1. LEAP Conference July 2015 Helen Timperley

2.  Who within the system should be the focus for improvement?  Who should be making the decisions about what to do when?  What is the starting point?  What is important to focus one?  What is a good design?  Where does evidence and accountability fit?

4. 4  Transmission

5. The purpose: “Every learner crosses the stage with dignity, purpose and options, and a sense of social responsibility” (Timperley, Kaser and Halbert, 2014)  Intellectual and social engagement driven by curiosity through an evidence-informed inquiry process ◦ Driven by the moral imperative of high quality and equity for all student learners

6.  Demonstrate intellectual and social engagement  From Mt Roskill Primary School in New Zealand ◦ low socio-economic multi-ethnic school  Students in Year 6 (NZ); Year 5 (Australia)

7. Compliance OR Curiosity and Commitment

8. From To  My job is to learn curriculum content determined by the teacher  Assessment – I receive marks from my teachers and this reflects my ability  My job is to actively engage in identifying my learning goals and co- construct their meaning with my teachers  Assessment – I work with my teachers to identify what I know and need to know next to reach my goal

9. Inquiry questions

11. Teachers Inquiry questions

12. What’s going on for our learners? How do we know? Timperley, Kaser, & Halbert, 2014

13. What is our focus? What is leading to this situation? How can we learn more about what to do? What will we do differently? Have we made enough of a difference? What’s going on for our learners?

14.  Cluster of 8 schools (7 primary, 1 secondary) had achieved early significant acceleration in student writing BUT  Frustrated by inability to lift student writing any further  Attendance at network meetings fell away SO  Sought help to get them out of current situation

15. ParticipantsRepresentation Principal Lead Teacher Facilitator Central office Teachers Students Developed by Brian Annan

16. Principals Group Principal s Group Developed by Brian Annan

17. Principal s Group Lead team Lead teacher group

18. What is our focus? What is leading to this situation? How can we learn more about what to do? What will we do differently? Have we made enough of a difference? What’s going on for our learners?

19.  Is about inquiry  Takes a wide perspective (student engagement, S-E)  What is happening for all learners from their perspective  Not about confirming what already know  Not just focused on easily measured academics  Not just what the professionals decide

20.  Good relationships between teachers and students  Social-emotional engagement high (as measured by attendance and survey) ◦ Intellectual engagement not high  Students appeared passive in their learning – sit and receive  Stalled academic progress particularly in writing

21.  Uses information from the scan  Requires collection of further information to clarify what is going on  Includes strengths PLUS problems and challenges  Not the time to introduce completely new areas  Can’t assume you know what to focus on  Doesn’t focus on one or the other

22. Focused and deep - include everyone - then transfer

23. Student learning Teacher learning What does not work

24. Reduce passivity Increase intellectual engagement Focus on writing

25.  Involves getting deeply held beliefs out on the table  Focuses on how the participants are contributing to the situation  Turns beliefs into a form that can be assessed as a worthwhile focus  Doesn’t involve a general brain storm of all possibilities  Doesn’t focus on everyone else  Doesn’t mean just letting off steam about something over which have no control

26.  Transmission teaching passive learners  In classrooms feedback focused on praise for self-esteem and relationships (not learning)  In professional relationships – a culture of niceness and leaders abdicating their responsibility for leading improvement

27.  Connected to the inquiry and analysis process in the earlier phases  Requires knowing why new ways of doing things are better  Requires time  Not just based on a good idea or someone’s preference  It isn’t just about learning new things  Not just a series of brief encounters

28.  Students students  Teachers students  Curriculum leaders teachers  Principals curriculum leaders  Principals and curriculum leaders videoed practice and gave feedback to each other

29.  Involves learning more deeply about new ideas  Informed by knowing why new practices are more effective than others  Judging effectiveness by the impact on learners  Not just about implementing what was learned  Not just trying things out without understanding why  Not about getting the teaching practices right

30. DimensionConventionsSpecific aspects in isolation Specific aspects within deeper concepts Feedback Task Process Self- regulation Feed –forward Task Process Self- regulation

31.  Based on high expectations that action will make a difference for all learners  Turns assessment into information about the effectiveness of teaching and what can be done about it  Not just a routine to follow  Assessment information is not about the capacity of learners

32.  Student achievement in writing accelerated ◦ Greatest improvement where feedback practice best  Inquiry and learning happening at every level  Students actively engaged in identifying goals and seeking feedback

33. What’s going on for our learners? How do we know? Timperley, Kaser & Halbert, 2014

34.  Who within the system should be the focus for improvement?  Who should be making the decisions about what to do when?  What is the starting point?  What is important to focus on?  What is a good design?  Where does evidence and accountability fit?