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
Instructional Leadership: Towards a Learning Definition ―The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes‖ Robinson et al 2008. The impact of educational leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5).
Vivienne Robinson says that an 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
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
How 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
Teachers provide feedback to colleagues on an aspect of practice Specific focus, often at request of teacher being observed Protocols prior, during and after observation Teachers learning from each other, sharing ideas and practice Non judgemental
Principal and/or small team Multiple classrooms Usually involves feedback Protocols re purpose, observations, feedback May assess consistency of practice regarding program or process – audit Sharing ideas and practices May be evaluation
Rounds are a special kind of ―walkthrough‖ and an ―improvement strategy‖ integrated into one practice. Four elements of Rounds: 1. 2. 3. 4.
Identifying a problem of practice Observation of practice Observation debrief Focusing on the next level of work
Rounds is Genuine inquiry Collective undertaking Specific & descriptive Developmental A practice Evidence based Responsive
Rounds isn’t Audit Individual Judgemental A ―fix‖ A program Inference based Directive
A question you have to answer for yourself . . .
Equity—To ensure that all children have access to powerful learning no matter which classroom they’re in Knowledge—To understand what kind of learning is happening in your school/network Group capacity—To build a shared language and understanding of powerful learning and teaching
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Develops a clearly articulated and collective understanding of what high quality teaching and learning looks like Builds a collaborative learning culture Develops and implements coherent network strategies that support high quality instructional practice in all classrooms
The Instructional Core CONTENT
TEACHER
STUDENT
The culture is present in the academic tasks that students are asked to do.
Seven Principles of the Instructional Core 1. Increases in student learning occur only as a consequence of improvements in level of content, teachers’ knowledge and skills, and student engagement. 2. If you change any single element of the instructional core you have to change the other two. 3. If you can’t see it in the core, it’s not there. 4. Task predicts performance. 5. The real accountability system is in the tasks that students are asked to do. 6. We learn to do the work by doing the work. 7. Description before analysis, analysis before prediction, prediction before evaluation.
How would each of the following initiatives affect the instructional core? Which 3 would have the most direct effect? Why?
Looking at student work Self managed schools Longer lesson times Teachers conducting peer observations Coaching for teachers Designing schedules to include ―Common Planning Time‖ for teachers Extending the school day
Framing the Visit: Problem of Practice developed by the school Observation of Practice: groups of 4 or 5 20 minutes X 4 or 5 classes Observation Debrief: Observations shared and categorised with colleagues Professional learning activity relating to Problem of Practice Colleagues recommend next level of work pertaining to the Problem of Practice
Focus on the instructional core Directly observable Actionable (within the school’s direct control) Connects to a broader strategy of improvement High leverage (if acted on, it would make a significant difference to student learning) e.g. To what extent are our children challenged and engaged in their learning?
Emphasis on description and evidence Suspend judgement Focus on specific observation and detail Three basic questions to guide observations: What is the teacher doing and saying? What is the student doing and saying? What is the task?
Developed by network prior to rounds e.g. Maintain confidentiality Separate practice from the person Show fidelity to protocols and process Accept each others’ level of expertise