School Based Leadership Dr. Beverley Freedman Oct. 24, 2014 Welcome back…. Bev Freedman - OISE 2014 Big Ideas • What can we learn from the research? • How do you effectively balance shared leadership and formal authority of the role of school leaders to maximize the impact on influencing teacher learning to impact student learning. • How do you intentionally build and support student agency – voice, choice and ownership? • What does co-construction of learning look like along the continuum of the gradual release of control? Bev Freedman - OISE 2014 What do the International Experts Say? • It is now one of the most strategic positions in education – Overall performance of a school almost never exceeds its leadership & management – For every 100 schools with effective leadership, 93 will have good standards of achievement (OFSTED) – OECDs survey across 23 countries found that greater instructional leadership produced positive academic results Bev Freedman - OISE 2014 PISA Review of Norway 2012 Lessons Learned School-Based Leadership PISA recommended a focus on building capacity: • Observing, monitoring and providing feedback to increase effective teaching • “traditionally focused on administrative role than systematically leading teaching and learning processes” • “Strategic, purposeful lens for productive school selfevaluation” for review and assessment for quality “greater access to participate in external reviews” • Connect the classroom, school & system – Chapter 2 Bev Freedman - OISE 2014 PISA Report on Norway • While Norway’s results in the OECD’s Programme for International Student Assessment (PISA) are at or above the OECD average depending on the subject, these outcomes are not considered satisfactory given Norway’s high levels of spending on education. • This national agenda is coupled with efforts to build up capacity at all levels and support networking among schools and school owners to strengthen collective learning. • OECD Bev Freedman - OISE 2014 OECD Recommendations • School Leaders: develop skills on instructional leadership and feedback, coaching and appraisal • Teachers: build capacity in assessment – formative and summative and feedback and engaging students Bev Freedman - OISE 2014 School leadership is second only to classroom instruction as an influence on student learning. Leithwood Bev Freedman - OISE 2014 Principal Roles Practices Attributes/Beliefs • • • • • Prime focus is improving achievement • Be resilient and persistent in achieving your goals • Take risks, adaptive behaviours • Recognize & adapt to the context • Develop deep understandings – be self-aware • Optimistic and enthusiastic • • • • • • Shared vision and mission Set high expectations Recognize & reward achievement Role model desired practices & beliefs Design and manage teaching & learning Model being a co-learner Monitor & Observe Establish effective teams Preserve the instructional core Connect to parents & community Bev Freedman - OISE 2014 Hattie • “…the most powerful way of thinking about a teacher’s role is for teachers to see themselves as evaluators of their effects on students.” (2012) High Impact Strategies Exercise Bev Freedman - OISE 2014 RANK THESE 8 BY EFFECT ON STUDENT ACHIEVEMENT FROM HIGH TO LOW – HATTIE, 2009 • Retention (Fail) • Teaching study skills • Micro-teaching (short, direct) • Homework • Classroom discussion • Student expectations – optimistic about their ability to improve and succeed • Cooperative Learning Structures • Feedback on students’ work 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________ 6. _______________ 7. _______________ 8. _______________ Bev Freedman - RANK THESE BY EFFECT ON STUDENT ACHIEVEMENT FROM HIGH TO LOW • • • • • Student high expectations Classroom discussion Feedback Teaching study skills Micro-teaching 1.44 .82 .75 .63 .50 .42 .29 -.13 • Cooperative Learning • Homework • Retention * negative affect on achievement Bev Freedman - OISE 2014 Largest Impact on Student Learning (Hattie) 1. Student Self-report Grades 1.44 2. Student – Piagetian programs 1.28 3. Providing Formative Evaluation 0.9 4. Micro Teaching 0.88 5. Acceleration 0.88 6. Classroom Behavioural 0.80 7. Comprehensive Interventions for learning 0.77 8. Teacher Clarity 0.75 9. Reciprocal Teaching 0.74 10. Teaching Feedback 0.73 Bev Freedman - OISE 2014 For School-Based Leaders to Have an Impact • School improvement – develop shared understanding, commitment and accountability for measurable school improvement • Support safe, inclusive and secure schools • Focus on learning (instructional core) – engagement, complexity and inquiry and voice • Data – measure to monitor implementation & inform change • Monitoring – walk and talk and have courageous conversations Bev Freedman - OISE 2014 Look at the Leadership Framework, it: • describes what good leadership looks like, based on evidence of what makes the most difference to student achievement and well-being • identifies the practices of successful school and system leaders, as well as the organizational practices of successful schools and districts • includes a small but critical number of Personal Leadership Resources (leadership traits and dispositions) that have been found to increase the effectiveness of leadership practices Bev Freedman - OISE 2014 Components of the OLF Individual Organization Bev Freedman - OISE 2014 Management or Leadership • Consider the task of timetabling, for example, a task all principals have to carry out in their schools. Marginally effective principals often view timetabling as a routine or “technical” administrative task and create timetables for their schools largely aimed at satisfying the preferences of their teachers. Highly effective principals, in contrast, typically view timetabling as an “adaptive” task, an opportunity to maximize instructional time for their students and to provide opportunities for collaborative work by their teachers. As this example illustrates, it is not the generic task (timetabling) that distinguishes these two groups of principals. Both principals do it. It is dramatically different goals that the two groups of principals bring to the timetabling task (along with their skill in carrying out the task) that accounts for differences in their effectiveness. • An integrated approach to leadership and management also has significant. Effective school administrators are visible, intentional, instructional leaders. Bev Freedman - OISE 2014 High Expectations • Have high expectations (Academic Optimism) for teachers, for students, and for themselves; • Devote additional effort to creating high expectations among staff for the achievement of students who have traditionally struggled to be successful at school; • Encourage staff to be innovative, if needed, in achieving those expectations; • Encourage staff to assume responsibility for achieving the schools vision and goals with all students; • Make their expectations known through both their words and (especially) their actions. Bev Freedman - OISE 2014 Leaders Who Are Effective in Identifying Specific, Shared, ShortTerm Goals for Their Schools’ Improvement Efforts: • Facilitate stakeholder engagement in processes for identifying specific school goals (School Improvement Plans), where the focus is improving learning • Do whatever is necessary to make the goals clear to all stakeholders; • Regularly encourage staff to evaluate their progress using data in terms of achieving school goals; • Encourage staff to develop and periodically review individual professional growth goals, as well as the relationship between their individual professional goals and the school’s goals • Make frequent explicit reference to (and use of) the school’s goals when engaged in decisions about school programs and directions; • Build consensus among students, staff and other stakeholders for Bev Freedman - OISE 2014 the school’s goals and priorities. Modelling School Practices & Beliefs • Are highly visible in their schools (walk & talk); • Are easily accessible to staff, parents and students; • Have relatively frequent, meaningful, interactions with teachers, students and parents; • Demonstrate the importance of continuous learning through visible engagement in their own professional learning & present for teachers’ PD; • Exemplify, through their own actions, the school’s core values and many of its desired practices. Bev Freedman - OISE 2014 Facilitate Collaboration Structures: • Create timetables for teaching that maximize time on task for students; • Provide regular opportunities and encouragement for teachers to work together on instructional improvement; • Establish team and group structures for problem solving; • Participate with staff in their collective instructional improvement work; • Distribute leadership for selected tasks; and • Engage teachers in making decisions that affect their instructional work. Bev Freedman - OISE 2014 Safe and Secure Schools Welcoming and Inviting and Safe: • Securing their schools’ physical facilities from unwanted intrusions and intruders; • Maintaining the physical facilities in a safe, healthy and attractive condition; • Communicating standards for character education and upholding those standards in an equitable manner; • Empowering adults (mentors and coaches) in the school to play a leadership role in promoting a positive school climate and model appropriate behaviour; • Implementing and monitoring the use of appropriate range of discipline practices not only in classrooms but in all other locations within their schools (restorative justice); • Developing, with staff and students, processes to identify and resolve conflicts quickly, transparently and effectively; • Providing opportunities for staff and students to learn about effective conflict resolution strategies and peer mediation. Bev Freedman - OISE 2014 Instructional Practices • Actively overseeing the instructional program; • Coordinating what is taught across subjects and grades to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals; • Observing in classrooms and providing constructive feedback in terms of implementation of the School Improvement Plan (SIP) for collective staff and individual teachers; • Providing adequate preparation time for teachers and time to work together (moderated practice); • Being a useful source of advice to teachers about how to solve classroom problems; • Engaging teachers in observing effective instructional practices among colleagues in their own school, as well as in other schools; • Participating with staff in their instructional improvement work; • Linking the school with other schools and staffs – networked learning. Bev Freedman - OISE 2014 Requires Providing Time, Resources and Capacity Building • Incorporate explicit data use in almost all decisions about student learning and school improvement; • Examine trends in student achievement over time (one or more years), rather than just at one point in time, when assessing student learning; • Collect and use data about the status of those classroom and school conditions serving as the focus of their school improvement efforts. Bev Freedman - OISE 2014 From a Learning Walk Bev Freedman - OISE 2014 Consideration for Monitoring • “That which gets monitored gets done”, Millar, 2013 • Making sense of evidence • Demonstrating that you as a leader care and are purposefully visible • Understand what effective learning looks like • Able to offer descriptive feedback to staff • Engage staffs collaboratively in school improvement initiatives Bev Freedman - OISE 2014 Why Observational Data? Observational data gleaned from purposefully visiting classrooms is an important data set. It provides school leaders with data to determine if the intended curriculum is the taught curriculum, if the taught curriculum is in alignment with the school improvement plan, and if there is sufficient coherent practice among teachers. Additionally the observations enable school-based leaders to provide pedagogical feedback to teachers to improve practice to impact student learning. Bev Freedman - OISE 2014 8 KEY ASSUMPTIONS • Demands for accountability for student achievement are increasing; • Evidence of learning can be gathered by observing the instructional core (teacher, student, content) using; • Teachers grow and develop their professional skills and knowledge over time; • Teachers want school-based leaders to be knowledgeable and visible about teaching and learning in classrooms within the schools; Bev Freedman - OISE 2014 Key Assumptions continued • Teachers want to engage in moderated discussions about their students, tasks and their learning to build shared understandings, purpose and common language; • School-based leaders can influence practice through descriptive feedback, strategic actions (including walks) and implemented change; and • The feedback and resulting altered classroom practices influence individual and collective self-efficacy and impact professional relationships • Collectively these form part of the continuum for improvement Bev Freedman - OISE 2014 DICE Design of the classroom – resources, cuing systems –Learning Goals, Rubrics/Success Criteria, Academic Vocabulary, anchor charts, desks, technology Instructional Strategies Curriculum, Cognitive Level Student engagement or attentive and compliant Bev Freedman - OISE 2014 DICE Explained In the focus area selected at your table, • How is the context different for you in Telemark? • How could you use the descriptors? • What is missing? We will watch some video clips Bev Freedman - OISE 2014 Hattie, Visible Learning for Teachers, 2012 • Where is the student going? • Describes what success would look like with mastery. • Describes what the student needs to improve to reach mastery. • How is the student going? • Strengths, weaknesses, styles, current achievement. • Where to next? • Allows the student to move forward. Bev Freedman - OISE 2014 Can students? • Understand and explain the learning goals? • Co-create success criteria with the class and peers? • Know how to use success criteria and feedback to improve the quality of their work? • Use anchor charts when stuck? • Use peer and self-assessment – give & get • Access descriptive feedback from the teacher and peers? • Know how to use descriptive feedback to improve the quality of their work? Bev Freedman - OISE 2014 Questions to Ask Students • What are you learning and why? • Is what you are learning – easy or difficult? What makes it easy or difficult? • Do you know how to improve your work? • What makes learning interesting? • Where do you get help from when you are unsure? • Groups – who established? How often do they change? Bev Freedman - OISE 2014 Observing Students Observe, Reflect, Discuss How are students interacting with one another? (Student Voice) How are students interacting with the task? What evidence is there of students understanding the learning goals? What evidence is there of students using success criteria, rubrics etc to improve the quality of their work? What evidence is there of students meeting the learning goals? How did the planned instructional strategies impact student learning? Evidence? Bev Freedman - OISE 2014 Classrooms as Learning Environments What do you anticipate seeing classrooms in terms of evidence of teaching and learning? How would it differ elementary to high school? • Seating & Desk arrangements • Student work • Anchor Charts & Cuing systems • Co-constructed Learning Goals and Success Criteria • Resources • Technology Bev Freedman - OISE 2014 Bev Freedman - OISE 2014 Anchor Chart Bev Freedman - OISE 2014 Student achievement is a result of what teachers Do daily in their classrooms. Teacher practice is the biggest influence on student achievement (Darling-Hammond, 2000; Hattie, 2009; 2011; Marzano, 2010) CLASSROOMS AS LEARNING ENVIRONMENTS What does visible learning look like and sound like in classrooms? • • • Cuing systems - Teacher bought or constructed posters, learning anchor charts, exemplars, Student work – evidence of learning or celebration Co-constructed learning Resources –texts, computers/tablets, SMART • Boards, manipulatives Seating arrangements • Bev Freedman - OISE 2014 MATH ANCHOR CHART Bev Freedman - OISE 2014 WORK SAMPLES Bev Freedman - OISE 2014 Authentic, Real-World • Authentic application of the academic knowledge to the real-world • Relevant in students’ (not teachers’) lived experiences – what is their focus and their concerns? • Project-based learning – using problem and performance based scenarios • Authentic audience Bev Freedman - OISE 2014 HATTIE, 2009: 36,37 Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and the success criteria”. ASSESSMENT Formative – For learning • • • • • • Improve learning & achievement Carried out while lesson is in progress Focused on the learning process - integral Collaborative & fluid Teacher and students are learners Evidence gathered used to inform teaching & learning – for learning Summative – Of learning • • • • • Bev Freedman - OISE 2014 Measure performance or attainment Snapshot of performance captured Focused on the products of learning separate Teacher directed Teacher evaluates & grades LEARNING GOALS Describes the Big Ideas drawn from the curriculum expectations of what a student is expected to know, understand and do Informs student what they are learning and why – understanding and responsibility ◦ ◦ ◦ ◦ ◦ ◦ What they are learning The reason for the learning Share the learning Present in an appropriate language –students to restate Revisit the learning goal throughout the task Provide the basis for Success Criteria Co-create/discuss, Display, Ongoing process Bev Freedman - OISE 2014 Bev Freedman - OISE 2014 Learning Goals in Math Bev Freedman - OISE 2014 LEARNING GOALS We are learning to effectively connect evidence from texts to form new opinion frames and support our opinions We are learning how to display the data in a variety of ways to prove or disprove the assumptions stated in the question We are learning to use historian's methods of locating, gathering and organizing research materials to critically analyze text Create a learning goal for your authentic task Bev Freedman - OISE 2014 Inquiry Bev Freedman - OISE 2014 INTERMEDIATE EXAMPLES OF LEARNING GOALS & SUCCESS CRITERIA Bev Freedman - OISE 2014 SUCCESS CRITERIA CAN BE IN WRITTEN FORM OR VISUAL IMAGE • Supports fair, transparent and equitable assessment • Personalizes learning • Provides for a range of opportunities to demonstrate student learning • Develop students’ self-assessment skills • Provides opportunities to discuss descriptive feedback Bev Freedman - OISE 2014 INTERMEDIATE EXAMPLES OF LEARNING GOALS & SUCCESS CRITERIA Bev Freedman - OISE 2014 FEEDBACK For Leaders and Teachers about impact and progress and growth. It should cause thinking. Student Indicators • Understand and can explain what they are learning and why • Recognize when they are learning and when not • Can use teacher-created cuing systems and cogenerate • Can assess their own work • Set realistic short-term goals • Ask questions to seek clarity & understanding – concepts, tasks, reasoning processes • Can explain their progress in terms of the learning goal and what needs to happen next Bev Freedman - OISE 2014 Bev Freedman - OISE 2014 Bev Freedman - OISE 2014 RICH TASKS • Thoughtful and intentional design, • Require reasoning & deep thinking, • Authentic and relevant – grounded in the students’ lived experiences, • Engage the students in inquiry during the learning process, • Open-ended and allow for curiosity, creativity and choice, • Focus on conceptual understandings, • Have intellectual rigour, • Requires analysis and justification, • Cause substantive conversations among and between students and students and the teacher, • Makes learning visible – Remember your impact Bev Freedman - OISE 2014 Rich Tasks –Ill defined problem or openended question or defining problem • Rigour isn’t more its deeper – often just an inch deep –cause permanent changes in the learning • Gradual release of responsibility from teacher directed to student-focused – constructivist • Research – gather data • Analyze and evaluate through close reading and analytical reasoning • Alternative hypothesis and possibilities • Conceptual understandings • Intellectually challenging – promotes and provokes thinking = communicate Bev Freedman - OISE 2014 WHY COMPLEXITY AND ENGAGEMENT? “[We need] less dependence on rote learning, repetitive tests and a ‘one size fits all’ type of instruction, and more on engaged learning, discovery through experiences, differentiated teaching, the learning of life-long skills, and the building of character, so that students can … develop the attributes, mindsets, character and values for success.” Minister of Education, Singapore Bev Freedman - OISE 2014 Leaders as Learners “leader participates in the learning as leader, learner, or both.” (Leithwood, 2013) Evidence Overall Impressions Key Next Steps Monitoring and Follow-up Bev Freedman - OISE 2014 Leaders as Learners “leader participates in the learning as leader, learner, or both.” (Leithwood, 2013) Thank You Questions? Next Steps? Bev Freedman - OISE 2014 email: [email protected]
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