4M - working with Punggol teachers - enthusiastic - cld see they were listening and working with ideas - wanting to try and apply in class
Hungry to learn - improve their and my practice -
OPen and honest - we are not sure how to… we want to learn how to …
What are structures and processes that we need to put into place or formulate to help you…
What do you need and want to learn and to work on..
Ideas resonated - they are ready
What are BIG ideas we need to grapple with - curriculum leadership
WHat do we need to work on systemically and systematically
How do we help ‘new’ teachers teach better?
Video demo lessons/co-teaching to help those who cannot attend.
Try things out - what works for me, with my class, in my school
Complex and chaotic
Interesting experience meeting all teachers and talking to them about ideas and content and pedagogy.
2nd time talking - all upper primary teachers.
First time, talked to all teachers in EL department. Got a feeling this might be the way to go for me. Informal meeting up - answering queries. Feeling the ground. They were sizing me up too. A senior looking teacher asked what my agenda was. Would I be writing a report for ELIS? I replied that my agenda was to learn with them and from them, And I meant every word! Could see tha tmany of them were learning 'new' ideas an they were furiously taking down notes. ot an expert and knowall but an enthusiastic senior learner who was just bursting to share and help.
Linda the HOD seems to have a good team working with her. This orientation sessions where we get to know one another and 'feel each other out' seems to be working. The teachers are getting to know me and are rediscovering what they need to get better at and what they want to learn and work on.There was a palpable sense of excitement and eagerness to learn and inquire. It was infectious!
Some suggestions fo rPL on my mind:
- Work with a group of teachers on planning, implementing and assessing their teaching/learning of writing - Coplan, Coteach, Observe , Debrief - Sound s good!
There might not be a 'perfect' or optimum approach/process. A confluence of so many factors. Very messy and unpredictable. But there are 'moves' we make as the picture of practice and thinking becomes clearer. The roles I play become more defined and refined. The time it takes woud differ. Dependent on school cultures, leadership types and personalities and the combination of these factors and many more.
BUT, some generalisable principles are emerging.
1) Get to know the ground- not formally with KPs and many discussions and talks but with actual teachers with real issues and concerns. Wait for ways and forms that teachers see professional learning emerge ' let it come from them. Not prescribed and determined. Linda is having discussions for plans with teachers.
Hungry to learn - improve their and my practice -
OPen and honest - we are not sure how to… we want to learn how to …
What are structures and processes that we need to put into place or formulate to help you…
What do you need and want to learn and to work on..
Ideas resonated - they are ready
What are BIG ideas we need to grapple with - curriculum leadership
WHat do we need to work on systemically and systematically
How do we help ‘new’ teachers teach better?
Video demo lessons/co-teaching to help those who cannot attend.
Try things out - what works for me, with my class, in my school
Complex and chaotic
Interesting experience meeting all teachers and talking to them about ideas and content and pedagogy.
2nd time talking - all upper primary teachers.
First time, talked to all teachers in EL department. Got a feeling this might be the way to go for me. Informal meeting up - answering queries. Feeling the ground. They were sizing me up too. A senior looking teacher asked what my agenda was. Would I be writing a report for ELIS? I replied that my agenda was to learn with them and from them, And I meant every word! Could see tha tmany of them were learning 'new' ideas an they were furiously taking down notes. ot an expert and knowall but an enthusiastic senior learner who was just bursting to share and help.
Linda the HOD seems to have a good team working with her. This orientation sessions where we get to know one another and 'feel each other out' seems to be working. The teachers are getting to know me and are rediscovering what they need to get better at and what they want to learn and work on.There was a palpable sense of excitement and eagerness to learn and inquire. It was infectious!
Some suggestions fo rPL on my mind:
- Work with a group of teachers on planning, implementing and assessing their teaching/learning of writing - Coplan, Coteach, Observe , Debrief - Sound s good!
There might not be a 'perfect' or optimum approach/process. A confluence of so many factors. Very messy and unpredictable. But there are 'moves' we make as the picture of practice and thinking becomes clearer. The roles I play become more defined and refined. The time it takes woud differ. Dependent on school cultures, leadership types and personalities and the combination of these factors and many more.
BUT, some generalisable principles are emerging.
1) Get to know the ground- not formally with KPs and many discussions and talks but with actual teachers with real issues and concerns. Wait for ways and forms that teachers see professional learning emerge ' let it come from them. Not prescribed and determined. Linda is having discussions for plans with teachers.