2012 07 tasmania keynote dan buckley compressed

Dan Buckley Tasmania July 2012

[email protected]

Step by Step Improvement

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R E O R D E R

25:50:25 Action: Edutainment: Anger

You are welcome to any materials I present in return

for at least a single word or more of feedback positive

or negative. Either

• Contact me: www.danbuckley.net

http://www.danbuckley.net/

R E O R D E R

Overview – 3 tools, 3 trends, 3 applications

Tools

1. Ladders- changing sustainably and incrementally

2. REORDER - how to align all your effort

3. Sigmoid – how bad can it get!

Trends

1. Role of Student, 2. Role of Teacher 3. Role of Leader

Applications

1. Core Aims Method – A single stage simple development

2. Personalisation – An example of a multi stage development

3. Curriculum of Opportunities – Measure what you treasure

R E O R D E R

Tool 1: Ladders

Stage

9 The visionary ideal

8

7

6

5

4

3

2

1 Where you are now

Call it rubric, scale or ladder

Concept is to recognise any

change as a process of

continuous development.

Significant change cannot be

achieved in one step so

requires a series of

intermediate steps.

Achievable steps rather than frightening leaps

R E O R D E R

Tool 2: REORDER Focus on Improving one whilst maintaining the others.

5

Relationships: Improve ethos and the school community?

Environments: Improve the learning environment?

Opportunities: Improve the curriculum of opportunities?

Resources: Improve physical and human resources?

Distributed Leadership: Improve and spread the leadership load?

Evaluation: Improve informed, evidence based reflection?

Recognition: Improve strategic use of praise and profile?

R E O R D E R

Tool 3: The Implementation dip

When you took over the leadership

Time

Success

R E O R D E R


You crack eggs ! Your initiatives have yet to bear fruit. People complain it was better before – and it was!

Time

Success

R E O R D E R


Time

People have understood the vision and it is widely shared – initiatives have kicked in and are achieving change

Success

R E O R D E R


Time

Success

Identify new vision while energy is high

Innovation and Risk Taking referring to the new vision for direction

Stop doing some things to make space for the new – don‟t be afraid to let go.

R E O R D E R


Tools




Trends


Applications




R E O R D E R

Trends..

Change in the roles of the leader,

the teacher and the learner

Driven by research, technology and national competitiveness

Slowed by politics, assessment and commercial interest

R E O R D E R

Student roles increasingly involve12

R Peer teaching, peer mentoring and paired instruction

E Adaptive high quality environments

O „Real‟ authentic, creative and collaborative opportunities

R „Professional Teachers‟ & 1:1 continual internet access

D Consultation, shared vision and school improvement

E Peer and self-assessment, Transparency of data

R International audience, Mozilla Badging

R E O R D E R

Student roles should include…

1. Peer and self-assessment Improves, meta-cognition, reflection, judgement, evaluation skills and others documented by

Brown, Rust and Gibbs (1994), Zariski (1996), Race (1998), Brown, (1996), McDowell and Mowl,

(1996)

2. Peer teaching, peer mentoring and paired instructionImproves academic achievement and higher order thinking

http://www.gtce.org.uk/documents/publicationpdfs/pupil_part_anthology1109.pdf

3. Consultation, shared vision and school improvementOwnership and locus of control are key factors in improved confidence, entrepreneurship and

participation DeCharms (1976)

4. „Real‟ authentic, creative and collaborative opportunitiesEnhances academic and social achievement and is a contributory factor making schools

sustainably outstanding (OFSTED) http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-

type/Thematic-reports/Learning-creative-approaches-that-raise-standards

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R E O R D E R

Teacher role becoming professional…

1. Collaborative engagement in school-wide reformOtherwise most attempts at promoting true teacher professional development are

non-effective (Futrell et al 1995, Schifter, Russell and Bastable, 1999; Wideen

1992)

2. Adaptability to changes in contexts, structures and beliefs Changing teachers without changing contexts, beliefs, and structures rarely creates

a significant change (Darling – Hammond ad McLaughlin 1995, Futrell et al 1995).

3. Continuous loop of action, evaluation and reflection. “Moving back and forth between change in belief and change in classroom practice”

(Cobb, Wood and Yackel, 1990; Franke et al, 1997; Thompson 1992 in Nelson

1999 p 6)

4. Professional knowledge base and increased efficacy(Darling-Hammond,1989). Darling-Hammond and Goodwin (1993), Hoyle 1995

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R E O R D E R

The Leadership Landscape

International trends reveal outstanding leaders use…

• Shared vision, ethos and core purpose

• Culture of continuous improvement

• No opt-out: ALL teachers, ALL learners

• Positive, recognition based ethos

• Building leadership capacity (to learner level)

• Institution they lead invites, reflects and evaluates

feedback from all sources with transparency

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R E O R D E R

2 Types of Continuous Improvement

Maintenance

• Maintaining consistent high

standards and a duty of

care that have the

confidence of the whole

community

Development

• New ideas being scaled up

to improve the school for

everyone

Tweaking and

Keeping all that

makes you great

+

Pursuit of a

bigger vision

R E O R D E R


Tools




Trends


Applications




R E O R D E R

Example – Single Stage Simple Development

Core Aims Method

R E O R D E R

Simplest Model of Development (6-10 weeks)

1. Agree a Core Aim

2. ALL staff do a ‘project’ to realise this Core Aim

3. Staff evaluate their work and share successes

so that effective Projects spread

4. Repeat either with the same or a new core aim

R E O R D E R

Core Aims Task

If you could only guarantee to improve three things for all

learners who pass through your school what would they be?

By the time learners leave our school, every one of them will have improved their ability to………..???

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R E O R D E R

The quicker version - Vote for your top 3

1. Is a confident, resilient person

2. Is healthy and able to stay healthy

3. Contributes positively to society

4. Is prepared for today’s jobs market

5. Is creative and entrepreneurial

6. Is Literate and Numerate

7. Enjoys learning, un-learning and reflecting

8. Achieves progress every year

9. Is aware of bias and can question assumptions

10. Learns the subject knowledge in our curriculum

11. Is able to work collaboratively in a team

12. Achieves Standardised qualifications

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R E O R D E R

48 countries 120 schools so far

1. Is a confident, resilient person

2. Is healthy and able to stay healthy

3. Contributes positively to society

4. Is prepared for today‟s job market

5. Is creative and entrepreneurial

6. Is Literate and Numerate

7. Enjoys learning, un-learning & reflecting

8. Achieves progress every year

9. Is aware of bias & can question assumptions

10. Learns subject knowledge in our curriculum

11. Is able to work collaboratively in a team

12. Achieves Standardised qualifications

1st

2nd

3rd

4th

Self-Managers

Effective Participators

Creative Thinkers

Reflective Learners

Enquirers

Team Workers

R E O R D E R


1. Agree a Core Aim





R E O R D E R

Next Step: Teacher Collaboration Ladders

Project

+

Control

group?

Which

Group of

Learners?

What’s the

expected

impact on

learners?

Which School objective is the project most aligned to? In this example say it is “Improving collaboration between learners”

LObjective Ladder –

Scale of challenge

9Best imaginable

outcome

8

7

6Teacher chooses a

challenge at this level

5

4

3

2

1 Minimum expectation

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Example

R E O R D E R


1. Agree a Core Aim





R E O R D E R

Why new Ladders must be agreed each time

Disempowering

1. Ladders are applied by

others

2. Purpose is to compare

performance to others

/ yard stick

3. Progression : Only if

your position relative

to others changes

50% win and 50% lose

Average or absolute

milestones are used

Empowering

1. Ladders are used „BY‟ the

teams

2. Purpose is to enable

collaboration around

shared goals

3. Progression is praised

regardless of starting

point – Non judgemental

Average not used

R E O R D E R


Tools




Trends


Applications




R E O R D E R

Example – Multi stage Development

Personalisation

R E O R D E R29

One size fits all:

Concept of equal access misunderstood. Personalisation is not the agenda

Unevaluated ‘Choice’ provided:

Choice given but with no strategy, monitoring, evaluation or real status

Personalise ‘FOR’ groups :

Teacher applies different outcomes for different groups

Individualised learning: Student Centred Learning

Focus on Development

of Individual Programs:

learner given individual ‘Tailored’

outcomes from same starting point.

Impact evaluated by teacher

Focus on Collaborative

Skill Development :learners

collectively given choice of

approaches, teacher role models

evaluating impact with peer review

Personalised ‘FOR’

the learner : All with routes

individually tailored for them.

Personalised ‘By’ the

learner : All supported by peers

to make informed choices

Incre

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R E O R D E R

P route requires higher order competencies

‘For’ (T-Route) ‘By’ (P-Route)

• Teacher Led

• Knowledge „delivered‟

• Learners consume media

• Competitive

• Teacher assessed

• Distinct from informal

• Pace of the class

• Single course

• Predominant learning style

• Restricted age range

• Personalised by teacher

• Learner Led

• Knowledge created

• Learners produce media

• Communities of learning

• Peer and Self Assessment

• Formal, informal continuum

• Personal team challenges

• Multiple pathway

• Choice of approach

• Peer and multi age working

• Personalised by peers

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R E O R D E R

Going beyond differentiation

Reference By the teacher/state

‘FOR’ the learner

Collaboratively ‘BY’

the learners

Aristotle Poesis (Making) Praxis (Doing)

Illich Manipulative Convivial

Piaget De-constructed Constructivist

Personalisation Individualised Student Centred

Balance and

Focus of

Content

Competencies are

used to maximise the

learning of content

Content is used as a

vehicle for maximising

development of

competencies

Ladders used Disempowering Empowering

R E O R D E R

The P-route Model

Learning

Environment

Knowledge

User

generated

content

Knowledge

TeacherInput stimulus,

guidance,

direction,

opportunities

Research

outcomes,

analysis,

conclusionContinuous improvement

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R E O R D E R33

One size fits all:

Concept of equal access misunderstood. Personalisation is not the agenda

Unevaluated ‘Choice’ provided:

Choice given but with no strategy, monitoring, evaluation or real status

Personalise ‘FOR’ groups :

Teacher applies different outcomes for different groups

Individualised learning: Student Centred Learning

Focus on Development

of Individual Programs:

learner given individual ‘Tailored’

outcomes from same starting point.

Impact evaluated by teacher

Focus on Collaborative

Skill Development :learners

collectively given choice of

approaches, teacher role models

evaluating impact with peer review

Personalised ‘FOR’

the learner : All with routes

individually tailored for them.

Personalised ‘By’ the

learner : All supported by peers

to make informed choices

Incre

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R E O R D E R

Ensuring Alignment of Personalisation REORDER

Relationships: Personalising who students can learn with

Environments: Personalising where fits the learning best

Opportunities: Personalising which activities for which students

Resources: Personalising what students can use to help

Distributed Leadership: how students are empowered

Evaluation: Personalising the pace of each student’s learning

Recognition: - each student‟s progress is recognised

R E O R D E R

LADDERS + REORDER for Personalisation

1 3 5 7 9

Relationships: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Environments:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Opportunities: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Resources: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Distributed

Leadership:

No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Evaluation:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Recognition:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Current practice for ALL staff(Green) Focus this year (Red)

35

R E O R D E R

In Detail – Personalising OpportunitiesDescription - Processes largely dependent on or heavily supported by ICT appear in red

Personalised ‘By’ the learner ? – Learner has both content AND competency

based goals

• Assessment systems for progression in competencies as well as in content allow the learner to

experiment with the mix of opportunities they choose each week and then evidence their success to

teachers and/or mentors.

• Teachers co-develop opportunities learners have identified they need and then engage learners in

compiling the evidence that these new opportunities were effective. Effective learners demonstrate ability

to access more choice.

Teacher Strategy – Teacher has both content AND competency based goals for

learners

• Teachers challenge learners who describe themselves as „visual‟ for example to develop other strategies

• Teachers know current levels of competence of all their learners and focus strategies on those that need

them. For example choosing collaborative routes for those with lower development of social and team

work skills

Personalised ‘For’ Groups – Teachers differentiate the tasks and outcomes for

learners

• At the simplest level there may be routes within the lesson differentiated for some, most and all learners

• Different routes may include provision for different modes of approach such as visual and kinaesthetic.

• Learners may follow „play lists‟ of activities which are modified as they progress by the teacher or

software.

Choice – Teacher can modify courses and may give options to learners

• Teachers make changes to how they design lessons based on what they feel works best

36

9

7

5

3

1

R E O R D E R

LADDERS + REORDER for Personalisation

1 3 5 7 9

Relationships: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Environments:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Opportunities: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Resources: No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Distributed

Leadership:

No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Evaluation:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Recognition:No

personalisation

Low status

choices

Personalisation

FOR Focus on

Skills

Personalisation

BY

Current practice for ALL staff(Green) Focus this year (Red)

37

R E O R D E R


Tools




Trends


Applications




R E O R D E R

Example – Evaluation based development

Curriculum of

Opportunities

Measure what you treasure

R E O R D E R

1. Define the competencies

2. Assess the competencies

3. Build teacher capacity (so they can strategically progress these

competencies in their teaching)

40

R E O R D E R

Example 1 : Westfield Arts Special School

1. Define:

– I worked with all staff to agree the skills all students needed.

– We created ladders, called the INDEPENDENT LIVING SKILLS

– Staff set level 9 as what is required for independent living

2. Assess:

– Teachers upload evidence to e-portfolio for each child

3. Build Teacher Capacity:

– Best examples are „promoted‟ and become exemplars on the site

R E O R D E R

Special Education and Foundations

Videos describe

the levels for

parents to

engage

R E O R D E R

Example 2 : Primary and Secondary Set

1. Define:

– Combined 54 worldwide definitions of the skills

2. Assess:

– Used „expert‟ peer assessment

3. Build Teacher Capacity:

– Built up simple teacher rubrics (see website)

R E O R D E R

Self-Managers


Creative Thinkers

Reflective Learners

Independent Enquirers

Team Workers

Combining 54

International Skill Sets

Considerable agreement

internationally on what is

most important for 21st

Century Citizens

44

R E O R D E R

General Capabilities

• Critical and Creative

Thinking

• Personal and Social

Competence

• Literacy

• Numeracy

• ICT Competency

Defined in detail, high status Highly funded, highly researched with standards

of assessment and examinations established.

Research continues to improve these.

• Intercultural

Understanding

• Ethical Behaviour

Ethos, Culturally Driven In an ideal world these would be embedded in

personal and social competence but, depending on

local culture, history, laws and beliefs some need to

be explicitly and separately restated.

Universally the highest

priority yet poorly defined

and rarely assessed.

45

R E O R D E R

Self-Managers


Creative Thinkers

Reflective Learners

Independent Enquirers

Team Workers

PLTs - Core set 1 2 3 4 5 6 7 8 9

St Be Organised

E Go for it, finish it

C Manage Risk

S Manage Emotions

E Identify an Issue

C Find Solutions

St Persuade others

S Get Involved

C Imagine

St Make Links

S Question Assumptions

E Take Creative Risks

C Set Your Challenges

St Plan-Do-Review

E Invite Feedback

S Share learning

S Explore a Question

St Evaluate Evidence

E Stay Objective

C Reach Conclusions

C Take Responsibility

E Build the team

St Manage the Team

S Evaluate the Team

Social Aspects

Emotional Aspects

Cognitive Aspects

Strategic Aspects

St

St

St

St

St

St

St

C

C

St

C

St

C

St

St

C

C

St

St

E

C

E

C

St

C

St

E

C

St

E

St

E

C

C

E

St

St

E

C

S

E

C

St

S

C

St

S

E

C

St

E

S

S

St

E

C

C

E

St

S

46

R E O R D E R

General Capabilities 1 2 3 4 5 6 7 8 9

S Explore a Question

E Identify Issues

C Find Solutions

St Make Links

E Take Creative Risks

C Imagine

St Evaluate Evidence

S Question Assumptions

C Reach Conclusions

E Invite Feedback

E Stay Objective

C Manage Risk

C Set Your Challenges

St Plan-Do-Review

St Be Organised

E Go for it, Finish it

S Manage Emotions

S Share Learning

S Get Involved

St Persuade Others

C Take Responsibility

E Build the team

St Manage the Team

S Evaluate the Team

Self Awareness

Self Management

Social Awareness

Social Management

Inquiring (Bringing together)

Developing ideas

Evaluating and Analysing

Active Reflection (Conclude)

47

R E O R D E RSocial Management

Progression Continuum

Ladder 1 2 3 4 5 6 7 8 9

Take Responsibility

Build the team

Manage the Team

Evaluate the Team

Ladder 1 2 3 4 5 6 7 8 9

Take Responsibility

I volunteer

for jobs

I have led a team of 4 people or small company

and have been in control of a budget. When I set

up the team we negotiated roles and now

everyone is clear on their roles and what tasks

they personally need to do for the team to

succeed. If there is an issue, complaint or if

people have an argument in the team I will get

involved and take responsibility for making sure it

is sorted out fairly. I personally know what all the

team members are working on at the moment.

For each competence we define 9 level statements written in language we

have tested with students. For example the skill of taking responsibility for

a team.

From level 1 Defined as „By

the end of year

2‟ by Acara

Through level 6 Defined as „By the

end of year 10‟ by

Acara

To level 9

48

R E O R D E R

Define exactly what we mean !49

R E O R D E R

PbyP – Every learner with a personal portfolio

50

R E O R D E R

PbyP – Every learner with a personal portfolio

51

www.REORDEReducation.com

www.Danbuckley.net

www.educationimpact.net

[email protected]

@danbuckly

REORDER

http://www.reordereducation.com/

http://www.danbuckley.net/

http://www.educationimpact.net/

mailto:[email protected]