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Are we there yet?. What really matters in leading educational change Shona Smith, Deputy Principal, Waitakere College. Are we there yet?. Thanks for the NASDAP Scholarship. Harvard Yard. Harvard Graduate School of Education. Leadership: An Evolving Vision.

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are we there yet

Are we there yet?

What really matters in leading educational change

Shona Smith, Deputy Principal, Waitakere College

thanks for the nasdap scholarship
Thanks for the NASDAP Scholarship

Harvard Yard

Harvard Graduate School of Education

leadership an evolving vision
Leadership: An Evolving Vision
  • What really matters in school improvement
  • Making the learning robust
  • Assessment for learning
  • Using new technologies to support 21st century learning
back to new zealand based research
Back to New Zealand based research

School Leadership and Student Outcomes: Identifying What Works and Why

School Leadership

and Student Outcomes:

Identifying What Works and Why

Professor Viviane M. J. Robinson

School of Teaching, Learning and Development

Faculty of Education

The University of Auckland

Auckland, New Zealand

Number 41 October 2007

  • BES on quality teaching for diverse students
  • BES on Professional Development
  • Viviane Robinson on leadership
  • Jane Gilbert
  • Rosemary Hipkins
nz curriculum how as well as what
NZ Curriculum : how as well as what
  • Effective pedagogy

Teacher actions promoting student learning

de privatising teaching fullan 2008 what s worth fighting for in the principalship revised
De-privatising teaching Fullan, 2008, What’s worth fighting for in the Principalship (revised)
internal accountability requires alignment
Internal accountability requires alignment

Internal alignment of responsibility

expectations

accountability system

Collective expectations

Individual responsibility

Richard Elmore

teacher beliefs and expectations
Teacher beliefs and expectations

“The attitudes, values and beliefs of individual teachers and administrators

  • about what students can do,
  • about what they can expect of each other
  • and about the relative influence of student, family,

community and school on student learning

are key factors in determining the solutions that schools construct...”

Elmore, 2004

bes on teacher professional learning and development
BES on Teacher Professional Learning and Development

Teachers need to:

  • understand the purpose of any new learning
  • have deep knowledge of how students learn in their curriculum area
  • be able to interpret assessment information and work out appropriate teaching and learning strategies
effective professional learning
Effective professional learning
  • ...engages teachers in debate, challenge and reflection on their own theory of practice in a way that motivates them to be open to professional growth.

BES on Teacher Professional Learning and Development

so if we want to make it happen
So if we want to make it happen...
  • Focus on what is happening in classrooms
  • Look closely at the academic tasks
  • Articulate the desired pedagogy
  • Develop a common language for classroom observations
instructional leadership
Instructional leadership
  • “Modelling instruction means centering the school’s mission around pedagogical improvements that result in student learning.”

Michael Fullan, 2008

  • “...identifying what works and why.... it is the combination of description, practical examples and theoretical explanation that makes for powerful professional learning.”

Viviane Robinson, 2007

moving from the technical to the cultural1
Moving from the technical to the cultural
  • Schedules
  • Structures
  • Roles
  • Types of PD
  • Protocols, rubrics
  • Assessments
  • Accountability systems
  • Beliefs about student learning
  • Pedagogical content
  • Knowledge
  • Norms for group work
  • Discourse about practice
  • Mutual accountability
  • Distributed leadership

Technical

Cultural

thinking about pedagogy in your own school
Thinking about pedagogy in your own school...
  • How well aligned are our teachers’ individual beliefs about students and learning with our stated collective goals?How might we achieve closer alignment?
  • How do teachers know what we mean by good practice? How do they respond to being observed and observing others?
waitakere college context
Waitakere College - Context
  • Collaboration, data sharing and trust between schools
  • Setting targets, PD, using achievement data to inform practice
  • Focus on teacher positioning, relationships, classroom practice
  • Achieving at Waitakere - West Auckland school cluster
  • Literacy and numeracy focus
  • Te Kotahitanga
the vision
The Vision
  • Challenging, innovative and future-focused programmes
  • Raising levels of achievement for a diverse student population.
  • Our graduates will be recognised as thinkers, contributors and participants in the local, national and global community.
  • Our teachers will be recognised as highly effective practitioners who have the commitment and skills to make a difference for our students.
raising academic achievement for all students through differentiated learning
Raising academic achievement for all students through differentiated learning.
  • Improving literacy and numeracy
  • Increasing NCEA achievement
  • Gifted and talented students.
  • Maori students.
  • Pasifika students.
  • Refugee students
  • High expectations
  • Using language, symbols and texts
  • High expectations
  • Learning to learn
  • Excellence
  • High expectations
  • Thinking
  • High expectations
  • Treaty of Waitangi
  • High expectations
  • Community engagement
  • Inclusion
  • High expectations
  • Community engagement

Strategic goal

NZ Curriculum link

enhancing teaching
Enhancing teaching
  • Building staff capacity to enhance lifelong learning and implement the key competencies.
  • Effective teacher profile
  • Explicit teaching of thinking and learning skills
  • Review of all curriculum areas

Looking towards 2010

  • To build staff capacity to use emerging technologies to support 21st century learning goals.
  • Effective pedagogy
  • Effective pedagogy
  • Teaching as inquiry
  • Thinking
  • Learning to learn
  • Encouraging reflective thought and action
  • Coherence
  • Key competencies
  • Effective pedagogy
  • E-learning and pedagogy

Strategic goal

NZ Curriculum link

waitakere college effective teacher profile etp
WAITAKERE COLLEGE EFFECTIVE TEACHER PROFILE (ETP)
  • Part of performance review and induction
  • Used in classroom observations
  • Used in Principal’s flying visits
  • Basis for student feedback
waitakere college effective teacher profile
WAITAKERE COLLEGE EFFECTIVE TEACHER PROFILE

An effective teacher at Waitakere College

Acknowledges that they are responsible for what happens within their lessons and allows no perceived external factor to restrict the learning opportunities given to students.

an effective teacher at waitakere college
An effective teacher at Waitakere College :
  • Actively works towards the learning and achievement of each student.
  • Uses evidence to reflect on the needs of their students to establish appropriate learning goals.
  • Provides learning opportunities for students to use their prior knowledge and experience.
an effective teacher at waitakere college1
An effective teacher at Waitakere College :
  • Plans and manages the lesson to ensure appropriate learning outcomes.
  • Actively promotes explicit learning intentions with differentiated learning opportunities.
  • Uses explicit achievement criteria so that students know how their work will be assessed.
an effective teacher at waitakere college2
An effective teacher at Waitakere College :
  • Actively seeks opportunities to interact with students in a respectful and caring manner.
  • Creates a secure learning environment with clear expectations, routines, rules and consequences.
  • Seeks opportunities to engage in written and oral exchanges with students to foster learning.
  • Uses a range of teaching strategies within a lesson to promote active learning.
slide30

Waitakere College Classroom observations Reviewer:Teacher Subject Class DateTe Kotahitanga observations taking place this year: Yes/ No

slide31

Waitakere College Classroom observations Reviewer:Teacher Subject Class DateTe Kotahitanga observations taking place this year: Yes/ No

Strategies used need to be identified

effective teacher handbook
Effective Teacher Handbook

Strategies for:

  • Literacy
  • Thinking Skills
  • Differentiation
thinking skills building capacity
Thinking skills: Building Capacity

Staff Involvement

  • Learning Initiatives Task Force
  • Thinking Team

Teacher Only Days 2007-9

Staff PD Carousels

thinking skills building capacity1
Thinking skills: Building Capacity
  • Initial focus Gifted and Talented
  • Exploration of authentic tasks
  • PD re differentiation & explicit teaching of thinking skills
  • Linked with NZ Curriculum
insights from cognitive and neuroscience
Insights from cognitive and neuroscience

We need new metaphors for intelligence, knowing and feeling

  • Grasping and feeling with the mind
  • Actively adapting and structuring experience into understanding

Kurt Fischer, Harvard

  • cf Jane Gilbert – knowing is a verb!
waitak s thinking curriculum
Waitak’s Thinking Curriculum
  • What good thinkers do ( habits, dispositions)
    • Habits of Mind
    • Bloom’s taxonomy
    • Model showing critical/creative/ caring/analytical thinking
  • How good thinkers approach a task/issue/question/problem…
    • 6 Hats
    • Different approaches to questioning
  • Tools for Thinking
    • Graphic organisers
    • Thinkers’ Keys
    • De Bono’s Thinking tools
    • DATT Directing Attention Tools
  • Metacognition – thinking about thinking
    • Understanding how to think at a high level – making use of Blooms in students designing their own questions, choosing higher order tasks.
    • Encourage all students to reflect on their own thinking and learning processes.
thinking week 2008 2009
Thinking Week 2008, 2009
  • Yr 9-10 core class lessons (sequence of 4)
  • Thinking focus for Junior assemblies
  • Inspirational thinking quotations each day
thinking week 2008 20091
Thinking Week 2008, 2009
  • Thinking strategies in all subjects
  • Wonder windows in Science lab
  • Quizzles and puzzles in home groups
slide40

Understand what DIVERGENT THINKING is

  • Learn some tools for divergent thinking
  • Define divergent thinking
  • Use compare and contrast map, bubble map, venn diagram and EPR chart.

Learning Objectives

Success Criteria

activity 2 personal involvement questions
Activity 2: Personal Involvement Questions

What if you had to choose between your family and your sport?

activity 3 values questions
Activity 3:Values Questions

Reasons for:

Reasons against:

Reasons for AND against

last but not least
Last but not least.

And finally.

The most important question of all...

do the different coloured m ms taste different
Do the different coloured M&Ms taste different?

Mr Cotton

Mr Bradley

Mr Shanahan

Ms Passi

Ms Smith

Mr Poland

Mrs Tausa

language of learning
StudentsLanguage of learning
  • Students understand and use language of learning.
  • Students ask most of the questions; most are open-ended, higher order questions.
  • Students can articulate what and why and how.

Teachers

Language conveys what is valued – in assemblies, lessons, reports, grounds...

Teachers talk about ‘learning’ not ‘work’.

Teachers & students use language of learning: ‘learnish’

e.g. ‘What can you do when you are stuck?’

Teachers use open-ended, higher order questions and encourage students to do the same.

Language is precise, engaging, inspiring.

environment for learning
StudentsEnvironment for learning
  • Students enabled to share prior knowledge.
  • Students gain skills in taking risks and making choices, experimenting and exploring in order to learn.
  • Students learn how to use time for reflection and wondering.

Teachers

Teacher enables sharing of prior knowledge.

Teachers create environment which encourages students to become resourceful lifelong learners e.g. choices of equipment & processes, adjusting levels of difficulty and challenge.

Displays show learning process, not just final products.

Teacher understands need for dreaming, imagining, experimenting, doodling, moving. Learning can look messy.

activities for learning
StudentsActivities for learning
  • Students are actively involved in their own learning.
  • Students encouraged to challenge themselves with increasing level of difficulty.
  • Students are learning how to learn and using thinking as a way to learn.

Teachers

Teachers make the learning process clear as well as the objectives.

‘Which learning muscle are we stretching today?

Lessons allow for differentiation and personalised learning.

Flexibility in activities allows for appropriate level of challenge.

relationships for learning
StudentsRelationships for learning
  • Students feel included and valued; are crew not passengers!
  • Students can see peers and teachers as learners.
  • Students are developing understanding of themselves as capable learners.

Teachers

Teachers set the example as lifelong learners, not lifelong knowers!

Teachers visibly, cheerfully model not knowing and being a learner.

Teachers empower by allowing students to develop and explore their own higher order questions.

Teachers help students to understand themselves and develop as learners.

Teachers encourage student participation and contribution.

noticing and nurturing learning
StudentsNoticing and nurturing learning
  • Students regularly evaluate and think about themselves as learners.
  • Students participate and contribute to self and peer assessment with increasing confidence and astuteness.

Teachers

What is noticed conveys what is valued

Do we explicitly value self management, participation and other key competencies?

Learning is identified, analysed and developed through:

Academic feedback and feedforward

Assessment for learning

Learning conversations

Self and peer assessment

Formative and summative assessment

Reporting

what s noticed what s valued
What’s noticed= what’s valued

2009 Interim Reports ( mid Term 1)based on key competencies

  • Has a can-do attitude to learning
  • Is well organised
  • Attends regularly and on time
  • Works well with peers and teachers
  • Thinks and asks questions

Always/ Often/ Sometimes/ Seldom

  • Level of understanding in this subject
  • Excellent/Very Good/ At expected level/ Below expected level
21 st century learning a long way to go
21st century learning: A long way to go...
  • “The problem is that what kids do outside school often looks much more like 21st century work than what they do inside school.” Chris Dede, Harvard
21 st century learning a long way to go1
21st century learning: A long way to go...

Making effective use of emerging Web 2 technologies as a tool to develop new competencies:

  • Problem finding before problem solving
  • Comprehension by a team, not an individual
  • Making meaning out of complexity
effective professional learning1
Effective professional learning
  • ...engages teachers in debate, challenge and reflection on their own theory of practice in a way that motivates them to be open to professional growth.

BES on Teacher Professional Learning and Development

thinking about pedagogy in your own school1
Thinking about pedagogy in your own school...
  • What is the most effective way to engage our teachers in reflection on their theory of practice as we move into implementing the NZ Curriculum?