Leadership Mindsets: Innovation and Learning in the

Transformation of Schools

Kootenay School Leaders

October 16 - 17 2009

Dr. Linda Kaser & Dr. Judy Halbert1

How many…

of your learners and teachers can provide thoughtful answers to the following questions:

1.Where are you going with your learning?2.How is it going?3.Where are you going next?

Deep Learning Schools A First Glance

What does the entrance of your school say about the degree to which deep learning is the focus of the school?

Is the learning identity / focus of your school clearly visible?

Overview

• Making the shift from Sorting to Learning

• Mindsets required to make this shift

• Implications for leadership action

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Global Thinking

• Shifting from a sorting to a learning system

• Encouraging inquiry and lifelong curiosity

• Developing new forms of leadership

Global Thinking - Global Questions

• Flattening organizations - networks and networking

• Informing assessment, learning and pedagogical practice

From To

Instruction and teaching Deep learning

Summative assessment for grading and reporting

Formative assessment to provide coaching feedback

Teaching in isolation Teaching teams working as a learning community

Schools on their own Schools working together and with communities

Leadership by position - hierarchy

Leadership by contribution – distributed and networked

“Business as usual” Genuine transformation

Moving From Sorting to Learning

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The Challenge of Shifting from Sorting to Learning

• What are your views?• What shifts do you

see taking place in your school, your district, across the Kootenays?

Typology of Deep Learning Schools

Deep Learning Results

Momentum for Improvement

Strolling

Cruising Moving

Sinking Struggling

Norms of Moving Schools• Inquiry• Trust• Learning• Working together• Intensely focused• Strong internal responsibility• Building confidence

Deep Learning Schools

What does each norm look like in schools that are really on the move? Struggling? Cruising? Sinking?

Think about your school? To what extent are the norms of deep learning a reality?

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All royalties go to supportingFine Arts in BC schools.

Research Foundations for Leadership Mindsets

• Case studies of BC schools over 10 years

• International research on leadership and findings regarding impact on student learning

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Theoretical Perspective

Leadership as:• Transformative• Networked (distributed)• Oriented to Deep Learning• Democratic

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Leadership Mindsets

Adult Learning Design

Evidence Seeking

Deep Learning

Inquiry

Trust

Intense

Moral

Purpose

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Leadership Mindsets

INTENSE

MORAL

PURPOSE

• Quality and Equity• New Forms of

Quality• School Identity• Vulnerability and

the Underserved• Sustainability

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Intense Moral Purpose

Advocacy about the importance of a strong

public education system

The Canadian Mindset“Canadians are less interested in ranking schools than in knowing that every school is a good school.”

Bricker and Greenspon, Searching for Certainty.

Yet, we need to know how we do as a system…

• International measures?

• Canadian comparisons?

• Meeting the needs of all learners?

Organization for Economic Co-operation and Development

Programme for

International

Student

Assessment:

Programme for

International

Student

Assessment:

Test 15-year-old

Students

Test 15-year-old

Students

Administered in 2000, in 2003, and in 2006

Administered in 2000, in 2003, and in 2006

Number of Participating Countries: 43 in 2000, 41 in 2003, and 57 in 2006

Number of Participating Countries: 43 in 2000, 41 in 2003, and 57 in 2006

There were 4,500-10,000

students tested in each country

There were 4,500-10,000

students tested in each country

OECD Global Partners 30 member countries

AUSTRALIAAUSTRIA BELGIUM CANADA

CZECH REPUBLIC DENMARK FINLAND FRANCE GERMANY GREECE HUNGARY ICELAND IRELAND ITALY JAPAN

KOREALUXEMBOURGMEXICONETHERLANDSNEW ZEALANDNORWAYPOLANDPORTUGALSLOVAK REPUBLICSPAINSWEDENSWITZERLANDTURKEYUNITED KINGDOMUNITED STATES

• Countries invited to membership talks

CHILEESTONIAISRAELRUSSIASLOVENIA

• Enhanced engagement BRAZILCHINAINDIAINDONESIASOUTH AFRICA

Canada

2000 2003 2006

Math 6th 5th 5th

Science 5th 8th 2nd

Reading 2nd 3rd 3rd

Finland

2000 2003 2006

Math 4th 1st 1st

Science 3rd 1st 1st

Reading 1st 1st 2nd

PISA RESULTS

FinlandFinlandCanadaCanada

PISACanada

British Columbia

2000 2003 2006 2006

Math 6th 5th 5th 4th

Science 5th 8th 2nd 4th

Reading 2nd 3rd 3rd 2nd

A Look at BC

High Flat Gradient Required

PIRLS

• 2006 assessment BC students in fourth year of schooling - 2nd in world after Hong Kong

• Source –http://timss.bc.edu/PDF/P06_IR_Ch1.pdf

Canada as a Leader Findings from the OECD International Student Assessment Symposium

10 characteristics that contribute to our success:

• Early years – strong kindergarten programs• All day schooling• Comprehensive – not streamed• Integration and inclusion• Strong centralized curriculum

• Accountability measures – comprehensive regular assessment in key grades

• A balance of local autonomy with central direction

• Strong teacher preparation• Collaboration within education and with

family services• Early intervention and supports

And Yet…• 50% of Aboriginal youth in BC

do not graduate• 20% of non Aboriginal youth

do not graduate - and the rate is higher among some groups of new Canadians

• 50% of secondary students report they are not engaged in learning

CHALLENGE IN BC

• Sustain Quality• Achieve Equity• Create New Forms

of Quality

Moral Purpose, You and Your School

• To what extent are the successes of the public system and your school known? Celebrated?

• What challenge are YOU passionate about?

• How can you provide leadership in keeping your focus on learning both broad and unique?

• Is the learning identity of your school clearly visible?

Leadership Mindsets

TRUST

Relationships First

• Respect• Personal Regard• Integrity• Competence

Impact on Learning

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Trust Matters - Key Findings

• 1 out of 7 chances of improving learning without relational trust.

• Parents, teachers, and principals are all vulnerable and deeply connected.

• Group with the most power has to make the first move.

• Marked improvement in student learning.8% - 20 % - 5 years

Bryk and Schneider

Trust – Relationships First

• What area needs most attention in your school?

• How are you using deep listening to strengthen relationships?

• What is one tangible action you can take in the next week?

Leadership Mindsets

INQUIRY

Questions before directions

• Narrative• Appreciative• Problem-based• Reflective• Spiral of Inquiry

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Leaders with an inquiry habit of mind do not presume an outcome; instead they allow for a range of outcomes and keep searching for increased understanding and clarity. Inquiry mindedness demands engagement in questioning, reflecting and decision-making.

Helen Timperley and Lorna Earl Professional Learning Conversations: Challenges in Using Evidence (2008)

Inquiry - A Leadership Mindset

• Narrative - what is the dominant story? Who are the heroes? Villains? Themes?

“Stories are not only the way in which we come to ascribe significance to experiences … but also they are one of the primary means through which we constitute our very selves … we become who we are through telling stories about our lives and living the stories we tell.”

Forms of Inquiry

Critical Inquiry - Examining Theories of Action

4 standards:1. Accuracy2. Effectiveness3. Coherence4. Improvability

Competing Theories - Trusting Relationships

Appreciative InquiryAppreciative InquiryDiscovery

“What gives life?”What makes you

proud as a teacher?

Discovery“What gives life?”

What makes you proud as a teacher?

DreamWhat IF every

learner was successful?

DreamWhat IF every

learner was successful?

DesignWhat will our school look

like when we become a real learning community?

DesignWhat will our school look

like when we become a real learning community?

DestinyHow will we build

the capacity we need?

DestinyHow will we build

the capacity we need?Positive

Core

Affirm

ative

Topic

Choice

Reflective Inquiry

• Reflection in Action• Importance of a learning

partner

LOOKfor patterns

ASSESSstudent learning

DOengaging learning

and teaching

DEVELOP criteria for success

IDENTIFY a learning challenge

SUPPORTteacher learning

Inquiry

• How are you using stories of possibility to transform your school?

• How are you building reflective practice into your leadership work?

• How far along is your staff with critical inquiry?

Reading, Reflecting, Thinking, Relaxing

Come tomorrow prepared to…..