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Steve Maharey, Minister of Education

23 February 2007

Leadership and Personalising Learning

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1. What are the key features of a leadership style consistent with personalising learning?

2. What are the key changes you are making or need to make to move your school towards a personalising learning environment?

3. What specific support do you as principals need from central education agencies to make personalising learning work?

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“Personalised learning only really started to make sense for me as a principal when I talked about it with teachers. We realised that many of the things we were already doing were actually personalising learning for our kids”.

“Starting off this way made us think at a bigger picture level – just what should we be preparing our kids for and how can we work together to achieve that for each and every one of them?”

Principal

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“…choose what to study from a pre-defined and delineated set of options;

“sit with 20-30 other learners; learn from your teacher, who has to deliver set amount of content often with a particular style;

“sit some exams; have your learning assessed by an examiner; get your results;

“move onto the next stage; do it all again.” Charles Leadbetter

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“ …the basic curriculum…that could branch out in many different ways, to have different styles and endings.

“The foundation would be to encourage children…to become more involved in making decisions about what they would like to learn and how….mobilise children and families as contributors to their own education.

“The aim is to turn passive recipients into active participants…”

Charles Leadbetter

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“…the logic of education systems should be reversed so that it is the system that conforms to the learner, rather than the learner to the system. This is the essence of personalisation.

“It demands a system capable of offering bespoke support for each individual that recognises and builds upon their diverse strengths, interests, abilities and needs in order to foster engaged and independent learners able to reach their full potential”

Futurelab

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Effective Teaching

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Assessment for Learning

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Curriculum

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Strong Engaged Communities

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Organising the School

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For learners this means:

• high expectations;• more control of their own learning;• learning to learn;• working with others;• understanding the learning process;• identifying the knowledge they have

gained and the next steps.

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For parents and whānau it means:

 

• being partners in the learning process;

• understanding how their children are progressing;

• being involved in planning their children’s learning.

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For teachers this means: • high expectations of all students;• use knowledge about student achievement

for future learning;• use a range of teaching techniques that

strengthen students ability to work in groups and on their own;

• build inclusive learning communities.

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1. What are the key features of a leadership style consistent with personalising learning?

2. What are the key changes you are making or need to make to move your school towards a personalising learning environment?

3. What specific support do you as principals need from central education agencies to make personalising learning work?

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Kiwi Leadership for Principals

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• They are humble

• They are positive

• They are self aware

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Steve Maharey, Minister of Education

23 February 2007

Leadership and Personalising Learning