Welcome to the

Dandenong Ranges & Knox Networks’ 2009 Conference

DANDENONG RANGES NETWORK2009 Network Leadership team:

• John Chiswell Macclesfield PS• Tanya Cooke Menzies Creek PS• Tom Daly Upwey HS• Mark Flack Boronia Heights PS

DANDENONG RANGES NETWORKInterim Network Leadership team:

• Barb Rose Kallista PS• John Chiswell Macclesfield PS• Tanya Cooke Menzies Creek PS• Tom Daly Upwey HS• Mark Flack Boronia Heights PS

KNOX NETWORK2009 Network Leadership Team:

• Glenn Fankhauser Rowville SC• Gail Hoey Yawarra PS• Phillip White Lysterfield PS• Cheryl Williams Fairhills PS

KNOX NETWORKInterim Network Leadership Team:

• Andrew Crossett Wantirna South PS• Penne Daley Knox Hardens PS• Jim Harry Karoo PS• Gusty Martin Scoresby SC• Helen Storr Wattleview PS

CONFERENCE PLANNING TEAM

Many thanks to:

• Darrelyn Boucher Cockatoo PS• Brendan Campbell Boronia West PS• Barb Kewish Cockatoo PS• Ian Michelson Bayswater PS• Helen Storr Wattleview PS• Mary-Ann Williams Bayswater South PS

HOUSEKEEPING

Darrelyn:

AGENDAThursday 26th March

9:00– 10:45 Welcome / Why Instructional Leadership?

10:45–11:30 Meet the Sponsors / Morning Tea

11:30–12:45 Juggling the demands of the work

12:45–1:55 Market Place / Sponsors Raffles / Lunch with Sponsors

2:00–3:15 Working in separate networks

3:15 onwards Afternoon Tea / Self Directed Activities

IT’S ALL ABOUT THE CLASSROOM

It’s all about students and their learning!

LEADING TOGETHER FOR IMPROVEMENT

WHY INSTRUCTIONAL LEADERSHIP?

Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn in school. Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004

Facilitative, supportive actions by principals as instructional leaders have powerful, effects on classroom instruction.

Blasé & Blasé (2004)

IDENTIFYING WHAT MATTERS

Percentage of Achievement Variance

StudentsTeachers

Home

Peers

Schools Principal

Hattie, J. (2005)

University of Auckland

EMR THEORY OF ACTION

If we enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice and to develop a common understanding of what constitutes effective teaching and learning, then student performance will improve.

POSTCARD PROTOCOL

Consider the pictures provided and select the one that best captures your feelings about being an Instructional Leader

In turn, explain why it represents your view of the work of being an instructional Leader: how it represents your feelings, aspirations and apprehensions.

The Principal of a successful school is not the Instructional Leader but the coordinator of teachers as Instructional Leaders.

Blasé & Blasé (2004)

“In short, Instructional Leadership are those actions that a principal takes or delegates to others, to promote growth in student learning “

Flath (1989)

“Leading Learning Communities”National Association of Elementary School Principals

(2001)

ATTRIBUTES OF AN EFFECTIVE INSTRUCTIONAL LEADER

• Has sound pedagogical knowledge• Promotes and participates in teacher learning• Facilitates “Open to learning’ conversations• Plans coordinates and evaluates teaching• Provides adequate resources• Creates a supportive environment

Vivienne Robinson

WHAT DO INSTRUCTIONAL LEADERS DO?

Richard Elmore says that Instructional Leaders:

• ensure teachers plan and teach lessons and units of instruction together

• set up opportunities for teachers to observe and discuss each others’ practice

• engage in observation of instructional practice unrelated to evaluation and supervision

• undertake professional development about learning with teachers

QUICK QUIZHow often do you ensure these activities occur in your

school?

1. Ensure teachers plan and teach lessons and units of instruction together

2. Set up opportunities for teachers to observe and discuss each others’ practice

3. Engage in observation of instructional practice unrelated to evaluation and supervision

4. Undertake professional development about learning with teachers

• Never• Once per term• Monthly• Weekly

AN EMR MEASURE OF INSTRUCTIONAL LEADERSHIP

• You and your staff have reliable, relevant and rigorous data to monitor student progress and to guide effective practice.

• You are able to broker full agreement from all staff as to what constitutes effective teaching and learning and assessment in your school.

• You support staff through a consistent and dependable performance and development culture.

ACTIVITY 1: What are best practice behaviours?

You and your staff have reliable, relevant and rigorous data to monitor student progress and to guide effective practice.

You are able to broker full agreement from all staff as to what constitutes effective teaching and learning and assessment in your school.

You support staff through a consistent and dependable performance and development culture.

ACTIVITY 2: Personal Action Planning

• From the discussion what are the areas you need to focus on to build your own capacity as an Instructional Leader?

• How can the Network support your professional development?