Download - Conference Overview
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Conference Overview
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NMR
Lorne, 2010
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Urgency
Leading the Work
Future Work
STRUCTURE
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URGENCY
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Moral Purpose
To improve the outcomes of ALL students regardless of
location or background
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Professional Ethics
Always SEEKING ways to lift achievement
ACTING when a means of lifting achievement is identified
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Schools fit for purpose
Rapidly changing and challenging world
Young people have changed
Changed expectations
Pink Floyd - Another Brick in the Wall
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Leaves school at 14
Lifeboat model of education - no further education
Few high schools
Depression - struggle for work
Might have had a 50 year working life with 4 years in the forces
Retires at 65, dies at 70
Had few distractions - marriage, movies, cigarettes
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Born 1946 - 64
Dies 2040
Proliferation of high schools
Leaves school at 15
Access to free tertiary education
40 year working life: 1976 - 2015
25 years of retirement, dies at 85
First TV generation
Experienced in IT revolution
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Born 1990s Lives until 2090
Leaves school in 2008Enters workforce in 2012
Works for 35 years and retires in 2047
Retirement lasts 36 years
Dies at 92 but likely to live into the 100s
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The Great Unknowns
Jobs
Technology
Problems
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LEADING THE WORK
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‘‘You must be the change you wish You must be the change you wish to see in the world’to see in the world’
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MAKING POWERFUL LEARNING REALMAKING POWERFUL LEARNING REAL
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The Challenge …The Challenge …
TALIS 2010
Most say...•nothing is done to distinguish good and bad work in the classroom•they wouldn’t gain more recognition if they improved their teaching
90% say...•Principals do nothing to address underperforming teachers•the best teachers do not get the greatest recognition
Some spend more than half their classroom time doing tasks other than teaching
Two thirds believe that teacher evaluation other than meeting bureaucratic requirements
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Towards system wide sustainable reformTowards system wide sustainable reform
Every School a Every School a Great SchoolGreat School
National National PrescriptionPrescription
Schools Leading ReformSchools Leading Reform
Building Capacity PrescriptionPrescription ProfessionalismProfessionalism
System Leadership
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System Leadership as Adaptive WorkSystem Leadership as Adaptive Work
Technical SolutionsTechnical Solutions
Adaptive WorkAdaptive Work
Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using
existing approaches alone
System Leadership
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The Nature of Adaptive WorkThe Nature of Adaptive Work
An adaptive challenge is a problem situation for which solutions lie outside current ways of operating.
• Adaptive challenges demand learning, because ‘people are the problem’ [as well as the solution] and progress requires new ways of thinking & operating.
• Mobilising people to meet adaptive challenges, then, is at the heart of leadership practice.
• Ultimately, adaptive work requires us to reflect on the moral purpose by which we seek to thrive and demands diagnostic enquiry into the realities we face that threaten the realisation of those purposes.
From Ron Heifetz – ‘Adaptive Work’ (in Bentley and Wilsdon 2003)
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The Ring of ConfidenceThe Ring of Confidence
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The ‘Iceberg Model’ of Educational Change
Values and Beliefs
Behaviours
Content & Structures
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Developing a Professional PracticeDeveloping a Professional Practice
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What is ‘Professional Practice’?What is ‘Professional Practice’?
•By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems.
•The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are.
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CURRICULUMCURRICULUM
POWERFULPOWERFUL
LEARNING LEARNING
TEACHING TEACHING STRATEGIESSTRATEGIES
STUDENT STUDENT ENGAGEMENTENGAGEMENT
‘THE INSTRUCTIONAL CORE’
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The Experience ofEducational Changechange takes place over time;change initially involves anxiety and uncertainty;technical and psychological support is crucial;the learning of new skills is incremental and
developmental;successful change involves pressure and support within a
collaborative setting;organisational conditions within and in relation to the
school make it more or less likely that the school improvement will occur.
[Adapted from Michael Fullan – Change Processes paper, 1986]
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Three Phases of Educational Change
Initiation Implementation
Institutionalisation
Time
“The Implementation Dip”
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Matt Miles on Change Agent SkillsMatt Miles on Change Agent Skills
TRUSTDIAGNOSIS PLANWORKING IN
GROUPS
KNOWHOW
CONFIDENCE TO CONTINUE
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Kotter’s ‘Eight Steps’Kotter’s ‘Eight Steps’
• Increase Urgency•Build Guiding Team•Get the Vision Right•Communicate for Buy In•Empower Action•Create Short Term Wins•Don’t Let Up•Make Change stick
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What this looks like in struggling schoolsWhat this looks like in struggling schools
In these schools the key activities are:•Creating an orderly environment•Ensuring consistency in teaching practice•Prioritising the work on literacy and numeracy•Taking ownership for the progress of students and creating
high expectations•Developing and supporting leadership capacity•Establishing systems for data use
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What this looks like in progressing What this looks like in progressing schoolsschools
In schools that are progressing, the key activities are:•Creating a learning environment within the school•Sharing the best of teaching practice through rounds•Strengthening the work on literacy and numeracy across the
curriculum• Introducing assessment for learning to enable students to take
more control over their own learning•Distributing leadership capacity•Monitoring student progress through data use
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What this looks like in successful What this looks like in successful schoolsschools
In successful schools, the key activities are:•Creating a self directed and inclusive learning environment• Introducing innovations in teaching and sharing with other
schools•Strengthening cross curriculum working and enquiry based
projects•Encouraging student voice to enrich the curriculum monitor
their own progress and to champion curiosity•Engaging in system leadership•Using data formatively to enhance the progress of all
students
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AUTHENTIC SCHOOL IMPROVEMENT AUTHENTIC SCHOOL IMPROVEMENT The ‘Skinny’ according to Michael FullanThe ‘Skinny’ according to Michael Fullan
•To get anywhere you have to do something•In doing something, you need to focus on developing skills
•Acquisition of skills increases clarity•Clarity results in ownership•Doing this together with others results in shared ownership
•Persist no matter what. Resilience is your best friend.
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The Systemic AgendaThe Systemic Agenda
•Schools exist in increasingly complex and turbulent environments, but the best schools ‘turn towards the danger’ and adapt external change for internal purpose.
•Schools should use external standards to clarify, integrate and raise their own expectations.
•School benefit from highly specified, but not prescribed, models of best practice.
•Schools, by themselves and in networks, engage in policy implementation through a process of selecting and integrating innovations through their focus on teaching and learning.
•Schools use the principles of segmentation to transform the system
The future reform agenda is about schools supporting each other in a new educational landscape:
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The Next Phase of ReformThe Next Phase of Reform
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NMR has done well so far …NMR has done well so far …
•Increasingly clear model of change•Wayne’s leadership•Mix of technical (e.g. Munro and Lewis) and psychological
(e.g. coaches and RNLs) support•More differentiated support•Above all – commitment and energy from schools and
Principals
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Segmentation requires a fair Segmentation requires a fair degree of boldness …degree of boldness …
• Schools should take greater responsibility for neighbouring schools so that the move towards networking encourages groups of schools to form purposeful collaborative arrangements.
• All failing and underperforming (and potentially low achieving) schools should have a leading school that works with them in either a formal grouping or in more informal partnership.
• The incentives for greater system responsibility should include significantly enhanced funding for students most at risk.
• A rationalisation of national state and regional functions and roles to allow the higher degree of regional co-ordination for this increasingly devolved system.
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The Next Stage of the WorkThe Next Stage of the Work
•Urgency and moral purpose – focusing on student learning
•Alignment – policy and roles•Precision – in terms of teaching and school intervention•Leadership – at the three levels of RNLs, Principals and
School Improvement Groups•Segmentation – the strategic use diversity to drive
excellence
All achieved through use of Adaptive Strategies – Instructional Rounds, Triads, Residency etc
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LEADING THE WORK
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PowerfulLearning
Tactics
Techniques
Inside Out
From planning what to teach...
to planning how to teach
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tactic |ˈtaktik|nounan action carefully planned to achieve a specific end
Tactics - TeachingNo opt out
Right is right
Stretch it
Format matters
Without apology
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Tactics - Learning
Tactics - Managing
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PowerfulLearning
Tactics
Techniques
Tools
Models
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PowerfulLearning
Tactics
Techniques
Tools
Models
Enga
ge
Explore
Expl
ain
Elaborate
Elaborate
Neuroscience
Cognitive Principles
Bra
in R
ules
E5
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Cognitive PrinciplesUnless the cognitive
conditions are right, we will avoid thinking
Factual knowledge must precede skill
Memory is the residue of thought
We understand new things in the context of what we
already know, and most of what we know is concrete
It is virtually impossible to become proficient at a
mental task without extended practice
Cognition training in early years is fundamentally different from cognition
training later in lifeCognition training in early
years is fundamentally different from cognition
training later in life
Children are more alike than different in terms of how
they think and learn
Children do differ in intelligence but intelligence can be improved through
hard work
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Push... or Pull?
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Push AND Pull
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The Goldilocks SolutionQuestions that are just right
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Inside Out...
Families
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The “Alterable” Curriculum of the Home
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Prior Knowledge
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While the home’s influence on academic learning is significant...
the quality and quantity of instruction
AND
the child’s cognitive abilities are of equal or greater
significance
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Parent EducationGroup sessions led by trained parents
Workshops and courses taught by experts
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Inside... Out
TriadsInstructional
Rounds
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Years
Performance
5 Years0
ActualPerformance
DesiredPerformance
Teacher Performance
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Teacher Performance
Experience Practice
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Triads
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