Integrating new technologies to empower learning and transform leadership RBS Vision Alive and Well? Building Teacher Effectiveness
To Begin - Thinking Big Picture Asking the WHY question - What’s it all about?
The RBS Vision Where are we at 4 years on?
Outcomes for Students
Developing Teaching Effectiveness
There are no easy answers to future problems. Art Costa
One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
Thinking Big Picture for a moment
Imagine the learners world like this I WE IT I – learner sits at the centre We – situated in a community It – has lots of knowledge, understandings and concepts to explore So What – to make a difference SO WHAT
What about the Key Competencies I WE IT I – Managing self We – relating to others Participating and contributing It – Using symbols, language and texts Thinking So What – applying key competencies meaningfully SO WHAT
I,We, It - Where it fits?
“ If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea” Antoine de Saint-Exupery
Creating a Shared Purpose
Generating a collective direction/shared purpose/vision
Ensuring all the voices are heard - Building team
Importance of process - Short term wins, Make it stick, weave it into culture (Kotter), being caught in the whirl pool current
Being Strategic Big Picture - Where to start?
Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Strategic direction Student profile clarity Using images/metaphors Collective AFL Context PL lead teachers Student Empowerment 07 Power of student voice Numeracy PD 06 08 Unpacked Community Split screen thinking Creating a shared language 09 PL school wide focus Audience Specific Cross Curricular Going deep Change influences Change fundamentals Our steps Ahas
Al igning Practice with Belief
Change Corner stones Vision - Collective direction and purpose Student Profile- What will the student leave the school being able to do as a result of the vision principles Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
Our Powerful Learning Process
More than Inquiry
Life Long Learning
Wave Riders approach
Achievement – high expectations
How am I going? Where am I going? Where to next?
Teacher Effectiveness Where does it sit in the top 100 - Hattie’s Research
Confirms the importance of the teacher
The effect size is significant > .4 Teacher Clarity .75 Teacher feedback .73 Teacher student relationships .72 Providing formative evaluation .90 Direct instruction .59
What are your beliefs about effective teaching?
What makes a great teacher a great teacher?
What do great teachers do?
Reflect for a moment on these questions and jot down some key words or ideas.
Teaching - What is it?
You have 25 words only to define the act of effective teaching
Effective Teaching is …
Let’s Share Everyone has a narrative that shapes their practice
Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to learn David Hargreaves, 2004
The power of student voice How often do we truly demonstrate ourselves as learners to students? What do our kids think?
Imagine the teachers world like this … Thinking about what one should cling onto?
Teaching Parts I WE IT Developing self Building relationships/ relating to and with students, parents, colleagues Developing strategies, skills, knowledge and understandings to teach effectively Transformational teaching in action SO WHAT
Developing Self ‘I’
Building self awareness What are my preferences, strengths, weaknesses, What do I need to work harder at?
What do I do that gets up other peoples noses?
Finding your value add What makes me tick?, Spins my wheels? What do I lose time doing?
Developing Self ‘I’
Being a Role Model Managing your own wellbeing, work/life balance
How do you portray yourself to your students - are you a learner?
Being congruent in what you say and do.
Open to feedback and learning What do people think of me?, Asking yourself Why would I want to be taught by you?
How do you actively seek this feedback?
Where do I need to self improve?
Actively builds Relationships Getting to know students you don’t know so well Taking time to build relationship with all stake holders - parents, colleagues, students
Developing Emotional intelligence Building an awareness of how others might be feeling.
Valuing and seeking out difference
Developing Culture Talk about the hard to talk about stuff Surface ‘How things are done around here’ especially the unspoken rules
Surfacing the Norms How do we show respect to one another? “Go to the Source’ “Room to Grow”
Being Strategic Knowing where you are and what next? Prioritising - Knowing what to Embed and Abandon
Being aware of Future Trends Being open to future predictions
Develop teaching strategies Asking How do I best teach this?
I WE IT
Developing ‘It’ Cont.
Being Disciplined (1 of Howard Gardner’s 5 Minds) Sticking to your Core Business - Lead Learning Being present
Being creative Taking risks Being Innovative
The Teacher Effectiveness Continuum
Growing Teacher Effectiveness - Creating Clarity
Power of Progressions
ET Continuum is a tool to support reflection
Assists in setting rigorous goals
Provides a scaffold to give constructive feedback
Helps Answer How am I going? Where am I going? Where to next?
Differentiating Professional Learning
Mentor - Beginning Teacher Programme
Mentor - New Experienced Teachers
Coaching - Experienced RBS Teachers
Our Performance Management Cycle is focused on developing teacher effectiveness
Teachers set personalised Goals based on the ET Continuum
Professional Learning Programme
BT - Meet with Mentor weekly
ET Mentoring Group A Day workshop each term Observed 6 times throughout the year Video observations
ET Coaching Group Observe their peer 6 times in the year Time allocated for their own professional learning
Systems and Structures to support effective teaching
Strategic Plan Pg 5/6
Performance Management Central Belief s – We are all learners, Performance management is maximising both informal and formal opportunities to improve teacher effectiveness and ultimately raise student outcomes. An Effective Performance appraisal process is owned by the individual, evidence is collected to show growth overtime.
Time for dialogue - ‘Open to learning conversations’
Feedback - Use of survey monkey
Community Survey pg 3
Student Survey pg 4
Just in Time Professional Learning
Knowledge Net Resources
Why Change stories?
What do they look like?
The power of sharing change stories?
How do we capture them?
Sue Smith Change, Change, Change
What changes practice - Some Stuff we have tried!
Student Led Conferences
Student Led Conferences SLCs in Action Teacher Views
Using Progressions with Students
Helping Learners Answer How am I going? Where am I going? Where to next?
Using Progressions with Students
Supports the shift in locus of control Teacher to Students
Supports teacher Content Knowledge
Providing the Stretch for Learners
Taking time to have learning conversations
S-t-r-e-t-c-h Getting to that I’m stuck place
Contact Shirley or Sarah [email_address] [email_address]