session+2

Notes fromthe meeting 10th July 2008
providing reading before meeting and asking participants to read principal provides release time good professional dialogue betwen meetings both formal and informal that goes below surface that reflects on practice teachers visiting one another's classes to observe and give feedback having a team that leads the pd including a key member of senior management invitation from the principal for the adviser to work in the school Data looked at and a need identified that caused teachers to engage principal supports adviser to overcome blockers - backs the initiatives publicly expectation by principal that teachers will behave in an appropriate way || personal lack of content and pedagogical knowledge and understanding; hard if lead teachers lack content and pedagogy too. large school - more people makes it hard to engage everyone don't see themselves as pd leaders - Our Assumptions! Not knowing the next step - what to do to help them take the next steps - how to solve problems in a school Existing interpersonal dynamics - disfunctional school culture avoidance tactics - sick, other appointments, etc previous schema - baggage teachers not prepared to do the preparation not doing the follow up between visits e.g. trialling new strategies time - too much pd going on in the school teachers who don't see hte need to change - "it's the kids, it's not my practice" top down change with teachers not buying in 'Passing bus' thinking. this too will pass. External expert's lack of acknowledgement of the previous learning of the school school is not reflective advisers work in isolation rather than as a team lack of expectation of principals around professionalism ||
 * **Enablers** || **Barriers** ||
 * staff motivated - wanting to prove to the doubters that a strategy will make a difference to students