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>> Deb Hancock >> Principal, Modbury West Primary School
>> Northern Adelaide regional leaders' day >> June 2013
>> Creating time >> We create concentrated time for people
to do the thinking. We aim to spend most of our staff meeting time on professional learning,
we release year level groups at least twice a term for a day or a half-day and we use
our pupil free days. These learning times are structured so that staff are talking with
each other; they're exposed to new learning; they're having their thinking challenged;
are planning together. >> We also acknowledge with staff that there
will never be enough time so we aim to do the best with what we've got. We constantly
talk about teachers being the ones who can make a difference, that what we do counts,
that if something isn't working we need to look at doing things differently, that we
need to be learners ourselves. >> We have an expectation that everyone will
have a go at pushing themselves that little bit further with new learning, and we support
each other to do that. If we expect staff to get on board, then we resource this work
as much as we can with the release time, access to research experts and information, buying
or making the resources needed to support the work with students.
>> The leadership team is also doing the learning with staff so (that) we can talk to them about
it, and have an appreciation of the challenges involved.
>> We include a commitment to action after much of our PD (professional development)
and expect people to write down what they are going to do as a result of their new learning,
and we set aside time to follow this up. >> One of the strategies we found helpful
is using learning design. Our teachers have been collaboratively planning using learning
design for some time, but it was through working with Mandy (Many Way, Primary Australian Curriculum
facilitator) that I came to see a broader use for this process. When Mandy plans staff
PD with me she always starts by posing the question, 'What's the intended learning and
why is it important?' Through talking this through we come up with much better outcomes
and use our precious PD time more effectively. >> I now try to ask the same question when
planning for PD. When talking to teachers about lessons or students about a learning
task or an app they're using, when responding to requests for resources: What's the intended
learning and why is it important?