PRACTICES OF LEARNING PRACTICES OF LEADERSHIP

1. PRACTICES OF LEARNINGPRACTICES OF LEADERSHIP Richard F. Elmore Harvard University School Leadership Academy Williamsburg, VA June 2008

2. I. CONTEXT

5. What Evidence Do You See of These Patterns in Your Schools?

7. TASK PREDICTS PERFORMANCE

8. LEVELS OF COGNITIVE COMPLEXITY Retrieval of fact from from text Recall and accurate execution of procedure Arraying and interpreting information from multiple sources Choosing, applying, justifying known procedures to unfamiliar situations, problems; communicating results to technical, lay audiences Designing new procedures to approach unfamiliar problems; communicating results to technical, lay audiences Reflection, assessment, evaluation of self in problem-solving situations

9. PREDICTORS OF SELF-EFFICACY IN LEARNING EFFORT PERSISTENCE PERFORMANCE/ACHIEVEMENT TASK DIFFICULTY OR CHALLENGE SELF-EVALUATION, SELF-REGULATION PROCESS GOALS

10. THE DEFAULT CULTURE ATOMIZED PRACTICE FOCUS ON �ABILITY� RATHER THAN EFFORT STATUS COMPETITION LOW AGENCY/EFFICACY FLAT CAREER STRUCTURE WEAK KNOWLEDGE BASE ADULT PRACTICE SETS EXPECTATIONS FOR STUDENT LEARNING

11. II. BUILDING A LEARNING CULTURE

17. Where Would You Place Your School(s) in this Framework?

18. IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP GUIDED PRACTICE AS THE DOMINANT FORM OF LEARNING FOR ADULTS AND STUDENTS WORK ON GROUP SKILLS CONNECTED TO PROBLEMS OF INSTRUCTIONAL PRACTICE ADULTS MAKE THEIR OWN LEARNING TRANSPARENT TRANSPARENCY OF PRACTICE MULTIPLE LEADERSHIP ROLES LEADERSHIP DETERMINED BY EXPERTISE, RATHER THAN REPUTATION AND EXPERIENCE EXPLICIT NORMS OF LATERAL ACCOUNTABILITY

19. CONDITIONS OF ROBUST LEARNING ASSESSMENT OF PRIOR KNOWLEDGE PRECEDES INSTRUCTION REAL WORLD SITUATIONS; CONCRETE PRECEDES ABSTRACT MULTIPLE OPPORTUNITIES FOR PRACTICE WORK ACROSS MULTIPLE OF LEVELS OF COGNITIVE DEMAND, MULTIPLE DOMAINS MULTIPLE OPPORTUNITIES TO DEMONSTRATE AND ASSESS PERFORMANCE/UNDERSTANDING TRANSFER OF CONTROL OVER LEARNING FROM TEACHER TO STUDENT TRANSFER Of KNOWLEDGE TO UNFAMILIAR SITUATIONS

20. What Proportion of Principals� Time Do They Spend. . .? Observing Teachers Working with Teachers in Groups on Instructional Issues Interacting with Other Principals on Issues Related to Instructional Practice Interacting with Supervisors on Issues Related to Instructional Practice

22. THE WORK OF IMPROVEMENT:FROM TECHNICAL TO CULTURAL Schedules Structures Roles Professional, Development Protocols, rubrics Assessments Accountability Systems Beliefs about student learning Pedagogical content knowledge Norms for group work Discourse about practice Mutual accountability Distributed leadership