Leadership for Learning

Helen TimperleyProfessor EducationFaculty of EducationThe University of Auckland

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5. Ensuring an Orderly andSupportive Environment

4. Promoting and Participating inTeacher Learning and

Development

3. Planning, Coordinating andEvaluating Teaching and the

Curriculum

2. Resourcing Strategically

1. Establishing Goals andExpectations

Effect Size

FIVE DIMENSIONS OF EFFECTIVE LEADERSHIPDerived from Quantitative Studies Linking Leadership with Student Outcomes

(Robinson et al., 2009)

The 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).

And 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)

Focus on Valued Student Outcomes

Worthwhile content

Integration of knowledge and skills

Assessment for professional inquiry

Multiple opportunities to learn and apply

Approaches responsive to learning processes

Opportunities to process new learning with others

Knowledgeable expertise

Active leadership

Maintaining momentumTimperley, H. (2008) Teacher Professional Learning and Development. International Academy of Education. International Bureau of Education. Paris: UNESCO

The 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 rate

Reading: Average gains 1.5 to 1.9 expected rate over two yearsLowest 20% 3 times expected rate

Continued for at least three years after project finished

How to achieve it

Bringing together – Personal, interpersonal and organisational

capabilities – Consistent with how people learn– Through focused inquiry and building

knowledge throughout the system using tools that convey important messages and conversations with professionals within the system.

“How People Learn” (Bransford et al., 2000)

1. Engage preconceptions about students and how best to teach them;

2. Develop a deep foundation of factual knowledge organised into conceptual frameworks

3. Encourages a self-regulatory approach so teachers can take control of their own learning

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? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Identifying 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?

Within the LPDP Project Students assessed using curriculum-based

assessment

Facilitated interpretation of how to score it and what the results mean with teachers and leaders

- at the same time as…

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? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Finding 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?

Within 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.

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? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Deepen Professional Knowledge and Refine Skills

Important considerations: Consider research findings about different

approaches– Integrate knowledge, skills and theory

Curriculum, assessment, pedagogy– Focus on the teaching / learning links;

Discuss existing ideas about students, assessment, curriculum and how to teach it

Within the LPDP Project

Students are the “touchstone” throughout; Build knowledge of theory and practice in

ways that are consistent with how people learn– All conversations engage teachers’ beliefs about

how the world works;– Develop a deep foundation of literacy knowledge

and how to teach it– Self-regulatory learning approach through

learning goals and monitoring progress.

Promoting change in teachers’ beliefs and assumptions

Develop new

knowledge and skills

Current assumptions challenged

Make small changes to practices

Observe resulting improvements in

student outcomes

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? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Judging Impact

What 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

Students’ needs To meet the sixth form challenge –independence reflection

Teachers’ inquiry How do we help students to meet the sixth form challenge and resolve the paradoxes?

Checking outcomes Student voice; evidence of learning to meet sixth form challenge; A-level passes.

Student opportunities Classroom observations

Knowledge / skills Indicators of student

learning; strategies for resolving paradoxes

What it means and doesn’t mean (the focus)What it means Start with student outcomes Integrate assessment,

curriculum and how to teach it

Integrate theory (why) and practice

Always talk about teaching in terms of its impact on students;

Always talk about students in terms of how to teach them more effectively

What it doesn’t mean Start with a new idea about

teaching Have separate courses on

the three areas Just focus on the practice

(or the theory) Students are talked about

separately from teaching

What it means and doesn’t mean (the process)What it means Teachers need multiple

opportunities to learn and apply new knowledge

Approaches are responsive to teachers’ learning needs

Those who work with teaches have expertise and understand them as learners

What is doesn’t mean Going to one-off

workshops and forgetting it all the next day

Approaches based on the “one size fits all” principle

Teachers are expected to understand immediately and get it right

Beliefs, knowledge and Skills of School Leaders

Teachers cannot do it alone To 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

Deepen professional knowledge, engage

students in new learning experiences

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?

What knowledge and skills do our students need?

What knowledge and skills do we as

teachers need?

All leaders of learning have a class

Who is your class?

Who is the class of those in the schools you are working with?

Small schools

Principal

Teachers

Larger schools

Principal

Senior managers

Curriculum leaders

Teachers

A more collegial structure

Task in groups

Identify your class (as a leader)

Draw a diagram of layers of classes for members of your class– Include informal as well as formal leaders

Think about some major challenges you are likely to face in working with your class

Within the LPDP

Effective leaders – Learned to work with their teachers using

evidence of student learning and teaching practice

Developed necessary pedagogical content knowledge Learned to have challenging conversations

– Recognise their need to learn in order to teach others

Less effective leaders– Focused on structures and processes to promote

others’ learning

What 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 skills

Engage “my class” in new learning experiences

Leader inquiry and knowledge-building cycle to promote valued teaching and student

outcomes