Day 2: A Whole School Approach

In your school

Buy in, sell with your staff, cant do it on your own, need support, work on the vision, discussion, examples, facilitate, grow and make it their own over time, create and provide opportunities for innovation to happen, leader needs to be a part, modelling, being part of the professional conversation

I, we, ... Subjectivity/Objectivity & Individual/Collective – finding the space that creates the most results, creating workable system taking into account the individual culture etc – spider needs to weave it all together to create an intricate web

Someone who cares and is looking after the bigger picture, looking at the little parts, being able to look after the world and hand it over – sustainability, empowerment, self responsibility, allowing other people into that leadership, trust , relationships

I, we ... Individual/interior – how do we get people to come on the journey with us?, systems – everyone and everybody has ownership, cover all 4 quadrants

Whose objectives? Contradictions – end points and series of objectives, how do we work with the people we have?, we need everyone on board – draw support over time, to get everyone moving in the one direction, providing what individuals need to get on board, resilience of the group, discuss concerns, group agreement and shared direction,

Trust, professional respect,

Leadership – our interpretations:

Reflection Circle Vision Learning Futures Loyal Opposition Implications at 4 levels Damien Developing a Language for Learning Action Planning Story Whole School Approach Answering our own questions Evaluation

Program for today – A Whole School Approach:

Strategic Planning:

Performance Indicators

Community Sustainable Performance Indicators

Learning Futures:

CommunityValues

Teacher Professional Learningadapted from a range of experts

Define:Decide What to Learn About –

becoming self aware Choosing & deciding

Discover: ‘Cast the net’

‘Comb through stories for the Positive Core’

‘Evidence’- Observing & describing

Dream: Dream what

might be, from the

‘Positive Core’ & create

‘Provocative Propositions,’

‘Success Indicators’

Design: Translate the “dream”

implement propositions‘Approaches, Strategies,

Refining Decisions & How to sustain’

- Mapping & navigating, spanning & connecting

Deliver:Implement,Sustain the

Change,Assess &

Refine

NB: Ongoing cycles throughout:

Definition

Discover

Dream

Design

Delivery

Student

Teacher

Leadership Communit

y

Our School

Learning Matrix – A whole school approach

Damien:

The context of learning:

Critical thinking, responsive learning and personal growth through

quality of teacher-pupil relationship and dialogue

The stories uncovered in

the process of knowledge

creation

My own story and values

The stories of my community and tradition

10.30am – 11am

Morning Tea

Draft PLP Action Plan:Target Group:

Objective Strategies Accountabilities

STUDENTS

To get all students to become successful self-directed learners – self directed learning is embedded as a methodology across the whole school

Faculty Management Team

To get all students leaving school with a package that supports successful transition from school to work

Faculty Management Team

To get all students working through a whole school approach – everyone needs to be informed/active participants and really understand it with a true shared vision with students, teachers and parents and other agencies

Faculty Management Team

TEACHERS

To get teachers to embed self directed learning methodology across the whole school

Faculty Management Team

To get all teachers implementing a whole school approach to self-directed learning – everyone needs to be informed/active participants and really understand it with a true shared vision with students, teachers and parents and other agencies

Faculty Management Team

12.30am – 1.15pm

Lunch

Story:

Escape from Taronga Zoo

Becoming Self Aware

Choosing & Deciding

Observing &

Describing

Questioning &

Wondering

Uncovering stories

Mapping & Navigating

Spanning & Connecting

Interacting &

Incorporating

Reconciling and

Validating

No time Its not –

Not another thing! its adding to what we are doing, it might save time in the end

Here we go again Some havent com across this before some have – it doing it better – lets find out what we are doing – this is new research

Students need content knowledge This is a way to get them engaged – we are not saying we are getting rid of content

Aren’t we just doing NAPLANI thought we had done that already

NAPLAN is based on the new curriculum – not an end in itself – its an outcome of – do you truly believe that

It doesn’t work Look at the evidence – go and see Damien – how will you know till you have a go – new research

Its not intellectually rigorous

Its just you feathering your own nest

I don’t need to know this stuff I already know how to teach

How do we assess this

Where are the outcomes

Airy fairy stuff

Loyal Opposition:

By chanceHit or miss

UndevelopedBlocked

Accidental success

By designImaginative

InsightsExperimenting

Expects success

InventsCreates

Critical reflectionRefining

Doesn’t notice success

TACITKNOWLEDGE

EXPLICIT KNOWLEDGESTRATEGIES

DELIBERATECONSCIOUS

REFLECTIVEINVENTIVE

?

By plan/recipeConsidered

UnderstandingOpen

Makes sense ofsuccess

Aha!

Ouch!

Committed!Autonomous

Phases of Development

Julia Atkin, 2003

‘Guru loop’ Someone else has the answerThere is a simple solution!

Where are we now?

Where do we want to be?

How did we get to where

we are?

How are we going to get to where we want to be?

How are we going to get

to implement?

How will we know if what

we are doing is making a

difference?

How can we keep doing the

things that make a

difference?

Plan

ImplementEvaluate

Improve

Education for the Future Initiative, Chico, 1991

Working to create a culture:

A Whole School Approach::

Language

Activities Opinions/ Assumptions

SharedDiscourse

Shared Values SharedPractices

DEBATED

AGREED

Adapted from Kemmis & McTaggart, 1988

Cognitive Processor

Self Actualisation

Technologism

Academic Rationalism

SocialReconstructionism

Scientific method,problem solvingthinking as basic

Individual needs, interests, abilities

Measurable learning, task analysis

Truths, classics, structure of disciplines. traditional values

Problems of society now and in the future

The learner is a problem solver, all learning in the brain

The learner is an individual with potential to be nourished

The learner is an information processor, input through output

The learner is a container/vessel to be filled

The learner is a social being and member of a group

The teacher encourages inquiry, critical thinking and problem solving

The teacher encourages self directed learning centres, indivdualized

The teacher diagnoses – prescribes, manages systems, task analysis

The teacher lectures, students take notes, memorizes and works through drills

The teacher creates simulations, role plays, values awareness

Educational Belief Systems:Cognitive Coaching Foundation Seminar, Learning Guide CG0671, Hawker Brownlow Education, 2006

Can we negotiate/manipulate the objects?

Yes – a useful step to have a practice

How do we get the kids to think about the future of the planet?

Choose the objects???? Creating parameters or the context – through different lenses

Do teachers model the process? When? How?

Yes – through their own experience

How do we put this into other areas of the school?

Slowly – strategically – demonstrate success – link with what is already happening

Where and how do we organise Professional Learning?

Share what we have done – stay connected, create a community of practice

How do we map inquiry learning across the school?

Link with what teachers have already identified – defining - map

How do we scaffold inquiry learning across year levels?

Gradual releasing of responsibility – hands on modelling – common language across the school

How will we order or sequence Inquiry learning projects?

Answering our Questions:

Can an experience be a starting place for an inquiry project?

Yes – its up to you... Providing it can be made concrete

What objects do we choose – whole class or individual?

Where you feel most comfortable starting – individual to be aimed for – sequence of engagement personal /concrete

How do we do this in an ESL environment?

We are Learning about – Damien’s example – unpacking the language

What are the resourcing implications $ required?

?????????? Each other. School based budget, structures ...

How do I work with this with an age range in students from 2 – 22?

Work with the adults – personalised projects – multi-aged – peer mentoring groups

How does this link with DOL? PLP? Backward map from PLP – review PLP – use inquiry learning as a task

How can we move forward to the 3rd place

???? Open dialogue/research

How do we juggle the curriculum constraints with objects/concepts/issue/ experience/ artefact/ place?

Answering Our Questions Cont’d

What can we negotiate? Everything!!!!!!!

Does it lose its value over time? Avoid boredom – needs to be managed – mapping – grow the range of opportunities

What teacher professional learning do we need to do?

Appreciative Inquiry APIFTeam TeachingCommunity of LearningAGQTP

Answering Our Questions Cont’d

How do we turn intention into reality?How do we take people from where they are, to

where they want or need to be?:

start with data and students work together – teachers as researchers share/create a positive vision:

Values Discourse Practices

plan learning cycles over time inquiry @ 4 levels:

Students Teachers Leaders Community

How are we going to get to where we want to be?

Classroom Teaching

Student Learning, Standards & Targets

Monitoring & Assessment

Leadership

Partnerships

Intervention & special assistance

School & classroom organisation

Teams

Financial Management

Resource Management

Governance

Students

Teachers

Leaders

Community

Action Planning Matrix:using ‘Strategic Factors’ thinking, Graham Kenny, 2001 and ‘Systems Leadership’, Macdonald, Burke & Stewart, 2006

Values, Discourse & Practices

Schools are run by specialists who maintain control

Knowledge is inherently

fragmented

Schools communicate the

truth

Learning is an individual thing and

competition accelerates

learning

Knowledge is static

Specialists are experts and

learners just need to learn what they

know

Beliefs about schools: adapted from Peter M Senge, et al, 2000

Children are deficient and

schools fix them

Learning takes place in the head,

not in the body as a whole

Everyone learns or should learn in the

same way

Learning takes place in the

classroom, not in the real world

There are smart kids and there are

dumb kids

Learning stops when you finish

school

Beliefs about learning:adapted from Peter M Senge, et al, 2000

0.27

0.84

0.42

0.34

0.35

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

Dimension 5: Ensuring an Orderly & Supportive

Environment

Dimension 4: Promoting & Participating in Teacher Learning & Development

Dimension 3: Planning, Coordinating & Evaluating

Teaching & the Curriculum

Dimension 2: Strategic Resourcing

Dimension 1: Establishing Goals & Expectations

Effect Size

Beliefs: What can schools’ do, to have the most impact?:

Vivian Robinson, University of Auckland, 2007

School leaders that choose practices that promote and participate in teacher learning and development.

Phase I: Develop a model or language of instruction.

Ensuring Effective Classroom Practices (Marzano, 2007)

Phase IV: Monitor the effectiveness of individual teacher’s implementation and impact on student learning as a form of teacher feedback.

Phase III: Establish a systematic way for teachers to observe expert teachers and each other using the model of instruction.

Phase II: Develop a systematic way for teachers to interact about instruction using the model.

Readiness: Systematically explore and examine instructional model.

Educational Belief Systems:“kids learn best when they find the answers to their own questions”

Cognitive Processing &

Constructionists

Self

Actualisation

Technologism

Academic

Rationalism

Social

Reconstr

uctionism

VALUESCOMMUNITY

Scientific method/current brain research Explicit teaching behaviours Explicit learning behaviours Inquiry learning/Problem solving Teachers are activators & coaches Students are activators Learning in different ways: thinking, feeling,

doing, making, seeing, with other, for others Capitalises on other belief systems where

appropriate

Cognitive Processor/Constructivists & the others:

Individually, map where do you want to be?:

◦ opinions/assumptions in your school

◦ language

◦ activities

Activity:

Action PlanningIn your school

How do we create, improve and sustain successful schools?

◦ This is a social process of human relationships and is illustrated by behaviour

What human behaviour do we need to create, improve and sustain to improve student learning outcomes?

Leadership:

People are not machines People need to be able to predict their environments People’s behaviour is value based People form cultures based on mythologies Change is a result of dissonance It is important to understand social processes There are differences between (and we need to

predict) individual behaviour and population behaviour

Effective leaders understand and use authority not power

Clarity of boundaries is a basis for freedom

Action Planning linked to behaviour – principles:adapted from Systems Leadership’, Macdonald, Burke & Stewart, 2006

Students:

To get ...

Teachers:

Leaders:

Community:

Action Planning:

Classroom Teaching

Student Learning, Standards & Targets

Monitoring & Assessment

Leadership

Partnerships

Intervention & special assistance

School & classroom organisation

Teams

Financial Management

Resource Management

Governance

Students

Teachers

Leaders

Community

Action Planning Matrix:using ‘Strategic Factors’ thinking, Graham Kenny, 2001 and ‘Systems Leadership’, Macdonald, Burke & Stewart, 2006

Values, Discourse & Practices

A Community of Learners:

INDUSTRIAL ERA

KNOWLEDGE ERA

Liberation M.C. Escher © Julia Atkin, 2004

Core Concepts:Ed%20Dev%20-%20Ed%20Phil%20-%20The%20Circle%20of%20Learning

DET Strategic Factors:

School effectiveness elements that enable daily individual and relational professional learning

Demographics

Perceptions

Student Learning

School Processes

School Data: Where are we now?Education for the Future Initiative, Chico, 1991

Mythologies

OPINIONS

ASSUMPTIONS

PAST EXPERIENCESPERCEIVED PATTERNS

Derived Through

Emotion and Logic

Espoused Values

Language

&

Behaviours

Where are we now? Our Community, Our Culture: