Day 3 Coordinators

Working well at Our Lady is the use of Google Forms to collect focus group evidence.  This would save the sharing that is currently needed with Confer so that everyone would have the same information.  It’s a matter of looking at how we set up the Forms, there are multiple ways of doing so.


Screenr   screencast-o-matic  2 options for recording computer screens with voice overlay to create how-to videos


Enabling prompt: nuance success criteria down

Extending prompt: nuance success criteria up

CEVN/ICON/School Support/Stories from Schools is where the videos that have been taken  will be published to.

SOAP strategy for analysing evidence:

  • S strength
  • O observations
  • A aspirations
  • P possibilities

Richard OlsenIdeasLab

How can we describe out learning and teaching practice…

  • using language that enables us to…
  • understand our practice,
  • recognise similarities and differences with others,
  • and pose “what if…” questions.

What are the essential elements of a learning model?  There are 9 of them at this point.  What is it that makes the “projects” we use work?


A Business Model says: value proposition, key partners, key resources, key activities, cost structure, revenue streams….etc


We think: Collaboration, Communication, Relationships,

IdeasLAB thinks:

Learning Outcomes: learning and teaching produces definable and measurable outcomes

Student Role: and define the learner’s roles and responsibilities

Functions: learners use specific functions that enable them to do what they need to learn

Enablers: …require correlating learning environment elements.

Practice: learning and teaching practice results from what learners and teachers actually do… (At the heart of the model)

Pedagogical Beliefs:…based on the pedagogical knowledge about how learners learn…

Teacher Role:…and in turn define the teacher’s role and responsibilities.

Culture: Culture is a product of the shared beliefs about how learners learn…

Policies:…while policies and rules set limits based on environmental constraints.




Essential Elements of a Learning Model

This document can be used in an iterative process to answer “What If?” questions.  If this is the status quo (Iteration 1) and we do this, what are the impacts (Iteration 2 overlay on Iteration 1)

How can we use these ideas to:

  • talk about innovative learning and teaching
  • understand innovative learning and teaching
  • design innovative learning and teaching


Leadership Stories 60-90 seconds

What’s at the heart of you have learnt? (essence)

What is the story going to illuminate about transofrmative practice within your school? (connections)

What’s the best way to communicate your learning? (format)

What is the most powerful evidence of learning? (evidence)


Tools for telling the story

Tasks before next Leaders Day (Nov 14)

  • Evidence of Transformation document completed
  • 60-90 sec video of my leadership strategy
  • 60-90 sec video of teacher & student learning (assistance of EOs here)

What do we want to get out of this day?????

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CLRP Leaders Day May 9

What are the strategies that impact positively on a teacher’s ability to transform learning?


ICT combined with best practice can provide opportunities to transform the learning of all.


Needs of the modern learner.


Transformation Agenda:

Using data & evidence to support personalised learning: Cumulative

Collaboration: Global

Parents as active partners in student learning: Real time


SAMR Model







What does it look like if we are moving towards transformation?


  • Unlocking people’s potential to maximise their own performance
  • Helping them learn rather than teaching them.  Timothy Gallway
  • Focus on future possibilites, not past mistakes.
  • The inner game: A coach recognises that the internal obstacles are often more daunting than the external ones.  J Whitmore: Coaching for Performance.

What does this mean?  You need to really get inside someone’s head and work out what is stopping them from reaching their full potential.  There is a need to f0cus on the future rather than dwelling on past mistakes.

A coach is not:

  • a problem-solver
  • a teacher
  • an advisor
  • an instructor
  • an expert

It is about asking the right questions to help somebody think their way through something.  You are not providing the answers, just a way to reach them.   It is the power of questioning that helps someone work out goals and actions.


Growth Coaching International: work with leaders and teams in organisations to help them get the results they want.

Solutions Focus Coaching: The Centre for Solutions Focus at Work.

International Coach Federation (ICF): core competencies and code of ethics


Growth model

Using questions that compel attention got an answer, focus attention for precision, and create a feedback loop.

G Goal

R Reality

O Opportunities

W Will

T Tactics

H Habits

Image from Growth Coaching

When someone makes their own goals, set their own actions and know another coaching session is coming up in the future where they will have to discuss this they take more responsibility as they own it.

Solutions Focus Coaching

This emphasises the solution rather than the problem, the future rather than the past.





Last news update on CEVN was at the start of the year

  • Transformation Agenda: examples of practice (student, teacher, leader)
  • ILEG (ICON Learning Expert Group): provide input into the tasks
  • Learning System to Track, Assess & Report on student learning: provide input into functional requirements
  • Research into learning tools for Collaboration; Use, Creation and Sharing of Content: provide information in relation to how Google Apps are being used to support powerful learning
  • Support & Implementation Program: provide feedback on what support schools will need & how to develop a plan




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