nov school
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Centre for Educational Leadership Graham Thomson www.scssa.ed.ac.uk Website and course information at:TRANSCRIPT
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Summer School
Graham Thomson
Website and course information at:
www.scssa.ed.ac.uk
Centre for Educational Leadership
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Improvement… is change with direction, sustained over time, that moves entire systems, raising the average level of quality and performance while at the same time decreasing the variation among units, and engaging people in analysis and understanding of why some actions seem to work and others don’t. Elmore
• effective Learning and Teaching for ‘every student’ in ‘every school’ across the whole system …
• a systemic approach that integrates the classroom, school and system
levels in the pursuit of enhancing student achievement
• redesign the landscape of schooling with independence and innovation,
and networking and lateral responsibility its central characteristics.
• in order to change the larger system you have to engage with it in a
meaningful way
• develop their schools as personal and professional learning communities.
Hopkins
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CPDProbably nothing within a school has more impacton students in terms of • skills’ development, • self confidence • or classroom behaviour than…… ..the personal and professional development of their teachers
Roland Barthe
Finish off the sentence below
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Leadership Dimensions Linking Leadership with Student Outcomes
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types by Robinson, Lloyd and Rowe 2008 meta analysis of 27 studies
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ComplicatedComplicated CompleComplexx
SimplSimplee
Source: Brenda Zimmerman, PhD
•Formulae have only a limited application
•Raising one child gives no assurance of success with the next
•Expertise can help but is not sufficient
•Every child is unique
•Uncertainty of outcome remains
Raising a ChildRecipe is essential Recipes are tested
to assure replicability of later efforts
No particular expertise; knowing how to cook increases success
Recipes produce standard products
Certainty of same results every time
Following a Recipe A Moon RocketFormulae are critical
and necessarySending one rocket
increases assurance that next will be ok
High level of expertise in many specialized fields & coordination
Rockets similar in critical ways
High degree of certainty of outcome
From - Plsek, P. “Complexity, culture and large systems change” presentation
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What do pupils need toknow, and be able to do?
What do teachersneed to know andbe able to do?
content
teacher pupil
Capacity
How engaged arepupils in their ownlearning?How will they learn?
parents
What parents need toknow and be able to doto support their child’slearning
4 ways to change pupil performance
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Knowledge of
Discipline
teacher Effective subjectteaching
Generalised Pedagogical knowledge
What do teachers need to know and be able to
do?
Pedagogical Content
Knowledge
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Bloom’s Taxonomy
Evaluation: appraise, defend, predict
Synthesis: compose, design, develop
Analysis: compare, contrast, categorise
Application: demonstrate, illustrate, solve
Comprehension: describe, explain
Knowledge: memorise, name,recognise, recall
CREATIVITYTY
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1. Current Action 2. Intended Reality if we are to deliver our
vision
3. Reality
What is actually happening?
4. Next Steps
What are the interventions you and your colleagues need to make?
All staff have been on what you think is great AifL training in:
• question and answer
• higher and lower order questions
• teacher-pupil interaction.
Lots of higher order and lower order questions on a rough balance of 50:50
Teachers frame-working questions from lower order to higher order
Pupils asking questions
Pupils being intellectually challenged by questions- all pupils dealing with higher order questions.
In the majority of classes you and other colleagues visit the questioning used was:
・ lower order・ teacher initiated・ and with few pupil initiated questions.
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Immediate focused training on higher
order and lower order questioning
Revise school lesson
observation
Develop a new programme for all teachers on how children
learn
Create support
materials and training
Train and develop all senior and
middle leaders
Showcase best
practice
stimulus fund
Explore all existing CPD approaches
Develop a common
strategy across primary and secondary
school policy
Develop trio observation
Set up a working
party
Wildcard 2
Wildcard 1
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HORSE STORY
Common advice from horse trainers includes the adage,
“ If the horse you’re riding dies, get off ”
This seems simple advice. Instead, we often choose from an array of other alternatives which include:
1. Buying a stronger whip
2. Switching riders
3. Moving the horse to a new location
4. Riding the horse to a new location
5. Saying things like, “This is the way we’ve always ridden this horse”
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7. Appointing a committee to study the horse
8. Arrange to visit other sites where they ride dead horses more efficiently
9. Increasing the standard for riding dead horses
10. Creating a test for measuring our riding ability
11. Comparing how we’re riding now with how we did ten or twenty years ago
9. Complaining about the state of horses these days
14. Coming up with new styles of riding
15. Blaming the horse’s parents. The problem is often in the breeding