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  • Griffith Institute for Educational ResearchMokyklos lyderis iandien: Galimybs ir ikiaiLyderi laiko konferencija, Vilnius, 2011 m. gegus 19 d.

    Dr. Jan RobertsonGriffitho vietimo tyrim instituto profesor adjunkt Naujosios Zelandijos galinanio konsultavimo ir mentorysts centro vyresnioji bendradarb

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchMokyklos direktorius

    Vis daugiau nerimo kelia tai, kad mokyklos direktoriaus vaidmuo, pritaikytas pramoniniam amiui, nepakankamai pakito, kad bt tinkamas sprsti sudtingas problemas, su kuriomis mokyklos susiduria XXI amiuje.

    EBPO ataskaita apie lyderysts mokykloje tobulinim (2008, 1 tomas, 16 p.)

    Griffith Institute for Educational Research

  • Griffith Institute for Educational Researchvietimo kontekstasSudtingas ir kintantisSocialinis judumasPasaulin ir vietos takaTechnologij paangavairov ir trauktisTeisumas ir kompetencija

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchMokymasis vis gyvenim

    Ypatingas sudtingumas reikalauja ypating gebjim ir pasitikjimo.

    Patrick Duignan

    Griffith Institute for Educational Research

  • Koks dabar laikas?Margaret Wheatley Lyderi laikas lyderyst ir mokymasis!

  • Griffith Institute for Educational ResearchIkiaiVis mokini pasiekim gerinimas

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchIkiaiMainti mokymo kokybs skirtumus mokyklos viduje ir tarp mokykl

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchIkiai Pltoti mokyklos kultr ir kurti XXI amiui tinkam mokymosi aplink

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchIkiaiLyderyst, keiianti praktin mokymo veikl klasje

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchIkiaiPatenkinti skirtingus mokini ir bendruomens poreikius

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchIkiai suteikia galimybi

    Diegti naujoves, bti krybingiems, transformuotis ir naujai mstyti.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchTai lyderi laikas

    lyderiauti.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchSusiekime lyderyst ir mokymsi

    Mokymasis yra pagrindin mokyklos veiklos sritis, todl mokykl lyderiai turt susitelkti mokymsi, pasitelkdami stebsen, modeliavim ir dialog (71 p.)

    Timperley, H. (2011). Leading teachers professional learning. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchLyderyst profesional mokymosi srityje

    apima mokytojus, dalyvaujanius tyrinjimais usiimani grupi veikloje ir tirianius tai, k mokiniai turi inoti ar daryti, kad pasiekt ugdymo turinio ir kitus tikslus, kuriuos vertina bendruomen, kurioje mokiniai gyvena ir yra ugdomi. (120 p.)

    Timperley, H. (2011). Leading teachers professional learning. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchBesimokani bendruomeni krimas

    Besimokani profesini bendruomeni krimas utikrina toki kultrin aplink, kurioje galimas ypa paveikus profesional mokymasis. (108 p.)

    Stoll, L. (2011). Leading professional learning communities. In J. Robertson & H. Timperley (eds). Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchNaudokite rodymus informuotumui gerinti

    rodymai utikrina geresn informuotum apie aplinkoje vykstanius prioritetinius procesus, o tobulinant mokykl padeda atsivelgti poreikius bei veikti kryptingai.

    Earl, L & Katz, S. (2006) Leading schools in a Data-Rich World: Harnessing data for school improvement. Thousand Oaks, CA: Corwin.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchMainkite skirtumus

    Instituciniai, organizaciniai ir struktriniai pokyiai yra btini siekiant pagerinti mokini pasiekimus ir sumainti skirtumus. i pokyi varomoji jga yra lyderiai. (27 p.)

    Bishop, R. (2011). How effective leaders reduce educational disparities. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational Researchvelkite sistemins lyderysts potencial

    Mokyklos direktoriui kit mokykl skm turi rpti beveik tiek pat, kiek jo paties mokyklos skm. (86 p.)

    Hopkins, D. (2011). Realizing the potential of system leadership. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchDalykits patirtimi su kitomis mokyklomis

    Kart mokyklos lyderiams umezgus ryius su vienu reflektuojaniu partneriu ir pradjus mstyti taip, kaip msto tyrintojai, jiems tampa natralu dirbti kartu su kolegomis. (142 p.)

    Kaser, L. &Halbert, J. (2009). Leadership mindsets: innovation and learning in the transformation of schools. New York: Routledge.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchLyderyst ir mokymsi vertinkite kaip partneryst

    Pasitikjimu grindiamus santykius kurkite vadovaudamiesi abipusikumo ir partnerysts principu ir kartu kurkite naujas lyderysts ir mokymosi proceso inias bei bdus.Robertson, J. (2001). Partnership in leadership and learning. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchKurkite ir tyrinkite kartu su mokiniais kai mokytojai parodo es pasireng mokinius irti kaip aktyvius j pai ugdymo proceso krimo partnerius, mokiniai bna link sitraukti ir sisuka galingas veiklos ciklas. (11 p.)

    Hargreaves, D. (2006). A New Shape for Schooling. London: Specialist Schools and Academies Trust.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchNepamirkite lyderis plius aspekto

    Lyderyst mokykloje ir mokyklos valdymas yra ne vien mokyklos direktoriaus, bet ir kit formali ir neformali mokyklos lyderi rankose.Spillane, J.P., Healey, K., Parise, L.M. & Kenney, A. (2011) A distributed perspective on learning leadership. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchSluoksnin lyderystSkmingai dirbantis mokyklos vadovas pripasta mokykl esant sudtingu, gyvu, dinamiku organizmu, kurio vienoje dalyje vykstantys pokyiai ne tik priklauso nuo bent jau nebylaus kit organizmo dali palaikymo, bet ir sukelia tikt ir netikt, teigiam ir neigiam pasekmi kitoms to paties organizmo dalims. (22 p.)Chris Day (2011). The layering of leadership. In J. Robertson & H. Timperley (eds) Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Griffith Institute for Educational ResearchInaudokite gebjimus ir nusiteikim

    Sudtingame ir spariai kintaniame pasaulyje ateitis priklauso lyderiams, gebantiems utikrinti vidins asmenybs, aprptimi pasiyminios kultros ir tvarios organizacijos susiliejim platesn traukt ir integracij vardan didesnio grio. (240 p.)

    Hargreaves, A. (2011). Fusion and the future of leadership.In J. Robertson & H. Timperley (eds). Leadership and Learning. London: Sage.

    Griffith Institute for Educational Research

  • Kontaktin informacija:Jan Robertson

    info@janrobertson.co.nz

    PO Box 641Waiheke Island 1840New Zealand

    Contact detailsCoaching Leadership and Leadership and Learningare available from SAGE and AMAZON

    Focus on improved learning outcomes for all

    *."What time is it? Do we think things are going to get better? Deteriorate? Do we think the systems are fixable? Can we just dedicate ourselves to repairing or should we be innovating the new?One of Margaret's favourite questions to ask is, "What time is it?" It helps her determine what work is being done.By asking, "What time is it?" Margaret is really looking for the answer to questions like, "What's happening in this society? Do we think things are going to get better soon or continue to deteriorate? Do we think our systems are fixable? Should we dedicate ourselves to fixing systems or creating anew?"

    NkosunathiBikos comment if you dont have time, dont even ask an African how they are feeling. Values-based leadership culture, identity, values- issues that speak to the soul of the nation*Equity and excellence -value-added all students*All schools are failing some students*embracing technologies for the potential they provide digital storytelling, connecting communities, connecting globally,collaborating, changing paradigms and processes to be more suited to C21st skills and qualities: critical thinking, problem solving, *Leading change- teachers teach in the ways they were taught. The way they know how. From teaching to learning.*Honouring diversity, developing shared vision. Understanding own context.inclusion*BUT where there are challenges there are opportunities.**Effective leaders work directly on their indirect influence*A