Pisa naujienos personalizuoto ugdymo pavyzdys mtc 2019 10 03
Jan Robertson's presentation
1. Mokyklos lyderis šiandien: Galimybės ir iššūkiai „ Lyderių laiko ” konferencija , Vilnius, 2011 m. gegužės 19 d. Dr. Jan Robertson Griffith o švietimo tyrimų instituto profesorė adjunktė Naujosios Zelandijos Įgalinančio konsultavimo ir mentorystės centro vyresnioji bendradarbė Griffith Institute for Educational Research
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5. „ Koks dabar laikas ? “ Margaret Wheatley „Lyderių laikas ” – lyderystė ir mokymasis !”
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12. Tai „lyderių laikas“ … … lyderiauti . Griffith Institute for Educational Research
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21. Kurkite ir tyrinėkite kartu su mokiniais Griffith Institute for Educational Research … kai mokytojai parodo esą pasirengę į mokinius žiūrėti kaip į aktyvius jų pačių ugdymo proceso kūrimo partnerius, mokiniai būna linkę įsitraukti ir įsisuka galingas veiklos ciklas . (11 p.) Hargreaves, D. (2006). A New Shape for Schooling. London: Specialist Schools and Academies Trust.
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Editor's Notes
Focus on improved learning outcomes for all
." What time is it? Do we think things are going to get better? Deteriorate? Do we think the systems are fixable? Can we just dedicate ourselves to repairing or should we be innovating the new? One of Margaret's favourite questions to ask is, "What time is it?" It helps her determine what work is being done.By asking, "What time is it?" Margaret is really looking for the answer to questions like, "What's happening in this society? Do we think things are going to get better soon or continue to deteriorate? Do we think our systems are fixable? Should we dedicate ourselves to fixing systems or creating anew?" NkosunathiBiko’s comment –if you don’t have time, don’t even ask an African how they are feeling.” Values-based leadership …culture, identity, values- issues that speak to the soul of the nation
Equity – and excellence -value-added – all students
All schools are failing some students
embracing technologies for the potential they provide – digital storytelling, connecting communities, connecting globally,collaborating, changing paradigms and processes to be more suited to C21st skills and qualities: critical thinking, problem solving,
Leading change- teachers teach in the ways they were taught. The way they know how. From teaching to learning.
Honouring diversity, developing shared vision. Understanding own context. inclusion
BUT – where there are challenges there are opportunities.
Effective leaders work directly on their indirect influence
A move from thinking about professional development to thinking in terms of a more systematic, intentional process of professional learning.Leaders need a learning plan for their teachers that systematically builds important knowledge and skills with a focus on depth rather than breadth. Identify strengths and learning needs of teachers – an inquiry cycle.. What knowledge and skills do the ts need? What Knowledge and skills do I need ? What kinds of PL do I need? What do I need to do differently? How will I assess the impact of my changed actions on those outcomes I value?
What we think we know – what the data is telling us – what is the most urgent student learning need – what evidence do we have to support this, what do we need to learn to meet these needs more ffectively?
Leaders need to be responsive and proactive about supporting and promoting reform processes and goals. Leadership matters.
The collective sharing of skills, expertise and experience creates much richer and sustainable opportunities for rigorous transformation than can ever be provided by isolated institutions.
Formal and informal leaders forming networks across schools, disctircts and regions. Sharing ideas and reources, and creating knwoldge about learning and assessment
Alliances and partnerships outside of the school gates – the public-private divide. Partnerships with other schools Schools need to continually adapt and change to keep pace with increasing demands – cannot do it alone. Networked learning communities ultimately…. Leadership is a mutual influence process (Halinger 2003) – not a one-way process… Ako – reciprocal learning. Can’t separate leadership practice from leadership learning – experiences and dialogue of leader – willingness to learn and change…
Reframe relations between school leadership and maagement and professional learning. PL in terms of formal and on-the-job learning attending to social interactions between school leaders snd school staff…
They apply not one but a cluster of strategiessimulatnaeously in a phased and ‘ayed’ approach. How Ps conceptualise the situation, how intelligently they analyse contexts of need, how sensritvely they manage people, how they respond to esixiting cultures insde and outside the school Leadership is a values-led relational process which takes palce in the itneractions of people and their situations
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