from a lower to a higher performing school - how?

FROM A LOWER TO A HIGHERPERFORMING SCHOOL - HOW?

Øyvind Sørreime - Norway

Workshop issues

Do you think the way we use the selection of research results is a passable way in improving teaching and learning?

Do you think the model of sustainable educational change will have an impact on students learning beyond standardizations and tests?

Norway

Stavanger

Skeie skole

Norwegian research

Good learning activities in the classroom, buttoo often the activities are not connected to each other or to a clear learning objective(Klette 2008)

There is a significant gap between the ideasof improvement among school leaders onone hand, and on the other hand the teachingand learning practices in the classrooms(Imsen 2003)

OECD’s TALIS 2008

TALIS key findings

Norway has a weak appraisal and feedback culture related both at the level of school-owner to school leadership, as well as between school leadership to teachers

Norwegian lower secondary teachers provide less feedback to student work than teachers in other participating countries

Norway has principals who are clear in the administrative part of their role as a leader, but far less visible as instructional leaders

OECD’s PISA 2009 (Programme for International

Student Assessment)

PISA key findings

Norwegian students have had significant progress in reading literacy since 2006, but they do not score any better than they did in 2000

For the first time they have a score significantly above the OECD average

From a lower to a higher performing school - how?

We know what works

We even know what works best

Robinsons ”School leadership and Students

Outcomes: Identifying what works and why”

“Promoting and participating in teacher

learning and development have a

significant impact on students' learning”Robinson, V., Hohepa, M. & Lloyd, C. (2009)

Hargreaves’ and Shirley’s ”The Fourth Way”Improving schools through sustainable educational change

”Inspiring purposes developed and achieved

with others are the foundation of successful

and sustainable educational change”Hargreaves and Shirley

Sustainability is the capacity of a system

to engage in the complexities of

continuous improvement consistent with

deep values of human purpose

Fullan 2004

Influences on Achievement

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John Hattie - Visible Learning

About Hattie’s ”Visible Learning”

The principal question: What works best?

The answer relates to what’s going on in theclassroom

Feedback

Formative evaluation

Classroom behavioral

Teacher – students relationship

The opposite question: Why continue a practice that doesn’t work?

John Hattie - Visible Learning

Sustainable education beyond standardizations and testsPaths of distraction Incompatible with sustainable education

(Hargreaves and Shirley 2009)

Our basis for sustainable educational change

Autocracy – improving schools by detail governance

Technocracy – improving schools by more tests and top-down standardizations

Effervescence - improving schools by short-term strategies

Experiences from participating in the national project ”Assessment for learning”

Our own values of human purpose

Findings in national and international research and surveys

Change of practice by monitoring and instuctional leadership

Sustainable education beyond standardizations and tests

What we learned from participating in the national project ”Assessment for learning”:

Focus on students’ learning rather than students’ doing

Focus off the teacher and on to the student

Focus on clear learning objectives, feedback and feed-forward, students’ self-assessment and parents’ participation


Yellow is a brave colour, and we

developed “yellow values” of human

p purpose at Skeie skole, which are:

*Be educationally and methodologically brave

*Act wholeheartedly in all your practice

*Act independently within our common goals

and framework

*Have a deliberate focus on learning in every classroom activity


So – how?

Sustainable educational change

We developed a model for sustainable education

change

Reflection on teaching and learning

Visible leadership in the classroom

Visible school leadership

Sustainable educational changeReflection on teaching and learning

Success Criterion:

Use precise terms for learning when learning is

planned and implemented

Sustainable educational changeReflection on teaching and learning

Teachers: Weekly talks of how to• have a clear beginning and a clear summary of each learning session• use students' prior knowledge actively• clarify the purpose of learning session for students• help students to develop a variety of learning strategies

School leaders: Monthly feedback to the teachers

Organization: Develop a common understanding of

key learning concepts and transform it to practice in

the classroom

Sustainable educational changeReflections on teaching and learning

Key learning consepts:

Learning goals that are clear, concrete, which are repeated and understood, provides a high learning effect

Criteria that are clear, concrete, which is repeated and understood, provides a high learning effect

Feedback that relates to learning objectives and criteria, provides a high learning effect

Feed-forward that builds on students' acquired knowledge, and linked to learning strategies, provides a high learning effect

Students' skills in self-assessment provides a high learning effect

Students' ability and opportunity to communicate with peers and teachers about what is learned, provides a high learning effect

The students' own efforts of learning, provides a high learning effect

Sustainable educational changeVisible leadership in the classroom

Success Criterion:

Use the methodological steps that we know

works best for students

Sustainable educational changeVisible leadership in the classroom

Build robust teacher-student relationships

Use the points from the teachers’ weekly talks

Use clear learning goals and concrete criterias of achievement

Use feedback and feed-forward based on clarified criterias of achievement

Develop and use the students’ skills in self-assessment

Sustainable educational changeVisible school leadership

Success Criterion:

Apply educational leadership that has a

significant impact on students' learning.

Transform the school to a learning organization

Sustainable educational changeVisible school leadership

Participate in the classrooms regularly

Participate in regular talks with the teachers

Give feedback to the teachers, based on the points in Reflection on teaching and learning

Improve learning activities motivated by experiences and research that have significant impact on students’ learning (what works best)

Emphasize the educational leadership when priority of time must be made

Sustainable educational changeOrganising

Deputy 1: Responsible for the teaching and learning activities at Grade 2 and 3

Deputy 2: Responsible for the teaching and learning activities at Grade 4 and 6

Principal: Responsible for the teaching and learning activities at Grade 1 and 7

Joint responsibility for the teaching and learning activities at Grade 5

Sustainable educational changeOrganising

September 2011

Mandag Tirsdag Onsdag Torsdag FredagViktige hendelser

Uke 38: Nasjonal brannvernuke (i løpet av denne uka

gjennomføres en brannøvelse)

DKS-arr.: 15. og 23. september

Kartlegginger/tester

Nasjonale prøver lesing: 14. september

Nasjonale prøver i engelsk: 21.september

Carlsten

Lesekartlegging fra Udir 7. trinn

Ordkjedetest

Alle teller

Frister

Ferdig med foreldremøtene innen fredag 16.september

Registrering i pas NPL 30. september

Møter

Ressursteamet

Drøfting tv 27.sep kl.1145

HMS 12.sep kl.1145

Faste innslag

Morgenmøte hver mandag kl.0815.

Kontormøte hver mandag kl.0845-1030

Fellestid hver mandag kl. 1330 - 1530

Trinntid tirsdager og onsdager/torsdager

35 1 2

36 5

Fellestid:

Vi jobber ferdig de lokale

læreplanene

6

Trinntid:

Trinnsamtaler 5.trinn

7 8 9

37 12

Fellestid:

Vi lærer om systematisk lese- og

skriveopplæring og overfører det

til praksis

13

Trinntid:

Trinnsamtaler

1., 2. og 4.trinn

14 15DKS (7. trinnet)

16

38 19

Fellestid:

Vi konkretiserer ”Robuste lærer -

elevrelasjoner er en forutsetning

for god læring”

20

Trinntid:

21 22 23DKS(6. trinnet)

39 26

Fellestid:

Vi utvikler læringsfremmende

tilbake- og framovermeldinger

27

Trinntid: Trinnsamtale

3., 6. og 7.trinn

28 29 30

Sustainable educational changeOutcome

Main purposes

Increase focus on learning activities in theclassroom that work best

Develop a learning organization

Anchor learning achievement in a targetedinteraction between school leaders, teachersand students


The teachers' feedback is unambiguous.

The selected learning concepts are used in theteaching and learning activities

Students are participants in their own learning

Teachers develop methods of what works best for student learning

The school has become a learning organization

We expect that the model for sustainablelearning will improve the students’ learningoutcome in the future

Sustainable educational changeWhat’s the next improvements

Parents’ participation

Feedback – what works best

Teacher observations in each other classrooms, follow-up talks and reflektion

Workshop issues

Do you think the way we use the selection of research results is a passable way in improving teaching and learning?

Do you think the model of sustainable educational change will have an impact on students learning beyond standardizations and tests?

from a lower to a higher performing school - how?

Education