Executive Director – Department of Education, State of Victoria, Australia

Thank you Lyn – you have made an incredible contribution to Victoria’s government school leaders. Your work has been fabulous learning for all of us – and so relevant to the initiatives we are embarking on system wide.

With very warm regards Gene

Gene Reardon Executive Director Professional Practice and Leadership Division Department of Education and Training State of Victoria, Australia


Coralee Pratt – Department of Education and Training

Dear Lyn
I really enjoyed meeting you today and having the privilege of introducing you. I am in awe of your work and passion!
There were so many people who commented to me that for them, your presentation was the highlight of the Conference.
The photos below were taken by the professional conference photographer. I will also send you the ones which I took.
I wish you well for the next two Forums, your stay in Melbourne and a safe flight Home!
Best wishes
Coralee
 
Coralee Pratt  A/Area Executive Director                       
Bayside Peninsula Area                                                        
South-Eastern Victoria Region
Department of Education and Training

Working in Australia

Dear Lyn

I really enjoyed meeting you today and having the privilege of introducing you. I am in awe of your work and passion!

There were so many people who commented to me that for them, your presentation was the highlight of the Conference.

The photos below were taken by the professional conference photographer. I will also send you the ones which I took.

I wish you well for the next two Forums, your stay in Melbourne and a safe flight Home!

Best wishes

Coralee

Coralee Pratt  A/Area Executive Director
Bayside Peninsula Area
South-Eastern Victoria Region
Department of Education and Training

Queensland Experience

Literacy in all subjects

Celebrating the growth of each student.

Motivation for teachers

What motivates teachers explores the concept of leaders working with teachers so that teachers can help each other in support of student learning and student achievement.


Analysis of Data

Looking at the Case Management approach with colleagues in Queensland, Australia. The Case Management meeting is about supporting the teachers with their instruction and their approach to their students.

 


Data as Part of Your Day

Where does data collection about your students fit into your schedule? Learn more about how to connect the dots to student learning and achievement.

 


Powerful new ideas and strategies for success

Lyn Sharratt combines scholarship, proven work in the trenches and on top of it is a great trainer. She excels at making key concepts for improvement come alive. People not only leave her sessions pumped up, they actually put things into practice. They are inspired but they also learn powerful new ideas and strategies for success.

Dr. Michael Fullan, Order of Canada, Professor Emeritus, University of Toronto


Shared Journeys

Hi Lyn,

I just wanted to thank you again for a great day and reflect on the power of the learning that occurred today as a team. The opportunities to work together aren’t always easy to generate and the interactions today were the most vibrant and unified I’ve witnessed in our mixed groups. The engagement and attention to tasks was obvious and I felt a real commitment and excitement about our shared journey. You made the learning both fun and empowering which is of course what we wish for our students.

Looking forward to Monday and observing how our school’s participation matches our own.

Have a great weekend

Cheers Shelley

Project Officer, Science and Innovation

Catholic Education Services


What are the Keys to Effective Student Learning Collaboration?

Leaders create the conditions for effective learning.  In the classroom, the teacher is the leader supported by school leadership. Teachers effectively become the stewards of collaborative learning once the right conditions are in place.  They play a vital role as instructors, guides and facilitators of collaborative learning as well as modelling a co-learning stance. Project-based learning or other inquiry processes are increasingly used as the frame for collaborative learning.  What follows are many of the vital steps to consider in the inquiry journey.

Attend to the learning culture – Collaboration needs an underpinning of safety, trust and strong relationships.  We also believe strongly in what we call “Parameter No. 1” (Sharratt & Fullan, 2009, 2012) which reinforces that all students can learn given the right time and support.   Such a positive belief also students to build a growth mindset.    Teachers as co-learners model a curious nature and the assurance it is important to risk-take in learning.  It is also important to avoid difficulties by being proactive.  Developing working norms for collaborative learning is an important part of the preparation as well as plans to support students who have focusing, learning or behavioral challenges.

Attend to learning processes – Teachers need to be skilled in both understanding collaborative learning processes and in assessing the impact of their teaching on student learning.  Attending to learning processes means that teachers have considered the scaffolds and supports students will need to be successful. The need for personalization and differentiation are realities to be integrated.  Teachers who understand the importance of creating deeper learning conditions prepare students to work together so that they can:

  • engage in research or inquiry about topics that interest them;      
  • involve student voice and choice in decision making about learning;                                                 
  • zero in on a specific question of inquiry with a clear focus and co-constructed criteria of success;
  • engage in frequent dialogue as a part of investigating authentic, real-world problems;
  • think critically about what they are learning and why;
  • consider different perspectives in what they are reading, researching and discussing;
  • engage in peer- and self-feedback and assessment as a part of collaborative work; and,
  • present their work to an authentic audience.

Attend to learning skills – Teachers need to be attentive to and keen observers of the need for large group instruction and “just in time” teaching for individuals as needed. As students work through the collaborative inquiry process, they will need to learn the specific skills in conducting a collaborative inquiry, such as: 

  • distinguishing between credible and non-credible research sources;
  • recognizing bias and separating fact from opinions;
  • selecting relevant source materials; (and delete) 
  • learning particular skills, such as analyzing, paraphrasing, inferring and summarizing; 
  • learning how to represent their learning using a variety of approaches and in a variety of ways; and,
  • learning how to demonstrate their learning to an authentic audience, such as: other peers, parents or community members.

Attend to on-going assessment – Assessment is an ongoing process in collaborative learning – from deciding how students will work together and how evidence of learning will be gathered.   Effective group work will involve opportunities to assess learning products as well as learning processes such as organization, self-regulation and initiative.  Most assessment evidence will be on-going formative information which can impact teaching and learning today and tomorrow.  Data today is instruction tomorrow, what we call “assessment-in-action” (Sharratt & Planche, 2016). At defined times, summative information based on the most consistent performance can be evaluated.  Student led-conferencing is a very valuable assessment tool in classrooms where collaborative learning is well embedded as students take ownership of their own progress and assess it against co-constructed Success Criteria.

For further information on collaborative learning for students and staff, consider –

“Leading Collaborative Learning: Empowering Excellence” by Lyn Sharratt & Beate Planche

(Corwin Press, 2016).

Blog for Larry Ferlazzo by Beate Planche and Lyn Sharratt, Corwin Authors.