These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/ All images used are under CC licences and these, plus references, are in the presenters' notes.

1. Whakataka te hau ki te uru,
Whakataka te hau ki te tonga.
Get ready for the westerly
and be prepared for the southerly.
Kia mākinakina ki uta,
Kia mātaratara ki tai.
It will be icy cold inland,
and icy cold on the shore.
E hī ake ana te atākura
He tio, he huka, he hauhunga
May the dawn rise red-tipped on ice,
on snow, on frost.
Haumi e! Hui e! Tāiki e!
Join! Gather! Intertwine!
Image credit: Mark Lincoln http://www.flickr.com/photos/marklincoln/5975570550

2. Digitising appraisal and inquiry
An integrated approach to professional learning
Karen Melhuish Spencer | @virtuallykaren | #corebreakfast

3. Karen Melhuish Spencer | @virtuallykaren | #corebreakfast

5. Telepathy in teaching

6. Show and tell
1950s glove and seams: Of Dreams and Seams

7. A shared sense of ‘what works’

8. Learn as an individual
as part of a team

9. Start
with
who

10. Who?
Know our learners
Why?
Vision for learning in a digital world
What?
The right tools for the job

11. Who?
Know our learners
Why?
Vision for learning in a digital world
How?
What?
Inclusive & blended inquiry
The right tools for the job

12. Share that moment when…

13. Who is your school’s
vision about?

14. “All three…schools
have a strong
commitment to
teacher
professional
learning.
In each case,
teachers saw their
professional learning
as a coherent
package, clearly
connected to the
school’s overall
goals and vision”

15. Nodders and hiders

18. My father nearing the endserious era of
"We are and I engaged in of the
discussions about all sorts of subjects,
our edifice complex …
such as the meaning of life, right and
wrong, religion, politics, success,
Adults are beginning to demand that
happiness and everything a growing
their is curious take place at a time,
child learning about.
place, and pace convenient to them.
…I feel confident that most educational
I distinctly remember feeling like a
companion rather than an inferior.
services by the end of this century …
will be delivered electronically . . . .
My father often asked what I thought
aboutgreat challenge now thought,
Our before he said what he is to find
and gave me the feeling that he
ways to maintain the human touch as
respected my mind.
we learn to use the media in new
(Knowles
ways." 1989: 2)

20. Change management is people

21. Who?
How can we know our staff so
PD is designed around people?
Why?
Vision for learning in a digital world
How?
What?
Inclusive & blended inquiry
The right tools for the job

22. Who?
Know our learners
Why?
Vision for learning in a digital world
How?
What?
Inclusive & blended inquiry
The right tools for the job

23. School-driven professional learning
Establishment of EDUCANZ
Growing interest in transformative
models of professional learning
Growth in informal, self-driven
networked learning

24. •
•
•
•
Aligned to vision
External experts
Involved principals
Clear vision for student
achievement
• Teacher inquiry at heart
• Balance individual and
group
• Active involvement in
developing their model
• Balance of formal/informal
• Highly committed to ‘best
model’ for their students

26. Twenty-first century teacher professional development needs to combine…
individual and organisational development.
It needs to build individual learning,
but
it also needs to focus on individuals working together”
Bolstad & Gilbert, 2012

27. Teachers as adaptive experts

28. Adaptive teaching

29. future-focused
learning
communities

30. Learning communities

31. Who?
Know our learners
How?
Inclusive & blended inquiry
Why?
How clear is your vision for learning?
What?
The right tools for the job

32. Who?
Know our learners
Why?
Vision for learning in a digital world
What?
The right tools for the job

33. Individuals – in a collective

34. Tamara’s story

35. Think about your current model of
professional learning…
Appraisal /
Registration?
Teacher
learning driven
by students’
needs?
School learning
driven by school
needs?

36. Digital: A potential value-add…
Appraisal /
Registration
Example:
• Lesson observation
draws on inquiry
focus
• Attestation draws on
evidence curated in
portfolios
Teacher
inquiry driven
by evidence of
needs
Example
• Record and capture
learning
• Reflect and inquire in
portfolios
• Share inquiries in
social networks
School learning
communities
driven by school
needs
Example
• Learning
conversations draw
on portfolios
• Share learning with
community via blog/
website / networks

37. Digital technologies
enable my kete
Reflect and set goals repeatedly
over time
Capture and curate my students’
learning as evidence
Pursue my own inquiry, informally
and formally

38. It can support the symbiotic
relationship between student
learning and teacher learning/
appraisal

39. It can provide a means to be inclusive and flexible in
terms of your inquiry

40. How much choice
and flexibility
do you have?
High flexibility
Learning often happens at
times/places that suit me
Low agency
High agency
The school
defines my
learning
goals and
processes
I define my
my learning goals
and processes
Low flexibility
Learning happens at
fixed times/places

41. Digital technologies
enable our kete
Access others’ knowledge
and learning
Compare and critique
examples of effective
practice
Connect and collaborate
with others

42. Visible evidence
can support
shared
understandings
around
what’s effective

43. A way to sustain cycles of reflection over time,
individually and in communities

44. Austin’s Butterfly

45. Who?
Know our learners
Why?
Vision for learning in a digital world
What?
The right tools for the job

46. Who?
Know our learners
Why?
Vision for learning in a digital world
How?
What?
Inclusive & blended inquiry
The right tools for the job

47. Digital
technologies
– to use or not
to use?

48. How are digital
technologies
woven through PD
in your school?

49. Beware the death spiral

50. Activity traps
…levels of activity
hold no direct
promise of
improvement…The
troubling nature of
activity traps is that
you don’t know
when you’re in
one.”
“

51. “Simply bringing people together is not enough”

52. Collaboration
that seeks to
create
dissonance
and
curiosity

53. Relationship of
trust and
mutual
challenge

54. Networks,
not
hierarchies

55. Inquiry,
learning and
action spiral
… the school
needs a vision
and a
methodology

56. 1. Collective visioning

58. Align
professional
learning
to learning
vision

59. 2. Collective design of the model

60. Clear
learning
focus on
students
driven by
evidence
- Hobsonville Point Secondary

61. 3.
The right tool
for the job
is
the right choice
for me,
in this context

62. Technologies can
support…
….personalised
and learner-driven
inquiry and
appraisal

64. Technologies can
support…
the sharing of
individual
journeys

66. Technologies can
support…
Space for learning
communities

68. 4.
Technologies
can support
accountability
& review
….celebration
….attestation

69. “As the end of the year comes round, so
does a teacher’s final appraisal…
instead of pieces of paper showing
evidence of practice of how I have
meet the requirements, this year I
showed it through blogging and
eportfolios.
I found having evidence on hand much
easier and also found that I had put
more thought into the appraisal
system and looking at the future
registered teacher requirements.”

73. “…inquiry should not be seen as an add-on or a project, but rather
as a way of professional being
for the educator of the 21st century.”
Why? | Adaptive experts
- Reid, 2004, p. 8

74. Who?
Know our learners
Why?
Vision for learning in a digital world
What?
The right tools for the job

75. Where to start?
Consider how your vision
for your learners is
true for your
teachers.

76. “…we cannot wait for the next
generation to solve its
problems. Time is running out
too fast. Our fate rests with the
intelligence, skill, and good will
of [adults].
The instrument by which
their abilities …can be
improved is adult education.
This is our problem.
This is our challenge.”

77. Would technologies have helped?

78. What spark of an
idea
will you share?