1 SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT Briefing of NMR secondary schools 11...

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SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT

Briefing of NMR secondary schools

11 February, 2010

Jean Russell, Graeme Jane, Graham Marshall

Enhancing pedagogy: enhancing learning(See the Guide, Section A)

1. Focus of school improvement: improved student learning

2. Many influences on learning: most powerful is quality of teaching students experience

3. Focus of this project: enhancing pedagogy

4. Twin approaches: - whole-school level (LfLQs)- individual classroom level (FTLQ)

Jean Russell, 11 February, 2010 - 2


The Feedback on Teaching and Learning Questionnaire (FTLQ)

(See the Guide, pp.4-7)

Research literature: aspects of teaching that have significant impact

Value of targeted feedback

The feedback: two sets of perceptions of the classroom

The questionnaire

The four domains of the FTLQ(See the Guide, p.6)

Feedback on

Teaching & Learning

Domains

Nature

of Student Work

Development

Of Student Skills

Classroom

Culture

Classroom

Organisation


The four domains of the FTLQ

Scales within the four domains: Examples(See the Guide p.6)

Nature of Student Work

Value of Work scale

Challenge of Work scale

Work Interest scale

Work Activities scale

Development of Student Skills

Information Skills scale

Higher Order Thinking Skills scale

Collaborative Skills scale

Metacognitive Learning Skills scale

Metacognitive Self-evaluative Skills scale

Decision-making Skills scale

Jean Russell,11 February, 2010 - 5

Items within a scale: IllustrationThe Feedback scale

(See other examples in the Guide, pp.19-26)

Our teacher organise assessment of work so we get prompt feedback on what we’ve done.

Our teacher shows us where we could have detected errors in our work ourselves.

The teacher makes specific comments on our work that show us how to improve it.

Our teacher gives us individual feedback on whether we’re putting enough effort into our work.

The teacher gets us to explore one another’s answers to questions.

Jean Russell,11 February, 2010 - 6

Principles and conditions of use(See the Guide, p.7)

Teacher are to participate voluntarily.

Student feedback is confidential to the teacher, though sharing of information within a triad is assumed.

Individual student responses are confidential.

An individual class shouldn’t be involved in questionnaire completion for more than one teacher.

Evaluation by teachers of value of using the FTLQ



The process(See the Guide, Section B)

Choosing your classes

Preparing your classes for the questionnaire

Doing the questionnaire yourself

Following up with classes

Jean Russell, 11 February, 2010 -9

Interpreting and using the results(See the Guide, Section C)

The results as presented in the automatic online reports

Interpreting the results

Selecting a focus: domain and scales

Professional Learning Plans and the mentoring triad

Evidence of progress: Term 2 and Term 3

The Leadership for Learning questionnaires in Secondary Schools

Research Context:

Leader and Teacher Surveys and what they mean

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What underlies the Questionnaires?

the need for the leadership to focus on teaching and learning and connect everything the school does to this

the school leadership and leadership team have an impact on the quality of teaching in the school through the influence they have on teachers;

the quality of teaching has impact on the quality of student learning and its outcomes.

SEE Guide to the Leadership for Learning Questionnaires Pp 2-5 11

Data – what do they tell us?

Leaders – what they think of the teaching and learning culture they are creating in the school and what they think of their own leadership practices

Teachers – what they think of the teaching and learning culture in the school and what they think of the leadership practices

We are able to compare Leader & Teacher perceptions

(SEE Guide Pp 6-7)

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Need to link these data to other data

Data in annual School Level Report Other data on student achievement – e.g.

literacy & numeracy External feedback – e.g. Community School Context (Socio–economic,

demographics etc)

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This is information you can use to

Help shape your school improvement strategies

Monitor progress and success of these improvement strategies

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Two matching scales for leaders and teachers

Scale – interconnected items covering a dimensionLeaders – what leaders think of theirEfficacy and the school cultureLeadership improvement practicesTeachers – what teachers think of Their efficacy and the school cultureThe improvement practices of the leadership

(SEE Guide Pp 6-7) 15

Leaders - 1. Leadership Efficacy and Culture Scale

Three groups of questionsLeader efficacy – how much they feel they

can make a difference (influence) to teaching and learning

Teacher Learning Culture – what leaders think of the professional culture of the staff

Student Learning Culture – what leaders think of the values that underpin the school learning culture

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Note: Leadership Perceptions of their own Efficacy

An Important starting point for school improvement strategiese.g. “As a member of the leadership team I take responsibility for enabling (influencing) staff to improve student learning”.(Q 3)

Importance of self confidence – the belief of leaders that they can make a difference (based on an understanding of how to)

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Leadership views of the teacher and student learning culture

Questions are the same for leaders and teachersTeacher Learning Culture – what leaders think of the

professional culture of the staffe.g. “This school motivates teachers to work hard” (Q 19)

Student Learning Culture – what leaders think of the values that underpin the school learning culture

e.g. “In this school teachers believe that all students can learn” (Q 10)

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Leaders - 2. Leadership Improvement Practices Scale

One group of questionsWhat leaders think of the practices they

employ to influence teachers to improve teaching and learninge.g. “I communicate a clear vision for improved student learning to our staff” (Q 21)

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Data: Teacher views on Leaders (Secondary)(SEE Guide Pp 12- 15 and Appendix 1)

Leadership Scale Benchmark Scores School Scores

LEADERSHIP Mean SD Mean SD

1. Our school leaders have helped to build a climate of trust among staff. 3.3 0.4 3.2 1.023. Leaders in this school lose interest in innovative improvement programs after the initial stage of development. (RECODED) 3.3 0.4 3.3 1.17. Our school leaders participate personally in the ongoing discussion of professional practice in our school. 3.4 0.4 3.6 0.916. In their interactions w ith staff and students, our school leaders model the qualities and characteristics of learning that w e encourage students to develop. 3.4 0.3 3.2 0.924. Our school leaders take concrete, practical actions that enable innovative improvement programs to be implemented successfully. 3.2 0.3 3.4 1.020. Our school leaders communicate a clear vision for improved student learning to staff. 3.3 0.4 3.3 1.0LEADERSHIP Scale 3.3 0.3 3.3 0.7

Leadership and school improvement

Fundamental importance of leadership to any school improvement

Leaders’ approaches and perceptions always change before teachers’ approaches and perceptions

Improvement starts with the leadership – principal and other leaders

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How to treat the data

Comparison between leader and teacher perceptions

Look for other patterns – school means compared with benchmarks

Note where benchmarks come fromNote importance of standard deviation – a

measure of the diversity of viewsCross-reference with other school data

(SEE Guide Pp 12- 15 and Appendix 1)

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