Harvard presentation final

Our AIM...

In sharing our work in the ‘Prepare Phase’, we aim
to challenge each of us to foster and grow school
cultures that use the right drivers to realise the
hope that comes from creating the solutions needed

Count on from one number to find the total of two collections
to ensure a better future for all.

Mark Walker & Penny Vanderkruk
Elsternwick Primary School
2012

‘culture‘ is the driver for change
Fullan

Culture includes : values, norms, skills, behaviours and relationships

“ Choosing the wrong drivers for whole system reform”,
M Fullan Published by Centre for Strategic Education 2011

Our Inspiration...

Comes from nature; known by the Maori, (from New
Zealand) as a ‘KORU’ plant.


Key accelerators driving cultural change
• Capacity building to make learning more exciting,
more engaging, and more linked to the assessment
feedback loops around the achievement of higher order
thinking skills. (building data literacy is necessary but
not sufficient)
• Building collaborative groups with high ‘social capital’
(strong peer to peer relationships), teacher ownership
focused on continuous instructional improvement,
(where moral imperative is realised)
• It’s systemic (all of these elements are
interconnected) where trust is built over
time M Fullan

Objectivesaim
Our
Organize 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 of
norms ‘stick’ us to build cultures that
use the right drivers to
Build Data Literacy:

realise the hope that
• What influences the development of data literacy in
comes from creating the
educators? What the research says.
solutions needed to
• To share our journey; what worked and what
ensure a better future
didn’t and why.
for all. BELIEF
• Our future plans to develop a culture of data
literate teachers (and students)?

A way to visualise our work... a ‘swoosh’ within the ‘swoosh’


How we Organized for Collaborative Work...

Building Norms...

‘Hot Dot’ Protocol to identify priorities for the
content of our Norms...

Our first attempt...

Staff Meeting Norms
We 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 upon
our practice and take action.
(We assume positive intentionality and Mark to speak with teachers who
appear disengaged between meetings)
Parking lot items answered
(at meeting or email within 48 hrs)

What do you notice?

Our second attempt...

EPS Meeting Norms
Our meetings are effective therefore we arrive on time and sign
attendance rolls.

We are active participants therefore we will complete all
required readings and tasks before meetings.

We want to engage in our work free from distractions therefore we
turn off our mobiles, listen to speakers and stop side conversations.

We are courageous inquirers therefore we assume positive
intentionality, ask questions, reflect upon our practice and take
action.

We value feedback therefore we will actively collect it and respond in
a timely manner.

What do you notice?

Another aspect of
Building for Collaborative Work...

Timed Staff Meeting Agenda
4.10 – 4.13 pm Norms: MW (seeking feedback on 2)
4.13 – 4.16 pm Staff Room Renovation MW
4.16 – 4.30 pm Workforce Planning Discussion: MW
4.30 – 4.40 pm 2011 end of cycle review: MW
4.40 – 4.50 pm 2012 review process & timeline: MW
4.50 – 5.03 pm 2012 Cash Budget review MW
5.03 – 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

The Plus/Delta Protocol

We seek feedback at the end of each meeting...

Plus Delta
“lunch appreciated” √√√√√√√√√√√√√√√√√√√√√√ .more team planning time appreciated and
Data made it easy to plan and even get to know clearer agendas √√√
your kids √√√√ Balance long lunch with getting more done in
Liked how Penny, Demos and Rosie came to talk class and swapping tables at lunch to get to know
about our team √ others √√
Time in teams √√√√√√√√√√√√√√√√ (sharing Decide timetable changes prior year
norms) √ More time in classrooms √
Getting to know roles of teams (and individuals) Like sample book pack √
√and getting points clarified Overview of excursions and inquiry
On time and succinct √ Graduate would have liked some direct
Leaders catching up for consistency instruction help
Talking about someone else (introductions) More planning time √√√√√√√ (not so much
√√√√√√√√√√√√√√√ admin)
Time to set up√√√√ More input on roles
Norms √√ More on norms √
More time discussing behaviour management
plans and consequences
Unpacking norms √√√ √ (photo board good idea) Snack – brain food √√√
Sticking to time /good pace / organised ?agenda Question time √√
√√√√√√√√√√ Norms in 1 session
Handouts clear /Inquiry folders √√√√√√ / Copy of agenda before hand
calendar √√
Games /interactive way to reinforce roles and
manuals great / engaging
√√√√√√√√√√√√√√√√√√√√√√√√√
Modelling restorative script good √√

Plus Delta
Meetings 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’s
Meeting 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

Meeting 2 Compare Meeting 8
Data made it easy to plan Good to get feedback on norms so
and even get to know your that they feel more relevant. If we
kids √√√√ 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 you
Getting to know roles of provided the information √ √ √ √√ √
teams (and individuals) √√
√and getting points clarified I think the staff were well behaved
On 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 (re
Sticking to time /good pace formative assessment) (data
/ organised ?agenda analysing a bit overwhelming)– was
√√√√√√√√√√ clear (Penny’s reflection insightful
Games /interactive way to and interesting)√ √ √ √ √ √ √ √ √
reinforce roles and manuals Nice to connect data wise to school
great / engaging work – see how it fits in (think I
√√√√√√√√√√√√√√√√√√√√√√ understand DATAWISE protocol fits
√√√ across everything (explicitness,
timing, intentions, outcomes) √ √ √

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”

The next phase of work...

Agenda & Minutes
•Clear before meeting - put out 24 hrs before (goals for meeting / team has educational question to inquire
about) with high priority items first (pre reading handed out before) and reminders about expected items to
bring
•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 next
meeting – possible role rotations: timer, minute taker) and end with a focus for next meeting
•Time for celebrations and acknowledgments in team

Norms & 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 share

Content
•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

Suggested format for year level team meetings
Time Agenda Items
3-5 min Review norms / feedback from last meeting/ agenda/ objectives and
celebrations
35 min Curriculum Area 1 (rotate reading and writing workshops)
bring artefacts or data to review, analysis and inform planning (content) and
instruction
35 min Curriculum Area 2 (rotate mathematics & Inquiry Learning)
bring artefacts or data to review, analysis and inform planning (content) and
instruction
15 min Student well being and/or admin on excursions, camps / reporting

3-5 min Meeting feedback/ agreed actions (in between meetings and formative
assessment artefacts and agenda focus for next meeting)

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”

Building Data Literacy...

A check-inaim our objectives for Step 2
Our on
In sharing our work in
Build Data Literacy:
the Prepare Phase, we
• What influences the development of data literacy in
aim to challenge all of
educators? What the research says.
us to build cultures that
•To share our journey; what worked and what

didn’t and why.
solutions needed to
•Our future plans to develop a culture of data
literate teachers (and students)?
for all. BELIEF

Influences on development of data literacy...
In my unpublished MASTERS research, I discovered
several factors which impeded the teacher
understanding, and use of formative data. These
included...


•A teachers experience with assessment as a
learner; that is the extent to which they had or had not,
engaged in formative assessment within their
schooling.
•A teachers perception of the role of the student

and 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

•Finally, is the need for teachers to view data as part
of a collective, (not just in relation to students in ‘my
class’); that is, the significance for teaching teams to
feel a sense of collective responsibility for the

educational outcomes of all students.

Continuing the journey of Building Data
Literacy...

1. Presenting Cohort achievement data to
teaching teams...


Year 6 COHORT NUMBER data: March 2011
6

5

4

3

2

1

0

6

5

Expected Achievement Level
4

3

2

1

0

6

5

4

3

2
This student (aged 12 & about to enter Middle School) is
performing at the Expected Level of an 8 year old)
1

0

6
performing at the Expected Level of a 15-16 year old)
5

4

3

2
performing at the Expected Level of an 8 year old)
1

0

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

If you saw this data, what might you
recommend to teachers? solutions needed to
for all. BELIEF

What was the response of teachers?

Cohort groupings...TRACKING!

instructional dilemma...
An organisational response to an

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, we
know where they are. aim to challenge all of
•I feel like I’m losing control of knowing cultures that
us to build how my kids
are going. use the right drivers to

•How do I report to parents, when I haven’t taught
them? comes from creating the
•What if I don’t get any data from their needed to
solutions instructional
teacher? How will I report to their parents? future
ensure a better
•What if I don’t trust where thefor all. BELIEF
other teacher
has put them? How would I know?

Revisiting the research...

Parr and Timperley’s, (2008) study of teachers
in literacy which determined that teacher
professional learning was required in two

areas; the understanding and skills to gather
and interpret evidence and the content
knowledge to know the specific area that the
data refers to, and how to teach this to
address the need.

A change of direction...
Exploring the individual endeavour involved in Building
Data Literacy.

Reflecting on the success I’d experienced (within the

case study methodology of my Masters), involved
Reconnecting with the
Instructional coach
working one-on-one (as an Instructional Coach) to
Build the Data Literacy within...individual.
of the

2. One-to-one data meetings

The ‘I see, I wonder...’ protocol around their
data and planning artefacts was used to
commence discussion and enabled me to
determine the existing data skills of each
teacher.

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:

1. CONTENT
2. INSTRUCTIONAL STRATEGIES
3. FORMATIVE ASSESSMENT
OPPORTUNITIES

Differentiated
Professional
Learning:
Catering for the different
professional learning

requirements of each
teacher, and
differentiate accordingly;
operating along the
Mentor/Coaching
continuum

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 formative
assessment 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

Our next steps in Building Data
Literacy...
Moderating evidence for mid-year parent academic
progress reports...
Teachers have committed to bring the assessment
artefacts, (photos, student reflections, anecdotal

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.

plant?
the ‘Koru’
Remember


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