Leadership for Learning
description
Transcript of Leadership for Learning
Leadership for Learning
Helen TimperleyProfessor EducationFaculty of EducationThe University of Auckland
0.27
0.84
0.42
0.31
0.42
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
5. Ensuring an Orderly andSupportive Environment
4. Promoting and Participating inTeacher Learning and
Development
3. Planning, Coordinating andEvaluating Teaching and the
Curriculum
2. Resourcing Strategically
1. Establishing Goals andExpectations
Effect Size
FIVE DIMENSIONS OF EFFECTIVE LEADERSHIPDerived from Quantitative Studies Linking Leadership with Student Outcomes
(Robinson et al., 2009)
The Process of Professional Development
For far too many teachers, staff development is a demeaning, mind numbing experience as they passively “sit and get” [and] evaluate it by “happiness scales”.
As one observer put it, “I hope I die during a PD session because the transition between life and death would be so subtle’.
(adapted from Sparks, 2004).
And the impact …
Hurricane winds sweep across the sea tossing up twenty foot waves … while on the ocean floor (of the classroom) there is an unruffled calm.
(Cuban)
Focus on Valued Student Outcomes
Worthwhile content
Integration of knowledge and skills
Assessment for professional inquiry
Multiple opportunities to learn and apply
Approaches responsive to learning processes
Opportunities to process new learning with others
Knowledgeable expertise
Active leadership
Maintaining momentumTimperley, H. (2008) Teacher Professional Learning and Development. International Academy of Education. International Bureau of Education. Paris: UNESCO
The Application: Professional Development Project in Literacy
Over 300 primary schools in New ZealandWriting: Average gains 2.5 to 3.2 expected rate over
two yearsLowest 20% 5-6 times expected rate
Reading: Average gains 1.5 to 1.9 expected rate over two yearsLowest 20% 3 times expected rate
Continued for at least three years after project finished
How to achieve it
Bringing together – Personal, interpersonal and organisational
capabilities – Consistent with how people learn– Through focused inquiry and building
knowledge throughout the system using tools that convey important messages and conversations with professionals within the system.
“How People Learn” (Bransford et al., 2000)
1. Engage preconceptions about students and how best to teach them;
2. Develop a deep foundation of factual knowledge organised into conceptual frameworks
3. Encourages a self-regulatory approach so teachers can take control of their own learning
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 skillsEngage students in new learning experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
Identifying Students Knowledge and Skills:
Where do we want them to be?
What do the students already know?
What do the students need to learn and do?
How do we build on what they know?
Within the LPDP Project Students assessed using curriculum-based
assessment
Facilitated interpretation of how to score it and what the results mean with teachers and leaders
- at the same time as…
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 skillsEngage students in new learning experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
Finding Out about Teachers’ Knowledge and Practice
How we have contributed to existing student outcomes?
What do we already know that we can use to promote improved outcomes for students?
What do we need to learn and do to promote these outcomes?
What sources of evidence / knowledge can we utilise?
Within the LPDP Project
With expert facilitators, the leaders and teachers:– Relate student data to programme
emphases;– Respond to a scenario of (mostly
ineffective) practice and discuss results;– Discuss strengths and weaknesses of
practice from classroom observations.
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 skillsEngage students in new learning experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
Deepen Professional Knowledge and Refine Skills
Important considerations: Consider research findings about different
approaches– Integrate knowledge, skills and theory
Curriculum, assessment, pedagogy– Focus on the teaching / learning links;
Discuss existing ideas about students, assessment, curriculum and how to teach it
Within the LPDP Project
Students are the “touchstone” throughout; Build knowledge of theory and practice in
ways that are consistent with how people learn– All conversations engage teachers’ beliefs about
how the world works;– Develop a deep foundation of literacy knowledge
and how to teach it– Self-regulatory learning approach through
learning goals and monitoring progress.
Promoting change in teachers’ beliefs and assumptions
Develop new
knowledge and skills
Current assumptions challenged
Make small changes to practices
Observe resulting improvements in
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 skillsEngage students in new learning experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
Judging Impact
What evidence is there of change in classroom teaching and learning?
What evidence is there that any changes made promote our students’ learning and well-being?
What reasons lie behind improvement or lack of it?– Means the ongoing use of evidence on a daily,
weekly, term by term and annual basisUsing a range of assessment tools
Students’ needs To meet the sixth form challenge –independence reflection
Teachers’ inquiry How do we help students to meet the sixth form challenge and resolve the paradoxes?
Checking outcomes Student voice; evidence of learning to meet sixth form challenge; A-level passes.
Student opportunities Classroom observations
Knowledge / skills Indicators of student
learning; strategies for resolving paradoxes
What it means and doesn’t mean (the focus)What it means Start with student outcomes Integrate assessment,
curriculum and how to teach it
Integrate theory (why) and practice
Always talk about teaching in terms of its impact on students;
Always talk about students in terms of how to teach them more effectively
What it doesn’t mean Start with a new idea about
teaching Have separate courses on
the three areas Just focus on the practice
(or the theory) Students are talked about
separately from teaching
What it means and doesn’t mean (the process)What it means Teachers need multiple
opportunities to learn and apply new knowledge
Approaches are responsive to teachers’ learning needs
Those who work with teaches have expertise and understand them as learners
What is doesn’t mean Going to one-off
workshops and forgetting it all the next day
Approaches based on the “one size fits all” principle
Teachers are expected to understand immediately and get it right
Beliefs, knowledge and Skills of School Leaders
Teachers cannot do it alone To lead effectively, leaders must know enough
themselves to:– Work through the inquiry and knowledge building
cycles with their teachers to improve the outcomes you are your community value for students
Deepen professional knowledge, engage
students in new learning experiences
What has been the impact of our changed
actions?
How can we as leaders promote
the learning of our teachers to bridge
the gap for our students?
What knowledge and skills do our students need?
What knowledge and skills do we as
teachers need?
All leaders of learning have a class
Who is your class?
Who is the class of those in the schools you are working with?
Small schools
Principal
Teachers
Larger schools
Principal
Senior managers
Curriculum leaders
Teachers
A more collegial structure
Task in groups
Identify your class (as a leader)
Draw a diagram of layers of classes for members of your class– Include informal as well as formal leaders
Think about some major challenges you are likely to face in working with your class
Within the LPDP
Effective leaders – Learned to work with their teachers using
evidence of student learning and teaching practice
Developed necessary pedagogical content knowledge Learned to have challenging conversations
– Recognise their need to learn in order to teach others
Less effective leaders– Focused on structures and processes to promote
others’ learning
What knowledge and skills does
“my class” already have and
need?What knowledge and skills do I as
leader need?
What has been the impact of my changed actions on “my class”?
Deepen facilitator knowledge and
refine leadership skills
Engage “my class” in new learning experiences
Leader inquiry and knowledge-building cycle to promote valued teaching and student
outcomes