Are we there yet?

of 71
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Information Report
Category:

Documents

Published:

Views: 25 | Pages: 71

Extension: PDF | Download: 0

Share
Description
Are we there yet?. What really matters in leading educational change Shona Smith, Deputy Principal, Waitakere College. Are we there yet?. Thanks for the NASDAP Scholarship. Harvard Yard. Harvard Graduate School of Education. Leadership: An Evolving Vision.
Transcript
Are we there yet?What really matters in leading educational changeShona Smith, Deputy Principal, Waitakere CollegeAre we there yet?Thanks for the NASDAP ScholarshipHarvard YardHarvard Graduate School of EducationLeadership: An Evolving Vision
  • What really matters in school improvement
  • Making the learning robust
  • Assessment for learning
  • Using new technologies to support 21st century learning
  • Back to New Zealand based researchSchool Leadership and Student Outcomes: Identifying What Works and WhySchool Leadership and Student Outcomes: Identifying What Works and WhyProfessor Viviane M. J. RobinsonSchool of Teaching, Learning and DevelopmentFaculty of EducationThe University of AucklandAuckland, New ZealandNumber 41 October 2007
  • BES on quality teaching for diverse students
  • BES on Professional Development
  • Viviane Robinson on leadership
  • Jane Gilbert
  • Rosemary Hipkins
  • Making Changes Are we there yet?NZ Curriculum : how as well as what
  • Effective pedagogy
  • Teacher actions promoting student learningIt matters 5-6 times more which teacher you get than which school you go to. Richard ElmoreDe-privatising teaching Fullan, 2008, What’s worth fighting for in the Principalship (revised)Internal accountability requires alignmentInternal alignment of responsibilityexpectationsaccountability systemCollective expectationsIndividual responsibilityRichard ElmoreTeacher beliefs and expectations“The attitudes, values and beliefs of individual teachers and administrators
  • about what students can do,
  • about what they can expect of each other
  • and about the relative influence of student, family,
  • community and school on student learning are key factors in determining the solutions that schools construct...” Elmore, 2004BES on Teacher Professional Learning and DevelopmentTeachers need to:
  • understand the purpose of any new learning
  • have deep knowledge of how students learn in their curriculum area
  • be able to interpret assessment information and work out appropriate teaching and learning strategies
  • Effective professional learning
  • ...engages teachers in debate, challenge and reflection on their own theory of practice in a way that motivates them to be open to professional growth.
  • BES on Teacher Professional Learning and DevelopmentSo if we want to make it happen...
  • Focus on what is happening in classrooms
  • Look closely at the academic tasks
  • Articulate the desired pedagogy
  • Develop a common language for classroom observations
  • Instructional leadership
  • “Modelling instruction means centering the school’s mission around pedagogical improvements that result in student learning.”
  • Michael Fullan, 2008
  • “...identifying what works and why.... it is the combination of description, practical examples and theoretical explanation that makes for powerful professional learning.”
  • Viviane Robinson, 2007Moving from the technical to the culturalMoving from the technical to the cultural
  • Schedules
  • Structures
  • Roles
  • Types of PD
  • Protocols, rubrics
  • Assessments
  • Accountability systems
  • Beliefs about student learning
  • Pedagogical content
  • Knowledge
  • Norms for group work
  • Discourse about practice
  • Mutual accountability
  • Distributed leadership
  • TechnicalCultural Thinking about pedagogy in your own school...
  • How well aligned are our teachers’ individual beliefs about students and learning with our stated collective goals?How might we achieve closer alignment?
  • How do teachers know what we mean by good practice? How do they respond to being observed and observing others?
  • Making Changes at Waitakere CollegeAre we there yet?Waitakere College - Context
  • Collaboration, data sharing and trust between schools
  • Setting targets, PD, using achievement data to inform practice
  • Focus on teacher positioning, relationships, classroom practice
  • Achieving at Waitakere - West Auckland school cluster
  • Literacy and numeracy focus
  • Te Kotahitanga
  • The Vision
  • Challenging, innovative and future-focused programmes
  • Raising levels of achievement for a diverse student population.
  • Our graduates will be recognised as thinkers, contributors and participants in the local, national and global community.
  • Our teachers will be recognised as highly effective practitioners who have the commitment and skills to make a difference for our students.
  • The VisionRaising academic achievement for all students through differentiated learning.
  • Improving literacy and numeracy
  • Increasing NCEA achievement
  • Gifted and talented students.
  • Maori students.
  • Pasifika students.
  • Refugee students
  • High expectations
  • Using language, symbols and texts
  • High expectations
  • Learning to learn
  • Excellence
  • High expectations
  • Thinking
  • High expectations
  • Treaty of Waitangi
  • High expectations
  • Community engagement
  • Inclusion
  • High expectations
  • Community engagement
  • Strategic goalNZ Curriculum linkEnhancing teaching
  • Building staff capacity to enhance lifelong learning and implement the key competencies.
  • Effective teacher profile
  • Explicit teaching of thinking and learning skills
  • Review of all curriculum areas
  • Looking towards 2010
  • To build staff capacity to use emerging technologies to support 21st century learning goals.
  • Effective pedagogy
  • Effective pedagogy
  • Teaching as inquiry
  • Thinking
  • Learning to learn
  • Encouraging reflective thought and action
  • Coherence
  • Key competencies
  • Effective pedagogy
  • E-learning and pedagogy
  • Strategic goalNZ Curriculum linkWAITAKERE COLLEGE EFFECTIVE TEACHER PROFILE (ETP)
  • Part of performance review and induction
  • Used in classroom observations
  • Used in Principal’s flying visits
  • Basis for student feedback
  • WAITAKERE COLLEGE EFFECTIVE TEACHER PROFILEAn effective teacher at Waitakere College Acknowledges that they are responsible for what happens within their lessons and allows no perceived external factor to restrict the learning opportunities given to students.An effective teacher at Waitakere College :
  • Actively works towards the learning and achievement of each student.
  • Uses evidence to reflect on the needs of their students to establish appropriate learning goals.
  • Provides learning opportunities for students to use their prior knowledge and experience.
  • An effective teacher at Waitakere College :
  • Plans and manages the lesson to ensure appropriate learning outcomes.
  • Actively promotes explicit learning intentions with differentiated learning opportunities.
  • Uses explicit achievement criteria so that students know how their work will be assessed.
  • An effective teacher at Waitakere College :
  • Actively seeks opportunities to interact with students in a respectful and caring manner.
  • Creates a secure learning environment with clear expectations, routines, rules and consequences.
  • Seeks opportunities to engage in written and oral exchanges with students to foster learning.
  • Uses a range of teaching strategies within a lesson to promote active learning.
  • Waitakere College Classroom observations Reviewer:Teacher Subject Class DateTe Kotahitanga observations taking place this year: Yes/ NoWaitakere College Classroom observations Reviewer:Teacher Subject Class DateTe Kotahitanga observations taking place this year: Yes/ NoStrategies used need to be identifiedEffective Teacher HandbookStrategies for:
  • Literacy
  • Thinking Skills
  • Differentiation
  • Thinking skills: Building CapacityStaff Involvement
  • Learning Initiatives Task Force
  • Thinking Team
  • Teacher Only Days 2007-9Staff PD CarouselsThinking skills: Building Capacity
  • Initial focus Gifted and Talented
  • Exploration of authentic tasks
  • PD re differentiation & explicit teaching of thinking skills
  • Linked with NZ Curriculum
  • Insights from cognitive and neuroscienceWe need new metaphors for intelligence, knowing and feeling
  • Grasping and feeling with the mind
  • Actively adapting and structuring experience into understanding
  • Kurt Fischer, Harvard
  • cf Jane Gilbert – knowing is a verb!
  • Waitak’s Thinking Curriculum
  • What good thinkers do ( habits, dispositions)
  • Habits of Mind
  • Bloom’s taxonomy
  • Model showing critical/creative/ caring/analytical thinking
  • How good thinkers approach a task/issue/question/problem…
  • 6 Hats
  • Different approaches to questioning
  • Tools for Thinking
  • Graphic organisers
  • Thinkers’ Keys
  • De Bono’s Thinking tools
  • DATT Directing Attention Tools
  • Metacognition – thinking about thinking
  • Understanding how to think at a high level – making use of Blooms in students designing their own questions, choosing higher order tasks.
  • Encourage all students to reflect on their own thinking and learning processes.
  • Thinking Week 2008, 2009
  • Yr 9-10 core class lessons (sequence of 4)
  • Thinking focus for Junior assemblies
  • Inspirational thinking quotations each day
  • Thinking Week 2008, 2009
  • Thinking strategies in all subjects
  • Wonder windows in Science lab
  • Quizzles and puzzles in home groups
  • Year 10 Thinking Week Lesson 4Divergent ThinkingUnderstand what DIVERGENT THINKING is
  • Learn some tools for divergent thinking
  • Define divergent thinking
  • Use compare and contrast map, bubble map, venn diagram and EPR chart.
  • Learning ObjectivesSuccess CriteriaActivity 1:Compare and Contrast MapActivity 2: Personal Involvement QuestionsWhat if you had to choose between your family and your sport?Activity 3:Values QuestionsReasons for:Reasons against:Reasons for AND againstActivity 4: ReflectionMetacognition: Thinking about my thinking during Thinking WeekTHERE ARE SILLY QUESTIONS…If vegetarians eat vegetables, what do humanitarians eat?THERE ARECONFUSING QUESTIONS…If you try to fail and succeed, what did you just do?THERE ARE INTERESTING QUESTIONS…If the speed of light is 299,792,458 metres per second, what is the speed of dark? HUH?THEN THEREARE SERIOUS QUESTIONS…If it’s true that “I think therefore I am”, am I just a thought?If all the countries in the world are in debt, where did all the money go?Last but not least.And finally.The most important question of all...Do the different coloured M&Ms taste different?Mr CottonMr BradleyMr ShanahanMs PassiMs SmithMr PolandMrs TausaQuestion EverythingEvery Day.Powerful lifelong learnersWhat do we want our students to become? Characteristics of a powerful learning cultureStudentsLanguage of learning
  • Students understand and use language of learning.
  • Students ask most of the questions; most are open-ended, higher order questions.
  • Students can articulate what and why and how.
  • TeachersLanguage conveys what is valued – in assemblies, lessons, reports, grounds...Teachers talk about ‘learning’ not ‘work’.Teachers & students use language of learning: ‘learnish’ e.g. ‘What can you do when you are stuck?’Teachers use open-ended, higher order questions and encourage students to do the same.Language is precise, engaging, inspiring.StudentsEnvironment for learning
  • Students enabled to share prior knowledge.
  • Students gain skills in taking risks and making choices, experimenting and exploring in order to learn.
  • Students learn how to use time for reflection and wondering.
  • TeachersTeacher enables sharing of prior knowledge.Teachers create environment which encourages students to become resourceful lifelong learners e.g. choices of equipment & processes, adjusting levels of difficulty and challenge.Displays show learning process, not just final products.Teacher understands need for dreaming, imagining, experimenting, doodling, moving. Learning can look messy.StudentsActivities for learning
  • Students are actively involved in their own learning.
  • Students encouraged to challenge themselves with increasing level of difficulty.
  • Students are learning how to learn and using thinking as a way to learn.
  • TeachersTeachers make the learning process clear as well as the objectives. ‘Which learning muscle are we stretching today?Lessons allow for differentiation and personalised learning.Flexibility in activities allows for appropriate level of challenge.StudentsRelationships for learning
  • Students feel included and valued; are crew not passengers!
  • Students can see peers and teachers as learners.
  • Students are developing understanding of themselves as capable learners.
  • TeachersTeachers set the example as lifelong learners, not lifelong knowers!Teachers visibly, cheerfully model not knowing and being a learner.Teachers empower by allowing students to develop and explore their own higher order questions.Teachers help students to understand themselves and develop as learners.Teachers encourage student participation and contribution.StudentsNoticing and nurturing learning
  • Students regularly evaluate and think about themselves as learners.
  • Students participate and contribute to self and peer assessment with increasing confidence and astuteness.
  • TeachersWhat is noticed conveys what is valued Do we explicitly value self management, participation and other key competencies? Learning is identified, analysed and developed through:Academic feedback and feedforwardAssessment for learningLearning conversationsSelf and peer assessmentFormative and summative assessmentReportingWhat’s noticed= what’s valued2009 Interim Reports ( mid Term 1)based on key competencies
  • Has a can-do attitude to learning
  • Is well organised
  • Attends regularly and on time
  • Works well with peers and teachers
  • Thinks and asks questions
  • Always/ Often/ Sometimes/ Seldom
  • Level of understanding in this subject
  • Excellent/Very Good/ At expected level/ Below expected level
  • Creating a powerful learning culture!21st century learning: A long way to go...
  • “The problem is that what kids do outside school often looks much more like 21st century work than what they do inside school.” Chris Dede, Harvard
  • Thinking skills in the 21st century21st century learning: A long way to go...Making effective use of emerging Web 2 technologies as a tool to develop new competencies:
  • Problem finding before problem solving
  • Comprehension by a team, not an individual
  • Making meaning out of complexity
  • Are we there yet?Effective professional learning
  • ...engages teachers in debate, challenge and reflection on their own theory of practice in a way that motivates them to be open to professional growth.
  • BES on Teacher Professional Learning and DevelopmentThinking about pedagogy in your own school...
  • What is the most effective way to engage our teachers in reflection on their theory of practice as we move into implementing the NZ Curriculum?
  • We Need Your Support
    Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

    Thanks to everyone for your continued support.

    No, Thanks
    SAVE OUR EARTH

    We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

    More details...

    Sign Now!

    We are very appreciated for your Prompt Action!

    x