Network of School Planners in Ireland

Mark Fennell

(markfennell@eircom.net)

28th April 2012

Implementing effective changes to improve student learning: the

challenge

Improving performance in teaching and learning

What needs to happen if teaching in my classroom, or my department or my school, is to change for the better as a result of our engagement with school self-evaluation?

What happens between making a decision on what to do and actually achieving sustained improvement in student learning?

The context of school self-evaluation and improvement

Richard Elmore:‘The (only) three ways to improve

performance in schools’

Increase the knowledge and skills of teachers

Change the content

Alter the relationship of student to the teacher and the learning content

‘If you change one, you have to change them all’ (Richard Elmore, 2009)

Emerging consensus for improving pupil learning in Irish

classrooms? Integrate new knowledge with

collaborative reflection on and through practice (On-site action learning)

Curricular innovation for deep learning and ‘learning how to learn’ (Revised Junior and Senior Cycle programmes)

Active and differentiated student learning (Assessment for Learning)

‘Assessment for learning’Emerging consensus as

knowledge base for better practice

The process whereby teacher and learner inquire into what is known and not known relevant to a mutually understood learning task, in order to focus both on what to do next.

Profoundly re-orientates the relationship between teachers and students:

(AFL will) change the culture of your school from teacher led instruction to a partnership of intentional inquiry (Moss and Brookhart, 2009)

5 key Strategies of AFL

Publicly shared (sometimes negotiated) learning tasks and outcomes

Strategic and spontaneous questioning for understanding

Self assessment (LHTL) Peer assessment (Cooperative learning) Feedback to individual learners on what

has been learnt, needs to be learnt and the next steps the learner needs to take. (Differentiation)

AFL and School Self Evaluation

‘Delusion of familiarity’: ‘We’re doing it already’

Need to assess current practice accurately(For example, see template in ‘Advancing Formative

assessment in every classroom’: Moss and Brookhart, 2009: 144-151)

AFL will only ‘take’ if it is grafted onto current practice through reflective inquiry and exploratory practice

What’s stopping us?

Barriers to introducing AFL into our classrooms through SSE

Limited systematic professional support and guidance: Support and time at a premuim

Current school culture: Lack of motivation of teachers to embrace systematic collaborative reflection and innovation

Absence of systematic development planning: Meeting the conditions known to be necessary to implement sustainable new practice, even when it is willingly attempted

What needs to happen?

A focus on one key phase of the evaluation and improvement cycle

It’s the implementation, stupid!‘Implementation is conducted as

inquiry’

Evidence based requirements for planned pedagogic change that sticks and delivers, using AFL

‘No exotic processes ensure curriculum improvement – just straightforward work through logical tasks’ (Joyce and Calhoun, 2010)

Stage 1 – Engage Staff

Identify strengths (and weaknesses) – ‘greatest benefits to students come from teachers becoming more expert in their strengths’ (Wiliam)

Information / data – gathered and interpreted

about own practice and the assumptions that shape it

Knowledge - know the theory of AFL and the skills and

strategies

Demonstration…see how it works (Adapted from Joyce & Showers, 1995: Joyce and Calhoun 2010)

Stage 2 – Create ‘Learning Community’

Commitment from Principal and senior teachers

Form a teacher learning community (3+) Meet monthly 75 minutes optimum length Aim for at least 2 subject representatives Brief staff (regularly) Agree time, resources and ground rules Embed monitoring and remediation (Adapted from Leahy and Wiliam, 2008)

Sample meeting Agenda ‘Keeping Learning on Track’

Introduction (5) Starter activity (5) Feedback by each teacher on progress

(25) New learning regarding AFL (20) Personal action planning (15) Summary of learning (5)

(Leahy and Wiliam, 2008)

Stage 3 – Collaborate to explore new practice

Collaborate / adapt – work together in planning and reviewing chosen strategies

Practice ...10/12 weeks – 50 classes Peer observation...observe to learn

without giving feedback (teacher is the ‘coach’)

Embed assessment of impact on learning Evaluate process / share with colleagues Extend scope of development planning (Adapted from Joyce & Showers, 1995: Joyce and Calhoun 2010)

The Training Paradigm(Joyce & Calhoun, 2010: 79)

Training Element

Effects on knowledge

Effects on Short-Term use

Effects on long-term use

Study of rationale (Readings, discussions, lectures

Very positive 5-10% 5-10%

Rationale + demonstrations

Very positive 5-20% 5-10-%

Rationale + Demonstrations + Planning lessons

Very positive 80-90% 5-10%

All the above + peer coaching

Very positive 90%+ 90%+

What is the gap between this approach and current reality in our schools?

How can we close the gap?

What changes must we make to our programme and our current practice to make successful implementation happen?