national leadership in education forum march 2014 for circulation (louise stoll, jan robertson)
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National Leadership in Education Forum March 2014 for circulationTRANSCRIPT
Experiences of Other Countries
Confronting Issues of
Poor Students’ Achievements
Professor Louise Stoll
Professor Coleen Jackson
Professor Jan Robertson
National Leadership in Education Forum
6 March 2014
2
Below average maths performance Above average equity in education
Below average mathematics performance Below average equity in education
Above average maths performance Above average equity in education
Above average mathematics performance Below average equity in education
PISA 2012 Mathematics – student performance and equity
30 25 20 15 10 5 0
Greater equity
300
650
500
550
600
450
400
350
UK
Australia
Japan
Korea
Canada Hong Kong China
Liechtenstein
Macau-China
Finland
Estonia
Singapore
Lithuania
New Zealand
Mean maths score
OECD average
OEC
D average
Austria
Andreas Schleicher - OECD • “Nowhere does the quality of the school system
exceed the quality of its teachers.”
• How they select teachers and develop teachers
• How they improve the quality of teachers performance
• How teachers work together to develop and share knowledge of great teaching
• Recognition for good teaching and results
• Valuing good teaching in the profession
Professor John Hattie • Meta-analysis of research studies of what makes a
difference
• After what the child brings to the school experience, the teacher contributes more than any other factor to student achievement.
• But it is the expert teacher, not simply the experienced teacher, who makes the great difference!
• Expert teachers “engage students in learning and develop the student’s self-esteem as learners”. And it is certain things that the teacher does. Effective instruction and certain components of feedback, dialogue between the teacher and the student, contribute substantially.
The focus of investment in New
Zealand?
• Teacher quality
• Head teacher/ Director quality
• We know some teachers and some leaders are more effective than others. How do we use these effectively across the system for leadership for learning? Investment of resources where they make a difference.
New roles to enhance pedagogical
responsibilities, enhance career diversity
• Executive principal – Highly capable, Proven track record of lifting achievement; 2 days per week to work in other schools in community
• Expert teacher – highly capable; proven track record and experts in science and maths; work with EPs and with Ts in others classrooms 2 days per week
• Lead teacher –Highly effective. Open classroom. Role model for others Ts =own school and others.
• Change principal – employed to lift achievement. Turn school around. Paid bonus by Government to trun school around.
Key outcomes • Raise profile of teaching profession
• Greater career differentiation – more opportunities and recognition for good teaching
• Attract greatest talent to challenging classrooms and schools
• Innovation in pedagogies - shift knowledge around pockets of innovation
• Motivation to improve own performance and that of colleagues
• Collaboration between teachers and schools - networks
• System leadership for NZ school system
High accountability systems • Teacher standards – measuring what matters
• Principal standards – instructional leadership, sharing leadership, building community partnerships, competencies for monitoring instruction, projects between schools, advice to parents
• Appraisal and performance management systems
• New standards developed for new positions –
teachers evaluated on student results, teacher and peer appraisal, classroom observation, principal appraisal, teacher portfolios (great data and professional judgment)
• School evaluation and school self-review on annual targets set with Ministry of Education
Sutton Trust-EEFToolkit
Accessible summary of educational research. Guidance on how to use resources to improve attainment of
disadvantaged pupils Supports teachers to make informed choices and adopt more
‘evidence-based’ approach Average impact, additional months progress expect pupils to
make over a year as result of using approach 0 (low/no effect) to 12 (.96+ very high effect)
Cost estimation, based on approximate cost of implementing approach in a class of 25 pupils £ very low to £££££ very high
Evidence, based on availability, methodological quality, magnitude of impact, reliability or consistency of impact across studies * (very limited) to ***** (very extensive)
FOCUSING What does our focus need to be? Where are we going to place our attention?
DEVELOPING A HUNCH What is leading to this situation? How are we contributing to it?
LEARNING [New professional] How and where can we learn more about what to do? TAKING ACTION
What will we do differently?
CHECKING Have we made
enough of a difference?
SCANNING What’s going on for our
learners?
What’s going on for our learners? How do we know? Why does this matter?
Spirals of Inquiry For equity and quality
Halbert and Kaser (2013)
Reform project Neue Mittelschule - New Middle School (NMS)
Fundamental reorientation of
instructional and organizational system of teaching and learning for 10- to 14- year-olds Dissolving structure of tracking in lower
secondary schooling, creating homogenous groups
Creating new roles – learning designers, helping school director shift from teaching to learning
Focusing on individual child Creating professional learning
communities Backward mapping – keeping the end in
mind
Austria
Core values
Social awareness
Relationship management
Responsible decision-making
Self awareness
Self management
Critical and inventive thinking
The 21st Century Competencies (21 CC) Framework
Respect, responsibility, integrity, care, resilience, harmnoy
Social and emotional competencies
Emerging 21st century competencies
PISA 2015 collaborative problem solving Students will be tested on their proficiency in: Establishing and maintaining shared
understanding Taking appropriate action to solve problems Establishing and maintaining team organization
Leadership for Learning:
The Role and Power of
Educational Leaders
Professor Louise Stoll
Professor Coleen Jackson
Professor Jan Robertson
National Leadership in Education Forum
7 March 2014
The power of
leadership
for learning
Effecting change through the New Zealand
Aspiring Principals’ Programme
230 leaders each year –
now in fourth year (1000 school leaders)
To coaches …
• “You have to work with
them so that they are more
than you have ever been
able to be yourself…”
• “Be open to learn from
them.”
• “Change our practice from
their experiences.”
• “So they can fly …
Coaching leadership for
change • The model is that of a
partnership
with two-way learning .
•
The leader is a learner
in this model – an important
leadership disposition.
• (What can I learn through
my leadership? What do I
need to learn to be a better
leader?)
(Robertson, Jan, 2008, Coaching
educational leadership: Building leadership
capacity through partnership. London:
Sage.
The action – for leadership for
learning • Every leader focuses on students who are under-
achieving in their school.
• Decides on a school-wide inquiry action research project in negotiation with Director.
• Leads teachers in transformative changes in classroom practices – “what are you doing differently that will effect change?”
• Reflects regularly with experienced coach and peer coach – through online journals and forums, skype, school meetings, regional forums.
• Gathers data and reports on effect of leadership to colleagues and school Board at end of year.
Connected nation-wide • System leaders
• Commitment to NZ
education, not just own
school
• Collaborative – support
and challenge
• Sharing and creating
innovative practice and
new knowledge
Then we research what we do and
what the most effective learning
experiences are.
• How do we develop “moral purpose for equity” in
leaders? What works? What do we do?
• How do we develop confidence in leaders that
they can effect change?
• How do we develop leaders who have a
disposition to learn?
• And then how do we develop coaching tools for
the coaches that are intentional and focused on
what we know works.
Leadership for 21st Century Learning: critical for change and innovation
Design, implement and sustain powerful innovative learning environments
Create conditions for 21st century learning and teaching at the core of practice
Demonstrate creativity and often courage
Model and nurture 21st century professionalism
Social and connected, including team leadership
Involve diverse non-formal partners
Involve complex multi-level chemistry, distributed throughout system
OECD - Istance and Stoll (2013)
Systemic
capacity
building
hierarchical system
heads
inspectors
ministry
Austrian Leadership
Academy (LEA)
Schratz and Schley (2007)
dynamic
system
traditional
system
Connecting the levels and teams Austria - The Leadership Academy and Lern Designers Israel – The Ministry of Educational Experiments and Entrepreneurship Division Catalonia – Juame Bofill Foundation and 30 stakeholders England – Creative Leadership Learning – team development