Leading OLE Learning-centred Leadership

1. Leading OLELearning-centred Leadership Session 1

2. 源起篇 Other Learning Experiences (OLE) and Student Learning Profile (SLP) in New Senior Secondary Curriculum

3. Reforming the Academic Structure for Senior Secondary Education and Higher Education - Actions for Investing in the Future(EMB, Oct 2004)

4. Other Learning Experiencessuggested time allocation breakdown over 3 years Minimum Hours 15% 405 Suggested Minimum

5. Do you agree that other learning experiences should be included as a component of the curriculum ? Strongly Agree + Agree = 84 %

6. Do you agree that the achievements, qualifications and other learning experiences of a student throughout the years of senior secondary schooling should be recognised by means of a student learning profile ? (476 schools) Strongly Agree + Agree = 87 %

7. Do you agree that universities should use broader admission criteria, e.g. components in student learning profile? Strongly Agree + Agree = 82 %

8. The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (EMB, May 2005)

9. 解碼 Understanding OLE and SLP

10. 2-3 Elective Subjects out of 20 subjects or out of courses in Applied Learning (20-30%) Other Learning Experiencesincluding moral and civic education, community service, aesthetic and physical development, career-related experiences (15-35%) Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) 4 Core Subjects: Chinese Language, English Language, Mathematics, Liberal Studies (45-55%) NSS Generic Skill Value & Attitude P1- S3 General Studies for example…

11. Other Learning Experiences(suggested time allocation breakdown over 3 years) Minimum Hours

12. Time Arrangement of Other Learning Experiences(OLE) • OLE could be arrangedwithinand outside normal school hours. • Instead of rigidly allocating lesson time into a fixed number of lessons per week/ cycle, schools are encouraged to have an overall and flexible planning of lesson time for students throughout the three years of senior secondary education. For example……..

13. For example: • Aesthetic Development and Physical Development are most likely implemented in the form ofstructured lessons. • Moral and Civic Education would commonly make use of theclass teacher’s periods or assemblies.They could be flexibly built into both ‘weekly/ cycle’ timetable and other timeslots (e.g. a weekday afternoon, after school or on Saturday) to ensure that students could have full opportunities to gain the experiences. • Career-related Experiences and Community Service could also be arrangedafter-school, during post-examination period, on weekends, before or during vacationsif required. School examples…..

14. Example of OLE time planning School A using a ‘minimum threshold approach’ in OLE time planning Mode A: OLE implemented through timetabled lessons Regular & ‘For all’ Mode B: OLE implemented through special days on school calendar ‘For all’ Mode C: OLE implemented through specific school policies on co-curricular activities Wide-spread & voluntary

15. Example of OLE time planning School A using a‘minimum threshold approach’in OLE time planning (Step One- ModeA only)

16. School A using a‘minimum threshold approach’in OLE time planning (Step Two- ModeA&B)

17. OLE time planning a ‘minimum threshold approach’ “Do”s • There is usually no need to go into Mode C. • Schools should plan Mode C effectively to ensure sufficient range of opportunities for students to extend their interests and learning. • Consider school policies to ensure coverage of OLE (e.g. CS) of individual students (i.e. provisions for all, e.g. different service programmes under Community Service).

18. OLE time planning • “Don’t”s • Schools should not consider using Mode C, in replacementof allocating OLE time into timetable and calendar. • Do not fit events/ days just for the sake of meeting up OLE time requirements.

19. Why OLE?Expected Outcomes of OLE • Whole Person Development: A balanced developmentChinese virtues(Ethics, Intellect, Physical development, Social skills and Aesthetics) • Complement the examination subjects/ career-oriented studies • Building up life-long capacities: • To nurture informed & responsible citizenship • To respect for plural values • To adopt a healthy living style • To develop career aspirations and positive work ethics

20. The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum School Mass Media Suggested forms of experience ※ Discussion in class teacher periods ※Participation in student organizations ※National education courses/programmes ※ School assemblies Suggested forms of experience ※ Learning different art forms through formal lessons ※ Community arts activities such as attending concerts, visiting art galleries and museums Overseas Peer Moral and Civic Education Aesthetic Development To become active, informed and responsible citizens To develop career aspirations and positive work ethics Seven Core Values (e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment), Caring, ＆Integrity Generic Skills (e.g. Creativity,Collaborationskills, etc.) BuildingLifelongCapacities To adopt a healthy living style Social Service Organizations and Groups To respect for plural values Natural Environment Suggested forms of experience ※ Workplace guided visit ※ Job shadowing ※ School-Business partnership programme ※ Career talks ※ Project learning on future careers Physical Development Career-related Experiences Suggested forms of experience ※ Structured PE lessons ※ Sports days Community Service Family Religious Organizations Suggested forms of experience ※ Visit the centres for the deprived communities ※ Be a member in a uniformed group regularly serving the community ※ Clean HK campaigns Industrial and Commercial Organizations Internet

21. Through these learning experiences, to nurture… Generic Skills:e.g. • Communication • Creativity • Critical Thinking • Collaboration Seven Core Values: • Perseverance • Respect for Others • Responsibility • National Identity • Commitment • Caring • Integrity

22. OLELeadership

23. R OLE 角色 Co-ordinators 統籌工作 ESPONSIBILITIES 責任

24. An advocate ROLES of an OLE Co-ordinator OLE! Promoting the importance

25. A conductor ROLES of an OLE Co-ordinator CS Art MCE PE CRE Coherent making and Liaising different people to work effectively

26. An Innovator ROLES of an OLE Co-ordinator Transforming ‘old’ things to ‘new’

27. An Explorer ROLES of an OLE Co-ordinator Trying out new things and at the same time, ‘dropping’ some old ways

28. A Learner, QC & Researcher ROLES of an OLE Co-ordinator L Monitoring quality and planning for improvement if necessary

29. ‘Getting Started’ Suggestion A Conductor An Advocate An Innovator An Explorer A Learner, QC & Researcher Forming a co-ordinating Team Auditing the existing Filling the gaps (‘do’s and ’don’t’s) Communication strategies (in and out of schools) Making good use of resources & partnerships Monitoring/ celebrating the quality of programmes …

30. 陽曆： 十月三十一日星期二 九月初十 癸巳水觜危日 陰曆： 生肖相沖： 豬 宜： 嫁娶、納采、移徙、赴任、動土、上樑、安床、栽種 忌： 詞訟、遠行 十二時辰吉凶： 子吉、丑中、寅中、 卯吉、辰凶、巳吉、 午中、未凶、申吉、 酉中、戌吉、亥凶 喜神： 東南 財神： 正南 鶴神： 在天 空亡： 未亥 OLE Planning 宜與不宜 • Forming a coordinating team • Auditing the existing • Filling the gaps • Communication strategies • Tapping the resources/ partnerships • Monitoring the quality

31. OLE does not include ECA OLE = ECA SLP is assessment SLP requires reflection or portfolio Related experiences gained from subjects do not count Only teachers could take up OLE OLE means abolishing PE lessons CRE means only work attachment CS means visits to Elderly homes Experiences gained from ECA has less quality All OLEs have to be highly-structured and in the lesson timetable ‘OLE entitlements’ mean everyone have to participate the same programmes OLE needs grading Meeting hours requirement is all we need in OLE Some common Myths/ Misunderstandings about OLE & SLP

32. A spectrum of different leadership styles Instructional “Level 5” Invitational Inclusive Primal Learning-centred Distributive Student Transactional Charismatic Transformational Democratic Situational Leadership Collaborative Authoritarian Coercive Heroic Visionary Moral Servant Professional “Three-D” Strategic Principle-centred Top-down Bottom-up Slightly ‘top down’ Slightly ‘bottom up’ Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J

33. Three Learning Agendas & Contexts Learning-centred Leadership in OLE: Student Learning Student learning opportunities Professional Learning Professional learning opportunities System Learning System learning opportunities School contexts Community contexts Policy and professional contexts

34. ‘What have I learned in this OLE activity?’ Students & teachers How could this programme be improved? Sharing reflection? Networks, agencies, groups, parents, … Helps learning in OLE Any systemic change needed to improve OLE? ‘ Learning-centred Leadership • Establishing a focus on learning By persistently and publicly focusing their own attention on learning (teaching) in OLE • Building professional learning communities By nurturing work cultures that value and support their colleagues’ learning in OLE • Engaging external environments for matter of learning By building relationships and securing resources from outside groups that can foster students’ or teachers’ learning in OLE. • Acting strategically and sharing leadership By mobilizing effort along pathways that lead to student, professional or system learning and by distributing leadership across levels and responsibilities in OLE • Creating coherence By connecting student, professional and system learning with one another and with learning goals of OLE Anything (themes, entry points, values, skills)that connects well with different levels?

35. ‘Leader-ful Community’ ‘Leader-ful Organisation’ Distributed Leadership • More than shared leadership or delegation • Involves formal and informal leaders • Web of leaders; connected leadership • It is interaction that matter; not roles and positions • Outcomes: • People have contribution to make • Willing followers • More sustainability

36. LCL in practice: reflection questions of OLE • What would be the guiding principles in designing/ planning my school-based OLE? • Any possible approaches and models that I could learn from the ‘external world’? • How could I go from here to there? What are certain and what are still uncertain? What sort of things the school should do it anyway? • Do my colleagues know what I know? How could I share with them?

37. e.g. Audit e.g. Control measures e.g. Action plan e.g.Collaboration 4 ‘Getting Things Started’ Questions • What are the existing practices that have already met the OLE requirements? What are the ‘gaps’ and areas that need future development? What would be approach to fill these gaps? • Does the school have any policy or measure to provide sufficient flexibility to those OLE programmes organized within and outside normal school hours? • Any key players in the school needs to work with/ alongside, to lead OLE ? • What would be the plan (timeframe, structure and programme) to make this work? How do these plan communicate to staff?