INNOVATIVE AND EFFECTIVE INNOVATIVE AND EFFECTIVE PROFESSIONAL LEARNING FOR PROFESSIONAL LEARNING FOR STUDENT ACCOMPLISHMENTSTUDENT ACCOMPLISHMENT

Professor Stephen DinhamProfessor Stephen Dinham Research Director – Teaching, Learning and Research Director – Teaching, Learning and

LeadershipLeadership

ACERACER

CURRICULUM CORPORATIONCURRICULUM CORPORATIONMelbourne 19Melbourne 19thth June 2008 June 2008

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The ‘Born’ Teacher: Who needs The ‘Born’ Teacher: Who needs Professional Learning?Professional Learning?

The ‘born’ teacher: The Media FixationThe ‘born’ teacher: The Media Fixation– The heroic individualThe heroic individual– Innate attributes, traits of individual teachersInnate attributes, traits of individual teachers

Linda Darling-Hammond describes the belief that Linda Darling-Hammond describes the belief that ‘good teachers are born and not made’ as one of ‘good teachers are born and not made’ as one of education’s ‘most damaging myths’; one that has education’s ‘most damaging myths’; one that has gained the standing of a ‘superstition’, with harmful gained the standing of a ‘superstition’, with harmful consequences for teacher education and consequences for teacher education and schooling (2006: ix).schooling (2006: ix).– Darling-Hammond, L. (2006). Darling-Hammond, L. (2006). Powerful Teacher Powerful Teacher

EducationEducation. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

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The Importance of the TeacherThe Importance of the Teacher

Many empirical studies have confirmed that the individual Many empirical studies have confirmed that the individual classroom teacher is the major in-school influence on classroom teacher is the major in-school influence on student achievement. (see Hattie; Rowe; Mulford)student achievement. (see Hattie; Rowe; Mulford)

Accounting for Variance Accounting for Variance [Hattie*][Hattie*] StudentStudent 50%50% HomesHomes 5-10%5-10% SchoolSchool 5-10%5-10% Peers Peers 5-10%5-10% TeacherTeacher 30%30% Major focus on Quality Teaching from late 1980sMajor focus on Quality Teaching from late 1980s• Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’,

http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

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Prof John Hattie Uni of AucklandProf John Hattie Uni of Auckland

Over 750 Meta-analyses of over Over 750 Meta-analyses of over 50,000 international studies50,000 international studies

Hattie, J. (2007). ‘Developing Potentials for Hattie, J. (2007). ‘Developing Potentials for Learning: Evidence, assessment, and Learning: Evidence, assessment, and progress’, EARLI Biennial Conference, progress’, EARLI Biennial Conference, Budapest, Hungary. Budapest, Hungary. http://www.education.auckland.ac.nz/uoa/education/staff/j.hattie/j.hattie_home.cfm

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Note on Effect SizeNote on Effect Size

Effect size (ES) is a name given to a family of indices that Effect size (ES) is a name given to a family of indices that measure the magnitude of a treatment effect. Unlike measure the magnitude of a treatment effect. Unlike significance tests, these indices are independent of sample significance tests, these indices are independent of sample size. size.

ES measures are the common currency of meta-analysis ES measures are the common currency of meta-analysis studies that summarize the findings from a specific area of studies that summarize the findings from a specific area of research. research.

The larger the ES, the greater the influence of the The larger the ES, the greater the influence of the treatment effect.treatment effect.

As a guide, ES < 0.0 negative impact; 0.0 > 0.2 no/weak As a guide, ES < 0.0 negative impact; 0.0 > 0.2 no/weak impact; 0.2 – 0.4 small, possibly significant impact; 0.4 impact; 0.2 – 0.4 small, possibly significant impact; 0.4 – 0.6 moderately significant impact; > 0.6 large, – 0.6 moderately significant impact; > 0.6 large, significant impactsignificant impact

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect Size

Mobility (shifting schools)Mobility (shifting schools) -.34-.34

RetentionRetention -.16-.16

TelevisionTelevision -.14-.14

Summer vacationSummer vacation -.09-.09

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeOpen v TraditionalOpen v Traditional .01.01Multi-grade/age classesMulti-grade/age classes .04.04Inductive teachingInductive teaching .06.06Reading: whole languageReading: whole language .06.06Perceptual-motor programsPerceptual-motor programs .08.08Out of school experiencesOut of school experiences .09.09Distance educationDistance education .09.09Web based learningWeb based learning .09.09

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeAbility groupingAbility grouping .11.11Teacher trainingTeacher training .11.11Diet on achievementDiet on achievement .12.12Teacher subject matter knowledgeTeacher subject matter knowledge .12.12Gender (boys-girls)Gender (boys-girls) .12.12Multi-media methodsMulti-media methods .15.15Problem based learningProblem based learning .15.15Home school programsHome school programs .16.16

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeExtra-curricular programsExtra-curricular programs .17.17Family structureFamily structure .18.18Co-/team teachingCo-/team teaching .19.19Learning hierarchiesLearning hierarchies .19.19Aptitude/treatment interventionsAptitude/treatment interventions .19.19Individualised instructionIndividualised instruction .20.20Charter schoolsCharter schools .20.20Religious schoolsReligious schools .20.20

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeClass sizeClass size .21.21Teaching test takingTeaching test taking .22.22FinancesFinances .23.23Summer schoolSummer school .23.23Competitive learningCompetitive learning .24.24Programmed instructionProgrammed instruction .24.24Within class groupingWithin class grouping .25.25MainstreamingMainstreaming .28.28

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeDesegregationDesegregation .28.28Exercise/relaxationExercise/relaxation .28.28Audio-based teachingAudio-based teaching .28.28Home visiting by teachersHome visiting by teachers .29.29Reducing anxietyReducing anxiety .30.30Principals/school leadersPrincipals/school leaders .30.30Ability grouping for gifted studentsAbility grouping for gifted students .30.30HomeworkHomework .31.31

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeInquiry based teachingInquiry based teaching .31.31Simulations and gamingSimulations and gaming .32.32Reading: exposure to readingReading: exposure to reading .36.36Bilingual programsBilingual programs .37.37Teacher positive expectationsTeacher positive expectations .37.37Computer assisted instructionComputer assisted instruction .37.37Enrichment on giftedEnrichment on gifted .39.39Integrated curriculum programsIntegrated curriculum programs .39.39

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeAdjunct aidsAdjunct aids .41.41Hypermedia instructionHypermedia instruction .41.41Behavioural organisers/adj questionsBehavioural organisers/adj questions .41.41Self-concept on achievementSelf-concept on achievement .43.43Frequent/effects of testingFrequent/effects of testing .46.46Early interventionEarly intervention .47.47Motivation on learningMotivation on learning .48.48Small group learningSmall group learning .49.49

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeQuestioningQuestioning .49.49Cooperative learningCooperative learning .49.49Reading: Second/third chance programsReading: Second/third chance programs .50.50Play programsPlay programs .50.50Visual based/audio-visual teachingVisual based/audio-visual teaching .51.51Outdoor programsOutdoor programs .52.52Concept mappingConcept mapping .52.52Peer influencesPeer influences .53.53

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeKeller's mastery learning programKeller's mastery learning program .53.53Reading: Phonics instructionReading: Phonics instruction .53.53Reading: Visual-perception programsReading: Visual-perception programs .55.55Parental InvolvementParental Involvement .55.55Peer tutoringPeer tutoring .55.55Goals – challengingGoals – challenging .56.56Mastery learningMastery learning .57.57Social skills programsSocial skills programs .57.57

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeSocio-economic statusSocio-economic status .57.57Home environmentHome environment .57.57Providing worked examplesProviding worked examples .57.57Reading: Comprehension programsReading: Comprehension programs .58.58Direct instructionDirect instruction .59.59Time on taskTime on task .59.59Study skillsStudy skills .59.59Acceleration of giftedAcceleration of gifted .60.60

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeProblem solving teachingProblem solving teaching .61.61Teacher professional developmentTeacher professional development .64.64Reading: Repeated reading programsReading: Repeated reading programs .67.67Reading: Vocabulary programsReading: Vocabulary programs .67.67Meta-cognition strategiesMeta-cognition strategies .67.67Teaching students self-verbalisationTeaching students self-verbalisation .67.67Creativity programsCreativity programs .70.70Prov. Formative evaluation to teachersProv. Formative evaluation to teachers .70.70

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Student AchievementStudent Achievement

InfluenceInfluence Effect SizeEffect SizeFeedbackFeedback .72.72Teacher-student relationshipsTeacher-student relationships .72.72Prior achievementPrior achievement .73.73Reciprocal teachingReciprocal teaching .74.74Quality of teachingQuality of teaching .77.77Classroom behaviouralClassroom behavioural .80.80Absence of disruptive studentsAbsence of disruptive students .86.86Self-report gradesSelf-report grades 1.441.44

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Overall InfluencesOverall Influences

Effect SizeEffect SizeTeacherTeacher .50.50CurriculaCurricula .45.45TeachingTeaching .43.43Student Student .39.39Home Home .35.35SchoolSchool .23.23AverageAverage .40.40

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Activator or Facilitator ?Activator or Facilitator ?

An Activator ES A Facilitator ES

Reciprocal teaching .74 Simulations and gaming .32

Feedback .72 Inquiry based teaching .31

Teaching students self-verbalization .67 Smaller class sizes .21

Meta-cognition strategies .67 Individualized instruction .20

Direct Instruction .59 Problem-based learning .15

Mastery learning .57 Different teaching for boys & girls .12

Goals - challenging .56 Web-based learning .09

Frequent/ Effects of testing .46 Whole Language Reading .06

Behavioral organizers .41 Inductive teaching .06

ACTIVATOR .60 FACILITATOR .17

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‘‘Guide by the Side’ or ‘Sage on Guide by the Side’ or ‘Sage on the Stage?’the Stage?’

A damaging and demeaning dichotomyA damaging and demeaning dichotomy Good teachers have always been bothGood teachers have always been both Findings from Successful Secondary Findings from Successful Secondary

Teachers Study:Teachers Study:– Expert teaching is student centred and Expert teaching is student centred and

teacher directed.teacher directed.

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Underpinning Teacher EffectivenessUnderpinning Teacher Effectiveness

Educational LeadershipEducational Leadership Teachers’ Professional LearningTeachers’ Professional Learning

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Types of Teacher LearningTypes of Teacher Learning

TraditionalTraditional Formal pre-serviceFormal pre-service ad hocad hoc, on the job, on the job Professional associationsProfessional associations Informal self-directedInformal self-directed Formal in-serviceFormal in-service Formal postgraduate studyFormal postgraduate study

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Types of Teacher LearningTypes of Teacher Learning

Alternative ApproachesAlternative Approaches Action researchAction research Action learningAction learning Formal mentoringFormal mentoring Professional standards/accreditation Professional standards/accreditation

(mandatory, voluntary)(mandatory, voluntary) Professional learning modulesProfessional learning modules Learning communitiesLearning communities

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Teacher Learning since the mid-1970sTeacher Learning since the mid-1970sFromFrom ……………………… ……………………… ToToCentralisedCentralised DecentralisedDecentralisedSystem responsibilitySystem responsibility Individual, collective responsibilityIndividual, collective responsibilityOff the shelfOff the shelf TailoredTailoredGeneralisedGeneralised ContextualisedContextualisedOff site, apartOff site, apart On site, embeddedOn site, embeddedInputInput OutcomesOutcomesPassivePassive InteractiveInteractiveExternal expertExternal expert External partnerExternal partnerIndividual learningIndividual learning Community learningCommunity learningTheory basedTheory based Problem basedProblem basedTransactionalTransactional RelationalRelationalChanging thingsChanging things Changing peopleChanging peopleLearning by seeing, hearingLearning by seeing, hearing Action learningAction learningUsing researchUsing research Doing researchDoing researchBroad focusBroad focus Student/learning focusStudent/learning focus

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The Learning Community:The Learning Community:Ideal and RealityIdeal and Reality

Case Studies: The Evidence BaseCase Studies: The Evidence Base1.1. HSC Teaching SuccessHSC Teaching Success2.2. AESOPAESOP3.3. Australian Government Quality Teaching Australian Government Quality Teaching

Program (NSW)Program (NSW)4.4. NSW Quality Teaching AwardsNSW Quality Teaching Awards None of these projects was about learning None of these projects was about learning

communities communities per seper se, but each shed light on the , but each shed light on the dynamics of the phenomenon.dynamics of the phenomenon.

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How is a Learning Community How is a Learning Community Developed and Sustained?: Developed and Sustained?:

The Learning Communities examined in the case The Learning Communities examined in the case studies were developed and sustained throughstudies were developed and sustained through

A.A. Focus on Teaching and LearningFocus on Teaching and Learning

B.B. Individual and Collective Belief and SupportIndividual and Collective Belief and Support

C.C. Problem SolvingProblem Solving

D.D. Internal Expectations and AccountabilityInternal Expectations and Accountability

E.E. Leadership and Outside InfluenceLeadership and Outside Influence

F.F. Overall DynamicsOverall Dynamics

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A.A. Focus on Teaching and Learning Focus on Teaching and Learning

1.1. Learning communities have a focus on learning Learning communities have a focus on learning and a desire to learn about learning; there is use and a desire to learn about learning; there is use of pedagogic terminology, models, evidence and of pedagogic terminology, models, evidence and theory.theory.

2.2. Members of learning communities see Members of learning communities see themselves and their students as going themselves and their students as going somewhere, with learning being an on-going somewhere, with learning being an on-going process; learning becomes contagious, with process; learning becomes contagious, with others catching the ‘bug’.others catching the ‘bug’.

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Focus on Teaching and LearningFocus on Teaching and Learning

3.3. Within the group there is recognition that it is Within the group there is recognition that it is necessary to change the way people think if there necessary to change the way people think if there is to be change in how they act, and thus is to be change in how they act, and thus learning, reflection and questioning are important.learning, reflection and questioning are important.

4.4. Members of the group are concerned with Members of the group are concerned with establishing and maintaining upward, continuous establishing and maintaining upward, continuous cycles of improvement; they are not satisfied with cycles of improvement; they are not satisfied with the the status quostatus quo..

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B.B. Individual and Collective Belief Individual and Collective Belief and Supportand Support

5.5. Group members possess and demonstrate belief Group members possess and demonstrate belief and respect for their profession and discipline; and respect for their profession and discipline; they believe in, even love their area and they believe in, even love their area and communicate this to others.communicate this to others.

6.6. Members of the group pay attention to social Members of the group pay attention to social maintenance, trying to make their school, maintenance, trying to make their school, department, or faculty a ‘good place’ (MacBeath, department, or faculty a ‘good place’ (MacBeath, 2006); members care for each other and their 2006); members care for each other and their students as people and social and professional students as people and social and professional relationships are important.relationships are important.

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C.C. Problem Solving Problem Solving

7.7. There is an emphasis on problem or issue based There is an emphasis on problem or issue based learning and recognition of what is important, learning and recognition of what is important, with dialogue around identified issues and with dialogue around identified issues and potential solutions.potential solutions.

8.8. Experimentation, risk taking and innovation in Experimentation, risk taking and innovation in teaching and learning are encouraged and are a teaching and learning are encouraged and are a feature of learning communities; there is feature of learning communities; there is questioning rather than acceptance of questioning rather than acceptance of constraints.constraints.

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Problem SolvingProblem Solving

9.9. Teaching and learning are context and person Teaching and learning are context and person specific, with efforts to contextualise and modify specific, with efforts to contextualise and modify as necessary externally derived solutions or as necessary externally derived solutions or approaches.approaches.

10.10. There is on-going reflection on and evaluation of There is on-going reflection on and evaluation of existing and new measures within the learning existing and new measures within the learning community, coupled with data-informed decision community, coupled with data-informed decision making.making.

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D.D. Internal Expectations and Internal Expectations and AccountabilityAccountability

11.11. The group creates a climate of high expectations The group creates a climate of high expectations and professionalism which members rise to, not and professionalism which members rise to, not wanting to let anyone down, not least students.wanting to let anyone down, not least students.

12.12. Members of the group empower each other to Members of the group empower each other to take the lead in learning, in turn enhancing take the lead in learning, in turn enhancing individual and group leadership capacity and individual and group leadership capacity and effectiveness.effectiveness.

13.13. Accountability is to the group, more than to Accountability is to the group, more than to externally imposed accountability measures; externally imposed accountability measures; group accountability and self-accountability are group accountability and self-accountability are powerful influences on the learning community’s powerful influences on the learning community’s ethos, and action.ethos, and action.

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E.E. Leadership and Outside Leadership and Outside InfluenceInfluence

14.14. Leadership outside and within the group is Leadership outside and within the group is important in stimulating and facilitating the important in stimulating and facilitating the learning community.learning community.

15.15. While learning communities can develop without While learning communities can develop without stimulus or action from above or outside, stimulus or action from above or outside, assistance, guidance, resources and assistance, guidance, resources and encouragement from others within and in some encouragement from others within and in some cases outside the organisation can facilitate the cases outside the organisation can facilitate the learning process.learning process.

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F.F. Overall Dynamics Overall Dynamics

16.16. Overall, what seems to work most effectively is a Overall, what seems to work most effectively is a combination of external understanding, advice, combination of external understanding, advice, assistance and recognition, coupled with a focus assistance and recognition, coupled with a focus on internal issues, with teacher and group on internal issues, with teacher and group learning to address these through empowerment learning to address these through empowerment and with internal action and accountability.and with internal action and accountability.

17.17. Time, place, space and language are important Time, place, space and language are important elements in creating a learning community.elements in creating a learning community.

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Putting it Together: Putting it Together: The Student Success TriangleThe Student Success Triangle

FOCUS ON THE STUDENT

LEADERSHIP

QUALITYTEACHING

PROFESSIONAL LEARNING

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Implications and ConclusionsImplications and Conclusions

There are many who advocate the There are many who advocate the development of learning communities. development of learning communities.

The research evidence on learning The research evidence on learning communities and how these can support communities and how these can support teachers’ professional learning and improve teachers’ professional learning and improve student achievement is encouraging.student achievement is encouraging.

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Implications and ConclusionsImplications and Conclusions

However, learning communities cannot be However, learning communities cannot be mandated, built or maintained in a technical, mandated, built or maintained in a technical, mechanistic sense.mechanistic sense.

Rather, these need to be encouraged, Rather, these need to be encouraged, nourished and sustained in the manner of nourished and sustained in the manner of an organic system.an organic system.

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Implications and ConclusionsImplications and Conclusions Building a learning community is more like Building a learning community is more like

agriculture or gardening than engineering agriculture or gardening than engineering or chemistry. or chemistry.

Educational leaders cannot, nor should Educational leaders cannot, nor should they attempt to, mandate the development they attempt to, mandate the development of learning communities. Leaders can of learning communities. Leaders can however assist organisational members to however assist organisational members to come together, focus and collaborate on come together, focus and collaborate on issues of importance.issues of importance.

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Implications and ConclusionsImplications and Conclusions

Some organisations and groups suffer Some organisations and groups suffer from learning disabilities. These need to from learning disabilities. These need to be assessed/diagnosed/treated in the be assessed/diagnosed/treated in the same way we would with a student. same way we would with a student.

Educational leaders need to ensure that Educational leaders need to ensure that teaching and learning are central concerns teaching and learning are central concerns of the educational organisation and do all of the educational organisation and do all in their power to ensure that nothing is in their power to ensure that nothing is allowed to obstruct or distort this central allowed to obstruct or distort this central focus.focus.

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Implications and ConclusionsImplications and Conclusions

There is a challenge for educational leaders There is a challenge for educational leaders to deal with situations where learning has to deal with situations where learning has atrophied.atrophied.McBeath has noted (2006: 19):McBeath has noted (2006: 19):

““It is hard for teachers to shed an outer skin which has calcified It is hard for teachers to shed an outer skin which has calcified over many years in the classroom where dialogue is a rare over many years in the classroom where dialogue is a rare commodity no matter how hard teachers strive for it, and in commodity no matter how hard teachers strive for it, and in which ‘instruction’ is the norm”.which ‘instruction’ is the norm”.

However building a learning community is However building a learning community is not about ‘fixing’ teachers but improving not about ‘fixing’ teachers but improving teaching and learning.teaching and learning.

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Implications and ConclusionsImplications and Conclusions

Dialogue and innovation around quality Dialogue and innovation around quality teaching and learning have emerged and re-teaching and learning have emerged and re-invigorated jaded mid-late career teachers invigorated jaded mid-late career teachers who are now active participants in learning who are now active participants in learning communities. communities.

Latent leadership potential has emerged Latent leadership potential has emerged and in turn facilitated further change and and in turn facilitated further change and improvement in the groups/faculties/schools improvement in the groups/faculties/schools concerned.concerned.

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Implications and ConclusionsImplications and Conclusions

Finally, teacher professional learning needs Finally, teacher professional learning needs to be built upon an evidential foundation of to be built upon an evidential foundation of what works in teachingwhat works in teaching, not fad, fantasy, , not fad, fantasy, idealism, ideology or rhetoric. Further idealism, ideology or rhetoric. Further evidence needs to be gathered to inform evidence needs to be gathered to inform and enable this professional learning.and enable this professional learning.

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Some ReferencesSome References

Ayres, P.; Dinham, S. & Sawyer, W. (2000). ‘Successful Senior Secondary Ayres, P.; Dinham, S. & Sawyer, W. (2000). ‘Successful Senior Secondary Teaching’, Teaching’, Quality Teaching Series, Quality Teaching Series, No 1,No 1, Australian College of Education, Australian College of Education, September, pp. 1-20.September, pp. 1-20.

Brady, L.; Aubusson, P. & Dinham, S. (2006). ‘Action Learning For School Brady, L.; Aubusson, P. & Dinham, S. (2006). ‘Action Learning For School Improvement', Improvement', Educational Practice and TheoryEducational Practice and Theory, 28(2), pp. 27-39., 28(2), pp. 27-39.

Dinham, S. (2007). Dinham, S. (2007). Leadership for Exceptional Educational OutcomesLeadership for Exceptional Educational Outcomes. Teneriffe, . Teneriffe, Qld.: Post Pressed.Qld.: Post Pressed.**

Dinham, S. (2007). ‘The Dynamics of Creating and Sustaining Learning Dinham, S. (2007). ‘The Dynamics of Creating and Sustaining Learning Communities’, Communities’, Unicorn Online Refereed ArticleUnicorn Online Refereed Article, ORA43, pp. 1-16., ORA43, pp. 1-16.##

Dinham, S. (2007). ‘The Secondary Head of Department and the Achievement of Dinham, S. (2007). ‘The Secondary Head of Department and the Achievement of Exceptional Student Outcomes’, Exceptional Student Outcomes’, Journal of Educational AdministrationJournal of Educational Administration, 45(1), , 45(1), pp. 62-79.pp. 62-79.

Dinham, S. (2005). ‘Principal Leadership for Outstanding Educational Outcomes’, Dinham, S. (2005). ‘Principal Leadership for Outstanding Educational Outcomes’, Journal of Educational AdministrationJournal of Educational Administration, 43(4), pp. 338-356., 43(4), pp. 338-356.

* * For the complete AESOP series see: For the complete AESOP series see: http://www.postpressed.com.au/aesop/aesop_manual.pdf

## Main reference for this paper. Main reference for this paper.

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Contact DetailsContact Details

Professor Stephen DinhamProfessor Stephen DinhamResearch Director - Teaching and LeadershipResearch Director - Teaching and LeadershipACERACERPrivate Bag 55Private Bag 55Camberwell Vic 3124Camberwell Vic 3124Email: Email: dinham@acer.edu.auPhone: 03 9277 5463Phone: 03 9277 5463Website: Website:

www.acer.edu.au/staffbio/dinham_stephen.html