Presentation on theme: "Leadership for Learning"— Presentation transcript:
1Leadership for Learning Helen TimperleyProfessor EducationFaculty of EducationThe University of Auckland
2FIVE DIMENSIONS OF EFFECTIVE LEADERSHIP Derived from Quantitative Studies Linking Leadership with Student Outcomes(Robinson et al., 2009)Leaders can be instructional leaders in many different ways. Focus of today’s session is 4.2
3The Process of Professional Development For far too many teachers, staff development is a demeaning, mind numbing experience as they passively “sit and get” [and] evaluate it by “happiness scales”.As one observer put it, “I hope I die during a PD session because the transition between life and death would be so subtle’.(adapted from Sparks, 2004).
4And the impact …Hurricane winds sweep across the sea tossing up twenty foot waves … while on the ocean floor (of the classroom) there is an unruffled calm.(Cuban)
5Focus on ValuedStudent OutcomesWorthwhile contentIntegration ofknowledge and skillsAssessment forprofessional inquiryMultiple opportunitiesto learn and applyApproaches responsiveto learning processesOpportunities to process newlearning with othersKnowledgeable expertiseActive leadershipTimperley, H. (2008) Teacher Professional Learning and Development. International Academy of Education. International Bureau of Education. Paris: UNESCOMaintaining momentum
6The Application: Professional Development Project in Literacy Over 300 primary schools in New ZealandWriting: Average gains 2.5 to 3.2 expected rate over two yearsLowest 20% 5-6 times expected rateReading: Average gains 1.5 to 1.9 expected rate over two yearsLowest 20% 3 times expected rateContinued for at least three years after project finished
7How to achieve it Bringing together Personal, interpersonal and organisational capabilitiesConsistent with how people learnThrough focused inquiry and building knowledge throughout the system using tools that convey important messages and conversations with professionals within the system.
8“How People Learn” (Bransford et al., 2000) Engage preconceptions about students and how best to teach them;Develop a deep foundation of factual knowledge organised into conceptual frameworksEncourages a self-regulatory approach so teachers can take control of their own learning8
9Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsRelate to 3 findings of “How people learn” and adaptive expertiseEmphasise worthwhile content in deepening PK and refining skillsEngage students in new learning experiences
10Identifying Students Knowledge and Skills: Where do we want them to be?What do the students already know?What do the students need to learn and do?How do we build on what they know?
11Within the LPDP Project Students assessed using curriculum-based assessmentFacilitated interpretation of how to score it and what the results mean with teachers and leaders- at the same time as…
12Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
13Finding Out about Teachers’ Knowledge and Practice How we have contributed to existing student outcomes?What do we already know that we can use to promote improved outcomes for students?What do we need to learn and do to promote these outcomes?What sources of evidence / knowledge can we utilise?
14Within the LPDP Project With expert facilitators, the leaders and teachers:Relate student data to programme emphases;Respond to a scenario of (mostly ineffective) practice and discuss results;Discuss strengths and weaknesses of practice from classroom observations.
15Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
16Deepen Professional Knowledge and Refine Skills Important considerations:Consider research findings about different approachesIntegrate knowledge, skills and theoryCurriculum, assessment, pedagogyFocus on the teaching / learning links;Discuss existing ideas about students, assessment, curriculum and how to teach itAll evidence is interpreted in terms of own frame of reference
17Within the LPDP Project Students are the “touchstone” throughout;Build knowledge of theory and practice in ways that are consistent with how people learnAll conversations engage teachers’ beliefs about how the world works;Develop a deep foundation of literacy knowledge and how to teach itSelf-regulatory learning approach through learning goals and monitoring progress.
18Promoting change in teachers’ beliefs and assumptions
19Teacher inquiry and knowledge-building cycle to promote valued student outcomesWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
20Judging ImpactWhat evidence is there of change in classroom teaching and learning?What evidence is there that any changes made promote our students’ learning and well-being?What reasons lie behind improvement or lack of it?Means the ongoing use of evidence on a daily, weekly, term by term and annual basisUsing a range of assessment tools
22What it means and doesn’t mean (the focus) What it doesn’t meanStart with a new idea about teachingHave separate courses on the three areasJust focus on the practice (or the theory)Students are talked about separately from teachingStart with student outcomesIntegrate assessment, curriculum and how to teach itIntegrate theory (why) and practiceAlways talk about teaching in terms of its impact on students;Always talk about students in terms of how to teach them more effectively
23What it means and doesn’t mean (the process) What is doesn’t meanTeachers need multiple opportunities to learn and apply new knowledgeApproaches are responsive to teachers’ learning needsThose who work with teaches have expertise and understand them as learnersGoing to one-off workshops and forgetting it all the next dayApproaches based on the “one size fits all” principleTeachers are expected to understand immediately and get it right
24Beliefs, knowledge and Skills of School Leaders Teachers cannot do it aloneTo lead effectively, leaders must know enough themselves to:Work through the inquiry and knowledge building cycles with their teachers to improve the outcomes you are your community value for students
25What has been the impact of our changed actions? What knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?How can we as leaders promote the learning of our teachers to bridge the gap for our students?Deepen professional knowledge, engage students in new learning experiences
26All leaders of learning have a class Who is your class?Who is the class of those in the schools you are working with?
30Task in groups Identify your class (as a leader) Draw a diagram of layers of classes for members of your classInclude informal as well as formal leadersThink about some major challenges you are likely to face in working with your class
31Within the LPDP Effective leaders Less effective leaders Learned to work with their teachers using evidence of student learning and teaching practiceDeveloped necessary pedagogical content knowledgeLearned to have challenging conversationsRecognise their need to learn in order to teach othersLess effective leadersFocused on structures and processes to promote others’ learning
32What knowledge and skills does “my class” already have and need? Leader inquiry and knowledge-building cycle to promote valued teaching and student outcomesWhat knowledge and skills does “my class” already have and need?What knowledge and skills do I as leader need?What has been the impact of my changed actions on “my class”?Deepen facilitator knowledge and refine leadership skillsEngage “my class” in new learning experiences