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Preparation for 334

Preparation for 334. Brian Yau HKTA Yuen Yuen Institute No.1 Secondary School. Agenda. Introduction Things to Do Workshop Papers Issues. Introduction. Things to do for the implementation of 334 Decision Making Process School Leadership Team for 334. Things To Do Starting from 9/2006.

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Preparation for 334

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  1. Preparation for 334 Brian Yau HKTA Yuen Yuen Institute No.1 Secondary School

  2. Agenda • Introduction • Things to Do • Workshop Papers • Issues

  3. Introduction • Things to do for the implementation of 334 • Decision Making Process • School Leadership Team for 334

  4. Things To Do Starting from 9/2006 • Teacher Preparation Decisions • Who should be involved? • How to make best use of grants or resources provided? • What is the professional development plan? • What is the human resource plan? • Curriculum Decisions • What are the electives offered? What would be the MOI? Time allocation? • How to organize OLE? Learning portfolio? • What is the curriculum plan?

  5. Planning Steps Curriculum Plan HR Plan PD Plan

  6. How Much Resource?

  7. Curriculum Planning Class Structure Subject Pattern Timetabling

  8. Class Structure • The existing structure is 5554422 • What would be the new structure? “How can I do it without knowing the class structure?”

  9. Subject Pattern “How many elective subjects should we have in NSS?”

  10. Timetables “Should we have week basis instead of cycle basis? Why?” • Time Allocation • Transition

  11. Human Resource Plan “In which key learning areas do we need more teachers or less?”

  12. Continuous Professional Development “What are the expected outcomes?” “How should the curriculum be delivered?” “How should we assess?” Curriculum – Pedagogy – Assessment

  13. Using Resources Well • I think we will know how to do it well after knowing the answers to these questions. • How to proceed?

  14. Decision Making Process • Participation of 334 Workshop on 23-24 Jan • Formulation of a preliminary strategic plan in SAC • All Teachers and Panel Heads are consulted • Experience sharing with other schools • Revision of plan • Further consultation

  15. A Conceptual Map SMC 1/6 School Leaders & SAC Other Schools, Networks,EMB 10/3 All Teachers Panels, JPM

  16. School Leadership Team • Rationale: • A mechanism by which the Principal and other senior school leaders work closely with a small number of other school leaders to develop strategies and monitor progress and problems in for the implementation of 334 • Features: • To Sustain school improvement • Leadership need to be shared at all levels • To create pool of talents for tomorrow’s leaders

  17. Team Composition • Principal, VP, PS, VPS • Teacher Representative • Career Mistress • PTA Representative

  18. Workshop Program (23-24 Jan) • In an International Context • Curriculum, Pedagogy and Learning Assessment • Planning for Effective Change • School Leaders’ 334 Action Plan • Capacity Building and Professional Development for Teachers • Using Resources Well • Change Management, Certainties and Uncertainties

  19. Paper 1: Questioning Education C M Cheng 99% are SME in HK, 98% in US Large Organisation -mass production -master plan & tasks -task fulfillment -top-down & specialization Small, Medium Enterprises -to provide total solution -creation & enquiry minds -collaboration & teamwork -merged & dismantled frequently

  20. Education for Today & Tomorrow • Workplace skills: communication, brainstorming, presentation etc • Teamwork skills • Social competencies: qualities in emotions, values, principles, moral & ethics dimensions • Self-management, self-confidence, self-regulation, etc

  21. Learning Paradigms • Learning is construction of knowledge by the learners • Learning occurs only when learners interact with external world • Different learners may learn in different ways • Learning is effective through solving real-life problems • Learning is effective in social setting

  22. International Context • Curriculum change in other countries: • Singapore -30% • Japan -33% • China 3+X in U Entrance Exam

  23. Paper 2: Principals as Leaders in Culture of Change M Fullan (2002) Instructional quality Student Achievements School Capacity Teachers’ Knowledge & Skills Professional Community Program Coherence Technical Resources Principal Leadership

  24. Principal of The Future • Attuned to the Big Picture • Sophisticated at Conceptual Thinking • Transformation of the Organisation through People and Teams • New Mind and Action Set • Energy, Enthusiasm & Hope

  25. Principal Leadership • 5 Core Components: • Moral Purpose • Understanding Change • Relationship Building • Knowledge Creation & Sharing • Coherence Making (Focus on Student Learning)

  26. Leadership & Sustainability • Leadership & Social Environment • Leading in Context • Leaders at Many Levels/Succession • Development of Teaching Profession

  27. Paper 5, 8: The Role of the Principal in School ReformM Fullan (2000) • 6 Leadership Styles • Coercive (“Do what I tell you!”) • Authoritative (“Come with me!”) • Affiliative (“People come first!”) • Democratic (“What do you think?”) • Pacesetting (“Do as I do, now!”) • Coaching (“Try this!”) • People resent & resist 1. • People get overwhelm & burnt out with 5. • 2, 3, 4 & 6 have the best climate & performance

  28. Six Guidelines for Principals • Stay clear of false certainty • Base risk on security • Respect those you want to silence • Move toward danger in forming new alliance • Work on emotional intelligence. Don’t take dissent personally • Fight for lost causes

  29. 6. Planning for Effective Change Participant Handbook • Strategic Planning and Prioritizing

  30. Strategic Planning Framework • I. Overall 334 Vision and an Implementation Plan • Establish a Leadership Team • Develop a 334 Vision • Overall Action Plan • Leadership Capacity Building • Co-ordination & Monitoring of Staff Development across school

  31. Strategic Planning Framework ( cont.) • II. Role and Responsibilities • Middle level leaders • Distributed Leadership • Empowerment • Motivation • Teamwork & influence by ML to team members • III. Action Plan • Priorities and sequencing of the strategies and initiatives in their areas • Effective program of staff development into all implementation strategies

  32. 7. Building Trust in Your School Participant Handbook • Management of Relationship • Inspiration, Influence • Develop Others, Change Catalyst • Conflict Management • Surface the conflict • Acknowledge the feelings and views of all sides • Redirect energy towards a shared ideal • Building Bonds • A web of relationships, trust & rapport within schools & external organisation &network • Teamwork & Collaboration

  33. Paper 3: Curriculum, Pedagogy & Assessment Participant Handbook, EMB • Focus on Deep Learning • Learning facts can be a crucial backdrop but it is not learning for understanding • Understanding is the ability to think and act flexibly with what one knows • Deep learning is the ability to show one’s gasp of a topic and at the same time advance it and use it in new ways

  34. Teaching for Understanding - 4 Cornerstones of Pedagogy

  35. Generative Topics • Issues, themes, concepts and ideas that provide enough depth, significant connections and variety of perspectives to support student development of powerful understandings • Examples: • Bio: Definition of life; rain forests; dinosaurs • Maths: The concept of zero; number patterns; etc • History: Survival; revolution; conflicts etc • Literature: Humour; folktales; etc

  36. ‘Understanding’ Goals • Concepts, processes, skills that we want students to understand • Examples: • Maths: Ss will understand both inductive and deductive reasoning to prove 2 triangles are congruent • Bio: Ss will understand how to distinguish between living things and non-living things

  37. ‘Understanding’ Performances • Explaining; solving a problem; building an argument; constructing a product and so on. Basically, it is a kind learning activities to find out students’ understanding over time • Examples: • Maths: Use of % in real life situation. Students collect and compile data about school attendance and calculate the absence rate, etc then create graph to present their data, collect feedback and revise the graphs

  38. On-going Assessment • Assessment: • Criteria for each performance of understanding • Feedback: • Provide Ss with information how well they did and what to improve • Inform Ts’ planning and subsequent class activities • For Ss to reflect on their own work

  39. Example of On-going Assessment • Maths: • Criteria: • qualities of the survey • effective use of % • Feedback: • Ss share drafts of their surveys • Submit graphs and chart to T for comment • Self-evaluation for T assessment as part of the final grade

  40. Paper 4: Using Assessment to Improve Learning Geoff Masters • Principle 1 • Principle 2 • Principle 3

  41. Papers 9 –16 • 9. Building Capacity of schools and teachers • 10. Bridging the gap between standards and achievement -Elmore, R F • 11. CDI, EMB (2005) Professional Development Programmes

  42. Issues • Are there issues that would be important for the implementation of 334?

  43. Thank you

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