TM

“Deliberately Deeper”

North Coast Region Queensland AustraliaIntroduction by Mary Coverdale – Assistant

Regional Director North Coast Region Queensland, Australia

North Coast Region (NCR) extends nearly 500km end to end; 21.9% of Qld’s students

and staff

Why we joined New Pedogogies for Deep Learning

• No clear answers for the challenges facing us ( 1932 T Roosevelt)

• Response to a period of disruption and technological and social shifts

• Creating equality of opportunity through dispositional development,

• Concept of global commons – new ecosystems developing - making clarity of the opaque

• Responding to digitization, biometrics of life sciences, AI, IoT, machine learning

• Redefine collaboration, inter connectivity, cooperation and new combinations /networks

• Realign, reallocate, react and rebalance

• Shifts in teacher - student roles and relationship

• Time was right in Queensland – strong frameworks in place to lever from.

Recognise Complex Juxtapositions for Leaders in Ways of Working

• Compete and cooperate

• Collaborate to individualise

• Traditional education provision versus contemporary provision that is evidenced

• Grassroots versus system demands

• One size fits all versus differentiation

• Certainty and clarity versus constant change

Choice of Schools / Leaders

• Had evidenced effective change management skills,

• Had commitment to a vision for improved pedagogy

• Could identify a “champion teacher/s” who could lead from within and have a positive sphere of influence

• Could evidence risk taking in leading pedagogical practice

• Had a design thinking mindset

• Was prepared to lead beyond the school

• Saw improvement as a moral imperative

• Was prepared to “hasten slowly” to ensure the foundations were strong

Shifts we’ve noticed:

• Harness the expertise, energy, engagement and commitment of the school leaders through developing and actioning cluster and school plans.

• Articulate the “why” and “how” of NPDL. It immediately resonated with educators who were seeking to build on some effective practices with a framework and resources which guided the work and supported the new knowledge. I made a particular link to The Foundation for Young Australians paper (http://www.fya.org.au/report/the-new-work-mindset-report/ ) which outlines the skills and attributes required for this generation of young people to be successful as they navigate their lives.

• Employ the resources to guide effective unit planning, a collaborative way of working, in and across schools and begin to understand the dispositions / attributes across skills identified as supporting young people to engage purposefully in life.

• Collaborate effectively across the schools at both a leadership and teacher level. This was a startling finding where the trust and respect accorded to the teachers was repaid many times over with their amazing goodwill, intellectual and creative engagement and a definable excitement about being able to drive the changes in their schools.

• Employ a senior educator to sit behind the work and liaise with all schools and the global leaders.

• Shift the axis of thought in each school from a nostalgic view of the past to emergent and innovative practices co created by students.

• Enabled the creative genius of each school to drive a locally contextualised approach to the work meaning that all schools worked in their own way.

TODAY’S PRESENTERS

Kilcoy State High SchoolExpecting the Best, Achieving Success

Chris Dench - PrincipalChris Tucker - Head of Department

Bray Park State High SchoolChallenge the Unknown

Kirsten Ferdinands – PrincipalAnnette Fanning – Deputy Principal

Pine River State High SchoolBy different ways to excellence

John Schuh – PrincipalKerri Holzwart – Deputy Principal

PREPARED

ENGAGED

PERFORMING

ASPIRING

RESPONSIBLE

Deliberately Deeper

“It is our moral imperative to empower students to succeed in the world beyond the classroom.”

KSHS NPDL Lead Team 2017

OUR CONTEXT:

DATA CONCERNS

NAPLANThe National Assessment Program – Literacy and Numeracy is an annual national assessment for all students in Years 3, 5, 7 and 9.

DATA CONCERNS

QCSThe Queensland Core Skills Test is a state-wide test completed by all Queensland year twelve students who are eligible for an Overall Position and is optional (but beneficial) for tertiary rank students. These ranks are used to gain entrance into tertiary degrees and courses

RECENT HISTORYASOT

Robert MarzanoRobert J. Marzano, PhD, is cofounder and Chief Academic Officer in Colorado. A leading researcher in education, his practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.

RECENT HISTORYTHINKING SKILLS

Eric Frangenheim

Eric Frangenheim is one of Australia’s leading educational consultants and authors. His focus is to equip teachers with the skills and strategies to create thinking and engaging learning environments.

RECENT HISTORY - QUALITY ASSESSMENT

2. Establishing a collaborative culture- Teachers talking about teaching- Creating time and space for this to occur

1. Our guiding principle:

VISIBLE, EXPLICIT, DELIBERATE

3. Is it good for kids

Sample professional development learning goals

Learning Goals• Build professional capacity knowledge with regards to Bloom's and

Higher Order Thinking Skills• Identify and plan for opportunities to embed HOT as part of daily

lesson plan and delivery

Success CriteriaI can• Recall the cognitive levels of Blooms in correct order• Identify the link between Bloom's and Thinking Skills Framework• Find TSF resources on network• Practise use of verbs to construct LG’s and SC’s• Investigate to use of the TSF tool• Design a personal action plan of no more than 3 steps to indicate

how you will implement the TSF in your classroom

STRATEGIC PLANNING

Visible, Explicit, Deliberate

It is our moral imperative to empower students to succeed in the world

beyond the classroom.

(KSHS NPDL lead team 2017)

OUR 3 KEY LEARNINGS

Seek out easy wins - an

authentic natural fit will help ensure

sustainability

You need to give time and

space for deep learning to

occur – staff and students

NPDL needs to be interwoven as part

of your schools Strategic Planning

Role of thePrincipal

StrategicSustainable

Bray Park SHSNPDL Journey (so far)

• Enrolment 825 students• 12 to 17 Year olds• Lower middle class

School NPDL Implementation Strategies

TM

AITSL standards for Leaders

Strategic Leadership Plan

Faculty Leadership Plan

Teacher Commitment to

Action

Teacher Performance Plan Unit of Work / Classroom Practice

Strategic Leadership of NPDL Implementation

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AUSTRALIAN PROFESSIONAL STANDARDS FOR LEADERS

Descriptor Key Actions Success indicatorsLeading Teaching and Learning

Strategic planning ensures a diverse and flexible curriculum, supported by creative and responsive approaches. Challenge and develop staff performance through professional discussions, guided by a school-wide focus on individual student achievement.

Creates a learning culture and applies contemporary professional knowledge.1. Data/programs/planning- ASOT & NPDL Priorities- Demonstrate responsiveness to student data

P.I. - 100% of 5 teachers engaging in planning and data conversationsP.I – 100% of 5 teachers using ASOT planning tools and differentiation placematsP.I. – 100% of 9 teachers IMPLEMENTING NPDL 4 pillars in planning and practiceTarget – 85% A-C for Year 7-10 students

85% A-C for all Senior subjects

1. Assessment/moderation- Common formative and summative assessment

P.I. – 100% of 9 teachers engaging in common assessmentTarget – 100% of 9 teachers moderating assessment once per assessment cycle

Collaboratively plan, monitor and review the effectiveness of learning by accessing a broad range of student achievement data.

Embed consistent evidence based teaching practices in all classrooms.

Link teacher practice, curriculum planning and student learning to teacher performance and development.

HOD / Faculty Leadership Plan - HPE

HOD / Faculty Leadership Plan - HPE

Developing self and others Build a professional learning community focused on the continuous improvement of teaching and learning.

Promotes professional learning through coaching and building capacity of teachers.

1. Developing performance plan discussions

- Lesson observations evidence/reflections

- Differentiation of planning

P.I. –100 % of 5 teachers engaging in developing performance plan discussion

Target – 100% of 5 teachers being observed once per term, including coaching conversations.

P.I. – 100% of 4 staff engaging in developing performance discussions

Target – 100% of 4 teachers being observed through learning walks.

Provide coaching and mentoring.

Provide performance reviews and feedback.

Increase in academic data as a result of differentiated classrooms.

Descriptor Key Actions Success indicators

HOD / Faculty Leadership Plan - HPEDescriptor Key Actions Success indicators

Leading improvement, innovation and change Use the practice and theory of contemporary leadership to facilitate and produce a clear evidence-based agenda for school improvement. Inspire and motivate the school community to achieve excellence. Collaboratively promote and sustain school improvement.

Engaging and working with the community Create educational opportunity for all students through establishing and maintaining effective partnerships and inclusive practices.

Lead innovation and change to action the school’s vision and strategic plan.

P.I – 100% of 5 teachers engaging in NPDL moderation processes (6 units)

Target – 6 units of work moderated through NPDL collaborative inquiry cycle.

P.I – 100% of 9 teachers engage in NPDL Reflect & Review

Target – Unit (6) moderation feedback with staff

P.I – 100% of 5 teachers engaging in student learning forums

Target – 4 units of work moderated through NPDL collaborative inquiry cycle

P.I – 1- 100% of 9 teachers engaged in student forum (Measure & Reflect)

Target – Student moderation (4 units) feedback with staff

P.I – 1- 100% of 15 guardians & 5 staff engaged in guardian forum (Measure & Reflect) 1 per year

Target – Parent moderation forum (Year review) through CIC

Establish & Drive a strong improvement agenda through:

Action the school’s Vision & Strategic Plan through:

Enhance and enrich the school and its value to the wider community through:

Teacher Commitment to Action

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Pine Rivers SHSNPDL Journey (so far)

• Enrolment 1300 students• 12 to 17 Year olds• Lower middle class

Our two stage strategy:

Provide the space and resources for our early adopters to use the NPDL framework to develop new project based learning tasks and apply the 4 frames to existing projects to make them deeper.

Expose all of our staff and students to NPDL through the 6 competencies, reinforcing our existing journey within Robert Marzano’s “The Art and Science of Teaching”.

We achieved “buy-in” from staff by:

Aligning our current planning documents with the common language of NPDL.

Developing a shared understanding of “Deep learning”.

Adopting a Collaborative Inquiry Cycle.

Developing a sharp and narrow implementation focus.

Existing Planning documents:

Our shared understanding of “Deep Learning” and our Collaborative Inquiry Cycle.

We believe Deep Learning occurs when a learner uses acquired knowledge, understanding, insight and thinking skills to solve a range of problems. They work independently or collaboratively, often leveraging digital to create innovative solutions and pose critical questions. Through their development of self-reflection, inquiry and perseverance, successful learners face new challenges with confidence and tenacity.

Our Sharp and Narrow Implementation Focus

The evolution of our “Learning for Life Program”.

Two points became very clear when addressing the 6 NPDL competencies.

1. Students need to be explicitly taught the skills associated with the 6 competencies.

2. Teachers are generally unaware of how to explicitly teach the 6 competencies.

The evolution of our “Learning for Life Program”.

We have embarked on an ambitious program of introducing the 6 NPDL competencies in our Learning for Life Program.

1. 30 mins Monday, Tuesday, Wednesday and 60 mins Thursday and Friday. (taken from subject time)

2. Developmental across the 6 year levels.

3. Teams of teachers working on individual competencies.

The evolution of our “Learning for Life Program”.

Findings:

1. Staff value the need to develop these generic skills.

2. Staff are challenged by the program with some resistance from some staff.

3. Innovation amongst the staff is thriving.

4. Most students, after 10 weeks, can articulate the 6 competencies in their own words.