the leaders-are-teachers revolution geoff petty 2015
TRANSCRIPT
The Leaders-Are-Teachers Revolution
Geoff Petty 2015
The leaders-are-teachers revolution
Effect on student achievement:
Average teacher 0.40
Average teacher usingbest teaching methods 0.60 – 1.00
We know how to double the rate of student learning!
The leaders-are-teachers revolutionEffect on student achievement:
Average teacher 0.40
Average teacher usingbest teaching methods 0.60 – 1.00
We know how to double the rate of student learning!
What should a leader in FE do about this?
Where should I look for advice on leadership?
Research reviewsBest Evidence SynthesesMeta-studies
Viviane Robinson – BES: 2883 Leaders (2008)‘School leadership and student outcomes’
Transformational leaders
Instructional leaders
TransformationalSet the vision, school goals, the expectations.
Instructional support.
Monitoring school activityBuffering staff from external demandsEnsures that staffing is fair and equitableEasily accessible to students and staffSecures a high degree of autonomy for the staff
InstructionalMakes several formal classroom observations each yearInterprets test scores with teachersInsists teachers collaborate the teaching programme across gradesInsists teachers expect high proportions of their students to do well on achievement outcomesInsists and knows that class atmosphere is very conducive to learning for all students
TransformationalSet the vision, school goals, the expectations.
Instructional support.
Monitoring school activityBuffering staff from external demandsEnsures that staffing is fair and equitableEasily accessible to students and staffSecures a high degree of autonomy for the staff
InstructionalMakes several formal classroom observations each yearInterprets test scores with teachersInsists teachers collaborate the teaching programme across gradesInsists teachers expect high proportions of their students to do well on achievement outcomesInsists and knows that class atmosphere is very conducive to learning for all students
0.11 0.42
Viviane Robinson – BES: 2883 Leaders (2008)
Transformational leaders: 0.11
Instructional leaders: 0.42Effect strongest on teacher learning 0.84
John Hattie ‘Visible Learning: A synthesis of over 800 meta-analyses’
Leaders need to be ‘Learning Leaders’
•How were students taught?•How well did they learn it?•How do we know?•How can we improve instruction?
Helen Timperley (2008): BES on professional learning and development’
•Teachers need to try new teaching approaches to fix the difficulties they have identified
•Teachers need to work in Communities of Practice
•Teachers’ assumptions about teaching and learning challenged
Helen Timperley (2008): BES on professional learning and development’
•Teachers need to try new teaching approaches to fix the difficulties they have identified
•Teachers need to work in Communities of Practice
•Teachers’ assumptions about teaching and learning challenged
•Teachers need to do Supported Experiments
Helen Timperley’ BES on professional learning and development’
What knowledge and skills do our students need?
What knowledge and skills do we as professionals need to meet students’ needs?
Deepen professional knowledge and skills
Engage students in new learning experiences
What has been the impact of these changes?
Helen Timperley ‘Realising the Power of Professional Learning” (2011)
“Teachers won’t engage in cycles of enquiry when they feel criticised, or put down for not being good enough”
“Blame and shame are counterproductive to promote [teacher] learning”
Learning Learning Learning Learning
Do Managers Support or Control?
Learning Learning Learning Learning
Teachers
Do Managers Support or Control?
Learning Learning Learning Learning
Managers
Teachers
Do Managers Support or Control?
Learning Learning Learning Learning
Principalship
Managers
Teachers
Do Managers Support or Control?
Learning Learning Learning Learning
Principalship
Managers
Teachers
ValuesDo Managers Support or Control?
Learning Learning Learning Learning
Principalship
Managers
Teachers
Values
Hierarchy
Do Managers Support or Control?
LearningLearningLearningLearning
Principalship
Managers
Teachers
Hierarchy
Helen Timperley’ BES on professional learning and development’
What knowledge and skills do our teachers need?
What knowledge and skills leaders need to meet teachers’ needs?
Deepen professional knowledge and skills
Engage teachers in new learning experiences
What has been the impact of these changes?
Yet more evidence for the revolution:
Steven Pink ‘What motivates us at work?’
Autonomy:
Mastery:
Purpose:
(Not blaming, grading, inspecting, controlling…)
time
skill
Learning a skill – K. Anders Ericsson
time
skill
no deliberate practice
Learning a skill – K. Anders Ericsson
time
skill
no deliberate practice
deliberate practice(Initial drop in skill due to an experiment)
time
skill
no deliberate practice
deliberate practice(Initial drop in skill due to an experiment)
The leaders-are-teachers revolutionLeaders are teachers - their ‘class’ is their teaching staff
Their main aim is to help teachers to improve their teaching
Challenge with support – tough love
Focus on CPD: have a learning plan for teachers, and monitor this learning