the school leader’s role in activating learning
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The School Leader’s Role in Activating Learning. Know Thy Impact. Learning Intentions. Have a clear picture of where you are, where you are going and where to next with visible Learning in your schools - PowerPoint PPT PresentationTRANSCRIPT
The School Leader’s Role in Activating Learning
Know Thy Impact
Learning Intentions• Have a clear picture of where you are,
where you are going and where to next with visible Learning in your schools
• Have an understanding of change management strategies in to determine the implementation plan for your next steps
Success CriteriaBy the end of this presentation you will:• Have reflected on where your school
district is at in relation to the five visible learning strands and learnt from the experience of others
• Developed a detailed visible learning journey plan and draft visible learning action plan which outlines the next steps
Hattie
The Five Visible Learning Strands
The Visible Learner
Know Thy Impact
Effective Feedback
Inspired and Passionate teachers
The Visible Learning School
Focus Question
Learning Matrix
To what extent has our school ensured systems focus on the things that make the most difference?
When does learning become visible?
Teacher and Student Connections
The Importance of Teacher and Student Relationships
The Visible Learner
The “Assessment-Capable” Learner
Students who know about their
learning
Students are active participants in their learning
An important use of feedback is to
encourage students to become self-
assessors and self-regulators.
Highest to lowest effect1 Promoting and participating in teacher learning
and development (0.84)
2 Establishing goals and expectations (0.42)
Planning, coordinating and evaluating teaching and the curriculum (0.42)
3 Resourcing strategically (0.31)
4 Ensuring an orderly and supportive environment (0.27)
What are the features of a really good school leader you know?
Discussion task
An activatorReciprocal teaching .74
Feedback .72
Teaching students self-verbalization
.67
Metacognition strategies .67
Direct instruction .59
Mastery learning .57
Goals - challenging .56
Frequent / effects of teaching
.57
Behavioural organisers .41
A facilitatorSimulations and gaming .32
Inquiry based teaching .31
Smaller class sizes .21
Individualised instruction .20
Problem-based learning .15
Different teaching for boys and girls
.12
Web-based learning .09
Whole language reading .06
.17.60
• An active leader, passionate for their school and for learning, a change agent
OR
• A facilitative, inquiry or discovery based provider of engaging activities
Edubabble? - The contrasts
Develop a Foundation for Delivery
Align systems and Structures to our core purpose
SUPPORTING STUDENT LEARNING
OBSERVATION
PROFESSIONAL
DEVELOPMENT
STRATEGIC PLANNING
WALK-THROUGHS
LESSON PLANNING
DATA TEAM MEETINGS
SCHOOL CLIMATE
RESOURCE ALLOCATIONS
ASSESSMENTSYSTEMS
Common Core
1. Over a long period of time (three to five years)2. Involves external experts3. Teachers are deeply engaged4. It challenges teachers’ existing beliefs5. Teachers talk to each other about teaching6. School leadership supports teachers’ opportunities to learn
and provides opportunities within the school structure for this to happen
Timperley, Wilson, Barrar and Fung (2007), Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Ministry of Education, NZ
Effective professional development
Looking Ahead
The single highest effect size is…
Assessment capable learnerSelf Reported grades Student expectation
d= 1.44
The biggest effect on student learning occurs when teachers become learners of their own teaching, and when students become their own teachers.
Visible Learning School Matrix
To what extent has your school ensured systems focus on the things that make the most difference?
Questions
• Do you have the leadership effectiveness you need in your schools and district?
• Can you develop this capacity?• What does this mean for your own
leadership?
Understand the Delivery Challenge
Transformation: As Is State to Your To Be State*
*Wagner, T. (2006). Change leadership. San Francisco: Jossey Bass.
What are the things you need to consider in planning your next
steps?
What are we trying to achieve?
What are our priorities?
What are our targets?
What are our plans for action?
3 questions from Visible Learning
Where am I going?How am I doing?Where do I go next?
Where are we going?• We need to know our impact • Strategic decisions should be
evidence-based• Most innovations work but we can’t
do them all (so which should we choose?)
How am I going?• What impact am I having? • How does my school decide which
direction to take?• What percentage of recent innovations
have made a significant difference?
Where to next?....
• This is where YOU take over…
Adults are supported to grow by engaging in practices
and learning opportunities that challenge the adults’
contradictions and assumptions
Drago- Severson 2012
One of the major messages from Visible Learning
is the power of teachers learning from, and talking to, each other
about planning and evaluating their teaching and learning
Sharing a common understanding of progression
is the most critical success factor in any school
The co-planning of lessons has one of the
highest likelihoods of making a marked positive difference
on student learning
Collaborative inquiry is among the most promising strategies for
strengthening teaching and learning. The biggest risk, however,
is not providing the necessary leadership and support.
David, J. L., 2008/2009
How many of your principals are grounded in:
• What works to increase student performance?
• Why these practices work?• How to help the people they work
with to examine their own effectiveness on an ongoing way?
• “Know Thy Impact”
“take the first step in faith. You do not have to see the whole staircase.Just take the first step.”
Martin Luther King Jr.
0.4What will your
impact be?
The Committed Sardine
Questions or Comments
The Leadership and Learning Center+720-473-7466
www.LeadandLearn.com
Ainsley B. [email protected]