1. Integrating new technologies to empower learning and transform leadership
RBS Vision
Alive and Well?
Building Teacher Effectiveness
2. Workshop Outline
• 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
3. There are no easy answers
to future problems.
Art Costa
4. One of the core functions of
21st century education is
learning to learn in preparation
for a lifetime of change.
David Miliband, 2003
5. 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
7. 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
8. 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
10. “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
11. 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
13. 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
Change influences
Change fundamentals
Our steps
Ahas
Audience Specific
Cross Curricular
Going deep
15. 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
22. 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
23. Teacher Effectiveness
• 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.
24. Teaching - What is it?
• You have 25 words only to define the act of
effective teaching
Effective Teaching is …
27. 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
28. The power of student voice
How often do we truly demonstrate ourselves
as learners to students?
What do our kids think?
29. Imagine the teachers world like this …
Thinking about what one should cling
onto?
30. 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
31. I
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?
32. I
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?
33. Developing ‘We’
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
I
WE
34. Developing ‘We’
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”
I
WE
35. Developing ‘It’
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
Growing teacher
Knowledge/Capability
Networking, Reading, PD
Develop teaching
strategies
Asking How do I best teach this?
I
WE
IT
36. 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
39. 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?
40.
41. 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
42. 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
46. Performance Management
Central Beliefs – 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.
58. Using Progressions with
Students
Supports the shift in locus of control
Teacher to Students
Supports teacher Content Knowledge
Motivates learners
Providing the Stretch for
Learners
59. Taking time to have learning
conversations
S-t-r-e-t-c-h Getting to that I’m stuck place
61. Contact Shirley or Sarah
shirley@redbeach.school.nz
sarahm@redbeach.school.nz
Editor's Notes
Ask audience - who has seen the vision before? Maybe need to unpack the principles a little more depending on prior knowledge.
Exposing Beliefs - Everyone has a narrative. We all sing from different song sheets Valuing Difference - Building a Learning Community. Make connections with I, We, IT - same as leadership competencies
Assessment - traffic light PD on assessment practices LLL student voice exmple - what we believed LLL was all about mismatch with student voice
