What do we owe What do we owe our children?our children?

Musings from Cumberland Musings from Cumberland Rd. Rd.

with advice from Ma and Pa Kettle, gymnasts and catswith advice from Ma and Pa Kettle, gymnasts and cats

Jordan Tinney, Feb. 12, 2007

OverviewOverview

Welcome, thanks and grandpa’s Welcome, thanks and grandpa’s philosophyphilosophy What is changing in the world of What is changing in the world of

educationeducation Invitational leadershipInvitational leadership The promise of assessmentThe promise of assessment Cultures of inquiry and collaborationCultures of inquiry and collaboration Guiding beliefs and challenges aheadGuiding beliefs and challenges ahead

What is changing in the What is changing in the world of education?world of education?

High stakes resulting in a plateau of achievementHigh stakes resulting in a plateau of achievement Stronger and stronger push to formative assessment and a Stronger and stronger push to formative assessment and a

growing (already massive) body of research showing formative growing (already massive) body of research showing formative assessment’s promise for improving learning;assessment’s promise for improving learning;

Deep connected learning rather than thin superficial acquisition Deep connected learning rather than thin superficial acquisition of knowledge. of knowledge.

Networks of support and cultures of inquiry as opposed to Networks of support and cultures of inquiry as opposed to charismatic heroic leadership dependent on a few.charismatic heroic leadership dependent on a few.

Authoritative leadership moving to distributed leadership moving Authoritative leadership moving to distributed leadership moving to…to…

Distributed leadership as a Distributed leadership as a path to developing cultures path to developing cultures

of excellenceof excellence Leadership is an invitation not a dictateLeadership is an invitation not a dictate

““Invitational Leadership differs from the standard Invitational Leadership differs from the standard theories of leadership that emphasize the process theories of leadership that emphasize the process of influencing others through the use of power. of influencing others through the use of power. Instead, it promotes collaboration and shows Instead, it promotes collaboration and shows compassion and respect for individuals in the compassion and respect for individuals in the educational system.”educational system.”

Purkey and Novak (1984) contended that educators Purkey and Novak (1984) contended that educators should operate from a consistent stance of respect, should operate from a consistent stance of respect, trust, optimism, and intentionality. The research trust, optimism, and intentionality. The research literature on the role of school climate in improving literature on the role of school climate in improving student achievement is widespread (Anderson, student achievement is widespread (Anderson, 1982; Brookover & Lezotte, 1977; Howe, 1985; 1982; Brookover & Lezotte, 1977; Howe, 1985; Keefe, Kelly, & Miller, 1985; Strong & Jones, 1991).Keefe, Kelly, & Miller, 1985; Strong & Jones, 1991).

Egley, & Jones. Scholar-Practitioner Egley, & Jones. Scholar-Practitioner Quarterly, Sept. ‘05Quarterly, Sept. ‘05

Invitational leadership is Invitational leadership is based on…based on…

Respect:Respect: respect for all people working within the respect for all people working within the

educational system that they have something of educational system that they have something of worth and significance to add to the leadership worth and significance to add to the leadership endeavor;endeavor;

Respect for the person(s) leading the initiative Respect for the person(s) leading the initiative that (s)he is worthy of the respect of others;that (s)he is worthy of the respect of others;

TrustTrust Trust that the people involved will be both Trust that the people involved will be both

trustful and trustworthy;trustful and trustworthy; In order to gain trust, first you have to trust in In order to gain trust, first you have to trust in

others;others; You must trust others and you must care about You must trust others and you must care about

their work and contribution.their work and contribution.

Invitational leadership is Invitational leadership is based on…based on…

OptimismOptimism Optimism that the leadership in which you are Optimism that the leadership in which you are

involved has a brighter future than where you are;involved has a brighter future than where you are; The optimistic view that this will make a The optimistic view that this will make a

difference for you, the children, and the school.difference for you, the children, and the school. IntentionalityIntentionality

Leadership is purposeful. There must be a clear Leadership is purposeful. There must be a clear path, outcome, and direction for the group path, outcome, and direction for the group otherwise the optimism of the future will be otherwise the optimism of the future will be washed away.washed away.

Loose-tightLoose-tight

Invitation leadership is…Invitation leadership is…

“a generous and genuine turning toward others in empathy and respect, with the ultimate goal of collaborating with them on projects of mutual benefit. The emphasis shifts from command and control to cooperation and communication, from manipulation to cordial summons, from exclusiveness to inclusiveness, from subordinates to associates.” (p. 4).

Purkey and Siegel (2003)Purkey and Siegel (2003)

Strong Work Places

“These twelve questions are the simplest and most accurate way to measure the strength of a workplace” First, Break All the Rules (1999) Buckingham and Coffman.

This last year, have I had opportunities at work to learn and grow?

In the last six months, has someone at work talked to me about my progress?

Do I have a best friend at work?

Are my co-workers committed to doing quality work?

Does the mission/purpose of my company make me feel my job is important?

At work, do my opinions seem to count?

Is there someone at work who encourages my development?

Does my supervisor, or someone at work seem to care about me as a person?

In the last seven days, have I received recognition or praise for doing good work?

At work, do I have the opportunity to do what I do best every day?

Do I have the materials and equipment I need to do my work right?

Do I know what is expected of me at work?

Base Camp

Camp 1

Camp 2

Camp 3

Summit

And leadership is And leadership is dangerousdangerous

Sustainable leadership and Sustainable leadership and cultureculture

1.1. Meaningful, deep and powerful cultures – Meaningful, deep and powerful cultures – learning comes before achievement comes learning comes before achievement comes before testing;before testing;

2.2. Leadership and collaboration lasts – beyond Leadership and collaboration lasts – beyond the short term, year after year it keeps going;the short term, year after year it keeps going;

3.3. Sustainable leadership is strong – depth is a Sustainable leadership is strong – depth is a shared responsibility where leadership is shared responsibility where leadership is distributed across the culture;distributed across the culture;

4.4. We cannot bring improvement to one area We cannot bring improvement to one area without thought to all areas – we are without thought to all areas – we are interconnected and what we do affects those interconnected and what we do affects those around us;around us;

Hargreaves and Fink

Sustainable leadership and Sustainable leadership and cultureculture

5.5. Diversity – standardization does not Diversity – standardization does not suit diverse populations. Our culture is suit diverse populations. Our culture is diverse and our strategies and methods diverse and our strategies and methods need to attend to this diversity;need to attend to this diversity;

6.6. Resourcefulness – looking at how to Resourcefulness – looking at how to sustain and renew our sources of sustain and renew our sources of energy both human and material.energy both human and material.

7.7. Innovation for a better future is Innovation for a better future is developed by building on the best of developed by building on the best of the past.the past.

DepthDepth Learning comes before achievement comes Learning comes before achievement comes

before testing not vice versa. before testing not vice versa. In unsustainability we collude with data In unsustainability we collude with data

driven instruction – data driven – a misnomer. driven instruction – data driven – a misnomer. The data are roadsigns and maps, they are The data are roadsigns and maps, they are gps’ to help you find the way. Standing alone gps’ to help you find the way. Standing alone and they are useless and perhaps dangerous.and they are useless and perhaps dangerous.

Evidence informed practice is the right and Evidence informed practice is the right and better term. Evidence helps you, guides you, better term. Evidence helps you, guides you, so does your intuition, judgement and so does your intuition, judgement and experience. Trial and experience that result experience. Trial and experience that result in dialogue.in dialogue.

If you do this, you will put learning first.If you do this, you will put learning first.

Depth example – school Depth example – school researchresearch

School 1 - Short term – focus on the 20% just School 1 - Short term – focus on the 20% just below the passing mark…give it to the English below the passing mark…give it to the English department.department. Up in year 1, up in year 2, 3Up in year 1, up in year 2, 3rdrd plateau…..and never plateau…..and never

moved;moved; School 2 – let’s concentrate together on literacy School 2 – let’s concentrate together on literacy

for all children with clarity of purpose. Based on for all children with clarity of purpose. Based on all children.all children. Results – year 1 – no improvement. Year 2 – above the Results – year 1 – no improvement. Year 2 – above the

district mean, 3district mean, 3rdrd year – 2 year – 2ndnd highest performer of 22 in highest performer of 22 in district; district;

With all sustainable change and improvement – With all sustainable change and improvement – things get worse before they get better. Change things get worse before they get better. Change feels disorienting and unsettling. feels disorienting and unsettling.

EnduranceEndurance

Sustainable leadership lasts – it spreads from Sustainable leadership lasts – it spreads from one leader to the next. Beyond your own one leader to the next. Beyond your own tenure as a principal, teacher or leader;tenure as a principal, teacher or leader;

All leaders, no matter how great or All leaders, no matter how great or charismatic, will eventually depart. Life goes charismatic, will eventually depart. Life goes on and we have to prepare for that moment.on and we have to prepare for that moment.

Diversity Diversity

Networks – schools as organisms Networks – schools as organisms and not mechanisms;and not mechanisms;

Groups of people working together Groups of people working together are strong and robust – able to adapt are strong and robust – able to adapt to a wide range of situations;to a wide range of situations;

Networks are the opposite to top-Networks are the opposite to top-down compliancedown compliance

ResourcefulnessResourcefulness

How do we sustain and renew our How do we sustain and renew our sources of energy?sources of energy?

How do we sustain improvement How do we sustain improvement without treating people as if they are without treating people as if they are not bottomless pits of energy?not bottomless pits of energy?

InnovationInnovation

Innovate into the future by building Innovate into the future by building on the best of the past;on the best of the past;

Some innovation now demonizes Some innovation now demonizes the past in order to claim credit for the past in order to claim credit for the future.the future.

External strategies brought in must External strategies brought in must be respectful of local cultures.be respectful of local cultures.

The best of research The best of research points to…points to…

A world which puts learning before A world which puts learning before achievement before testing and as a achievement before testing and as a result, student achievement will result, student achievement will improve.improve.

Network-based positive peer pressure Network-based positive peer pressure and support for improvement;and support for improvement;

Not putting all your chips on those few Not putting all your chips on those few heroic, charismatic leaders, you need to heroic, charismatic leaders, you need to be building on each other’s strengths be building on each other’s strengths and knowledge;and knowledge;

The best of research The best of research points to…points to…

Schools helping each other and not Schools helping each other and not against each other.against each other.

Where people’s practice and Where people’s practice and judgement is valued alongside other judgement is valued alongside other evidence.evidence.

At a pace that renews energy through At a pace that renews energy through a collegial focus on learning.a collegial focus on learning.

Building on the best of the past before Building on the best of the past before we move to a better future.we move to a better future.

Action research as part of Action research as part of what we dowhat we do

For action research, inquiry mindedness and evidence-informed conversations to become a way of life within schools, trusting relationships are essential, as well as structured opportunities to learn more about productive inquiry and assessment practices.

Halbert and Kaser

The promise of The promise of assessmentassessment

Typically teachers use three intertwined but distinct assessment purposes – assessment of learning, assessment for learning and assessment as learning.

Of…summative ranking, sorting and reporting; For…formative, informing instruction, guiding

practice; As…metacognitive, helping students

understand why it is they think the way they do and how they can come to better understand a concept and its links to others.

Research on AssessmentResearch on Assessment Black and Wiliam (1998) synthesised over 250 studies

linking assessment and learning and found that the intentional use of assessment in the classroom to promote learning raised student achievement. They also reported, however, that the characteristics of high quality formative assessment are not well understood by most teachers and that it is weak in practice.

Increasing the amount of assessment will not enhance learning. Assessment influences learning when teachers use it to become aware of the knowledge and beliefs that their students bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing perceptions as instruction proceeds.

Lorna Earl

Purpose Is Paramount

If assessment is going to fulfill its promise as an aid to learning, it is time to rethink its purpose and shift the balance away from assessment of learning and utilizing the assessment process as a vehicle for learning for teachers and students about the progress and problems embedded in new learning.

When the goal is deep understanding, assessment is too powerful to waste by leaving it to the end.

What about evidence?What about evidence?

If you do not have the right evidence, If you do not have the right evidence, then all efforts to promote assessment then all efforts to promote assessment for learning will be ineffective.for learning will be ineffective.

And what evidence is that? – the And what evidence is that? – the evidence that is most informative to evidence that is most informative to you, as a teacher about whether or you, as a teacher about whether or not your instruction is being effective not your instruction is being effective and whether or not your children have and whether or not your children have come to understand deeply the come to understand deeply the learning objectives you are pursuing. learning objectives you are pursuing.

And evidence of deep learning is a complex thing…

Only SchoolsOnly Schools

Schools are uniquely placed…and Schools are uniquely placed…and may be the last remaining societal may be the last remaining societal institutions…to teach values, ethics institutions…to teach values, ethics and morals to our children so that and morals to our children so that they may grow and participate in a they may grow and participate in a democratic society.democratic society.

Our responsibility to society

If schools and society don’t find arenas in which young people can exercise action and demonstrate leadership and responsibility, there are many other, less desirable venues where they will test themselves.

And we are painting the And we are painting the picture togetherpicture together

Schools cannot be places where Schools cannot be places where students come to watch adults work;students come to watch adults work;

You’ll never improve the learning for You’ll never improve the learning for all students unless you improve the all students unless you improve the learning for all teachers;learning for all teachers;

““You can’t expect children to grow You can’t expect children to grow up to be intelligent in a world that is up to be intelligent in a world that is unintelligible to them.”unintelligible to them.”

Purpose is at the heart of Purpose is at the heart of our workour work

A vision of schools in which the purpose is deep understanding of ideas and concepts, requires a dramatic change in the assumptions underlying education and it requires a different view of schools, schooling, teachers, teaching, and particularly, assessment.

In this conception, schools have the responsibility for preparing all students for tomorrow’s world; teachers have the wherewithal to guide all students to high levels of learning and deep understanding; and, assessment, first and foremost, is part of student learning. This seemingly straightforward shift requires dramatic changes in the way teaching and learning happen in schools.

And Change is not EasyAnd Change is not Easy

If you were told that your very life If you were told that your very life depended on you changing your depended on you changing your behaviour…would you?behaviour…would you?

We know the challenges we We know the challenges we face…face…

Close to 2000 empty seats;Close to 2000 empty seats; Providing all staff with the ability to Providing all staff with the ability to

feel valued and move if they so choose;feel valued and move if they so choose; Working together for the next 5 years Working together for the next 5 years

as a window of collaboration;as a window of collaboration; $, consolidation, the disposal of $, consolidation, the disposal of

properties and political contexts as properties and political contexts as related to our ability to formulate a related to our ability to formulate a long-term planlong-term plan

The grand planThe grand plan

Consolidate grades;Consolidate grades; Propose school closures;Propose school closures; Consolidate facilities;Consolidate facilities; Dispose of assets;Dispose of assets; Adjust resource levels to strengthen Adjust resource levels to strengthen

school programs;school programs; Draft firm 3-5 year district plan with Draft firm 3-5 year district plan with

projection for 10 years.projection for 10 years.

The task is difficult and complex

What do I believeWhat do I believe The power of teachingThe power of teaching The value of schools and their role in The value of schools and their role in

societysociety The inherent good in every child and The inherent good in every child and

personperson Your ability to make a huge difference in Your ability to make a huge difference in

every person’s life;every person’s life;

To the world you may be one person, but to one person To the world you may be one person, but to one person you may be the world.you may be the world.

Heather Cortez Heather Cortez

We owe it to the children to We owe it to the children to meet the challenge.meet the challenge.

Thanks

Jordan Tinney

They are relying on us…They are relying on us…