. Second International Handbook of Educational Leadership and Administration, ed. K. Leithwood and P. Hallinger. Dordrecht: Kluwer Academic.
Timperley, H. (2008). “Teacher Professional Learning and Development”. Paper 18 in the International Academy of Education’s Educational Practices Series.
Timperley, H. and Alton-Lee, A. (2008). “Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners”. Review of Research in Education, vol. 32, pp. 328–369.
