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Our AIM...In sharing our work in the ‘Prepare Phase’, we aimto challenge each of us to foster and grow schoolcultures that...
‘culture‘ is the driver for change                                                               FullanCulture includes : ...
Our Inspiration...Comes from nature; known by the Maori, (from NewZealand) as a ‘KORU’ plant.                        Count...
WhyPREPARE?
Key accelerators driving cultural change• Capacity building to make learning more exciting,more engaging, and more linked ...
Objectivesaim       OurOrganize for Collaborative Work:In sharing our work in•To share the process we undertook to Build f...
A way to visualise our work... a ‘swoosh’ within the ‘swoosh’                                Count on from one number to f...
Count on from one number to find the total of two collections                                                             ...
Count on from one number to find the total of two collections                                                             ...
‘Hot Dot’ Protocol to identify priorities for the           content of our Norms...
Count on from one number to find the total of two collections                                                             ...
Staff Meeting NormsWe arrive on time & sign attendance roll(Meetings start when everyone is present)We are active particip...
Count on from one number to find the total of two collections                                                             ...
EPS Meeting NormsOur meetings are effective therefore we arrive on time and signattendance rolls.We are active participant...
Students building norms...
Count on from one number to find the total of two collections                                                             ...
Timed Staff Meeting Agenda4.10 – 4.13 pm   Norms: MW (seeking feedback on 2)4.13 – 4.16 pm   Staff Room Renovation MW4.16 ...
The Plus/Delta Protocol                        Count on from one number to find the total of two collectionsWe seek feedba...
Plus                                              Delta “lunch appreciated” √√√√√√√√√√√√√√√√√√√√√√        .more team plann...
Plus                                                         DeltaMeetings                                                ...
Meeting 2                Compare        Meeting 8Data made it easy to plan           Good to get feedback on norms soand e...
Feedback on team leaders norm reflecting upon practices            (phrases heard during the meeting ) “I probably mucked ...
Count on from one number to find the total of two collections                                                             ...
Agenda & Minutes•Clear before meeting - put out 24 hrs before (goals for meeting / team has educational question to inquir...
Suggested format for year level team meetingsTime      Agenda Items3-5 min   Review norms / feedback from last meeting/ ag...
AgitateCultural         History of change towards      Change             Building Data Literacy...           2007        ...
Count on from one number to find the total of two collections                                                             ...
A check-inaim our objectives for Step 2      Our on                                In sharing our work inBuild Data Litera...
Influences on development of data literacy...In my unpublished MASTERS research, I discoveredseveral factors which impeded...
Influences on development of data literacy...•A teachers experience with assessment as alearner; that is the extent to whi...
Influences on development of data literacy...•Finally, is the need for teachers to view data as partof a collective, (not ...
Continuing the journey of Building DataLiteracy...1. Presenting Cohort achievement data toteaching teams...               ...
Year 6 COHORT NUMBER data: March 20116543210
Year 6 COHORT NUMBER data: March 201165                                            Expected Achievement Level43210
Year 6 COHORT NUMBER data: March 201165432     This student (aged 12 & about to enter Middle School) is     performing at ...
Year 6 COHORT NUMBER data: March 20116    This student (aged 12 & about to enter Middle School) is    performing at the Ex...
Our aim                                                           This data set was reminiscent of the work in            ...
What was the response of teachers?                  Count on from one number to find the total of two collections  Cohort ...
Count on from one number to find the total of two collections                                                             ...
Anonymous anecdotal comments on the                                                      Our aim                          ...
Revisiting the research...Parr and Timperley’s, (2008) study of teachersin literacy which determined that teacherprofessio...
A change of direction... Exploring the individual endeavour involved in Building Data Literacy.Reflecting on the success I...
2. One-to-one data meetings                              Count on from one number to find the total of two collectionsThe ...
2. One-to-one data meetings                                                                             I don’t know what ...
2. One-to-one data meetings                                                                             Differentiated    ...
0                                  1                                      2                                          3    ...
Our next steps in Building DataLiteracy...Moderating evidence for mid-year parent academicprogress reports...  Teachers ha...
plant?                                                                the ‘Koru’                                          ...
Harvard presentation final
Harvard presentation final
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Harvard presentation final

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This presentation was made at Harvard by Penny Vanderkruk and Mark Walker

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Harvard presentation final

  1. 1. Our AIM...In sharing our work in the ‘Prepare Phase’, we aimto challenge each of us to foster and grow schoolcultures that use the right drivers to realise thehope that comes from creating the solutions needed Count on from one number to find the total of two collectionsto ensure a better future for all. Mark Walker & Penny Vanderkruk Elsternwick Primary School 2012
  2. 2. ‘culture‘ is the driver for change FullanCulture includes : values, norms, skills, behaviours and relationships “ Choosing the wrong drivers for whole system reform”, M Fullan Published by Centre for Strategic Education 2011
  3. 3. Our Inspiration...Comes from nature; known by the Maori, (from NewZealand) as a ‘KORU’ plant. Count on from one number to find the total of two collections
  4. 4. WhyPREPARE?
  5. 5. Key accelerators driving cultural change• Capacity building to make learning more exciting,more engaging, and more linked to the assessmentfeedback loops around the achievement of higher orderthinking skills. (building data literacy is necessary butnot sufficient)• Building collaborative groups with high ‘social capital’(strong peer to peer relationships), teacher ownershipfocused on continuous instructional improvement,(where moral imperative is realised)• It’s systemic (all of these elements areinterconnected) where trust is built over time M Fullan
  6. 6. Objectivesaim OurOrganize for Collaborative Work:In sharing our work in•To share the process we undertook to Build for we the Prepare Phase,Collaborative Work, particularlyaim towe make our staff how challenge all ofnorms ‘stick’ us to build cultures that use the right drivers toBuild Data Literacy: Count on from one number to find the total of two collections realise the hope that• What influences the development of data literacy in comes from creating theeducators? What the research says. solutions needed to• To share our journey; what worked and what ensure a better futuredidn’t and why. for all. BELIEF• Our future plans to develop a culture of dataliterate teachers (and students)?
  7. 7. A way to visualise our work... a ‘swoosh’ within the ‘swoosh’ Count on from one number to find the total of two collections
  8. 8. Count on from one number to find the total of two collections How we Organized for Collaborative Work...
  9. 9. Count on from one number to find the total of two collections Building Norms...
  10. 10. ‘Hot Dot’ Protocol to identify priorities for the content of our Norms...
  11. 11. Count on from one number to find the total of two collections Our first attempt...
  12. 12. Staff Meeting NormsWe arrive on time & sign attendance roll(Meetings start when everyone is present)We are active participants(We do required pre work and feedback : facilitators organise check ins e.g. cold calls)Turn off mobile Phones(We wait till phones are silent)We actively listen to speakers(We wait till side conversations are finished or Penny tells us to shush)We become courageous inquirers: asking questions, reflecting uponour practice and take action.(We assume positive intentionality and Mark to speak with teachers whoappear disengaged between meetings)Parking lot items answered(at meeting or email within 48 hrs) What do you notice?
  13. 13. Count on from one number to find the total of two collections Our second attempt...
  14. 14. EPS Meeting NormsOur meetings are effective therefore we arrive on time and signattendance rolls.We are active participants therefore we will complete allrequired readings and tasks before meetings.We want to engage in our work free from distractions therefore weturn off our mobiles, listen to speakers and stop side conversations.We are courageous inquirers therefore we assume positiveintentionality, ask questions, reflect upon our practice and takeaction.We value feedback therefore we will actively collect it and respond ina timely manner. What do you notice?
  15. 15. Students building norms...
  16. 16. Count on from one number to find the total of two collections Another aspect of Building for Collaborative Work...
  17. 17. Timed Staff Meeting Agenda4.10 – 4.13 pm Norms: MW (seeking feedback on 2)4.13 – 4.16 pm Staff Room Renovation MW4.16 – 4.30 pm Workforce Planning Discussion: MW4.30 – 4.40 pm 2011 end of cycle review: MW4.40 – 4.50 pm 2012 review process & timeline: MW4.50 – 5.03 pm 2012 Cash Budget review MW5.03 – 5.13 pm Data Wise Process. PV (term 2)5.13 – 5.16 pm Feedback on staff norms (teacher??)5.16 – 5.20 pm Feedback (plus / delta) all
  18. 18. The Plus/Delta Protocol Count on from one number to find the total of two collectionsWe seek feedback at the end of each meeting...
  19. 19. Plus Delta “lunch appreciated” √√√√√√√√√√√√√√√√√√√√√√ .more team planning time appreciated andData made it easy to plan and even get to know clearer agendas √√√your kids √√√√ Balance long lunch with getting more done inLiked how Penny, Demos and Rosie came to talk class and swapping tables at lunch to get to knowabout our team √ others √√Time in teams √√√√√√√√√√√√√√√√ (sharing Decide timetable changes prior yearnorms) √ More time in classrooms √Getting to know roles of teams (and individuals) Like sample book pack √√and getting points clarified Overview of excursions and inquiryOn time and succinct √ Graduate would have liked some directLeaders catching up for consistency instruction helpTalking about someone else (introductions) More planning time √√√√√√√ (not so much√√√√√√√√√√√√√√√ admin)Time to set up√√√√ More input on rolesNorms √√ More on norms √ More time discussing behaviour management plans and consequencesUnpacking norms √√√ √ (photo board good idea) Snack – brain food √√√Sticking to time /good pace / organised ?agenda Question time √√√√√√√√√√√√ Norms in 1 sessionHandouts clear /Inquiry folders √√√√√√ / Copy of agenda before handcalendar √√Games /interactive way to reinforce roles andmanuals great / engaging√√√√√√√√√√√√√√√√√√√√√√√√√Modelling restorative script good √√
  20. 20. Plus DeltaMeetings Meetings Nice to finish early √ √ Meeting time does not match with school bell Good to get feedback on norms so that they feel more relevant. If hence some late comers (need to check all we don’t refer to agreed norms then they were done to “tick a box’. clocks the same) √ Loved the way you kept to time √ √ √ √ √ √ – AND allowed wait time “Chalk and talk” but understood that its √ √and time for questions after you provided the information √ √ √ needed √√ √ √ √ Referred to keeping on time to often I think the staff were well behaved – stuck to the norms No brainfood √ √ √ There were lots of ideas to take in however could follow easily Agenda and items needed for meetings well (clear) (good to load all the admin stuff into one meeting to get it before (24 hrs) out of way) √ √ Meeting Focus Good pace, detailed agenda and not too crammed/stuck to agenda Looking forward to the 1 on 1 data meeting / management √√ √ √ Management – feels like many items need to Presenters were explicit / clear intentions of meeting connected be achieved all of a sudden (PDP’s) – more ideas √ √ √ √ √ warning on PDP’sMeeting Focus Nice to hear (eager) that we will have a data meeting with Penny- this sounds like it will be useful (re formative assessment) (data analysing a bit overwhelming)– was clear (Penny’s reflection insightful and interesting)√ √ √ √ √ √ √ √ √ Nice to connect data wise to school work – see how it fits in (think I understand DATAWISE protocol fits across everything (explicitness, timing, intentions, outcomes) √ √ √ Good to clarify and be informative, transparent √ √and efficient on important management items (workforce plan – teacher positions and teacher review process) (giving temp staff “heads up” on jobs) √ √√√Other I stayed awake – I must be rested Well Done – great meetings
  21. 21. Meeting 2 Compare Meeting 8Data made it easy to plan Good to get feedback on norms soand even get to know your that they feel more relevant. If wekids √√√√ don’t refer to agreed norms then they were done to “tick a box’.Time in teams√√√√√√√√√√√√√√√√ Loved the way you kept to time √ √ √ √ √ √ – AND allowed wait time √(sharing norms) √ √and time for questions after youGetting to know roles of provided the information √ √ √ √√ √teams (and individuals) √√√and getting points clarified I think the staff were well behavedOn time and succinct – stuck to the norms√Unpacking norms √√√ √ Nice to hear (eager) that we will(photo board good idea) have a data meeting with Penny- this sounds like it will be useful (reSticking to time /good pace formative assessment) (data/ organised ?agenda analysing a bit overwhelming)– was√√√√√√√√√√ clear (Penny’s reflection insightfulGames /interactive way to and interesting)√ √ √ √ √ √ √ √ √reinforce roles and manuals Nice to connect data wise to schoolgreat / engaging work – see how it fits in (think I√√√√√√√√√√√√√√√√√√√√√√ understand DATAWISE protocol fits√√√ across everything (explicitness, timing, intentions, outcomes) √ √ √
  22. 22. Feedback on team leaders norm reflecting upon practices (phrases heard during the meeting ) “I probably mucked up there!” “We need to add this to or document for next time so there is no confusion” “What does or doesn’t work well is…….” “We didn’t do this last time so …………..” “We could use this as a broad overview” “We could use the so what/now what protocol” “We sound so incredibly organised”
  23. 23. Count on from one number to find the total of two collections The next phase of work...
  24. 24. Agenda & Minutes•Clear before meeting - put out 24 hrs before (goals for meeting / team has educational question to inquireabout) with high priority items first (pre reading handed out before) and reminders about expected items tobring•Chance for all to add ideas•Timed agenda / stick to time / start on time / feedback / uninterrupted time•Sitting in circle or round tables so that everyone can be seen•Minutes (write properly distributed promptly with action items listed that are followed up at the nextmeeting – possible role rotations: timer, minute taker) and end with a focus for next meeting•Time for celebrations and acknowledgments in teamNorms & Team Vision•Follow norms Listen to all – deep and active listening / respect others / turn taking / all have voice/ share the load / punctual /no blame no shame / collegial / able to challenge respectfully/ safe Provide feedback to members as required•Develop a collective responsibility – all active members – delegate roles and tasks – willingness to shareContent•Discuss curriculum planning (pedagogy) and student well being as well as small % of admin•Curriculum Have key focus areas (rotate focus areas perhaps on a fortnightly basis: e.g. not always starting with reading or reading each week and discuss learning intentions and success criteria (highest priority) for the following period (week/fortnight) Share data, artefacts (e.g. annotated samples) and resources Time for modelling or discussing teaching strategies•Walk away feeling prepared
  25. 25. Suggested format for year level team meetingsTime Agenda Items3-5 min Review norms / feedback from last meeting/ agenda/ objectives and celebrations35 min Curriculum Area 1 (rotate reading and writing workshops) bring artefacts or data to review, analysis and inform planning (content) and instruction35 min Curriculum Area 2 (rotate mathematics & Inquiry Learning) bring artefacts or data to review, analysis and inform planning (content) and instruction15 min Student well being and/or admin on excursions, camps / reporting3-5 min Meeting feedback/ agreed actions (in between meetings and formative assessment artefacts and agenda focus for next meeting)
  26. 26. AgitateCultural History of change towards Change Building Data Literacy... 2007 Structural Individual to Team Response (timetable)Cohort Assessment data 2010 Cultural Solutions focused Cultural Response Response 2011 2011-2012 Relational Learning + Data Wise Inquiries + intersecting leadership journeys Structural Cultural Response Challenges STREAMING Lack of trust 2011 “teach/assess my child”
  27. 27. Count on from one number to find the total of two collections Building Data Literacy...
  28. 28. A check-inaim our objectives for Step 2 Our on In sharing our work inBuild Data Literacy: the Prepare Phase, we• What influences the development of data literacy in aim to challenge all ofeducators? What the research says. us to build cultures that use the right drivers to•To share our journey; what worked and what Count on from one number to find the total of two collections realise the hope thatdidn’t and why. comes from creating the solutions needed to•Our future plans to develop a culture of data ensure a better futureliterate teachers (and students)? for all. BELIEF
  29. 29. Influences on development of data literacy...In my unpublished MASTERS research, I discoveredseveral factors which impeded the teacherunderstanding, and use of formative data. Theseincluded... Count on from one number to find the total of two collections
  30. 30. Influences on development of data literacy...•A teachers experience with assessment as alearner; that is the extent to which they had or had not,engaged in formative assessment within theirschooling.•A teachers perception of the role of the student Count on from one number to find the total of two collectionsand the role of the teacher in relation to assessment;in so much as whose task is it to assess learning? These factors exert more influence than pre-service training and ongoing professional development
  31. 31. Influences on development of data literacy...•Finally, is the need for teachers to view data as partof a collective, (not just in relation to students in ‘myclass’); that is, the significance for teaching teams tofeel a sense of collective responsibility for the Count on from one number to find the total of two collectionseducational outcomes of all students.
  32. 32. Continuing the journey of Building DataLiteracy...1. Presenting Cohort achievement data toteaching teams... Count on from one number to find the total of two collections
  33. 33. Year 6 COHORT NUMBER data: March 20116543210
  34. 34. Year 6 COHORT NUMBER data: March 201165 Expected Achievement Level43210
  35. 35. Year 6 COHORT NUMBER data: March 201165432 This student (aged 12 & about to enter Middle School) is performing at the Expected Level of an 8 year old)10
  36. 36. Year 6 COHORT NUMBER data: March 20116 This student (aged 12 & about to enter Middle School) is performing at the Expected Level of a 15-16 year old)5432 This student (aged 12 & about to enter Middle School) is performing at the Expected Level of an 8 year old)10
  37. 37. Our aim This data set was reminiscent of the work in In sharing our cohort range of achievement in the Prepareacrosswe Number, Phase, the school. aim to challenge all of us to build cultures that use the right drivers toCount on from one number to find the total of two collections realise the hope that If you saw this data, what might you comes from creating the recommend to teachers? solutions needed to ensure a better future for all. BELIEF
  38. 38. What was the response of teachers? Count on from one number to find the total of two collections Cohort groupings...TRACKING!
  39. 39. Count on from one number to find the total of two collections instructional dilemma... An organisational response to an
  40. 40. Anonymous anecdotal comments on the Our aim challenges encountered... in In sharing our work•I feel like I’m not seeing my students enough to the Prepare Phase, weknow where they are. aim to challenge all of•I feel like I’m losing control of knowing cultures that us to build how my kidsare going. use the right drivers to Count on from one number to find the total of two collections realise the hope that•How do I report to parents, when I haven’t taughtthem? comes from creating the•What if I don’t get any data from their needed to solutions instructionalteacher? How will I report to their parents? future ensure a better•What if I don’t trust where thefor all. BELIEF other teacherhas put them? How would I know?
  41. 41. Revisiting the research...Parr and Timperley’s, (2008) study of teachersin literacy which determined that teacherprofessional learning was required in two Count on from one number to find the total of two collectionsareas; the understanding and skills to gatherand interpret evidence and the contentknowledge to know the specific area that thedata refers to, and how to teach this toaddress the need.
  42. 42. A change of direction... Exploring the individual endeavour involved in Building Data Literacy.Reflecting on the success I’d experienced (within the Count on from one number to find the total of two collectionscase study methodology of my Masters), involved Reconnecting with the Instructional coachworking one-on-one (as an Instructional Coach) toBuild the Data Literacy within...individual. of the
  43. 43. 2. One-to-one data meetings Count on from one number to find the total of two collectionsThe ‘I see, I wonder...’ protocol around theirdata and planning artefacts was used tocommence discussion and enabled me todetermine the existing data skills of eachteacher.
  44. 44. 2. One-to-one data meetings I don’t know what I don’t know... Modelling how to ‘read’ data, look for trends to inform an instructional plan in relation to: Count on from one number to find the total of two collections 1. CONTENT 2. INSTRUCTIONAL STRATEGIES 3. FORMATIVE ASSESSMENT OPPORTUNITIES
  45. 45. 2. One-to-one data meetings Differentiated Professional Learning: Catering for the different professional learning Count on from one number to find the total of two collections requirements of each teacher, and differentiate accordingly; operating along the Mentor/Coaching continuum
  46. 46. 0 1 2 3 4 5 6 7 Use data to identify my next teaching target Use online resources Try new teaching strategies (eg: mixed- ability groups) Differentiate with one open-ended task Use a range of formativeassessment strategies (eg: photos)Try a new lesson structure learning has given me confidence to... As a result of my Data meeting, my new Feedback from 1:1 Data meeting...Improve student reflection and use it as formative assessment
  47. 47. Our next steps in Building DataLiteracy...Moderating evidence for mid-year parent academicprogress reports... Teachers have committed to bring the assessment artefacts, (photos, student reflections, anecdotal Count on from one number to find the total of two collections notes, checklists, pre and post assessments) of focal students, in order to moderate in a 1:1 session with both their sub-school leader and myself.
  48. 48. plant? the ‘Koru’ RememberCount on from one number to find the total of two collections

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