Leadership – The Big PictureEarl, Watson, Levin, Leithwood, Fullan, & Torrance (2003)

“Watching & Learning 3: final report of the external evaluation of England's national literacy and numeracy strategies.”

• External pressure and support

• Leadership to establish a vision, commitment and sustainability

• Build local expertise / infastructure

• Time for consolidation

• Capacity to adapt & refine practice

Get the Basics RightFullan, M. (2005) “Leadership & Sustainability: System Thinkers in

Action.” Thousand Oaks, CA: Corwin Press

• Raise literacy & numeracy

• Raise the bar and close the gaps

• Emphasis on literacy & numeracy in middle and high schools

• Develop powerful strategies to foster deep learning

Numeracy LeadershipSpillane, J.(2005). "Primary school leadership practice: how the subject

matters." School Leadership and Management 25(4): pp 383-397.• Literacy featured in 54%

of meetings• supported by positional

and distributed leadership• 80% -core to the

curriculum• 83% of leaders thought

literacy supported other subjects

• 80% of leaders felt that the school had internal expertise in literacy

• Numeracy featured in 14% of meetings

• supported by distributed leadership

• 83% -core to the curriculum

• 17% of leaders thought mathematics supported other subjects

• 13% of leaders felt that the school had internal expertise in maths

Professional LeadershipFrances Salt: ERO & Numeracy August 2005

• Is there strong curriculum leadership in mathematics?

• Does the leader keep abreast of new developments?

• Is the leader enthusiastic and able to inspire others?

Professional Leadership Cont’d Frances Salt: ERO & Numeracy August 2005

• Is there consistent practice in numeracy teaching school-wide?

• How will the numeracy project be sustained and staff kept up to date?

• How will new staff be up skilled and mentored?

Case Study Demographics

Ethnicity

0%

10%

20%

30%

40%

50%

60%

European Maori Asian Other

• Decile 3

• Semi- rural

• Lower North Island

• 10 classroom teachers

• Male principal

Case Study

• Staff meeting lead by the Principal• Designing the tool -Senior Staff/Facilitator• Class Observations – Lead Teacher/Facilitator

• Feedback sessions - Lead Teacher/Facilitator

• Goal setting – Lead Teacher

• Support

• Shifts in teacher practice

• The Rolls Royce version of observation & feedback!

Modified from a presentation by John Edwards DREYFUS MODEL OF SKILL ACQUISITION

Basis For Action

Novice

Rule Governed Behaviour

PPK

Read the Context

Beginner ProficientCompetent Expert

TRANSFORMATIONAL LEARNING Modified from a presentation by John Edwards

time

L +clear understood flows

confusion frustration angst

L -

THE PIT

ACTION LEARNINGModified from a presentation by John Edwards

ACT

REFLECT

GATHER DATA DESIGN

ACT

GATHER DATA

DESIGN

REFLECT

ACT

Optimising Observation

• Purpose for the observation is clear

• Relationship of trust

• Deciding on the tool

• Feedback

• Follow-up and support

• 10% change is sustainable

Lead Teacher Role

1. Communication

2. Support

3. Resources

4. Leadership

5. Over view

Johari Window (adrianwalsh.co)

feedback

sel

f di

sclo

sure

Teacher Evaluation

How Supportive Were the Fllowing Aspects of the Numeracy PD in 2006?

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Type of Intervention

Pe

rce

nta

ge o

f T

ea

ch

ers

(N

=9)

very supportive

supportive

some support

little support

no support

Considerations

• Culture

• Achievement Data

• Resources

• Leadership

• Observation Tool

• Questions & Evaluation