Nov School

Centre for Educational Leadership

Summer School Graham Thomson

Website and course information at: www.scssa.ed.ac.uk

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

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effective Learning and Teaching for ‘every student’ in ‘every school’ across the whole system …

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a systemic approach that integrates the classroom, school and system levels in the pursuit of enhancing student achievement

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redesign the landscape of schooling with independence and innovation, and networking and lateral responsibility its central characteristics.

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in order to change the larger system you have to engage with it in a meaningful way

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develop their schools as personal and professional learning communities.

Hopkins

Finish off the sentence below CPD Probably nothing within a school has more impact on students in terms of • skills’ development, • self confidence • or classroom behaviour than…… ..the personal and professional development of their teachers

Roland Barthe

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

Leadership Dimensions Linking Leadership with Student Outcomes

Simple

Following a Recipe

Recipe 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

Complicated Complex A Moon Rocket

Raising a Child

Formulae are critical and necessary

• Formulae have only a limited application

Sending one rocket increases assurance that next will be ok

• Raising one child gives no assurance of success with the next

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

• Expertise can help but is not sufficient • Every child is unique • Uncertainty of outcome remains

Source: Brenda Zimmerman, PhD

4 ways to change pupil performance

What do pupils need to know, and be able to do?

content What do teachers need to know and be able to do?

How engaged are pupils in their own learning?

How will they learn?

Capacity

teacher

pupil

parents

What parents need to know and be able to do to support their child’s learning

What do teachers need to know and be able to do?

Knowledge of Discipline

teacher

Pedagogical Content Knowledge

Generalised Pedagogical knowledge

Effective subject teaching

CREATIVITY

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

1. Current Action

All staff have been on what you think is great AifL training in: • question and answer • higher and lower order questions • teacher-pupil interaction.

2. Intended Reality if 3. Reality we are to deliver our vision What is actually happening?

Lots of higher order and lower order questions on a rough balance of 50:50 Teachers frameworking 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.

4. Next Steps What are the interventions you and your colleagues need to make?

Set Setup upaa working working party party Showcase Showcase best best practice practice school school policy policy

Immediate Immediatefocused focused training trainingon onhigher higher order orderand andlower lowerorder order questioning questioning

Train Trainand and develop developall all senior seniorand and middle middle leaders leaders stimulus stimulus fund fund

Wildcard Wildcard 22

Develop Developaanew new programme programmefor for all allteachers teacherson on how howchildren children learn learn

Revise Revise school school lesson lesson observation observation Create Create support support materials materials and andtraining training

Wildcard Wildcard 11

Develop Developaa common common strategy strategyacross across primary primaryand and secondary secondary

Explore Exploreall allexisting existing CPD CPDapproaches approaches Develop Developtrio trio observation observation

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”

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