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External pressure and support Leadership to establish a vision, commitment and sustainability

Leadership – The Big Picture Earl, Watson, Levin, Leithwood, Fullan, & Torrance (2003) “Watching & Learning 3: final report of the external evaluation of England's national literacy and numeracy strategies.”. External pressure and support

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External pressure and support Leadership to establish a vision, commitment and sustainability

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  1. Leadership – The Big PictureEarl, Watson, Levin, Leithwood, Fullan, & Torrance (2003)“Watching & Learning 3: final report of the external evaluation of England's national literacy and numeracy strategies.” • External pressure and support • Leadership to establish a vision, commitment and sustainability • Build local expertise / infastructure • Time for consolidation • Capacity to adapt & refine practice

  2. Get the Basics RightFullan, M. (2005) “Leadership & Sustainability: System Thinkers in Action.” Thousand Oaks, CA: Corwin Press • Raise literacy & numeracy • Raise the bar and close the gaps • Emphasis on literacy & numeracy in middle and high schools • Develop powerful strategies to foster deep learning

  3. Literacyfeatured in 54% of meetings supported by positional and distributed leadership 80% -core to the curriculum 83% of leaders thought literacy supported other subjects 80% of leaders felt that the school had internal expertise in literacy Numeracyfeatured in 14% of meetings supported by distributed leadership 83% -core to the curriculum 17% of leaders thought mathematics supported other subjects 13% of leaders felt that the school had internal expertise in maths Numeracy LeadershipSpillane, J.(2005)."Primary school leadership practice: how the subject matters." School Leadership and Management25(4): pp 383-397.

  4. Professional LeadershipFrances Salt: ERO & Numeracy August 2005 • Is there strong curriculum leadership in mathematics? • Does the leader keep abreast of new developments? • Is the leader enthusiastic and able to inspire others?

  5. Professional Leadership Cont’dFrances Salt: ERO & Numeracy August 2005 • Is there consistent practice in numeracy teaching school-wide? • How will the numeracy project be sustained and staff kept up to date? • How will new staff be up skilled and mentored?

  6. Case Study Demographics • Decile 3 • Semi- rural • Lower North Island • 10 classroom teachers • Male principal

  7. Case Study • Staff meeting lead by the Principal • Designing the tool -Senior Staff/Facilitator • Class Observations – Lead Teacher/Facilitator • Feedback sessions - Lead Teacher/Facilitator • Goal setting – Lead Teacher • Support • Shifts in teacher practice • The Rolls Royce version of observation & feedback!

  8. Modified from a presentation by John EdwardsDREYFUS MODEL OF SKILL ACQUISITION Rule Governed Behaviour PPK Basis For Action Read the Context Novice Beginner Competent Proficient Expert

  9. TRANSFORMATIONAL LEARNINGModified from a presentation by John Edwards L + clear understood flows time THEPIT confusion frustration angst L -

  10. ACTION LEARNINGModified from a presentation by John Edwards ACT ACT ACT GATHER DATA GATHER DATA DESIGN DESIGN REFLECT REFLECT

  11. Optimising Observation • Purpose for the observation is clear • Relationship of trust • Deciding on the tool • Feedback • Follow-up and support • 10% change is sustainable

  12. Lead Teacher Role • Communication • Support • Resources • Leadership • Over view

  13. Johari Window (adrianwalsh.co) feedback self disclosure

  14. Teacher Evaluation

  15. Considerations • Culture • Achievement Data • Resources • Leadership • Observation Tool • Questions & Evaluation

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