Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
NSW Curriculum and Learning Innovation Centre
Culture FoR 3-6 comprehension
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre2
Acknowledgement of Country
We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.
We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.
We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre3
Professional Teaching Standards
Standards addressed at Professional Competence in this workshop include:
1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students.
6:2:1: Reflect critically on teaching and learning practice to enhance student learning outcomes.
6.2.3: Engage in professional development to extend and refine teaching and learning practices.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Leading Focus on Reading 3-6 in your school program
Module 1
1 x 2hr
Between-module tasks
Module 4
1 x 2hr
Module 3
1 x 2hr
Module 2
1 x 2hr
Leadership FoR and of 3-6 literacy
learning
CultureFoR 3-6
comprehension
Leading FoR 3-6
differentiation
Leading FoR3-6 success
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
During this session, you will:
• consider the important connections between the school and its culture
• understand the interrelatedness of re-structuring and re-culturing
• describe changes to your school and its culture with supporting evidence
• consider ways to sustain changes to the teaching of comprehension in the school.
Session overview
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Making connections
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
In this school we make plans now, not excuses.
(Dinham, 2008)
Plans not excuses
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
the school = structures (time, space, roles and responsibilities)
its culture = what counts around here
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Culture is the result of messages that are received
about what is really valued. People align their
behaviour to these messages in order to fit in.
Changing culture requires a systematic and
planned change to these messages, whose
sources are behaviour, symbols and systems. (Taylor, cited in Blood & Thorsborne, 2005)
Culture
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Organisational culture
Schein (in Timperley, Wiseman & Fung) describes three levels of organisational culture that he likens to an iceberg:
Level 1: Tangible elements(the tip of the iceberg)
Level 2: Values and beliefs(above waterline and partly visible below the waterline)
Level 3: Underlying assumptions(under the water and out of sight)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Culture and structure are interdependent … for
structures to effect change, it is also necessary to
attend to the underlying culture. Culture affects the
structures put in place in a new initiative …
Structures can also, however, influence cultures.(Stoll, 2000)
Culture and structure
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Structure and culture
If the timetable does not allow teachers to meet, they
may become worn down and captives of their
schedule – ‘prisoners of time’ (National Education
Commission on Time and Learning, 1994).
Under these circumstances, collaboration becomes
exhausting and contrived – tagged on rather than
integral to ordinary commitments and working
relationships. (Timperley, Wiseman & Fung, 2003)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Structure and culture
Peterson, McCarthey and Elmore (in Timperley, Wiseman & Fung, 2003) found that:
restructuring by itself does not change student learning or teacher practice.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Fullan states that:
We need to support and encourage re-culturing and re-structuring.
Re-culturing = developing new values, beliefs and norms and aligning our actions with these.
Re-structuring = developing roles and structures which enable new cultures to survive.
(Fullan, 1993)
Re-culturing and re-structuring
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Re-structuring and re-culturing
According to Stoll & Fink (1996):
Successful schools were able to link their re-structuring
and re-culturing efforts so as to bring about changes
effectively. For example, they adapted timetables,
created new policies, amended roles and
responsibilities, developed clear lines of authority and
responsibility, provided time for people to meet; hired
new staff to ‘fit’ and help steer the changing direction of
the school; and facilitated coordination of the process. (Stoll & Fink, 1996, cited in Timperley, Wiseman & Fung, 2003)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
A balanced response
When thinking about change it is worth
considering a balanced response that
incorporates simultaneous change to structure
and culture.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
School/culture changes
learning
teachingteaching &
learning
The school and its culture
personalisation
precisionprofessional
learning
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
How do you know?
Building up statements about change.
Refer back to the changes to your school and its culture.
For each change, turn it into a statement and provide the evidence you have for this statement.
We are now working collaboratively as a team. This is evidenced by our collaborative planning based on student assessment information. An allocation of time to work on the between-module tasks has enabled this to occur.
18
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Types of evidence
19
Types of evidence
dialogue in stage
planning meetings
timetabling
tracking and monitoring
records
supervision practices
student achievement
school policies
classroom interactions
structure
culture
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Re-culturing and re-structuring
20
We are now working collaboratively as a team. This is evidenced by our collaborative planning based on student assessment information.
An allocation of time to work on the between-module tasks has enabled this to occur.
re-culturing
re-structuring
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Successful change
… it is important that a sense of urgency remain concerning each student’s literacy success.
Becoming stagnant or sluggish is not an option for educators …
The use of results can keep the focus on preventing reading failure.
(Whitfield & Moore, 2007)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Successful changeCharacteristics of teacher professional learning processes that are likely to improve student outcomes:
• challenging problematic discourses especially around low expectations for students
• providing opportunities to participate in a professional community that was focused on the teaching-achievement relationship
• emphasising how teachers contribute to student learning and well-being
• using assessment to enhance teacher self-regulation
• focusing on the impact of teaching on the student.(Timperley et al, 2008)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Successful change
At the school level, teachers and principals need to ...
collaborate in the delivery of reading instruction with a
model that puts the students first and use data to inform
instruction and improve teaching practices, ... Within
classrooms, teachers must reflect on their instruction
and implement research-based practices that focus on
providing support to promote active student involvement
in high-level cognitive tasks and develop and maintain
high expectations for student learning. (Taylor et al, 2004)
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Successful change
The draft principles of Response to Intervention (RTI) outlined by the International Reading Association (2009) include:
• responsive teaching and differentiated instruction
• careful assessment to inform planning and teaching.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Approaches to change
Super tanker Space explorer
Fire fighting Bandwagon
Long-term
Short-term
OpportunitiesThreat aware
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
AwarenessInformationPersonal
ManagementConsequence
CollaborationRefocusing
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Developing a plan to sustain changes to the teaching of comprehension
In this school:
• This is what we value about the teaching of comprehension.
• This is how we teach comprehension.
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
Reflect on some research-based ways to sustain changes to students and their learning.
Brainstorm factors to consider when planning for sustained changes to the teaching of comprehension in the school.
Reflection
Phase 1 Module 4 Leading FoR 3-6 in your schoolNSW Curriculum and Learning Innovation Centre
BibliographyBlood, P. & Thorsborne, M. (2005) The challenge of culture change: Embedding restorative practice in schools, Paper presented in Sydney.
Dinham, S.(2008) How to get your school moving and improving, ACER, Melbourne.
Fullan, M. (1993) Change forces: Probing the depths of educational reform, The Falmer Press, London.
PrincePlus <https://detwww.det.nsw.edu.au/PRINCEPlus/>
Stoll, L. School culture (2000) Reprinted from School improvement network’s bulletin, no. 9, Autumn, 1998.
Timperley, H. S., Wiseman, J., Fung, I. (2003) The sustainability of professional development in literacy, Ministry of Education, New Zealand.
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