The School Leader’s Role in Activating Learning

Know Thy Impact

Learning Intentions

• Have a clear picture of where you are, where you are going and where to next with visible Learning in your schools

• Have an understanding of change management strategies in to determine the implementation plan for your next steps

Success Criteria

By the end of this presentation you will:• Have reflected on where your school

district is at in relation to the five visible learning strands and learnt from the experience of others

• Developed a detailed visible learning journey plan and draft visible learning action plan which outlines the next steps

Hattie

The Five Visible Learning Strands

The Visible Learner

Know Thy Impact

Effective Feedback

Inspired and Passionate teachers

The Visible Learning School

Focus Question

Learning Matrix

To what extent has our school ensured systems focus on the things that make the most difference?

When does learning become visible?

Teacher and Student Connections

The Importance of Teacher and Student Relationships

The Visible Learner

The “Assessment-Capable” Learner

Students who know about their

learning

Students are active participants in their learning

An important use of feedback is to

encourage students to become self-

assessors and self-regulators.

Highest to lowest effect1 Promoting and participating in teacher learning

and development (0.84)

2 Establishing goals and expectations (0.42)

Planning, coordinating and evaluating teaching and the curriculum (0.42)

3 Resourcing strategically (0.31)

4 Ensuring an orderly and supportive environment (0.27)

What are the features of a really good school leader you know?

Discussion task

An activatorReciprocal teaching .74

Feedback .72

Teaching students self-verbalization

.67

Metacognition strategies .67

Direct instruction .59

Mastery learning .57

Goals - challenging .56

Frequent / effects of teaching

.57

Behavioural organisers .41

A facilitatorSimulations and gaming .32

Inquiry based teaching .31

Smaller class sizes .21

Individualised instruction .20

Problem-based learning .15

Different teaching for boys and girls

.12

Web-based learning .09

Whole language reading .06

.17.60

• An active leader, passionate for their school and for learning, a change agent

OR

• A facilitative, inquiry or discovery based provider of engaging activities

Edubabble? - The contrasts

Develop a Foundation for Delivery

Align systems and Structures to our core purpose

SUPPORTING STUDENT LEARNING

OBSERVATION

PROFESSIONAL

DEVELOPMENT

STRATEGIC PLANNING

WALK-THROUGHS

LESSON PLANNING

DATA TEAM MEETINGS

SCHOOL CLIMATE

RESOURCE ALLOCATIONS

ASSESSMENTSYSTEMS

Common Core

1. Over a long period of time (three to five years)

2. Involves external experts

3. Teachers are deeply engaged

4. It challenges teachers’ existing beliefs

5. Teachers talk to each other about teaching

6. School leadership supports teachers’ opportunities to learn

and provides opportunities within the school structure for

this to happen

Timperley, Wilson, Barrar and Fung (2007), Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Ministry of Education, NZ

Effective professional development

Looking Ahead

The single highest effect size is…

Assessment capable learner

Self Reported grades

Student expectation

d= 1.44

The biggest effect on student learning occurs when teachers become learners of their own teaching, and when students become their own teachers.

Visible Learning School Matrix

To what extent has

your school ensured

systems focus on the

things that make the

most difference?

Questions

• Do you have the leadership effectiveness you need in your schools and district?

• Can you develop this capacity?• What does this mean for your own

leadership?

Understand the Delivery Challenge

Transformation: As Is State to Your To Be State*

*Wagner, T. (2006). Change leadership. San Francisco: Jossey Bass.

What are the things you need to consider in planning your next

steps?

What are we trying to achieve?

What are our priorities?

What are our targets?

What are our plans for action?

3 questions from Visible Learning

Where am I going?

How am I doing?

Where do I go next?

Where are we going?• We need to know our impact

• Strategic decisions should be evidence-based

• Most innovations work but we can’t do them all (so which should we choose?)

How am I going?• What impact am I having?

• How does my school decide which direction to take?

• What percentage of recent innovations have made a significant difference?

Where to next?....

• This is where YOU take over…

Adults are supported to grow by engaging in practices

and learning opportunities that challenge the adults’

contradictions and assumptions

Drago- Severson 2012

One of the major messages from Visible Learning

is the power of teachers learning from, and talking to, each other

about planning and evaluating their teaching and learning

Sharing a common understanding of progression

is the most critical success factor in any school

The co-planning of lessons has one of the

highest likelihoods of making a marked positive difference

on student learning

Collaborative inquiry is among the most promising strategies for

strengthening teaching and learning.

The biggest risk, however, is not providing the necessary

leadership and support.

David, J. L., 2008/2009

How many of your principals are grounded in:

• What works to increase student performance?

• Why these practices work?• How to help the people they work

with to examine their own effectiveness on an ongoing way?

• “Know Thy Impact”

“take the first step in faith. You do not have to see the whole staircase.Just take the first step.”

Martin Luther King Jr.

0.4What will your

impact be?

The Committed Sardine

Questions or Comments

The Leadership and Learning Center+720-473-7466

www.LeadandLearn.com

Ainsley B. RoseARose@LeadandLearn.com