Harvard presentation final

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Our AIM...

In sharing our work in the ‘Prepare Phase’, we aim to challenge each of us to foster and grow school cultures that use the right drivers to realise the hope that comes from creating the solutions needed to ensure a better future for all.

Mark Walker & Penny Vanderkruk Elsternwick Primary School2012

‘culture‘ is the driver for change Fullan

“ Choosing the wrong drivers for whole system reform”, M Fullan Published by Centre for Strategic Education 2011

Culture includes : values, norms, skills, behaviours and relationships

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Our Inspiration...

Comes from nature; known by the Maori, (from New Zealand) as a ‘KORU’ plant.

Why PREPARE?

• Capacity building to make learning more exciting, more engaging, and more linked to the assessment feedback loops around the achievement of higher order thinking skills. (building data literacy is necessary but not sufficient)

• Building collaborative groups with high ‘social capital’ (strong peer to peer relationships), teacher ownership focused on continuous instructional improvement, (where moral imperative is realised)

• It’s systemic (all of these elements are interconnected) where trust is built over time M Fullan

Key accelerators driving cultural change

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Our aimIn sharing our work in the Prepare Phase, we aim to challenge all of us to build cultures that use the right drivers to realise the hope that comes from creating the solutions needed to ensure a better future for all. BELIEF

ObjectivesOrganize for Collaborative Work: •To share the process we undertook to Build for Collaborative Work, particularly how we make our staff norms ‘stick’

Build Data Literacy: • What influences the development of data literacy in educators? What the research says.• To share our journey; what worked and what didn’t and why.• Our future plans to develop a culture of data literate teachers (and students)?

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A way to visualise our work... a ‘swoosh’ within the ‘swoosh’

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How we Organized for Collaborative Work...

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Building Norms...

‘Hot Dot’ Protocol to identify priorities for the content of our Norms...

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Our first attempt...

Staff Meeting NormsWe arrive on time & sign attendance roll (Meetings start when everyone is present)

We are active participants (We do required pre work and feedback : facilitators organise check ins e.g. cold calls)

Turn off mobile Phones(We wait till phones are silent)

We actively listen to speakers(We wait till side conversations are finished or Penny tells us to shush)

We become courageous inquirers: asking questions, reflecting upon our practice and take action.(We assume positive intentionality and Mark to speak with teachers who appear disengaged between meetings)

Parking lot items answered (at meeting or email within 48 hrs)

What do you notice?

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Our second attempt...

EPS Meeting NormsOur meetings are effective therefore we arrive on time and sign attendance rolls.

We are active participants therefore we will complete all required readings and tasks before meetings. We want to engage in our work free from distractions therefore we turn off our mobiles, listen to speakers and stop side conversations.

We are courageous inquirers therefore we assume positive intentionality, ask questions, reflect upon our practice and take action.

We value feedback therefore we will actively collect it and respond in a timely manner.

What do you notice?

Students building norms...

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Another aspect of Building for Collaborative Work...

Timed Staff Meeting Agenda4.10 – 4.13 pm Norms: MW (seeking feedback on 2)4.13 – 4.16 pm Staff Room Renovation MW4.16 – 4.30 pm Workforce Planning Discussion: MW4.30 – 4.40 pm 2011 end of cycle review: MW4.40 – 4.50 pm 2012 review process & timeline: MW4.50 – 5.03 pm 2012 Cash Budget review MW5.03 – 5.13 pm Data Wise Process. PV (term 2)5.13 – 5.16 pm Feedback on staff norms (teacher??)5.16 – 5.20 pm Feedback (plus / delta) all

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The Plus/Delta Protocol

We seek feedback at the end of each meeting...

Plus Delta “lunch appreciated” √√√√√√√√√√√√√√√√√√√√√√ Data made it easy to plan and even get to know

your kids √√√√ Liked how Penny, Demos and Rosie came to talk

about our team √ Time in teams √√√√√√√√√√√√√√√√ (sharing

norms) √ Getting to know roles of teams (and individuals)

√and getting points clarified On time and succinct √ Leaders catching up for consistency Talking about someone else (introductions)

√√√√√√√√√√√√√√√ Time to set up√√√√ Norms √√

.more team planning time appreciated and clearer agendas √√√

Balance long lunch with getting more done in class and swapping tables at lunch to get to know others √√

Decide timetable changes prior year More time in classrooms √ Like sample book pack √ Overview of excursions and inquiry Graduate would have liked some direct instruction

help More planning time √√√√√√√ (not so much admin) More input on roles More on norms √ More time discussing behaviour management

plans and consequences

Unpacking norms √√√ √ (photo board good idea) Sticking to time /good pace / organised ?agenda

√√√√√√√√√√ Handouts clear /Inquiry folders √√√√√√ / calendar

√√ Games /interactive way to reinforce roles and

manuals great / engaging √√√√√√√√√√√√√√√√√√√√√√√√√

Modelling restorative script good √√

Snack – brain food √√√ Question time √√ Norms in 1 session Copy of agenda before hand

Plus DeltaMeetings Nice to finish early √ √ Good to get feedback on norms so that they feel more relevant. If

we don’t refer to agreed norms then they were done to “tick a box’. Loved the way you kept to time √ √ √ √ √ √ – AND allowed wait time

√ √and time for questions after you provided the information √ √ √ √√ √ √ √

I think the staff were well behaved – stuck to the norms There were lots of ideas to take in however could follow easily

(clear) (good to load all the admin stuff into one meeting to get it out of way) √ √

Good pace, detailed agenda and not too crammed/stuck to agenda / management √√ √ √

Presenters were explicit / clear intentions of meeting connected ideas √ √ √ √ √

Meeting Focus Nice to hear (eager) that we will have a data meeting with Penny-

this sounds like it will be useful (re formative assessment) (data analysing a bit overwhelming)– was clear (Penny’s reflection insightful and interesting)√ √ √ √ √ √ √ √ √

Nice to connect data wise to school work – see how it fits in (think I understand DATAWISE protocol fits across everything (explicitness, timing, intentions, outcomes) √ √ √

Good to clarify and be informative, transparent √ √and efficient on important management items (workforce plan – teacher positions and teacher review process) (giving temp staff “heads up” on jobs) √ √ √ √

Other I stayed awake – I must be rested Well Done – great meetings

Meetings Meeting time does not match with school bell

hence some late comers (need to check all clocks the same) √

“Chalk and talk” but understood that its needed

Referred to keeping on time to often No brainfood √ √ √ Agenda and items needed for meetings well

before (24 hrs)Meeting Focus

Looking forward to the 1 on 1 data meeting Management – feels like many items need to

be achieved all of a sudden (PDP’s) – more warning on PDP’s

Meeting 2 Good to get feedback on norms so that

they feel more relevant. If we don’t refer to agreed norms then they were done to “tick a box’.

Loved the way you kept to time √ √ √ √ √ √ – AND allowed wait time √ √and time for questions after you provided the information √ √ √ √√ √ √ √

I think the staff were well behaved – stuck to the norms

Nice to hear (eager) that we will have a data meeting with Penny- this sounds like it will be useful (re formative assessment) (data analysing a bit overwhelming)– was clear (Penny’s reflection insightful and interesting)√ √ √ √ √ √ √ √ √

Nice to connect data wise to school work – see how it fits in (think I understand DATAWISE protocol fits across everything (explicitness, timing, intentions, outcomes) √ √ √

Meeting 8 Data made it easy to plan and

even get to know your kids √√√√

Time in teams √√√√√√√√√√√√√√√√ (sharing norms) √

Getting to know roles of teams (and individuals) √and getting points clarified

On time and succinct √Unpacking norms √√√ √ (photo board good idea)

Sticking to time /good pace / organised ?agenda √√√√√√√√√√

Games /interactive way to reinforce roles and manuals great / engaging √√√√√√√√√√√√√√√√√√√√√√√√√

Compare

“I probably mucked up there!”“We need to add this to or document for next time so there is no confusion”“What does or doesn’t work well is…….”“We didn’t do this last time so …………..”“We could use this as a broad overview”“We could use the so what/now what protocol”“We sound so incredibly organised”

Feedback on team leaders norm reflecting upon practices (phrases heard during the meeting )

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The next phase of work...

Agenda & Minutes•Clear before meeting - put out 24 hrs before (goals for meeting / team has educational question to inquire about) with high priority items first (pre reading handed out before) and reminders about expected items to bring•Chance for all to add ideas •Timed agenda / stick to time / start on time / feedback / uninterrupted time•Sitting in circle or round tables so that everyone can be seen•Minutes (write properly distributed promptly with action items listed that are followed up at the next meeting – possible role rotations: timer, minute taker) and end with a focus for next meeting•Time for celebrations and acknowledgments in team

Norms & Team Vision•Follow norms

Listen to all – deep and active listening / respect others / turn taking / all have voice/ share the load / punctual /no blame no shame / collegial / able to challenge respectfully/ safeProvide feedback to members as required

•Develop a collective responsibility – all active members – delegate roles and tasks – willingness to share

Content•Discuss curriculum planning (pedagogy) and student well being as well as small % of admin •Curriculum

Have key focus areas (rotate focus areas perhaps on a fortnightly basis: e.g. not always starting with reading or reading each week and discuss learning intentions and success criteria (highest priority) for the following period (week/fortnight)Share data, artefacts (e.g. annotated samples) and resourcesTime for modelling or discussing teaching strategies

•Walk away feeling prepared

Time Agenda Items

3-5 min Review norms / feedback from last meeting/ agenda/ objectives and celebrations

35 min Curriculum Area 1 (rotate reading and writing workshops) bring artefacts or data to review, analysis and inform planning (content) and instruction

35 min Curriculum Area 2 (rotate mathematics & Inquiry Learning)bring artefacts or data to review, analysis and inform planning (content) and instruction

15 min Student well being and/or admin on excursions, camps / reporting

3-5 min Meeting feedback/ agreed actions (in between meetings and formative assessment artefacts and agenda focus for next meeting)

Suggested format for year level team meetings

Agitate Cultural Change

2007

Individual to TeamStructural Response (timetable)

2010Cohort Assessment data

Cultural Response

2011

Structural ResponseSTREAMING

2011

Cultural Challenges

Lack of trust“teach/assess my child”

Solutions focused Cultural Response2011-2012

Relational Learning + Data Wise Inquiries + intersecting leadership

journeys

History of change towards Building Data Literacy...

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Building Data Literacy...

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A check-in on our objectives for Step 2

Build Data Literacy: • What influences the development of data literacy in educators? What the research says.

•To share our journey; what worked and what didn’t and why.

•Our future plans to develop a culture of data literate teachers (and students)?

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Influences on development of data literacy...In my unpublished MASTERS research, I discovered several factors which impeded the teacher understanding, and use of formative data. These included...

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Influences on development of data literacy...•A teachers experience with assessment as a learner; that is the extent to which they had or had not, engaged in formative assessment within their schooling.

These factors exert more influence than pre-service

training and ongoing professional development

•A teachers perception of the role of the student and the role of the teacher in relation to assessment; in so much as whose task is it to assess learning?

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Influences on development of data literacy...

•Finally, is the need for teachers to view data as part of a collective, (not just in relation to students in ‘my class’); that is, the significance for teaching teams to feel a sense of collective responsibility for the educational outcomes of all students.

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Continuing the journey of Building Data Literacy...

1. Presenting Cohort achievement data to teaching teams...

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Year 6 COHORT NUMBER data: March 2011

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Year 6 COHORT NUMBER data: March 2011Expected Achievem

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This student (aged 12 & about to enter Middle School) is performing at the Expected Level of an 8 year old)

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This student (aged 12 & about to enter Middle School) is performing at the Expected Level of a 15-16 year old)

This student (aged 12 & about to enter Middle School) is performing at the Expected Level of an 8 year old)

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This data set was reminiscent of the cohort range of achievement in Number, across the school.

If you saw this data, what might you recommend to teachers?

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What was the response of teachers?

Cohort groupings...TRACKING!

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An organisational response to an instructional dilemma...

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Anonymous anecdotal comments on the challenges encountered...

•I feel like I’m not seeing my students enough to know where they are.•I feel like I’m losing control of knowing how my kids are going.•How do I report to parents, when I haven’t taught them?•What if I don’t get any data from their instructional teacher? How will I report to their parents?•What if I don’t trust where the other teacher has put them? How would I know?

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Parr and Timperley’s, (2008) study of teachers in literacy which determined that teacher professional learning was required in two areas; the understanding and skills to gather and interpret evidence and the content knowledge to know the specific area that the data refers to, and how to teach this to address the need.

Revisiting the research...

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A change of direction...Exploring the individual endeavour involved in Building Data Literacy.

Reflecting on the success I’d experienced (within the case study methodology of my Masters), involved working one-on-one (as an Instructional Coach) to Build the Data Literacy of the individual.

Reconnecting with the Instructional coach

within...

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2. One-to-one data meetings

The ‘I see, I wonder...’ protocol around their data and planning artefacts was used to commence discussion and enabled me to determine the existing data skills of each teacher.

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I don’t know what I don’t know...Modelling how to ‘read’ data, look for trends to inform an instructional plan in relation to: 1. CONTENT2. INSTRUCTIONAL STRATEGIES3. FORMATIVE ASSESSMENT OPPORTUNITIES

2. One-to-one data meetings

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2. One-to-one data meetingsDifferentiated Professional Learning:Catering for the different professional learning requirements of each teacher, and differentiate accordingly; operating along the Mentor/Coaching continuum

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As a result of my Data meeting, my new learn-ing has given me confidence to...

Feedback from 1:1 Data meeting...

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Our next steps in Building Data Literacy...

Teachers have committed to bring the assessment artefacts, (photos, student reflections, anecdotal notes, checklists, pre and post assessments) of focal students, in order to moderate in a 1:1 session with both their sub-school leader and myself.

Moderating evidence for mid-year parent academic progress reports...

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Remember the ‘Koru’ plant?

Each ‘Koru’ plant grows into a sil

ver fern