a) Refresher on SKPMg2 Std 4 learning from Day 1 – Inside Outside Circle
b) Video Critique:
– applying deeper knowledge of Std 4 to a real classroom lesson
– process, recording, assessing based on evidence
– opportunity to ask questions, to clarify, to develop consistent understandings as PPD officers
1. How can PPD officers support schools to focus on quality instructional transformation that puts students at the centre of all decision-making ?
2. Is there alignment and common understanding of acceptable teacher competency across all education agencies that have an impact on schools?
Continuing the capacity building of SIO to better support school transformation in 2019, SISC+ facilitated two workshops so SIO could deep dive into SKPMg2 Std 4.
a) SIO take a pre-quiz about their SKPMg2 prior knowledge
b) SIO role playing coach / coachee session about the Learning Walk process in schools.
A key coaching practice is to provide opportunities for the coachee to reflect on their PdPc by asking open questions.
c) SIO refer to DTP-AMAN open questions for SKPMg2 as a useful support tool they can use during discussions with SLT and MLT. Focus on quality teaching and learning leading to improved student outcomes.
d) SIO unpack specific SKPMg2 Std 4 aspects – what would they expect to see in the classroom if this was being done well.
56x SLT from all PPD Langkawi schools took the opportunity to explore and unpack SKPMg2 Std 1 from a developmental perspective today.
Using their own school data from 2018 SKPMg2 Std 1 self-evaluation to form a spider’s web, SLT were able to identify priorty aspects and begin to set more realistic 2019 KPIs.
In groups of 4, schools then had the task of unpacking one of the twelve SKPMg2 Std 1 aspects using one of seven different tools.
The new learning and resulting professional dialogue among the participants indicated growing SLT understanding of how to use SKPMg2 Std 1 to improve their practice as transformational leaders.
This understanding was supported by having specific open-ended questions to guide development of quality systems and practices for each Std 1 aspect and what evidence from these practices schools could use to back up their self-evaluation.
SLT were given a follow up, follow through (FUFT) task to complete collaboratively back in schools, continuing to build their understanding by applying new learning to authentically update 2019 SKPMg2 Std 1 self- evaluations. From there, each school is expected to design specific interventions which will form the basis of ongoing discussions during SIO school visits.
Feedback indicates this workshop was useful and met the needs of participants.