effective teacher

Integrating new technologies to empower learning and transform leadership

RBS VisionAlive and Well?

Building Teacher Effectiveness

Workshop Outline

• To Begin - Thinking Big Picture Asking the WHY question - What’s it all about?

• The RBS Vision Where are we at 4 years on?

• Outcomes for Students

• Developing Teaching Effectiveness

There are no easy answers to future problems.

Art Costa

One of the core functions of 21st century education is

learning to learn in preparation for a lifetime of change.

David Miliband, 2003

The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn.Sir Richard Livingstone, 1941

Thinking Big Picture for a moment

Imagine the learners world like this

I

WE

IT

I – learner sits at the centre

We – situated in a community

It– has lots of knowledge, understandings and concepts to explore

So What – to make a difference

SO WHAT

What about the Key Competencies

I

WE

IT

I – Managing self

We – relating to othersParticipating and contributing

It– Using symbols, language and texts Thinking

So What – applying key competencies meaningfully

SO WHAT

Our Vision?

• I,We, It - Where it fits?

“If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea” Antoine de Saint-Exupery

Creating a Shared Purpose

• Generating a collective direction/shared purpose/vision

• Ensuring all the voices are heard - Building team• Importance of process - Short term wins, Make it stick, weave it into

culture (Kotter), being caught in the whirl pool current

Being Strategic

Big Picture - Where to start?

Unpacked LLL Embed/Abandon

Vision

What does the teaching practice look like?

05

05

Strategic direction

Student profile clarity

Using images/metaphors

Collective

AFL Context PL lead teachers

Student Empowerment 07

Power of student voice

Numeracy PD06

08Unpacked

Community

Split screen thinking

Creating a shared language

09 PL school wide focus

Change influences

Change fundamentals

Our steps

Ahas

Audience Specific

Cross CurricularGoing deep

Aligning Practice with Belief

Change Corner stones

Vision - Collective direction and purpose

Student Profile- What will the student leave the school being able to do as a result of the vision principles

Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines

Student Outcomes

Our Powerful Learning Process

• Shared language• Thinking Embedded• Kid friendly• Not Linear• Cross Curricular• More than Inquiry

Life Long Learning

Developing Community

• Vertical groupings• Values• Wave Riders approach

Learning Foundations

• Achievement – high expectations

• Progressions• How am I going?

Where am I going?Where to next?

Student Profile

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Teacher Effectiveness Where does it sit in the top 100 - Hattie’s Research

• Confirms the importance of the teacher • The effect size is significant > .4

Teacher Clarity .75Teacher feedback .73Teacher student relationships .72Providing formative evaluation .90Direct instruction .59

Teacher Effectiveness

• What are your beliefs about effective teaching?• What makes a great teacher a great teacher?• What do great teachers do?

Reflect for a moment on these questions and jot down some key words or ideas.

Teaching - What is it?

• You have 25 words only to define the act of effective teaching

Effective Teaching is …

Let’s Share

Everyone has a narrative that shapes their practice

www.wordle.net

Pedagogy should at its best be about what teachers do that not only helps

students to learn but actively strengthens their capacity

to learnDavid Hargreaves, 2004

The power of student voiceHow often do we truly demonstrate ourselves

as learners to students?

What do our kids think?

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Imagine the teachers world like this …

Thinking about what one should cling onto?

Teaching Parts

I

WE

IT

Developing self

Building relationships/ relating to and with students, parents, colleagues

Developing strategies, skills,knowledge and understandings to teach effectively

Transformational teaching in action SO WHAT

I

Developing Self ‘I’

Building self awarenessWhat are my preferences, strengths, weaknesses,

What do I need to work harder at? What do I do that gets up other peoples noses?Finding your value add What makes me tick?, Spins my wheels?What do I lose time doing?

I

Developing Self ‘I’Being a Role ModelManaging your own wellbeing, work/life balanceHow do you portray yourself to your students - are you a learner?Being congruent in what you say and do.Open to feedback and learningWhat do people think of me?, Asking yourself Why would I want to be taught by you?How do you actively seek this feedback?Where do I need to self improve?

Developing ‘We’

Actively builds RelationshipsGetting to know students you don’t know so wellTaking time to build relationship with all stake holders - parents, colleagues, studentsDeveloping Emotional intelligenceBuilding an awareness of how others might be feeling.Valuing and seeking out difference

I

WE

Developing ‘We’

Developing CultureTalk about the hard to talk about stuffSurface ‘How things are done around here’ especially the unspoken rulesSurfacing the Norms How do we show respect to one another? “Go to the Source’“Room to Grow”

I

WE

Developing ‘It’Being StrategicKnowing where you are and what next?

Prioritising - Knowing what to Embed and Abandon Being aware of Future TrendsBeing open to future predictionsGrowing teacher Knowledge/CapabilityNetworking, Reading, PDDevelop teaching strategies Asking How do I best teach this?

I

WE

IT

Developing ‘It’ Cont.

Being Disciplined(1 of Howard Gardner’s 5 Minds) Sticking to your Core Business - Lead LearningBeing presentBeing creativeTaking risksBeing Innovative

The Teacher Effectiveness Continuum

Growing Teacher Effectiveness - Creating Clarity

Power of Progressions

ET Continuum is a tool to support reflectionAssists in setting rigorous goalsProvides a scaffold to give constructive feedbackHelps Answer

How am I going?Where am I going?Where to next?

Differentiating Professional Learning

Mentor - Beginning Teacher ProgrammeMentor - New Experienced TeachersCoaching - Experienced RBS Teachers

Our Performance Management Cycle is focused on developing teacher effectivenessTeachers set personalised Goals based on the ET Continuum

Professional Learning Programme

• BT - Meet with Mentor weekly• ET Mentoring Group

A Day workshop each termObserved 6 times throughout the yearVideo observations

• ET Coaching GroupObserve their peer 6 times in the yearTime allocated for their own professional learning

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Systems and Structures to support effective teaching

PD Overview

Strategic Plan Pg 5/6

Performance Management

Central Beliefs – We are all learners, Performance

management is maximising both informal and formal opportunities to improve

teacher effectiveness and ultimately raise student outcomes. An Effective

Performance appraisal process is owned by the individual,

evidence is collected to show growth overtime.

Feedback

Feedback loopsTime for dialogue - ‘Open to learning conversations’

Feedback - Use of survey monkey

•Community Survey pg 3

•Student Survey pg 4

Just in Time Professional Learning

Knowledge Net Resources24/7 access

Change Stories

• Why Change stories?• What do they look like?• The power of sharing change

stories?• How do we capture them?

Sue Smith Change, Change, Change

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What changes practice - Some Stuff we have tried!

Student Led Conferences

Student Led Conferences

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SLCs in Action

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Teacher Views

Using Progressions with Students

Helping Learners AnswerHow am I going?Where am I going?Where to next?

Using Progressions with Students

Supports the shift in locus of controlTeacher to StudentsSupports teacher Content KnowledgeMotivates learnersProviding the Stretch for Learners

Taking time to have learning conversations

S-t-r-e-t-c-h Getting to that I’m stuck place

Common Language/Visuals

PamphletsClassroom posters

Contact Shirley or Sarah

shirley@redbeach.school.nzsarahm@redbeach.school.nz