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Whole site approach to improvementWhole site approach to improvement
Management vs LeadershipManagement vs Leadership
Workshop 1 Workshop 1 - for leadership teams - for leadership teams
in secondary sitesin secondary sites
Quality, Improvement & Effectiveness UnitQuality, Improvement & Effectiveness Unit
Quality, Improvement & Effectiveness 2
Whole site approach to improvementWhole site approach to improvement WorkshopsWorkshops
PURPOSE: To…
build leadership capacity to implement a whole site approach to improvement
collaboratively determine the leadership capacities and site processes required for leaders to ‘lead the learning’ and successfully support improvement
provide a platform for development and team learning in 2011
Quality, Improvement & Effectiveness 3
Whole site approach to improvementWhole site approach to improvement Workshop 1Workshop 1
PURPOSE:
The extended leadership team develops an understanding of:
the implications of current research on leadership and improvement
the difference between leadership and management
the transformation of thinking and skills needed to be ‘leaders for learning’
Quality, Improvement & Effectiveness 4
Improvement is never neutralImprovement is never neutral
It happens in a contextcontext It happens with historyhistory and in a stagestage
of the development cycle It happens at a timetime and in a time
frame/period It relies on peoplepeople and their
willingness, readiness and ability It is emotionalemotional, political & social
TABLE TALK
Quality, Improvement & Effectiveness 5
Doing our own thingDoing our own thing
Quality, Improvement & Effectiveness 6
Alignment with flexibilityAlignment with flexibility
Quality, Improvement & Effectiveness 7
What constitutes a good What constitutes a good lesson?lesson?
Table Discussions Take 2 minutes quiet time to individually
decide your top 4 key elements of a highly effective lesson
Spend 6 minutes to share these Take another 5 minutes to agree on the top 4
for your table group, write them down on a piece of paper and decide who will report back…
Quality, Improvement & Effectiveness 8
What constitutes a good What constitutes a good lesson?lesson?
An example: A clearly stated purpose, with connection to
prior learning and real world application Includes explicit teacher demonstration and
modelling aloud of key skills/processes Involves time for collaborative practice and
individual practice of skills The learning is recapped at the end and
linked to future learningVolunteer?
Quality, Improvement & Effectiveness 9
Time to be provocative…Time to be provocative… What is current research telling us about LEADING –
and the challenges…?
What is current research telling us about LEADING IMPROVEMENT – and the challenges…?
What is current research telling us about LEARNING – and the challenges…?
“There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.”
Machiavelli
Quality, Improvement & Effectiveness 10
Leading…Leading…
“Leaders and teachers are the key determinants of student success in challenging schools.” (Notes from Keynote address, Alma Harris, ACEL Conference, Darwin 2009.)
“Good leaders create the best learner conditions for teachers and students.” (Notes from Alma Harris, op. cit.)
“As leaders we need to develop agreements with our teachers on the key universal principles of excellent teaching that we will all use in classrooms, meetings, PD … that become embedded in our daily practice.” (Notes from Keynote Debate - Viviane Robinson, Ben Levin, ACEL Conference, Darwin 2009.)
Distributed leadership (=distributed responsibility) must be the norm in schools now. Teachers can not expect formal leaders to do it all – learning is everyone’s responsibility.” (Notes from Viviane Robinson, Ben Levin,
op. cit.)
Quality, Improvement & Effectiveness 11
Leading improvement…Leading improvement… “Good leaders build communities of practice within
schools with teachers …where critical collaboration, sharing and reflection on teaching effectiveness lift performance and sustain improvement.” (Notes from Keynote address, Alma Harris, ACEL conference Darwin 2009)
“Leaders must look to ways of reducing what they have been doing and spend much more time on influencing and developing colleagues and the quality of learning that their teaching delivers.” (Notes from Keynote Debate - Viviane Robinson, Ben Levin, ACEL Conference, Darwin 2009.)
“As leaders, do we know what our students are learning? Do we know what our teachers know about their students and their learning?” (Notes from Viviane Robinson, Ben Levin, op. cit.)
TABLE TALK
Quality, Improvement & Effectiveness 12
Learning…Learning… “The only way to improve the quality of achievement
outcomes, is to improve the quality of instruction.” (Stephen Brown, Hume Regional Director, Victoria)
“If teachers are talking about students disconnected from learning outcomes, or taking about learning outcomes disconnected from what they were trying to teach, then they are wasting their time and their students’ time.” (Notes from Viviane Robinson, Ben Levin, op. cit.)
“With the pace today, we must look to prevention, not intervention. We need to know exactly who is at risk, in what areas, work out what the problem is and what is needed to prevent it.” (Notes from Viviane Robinson, Ben Levin op. cit.)
Quality, Improvement & Effectiveness 13
Learning…Learning…
“The greatest cause of failure in secondary schools is literacy failure, not content.” (Notes from “Leadership for Literacy”, Douglas Reeves, Adelaide 2009)
Significant improvement in outcomes came from: Collaborative agreement of ‘proficiency’ Provision of multiple opportunities for success Greater emphasis on non-fiction writing (balance) Laser-like focus on achievement (Notes from D Reeves, op. cit.)
Three times the gains in student achievement were made where staff attributed student achievement to causal factors they controlled.” (Notes from D Reeves, op. cit.)
Deep knowledge of where students are at, what they know and can do, must be the starting place for all teaching. From Leading for Literacy, Adolescent Literacy Leadership Forum, Ohio
Ed Dept
TABLE TALK
Quality, Improvement & Effectiveness 14
‘Effective schools are ones in which principals and
teachers focus on student learning outcomes and link
this information to improvements
in teaching and learning strategies.’
Michael Fullan 2003
Quality, Improvement & Effectiveness 15
Effective schools:Effective schools: have leaders who are dedicated to obtaining quality
performance from teachers and students alike have a climate in which learning is stressed, order
exists and all are committed to a single vision are student-oriented and classrooms are permeated
with the belief that all students can learn and all are expected to reach their full potential
emphasize time on task, require daily homework, and offer a warm and supportive work environment where teachers use a variety of teaching styles and encourage student interaction and team learning.
Weller & Hartley, TQM & School Restructuring (1994)
TABLE TALK: How does all this sit with your current roles?
Quality, Improvement & Effectiveness 16
Managing vs LeadingManaging vs Leading Managers: Leaders: Focus on organisational details Articulate vision, purpose
Focus on ‘problems’ Focus on ‘ideals’, challenges
Deal with goals based on necessity Generate forward goals
Are reactive Are proactive
Adaptive in thinking and planning Strategic in thinking and planning
Are analytical and step-by-step Are creative and big picture
Operational Inspirational
Work with others Influence others
Accept and consolidate status quo Challenge status quo thro’ change and
improvement
Ask “what’s the bottom-line” Ask “what’s possible”
Quality, Improvement & Effectiveness 17
Managing…Managing…From “current” Coordinator 3, AP and DP J&Ps: Support Deliver Promote Work to develop Provide Maintain Manage Responsible for Liaise with Establish Ensure Collect, analyse and report on Monitor
Quality, Improvement & Effectiveness 18
Leading vs managingLeading vs managing
So what needs to change – To shift the paradigm for leaders? To shift the paradigm for staff? In the language we use? In the structures/processes here?
TABLE TALK
Quality, Improvement & Effectiveness 19
LeadingLeading…improvement…improvement…the Learning…the Learning
Homework:
Read the articles provided – at least some… Make some notes on “What the ‘desired
future state’ would look like at xxHS if we were all
leading improvement and leading the learning?”
Come to next session with your notes