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Presentation strategic thinking
- 1. Leadership capabilities Integrating Solving complex Building educational problems relational trust knowledge into practice Leadership dimensions Establishing goals and expectations High quality teaching and Resourcing strategically learning Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment Source: Robinson, V.M.J., Hohepa, M., & Lloyd, C. (2009) School leadership and student outcomes: Identifying what works and why. Wellington: Ministry of Education
- 2. Leading Professional Learning • About “the main problem you are trying to solve”. • Are you clear on what the academic problem is that your school is trying to focus on? • What are your valued academic outcomes?
- 3. REFLECTIONS : FIVE MINUTES - WORKBOOK Are you clear on what your valued academic outcomes are? What is the academic problem you are trying to solve? To what extent do you agree on that?
- 4. Three Key points to consider • On what basis did you decide on the nature of ‘the problem’? One source of data is not enough. • Have you tested your thinking with the students themselves in some way? • Is the level of focus broad enough to sustain your PL focus for the year?
- 5. REFLECTIONS: TEN MINUTES – PAIR/SHARE Explain your ‘main academic problem’ to another school and justify your decision. Other school is to critique that.
- 6. REFLECTIONS: FIVE MINUTES –ON SIP TEMPLATE NOW - Write your key academic problem as a strategic goal (3 year focus) or annual goal (1 year focus) e.g. to improve or increase……
- 7. REFLECTIONS: FIVE MINUTES - WORKBOOK What are some of the key criteria for effective professional learning?
- 8. Teacher inquiry and knowledge-building cycle to promote valued student outcomes What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Helen Timperley, University of Auckland
- 9. Student-Centred Leadership: Dimension Four 1. Establishing Goals and Focus on the links Expertise external Expectation between what is to the group is taught and what necessary to 2. Resourcing Strategically students have challenge existing learned assumptions 3. Planning, Coordinating and Evaluating Teaching and the PL Curriculum 4. Promoting and Participating in Ensure worthwhile Teacher Learning Voluntary or evidence-based compulsory? content 5. Ensuring an Orderly & Supportive Environment
- 10. Student-Centred Leadership: Dimension Four 1. Establishing Goals and Expectation Multiple Opportunities to opportunities to process new 2. Resourcing learn and apply learning with Strategically information others 3. Planning, Coordinating and Evaluating Teaching and the PL Curriculum 4. Promoting and Participating in Leaders Teacher Learning Maintain participate and momentum promote 5. Ensuring an Orderly & Supportive Environment
- 11. RATE YOUR OWN SCHOOL’S PLD: WORKBOOK Review your own school’s PL firstly individually and then discuss one- by-one.
- 12. STRATEGIES THAT WE MIGHT FIND USEFUL IN OUR PL - Use student voice to see what has / hasn’t worked - Teachers sharing their hypotheses and why they might be a hypotheses - Grow your own experts within your staff - Videoing my own class to see what I am doing - Using the Start, Stop, Keep to check-in with staff - Negotiate with staff what are the non-negotiables - Alignment of goals - Use a matrix to self-reflect - A range of strategies for staff - Testing new strategies with the target students - Use of peer coaches - Educating parents - Teachers having own goals - Teacher voice - Teachers analyse the teacher transcript themselves
Editor's Notes
- One framework for SCL. IL + academic goal oriented behaviour – not just formulating goals, but resourcing for goals; ensuring environment is right for the goals you are setting e.g., if in chaos – first priority will be getting order.A school effectiveness model – different from a SI model – My research shoed in s secondary context that when schools were already performing well Ps used more indirect leadership (OE/PS/SR) plus G for most effect but when schools needed a lot of improvement it was direct IL where they had their effects. The SLT role was complementary to that of the P.Effects of PLD were strong in the meta-analysis but this is not necessarily the case. Again in secondary based research – two-thirds of schools PD found to be ineffective.
- A key point for today – what is the problem you are trying to solve – what are your valued academic outcomes. Not say only outcomes to be valued are academic – but our thrust here today is to focus on the academic. We know that this is a good predictor of academic success – your focus and tracking of test results. Particularly important for principals to have that foucs – it differentiates between effective and ineffective schools in both secondary and primary contexts.
- Do you know – and how do you know? Individually respond in your book first and then share as a school – do you all say the same thing – this will be the test of whether you have really identified this or not.Feedback on level of agreement – high, medium, low.Get some feedack on level of agreement??
- A key point for today – what is the problem you are trying to solve – what are your valued academic outcomes. Not say only outcomes to be valued are academic – but our thrust here today is to focus on the academic. We know that this is a good predictor of academic success – your focus and tracking of test results. Particularly important for principals to have that foucs – it differentiates between effective and ineffective schools in both secondary and primary contexts.