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“We learn more by looking for the answer to a
question and not finding it than we do from learning
the answer itself.”Lloyd Alexander (1924 – 2007)
Leading Learning for Sustainable Change
James Nottingham
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LEVELS OF PERSPECTIVE (Daniel Kim)
LEVERAGE
Systems & Structures
Vision
Patterns of behaviour
Events
Mental Models
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Leadership is the development of vision and strategies, the alignment of relevant people behind those strategies, and the empowerment of individuals to make the vision happen, despite obstacles.
Management involves keeping the current system operating through planning, budgeting, organising, staffing, controlling, and problem solving.
Strong leadership with no management risks chaos; strong management without leadership tends to entrench an organisation in deadly bureaucracy.
John Kotter, Professor of Leadership, Harvard Business School (1999)
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“Most organisations are over-managed and under-led” (John Kotter)
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“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”Fullan & Stiegelbauer, 1991
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95% of all things we do have a positive achievement on education
When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
Teachers average an effect of between 0.20 and 0.40 per year on student achievement
Schools should be seeking greater than 0.40 for their achievement gains to be considered above average
... And greater than 0.60 to be considered outstanding
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Influence Effect Size Domain (1) Self-report grades 1.44 Student (2) Piagetian programs 1.28 Student (3) Formative evaluation 0.90 Teaching (4) Micro teaching 0.88 Teacher (5) Acceleration 0.88 School (6) Classroom behavioural 0.80 School (7) Interventions for SEN 0.77 Teaching (8) Teacher clarity 0.75 Teacher (9) Reciprocal teaching 0.74 Teaching (10) Feedback 0.73 Teaching (11) Staff-student relationships 0.72 Staff (12) Spaced vs. mass practice 0.71 Teaching
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Leading Learning Principle 1
Focus on your goals
"It's not what's happening to you now or what has happened in your past that determines who you become. Rather, it's your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will determine your ultimate
destiny.”
Stephen Covey, 7 Habits of Highly Effective People
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At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.
We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.
At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
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1. What helps you to learn the most?2. What do you really want to make progress in this year?3. What type of group work helps you to learn the most?4. What does this school do well that it should keep doing?5. What would you like to see this school improve?6. What would make you most proud of yourself come the end of the year?
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1. What does outstanding teaching look and sound like in our department?2. What will help our students to make outstanding progress within our subject?3. How should we share best practice between ourselves so that we all make progress?4. What does this department do well that it should keep doing?5. What would you like this department to improve?6. What can we learn from other departments?7. How can we ensure that every student, no matter their ability, makes meaningful progress?
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1. How can we ensure that innovations have a significant impact on learning?2. How should we communicate with ourselves, the students and the parents?3. How can we grow the leadership capacity of every person at this school?4. How can we share good practice with each other?5.What attitudes, skills and knowledge do we want our school graduates to possess?6. What experiences are the most powerful for student progress and well being?7. What would make you most proud of this school?
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Principle 2
Don’t ignore the impact of mental models“Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we
take action”
(Senge, 1990)
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Mental Models"Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we
take action“ (Senge, 1990)
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Compare and Contrast
What do Daisy the cow, a tractor and Mr Grass Head have in common with each other?
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Ability
PRACTICE ZONE
LEARNING ZONE
Can do with encouragement
Can do automatically
Too Easy
Too Hard
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PRACTICE ZONE
LEARNING ZONE
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“It has become a common practice to praise students for their performance on easy tasks, to tell them they are smart when they do something quickly and perfectly. When we do this we are not teaching them to welcome challenge and learn from errors. We are teaching them that easy success means they are intelligent and, by implication, that errors and effort mean they are not. What should we do if students have had an easy success and come to us expecting praise? We can apologise for wasting their time and direct them to something more challenging. In this way, we may begin to teach them that a meaningful success requires effort.” (Dweck, Self Theories, p43)
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Principle 3
Focus on progress rather than getting everything right
“Progress doesn’t necessarily come from succeeding at
everything; indeed a key aspect of meaningful progress is
reflecting on the hardship and failure you have overcome"
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1. Thought she was the best
2. Didn’t deserve to win
3. Isn’t life and death
4. Got ability and will win next time
5. Robbed of ribbon that was rightfully hers
Self Theories: Their role in Motivation, Personality and Development (Carol Dweck, 1999)
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Intelligence is fixed
Priority: Look smart
Feel smart by achieving easy, low effort successes and outperforming others
You avoid: higher-performing peers, difficulty and setbacks
Intelligence is cultivated
Priority: Become smarter through learning
Feel Smart by: engaging fully, exerting effort, stretching skills
You avoid: Easy, previously mastered tasks
FIXED Mindset GROWTH Mindset
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Feedback1. Praise determination, resilience and hard work
Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them
2. Refer to progress rather than abilityPraising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so give feedback relative to the progress only
3. Ensure your feedback and praise is credibleGive only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved praise as this could undermine sincerity and credibility
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Principle 4
Design systems and structures to support the mental models
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1
2
Clarity
Confusion
1. Concept
2. Conflict
Concept: Farm
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THINKING SKILLS IN EXAMS
ANALYSEAPPLYCHOOSECLASSIFYCOMPARE CONNECTCONTRASTDECIDEDEFINEDESCRIBE DISCUSS
ELABORATE EVALUATEEXPLOREIDENTIFYINTERPRETJUDGEORGANISEPARAPHRASEPREDICTQUESTIONREASON
REPRESENTRESPONDSEQUENCESIMPLIFYSOLVESORTSUMMARISESUPPORTTESTVERIFYVISUALISE
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Early Years & Primary Concepts
Me Fairness
Real Language
Home Telling lies
Growth/Change Same
Pets Emotions
Friends Thinking
Being nice Dreaming
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3 weeks old
2 years old 4 years old Adult
What makes you, you?
Are you the same person you were when you were a baby?
If you had a different name, would you be a different person?
When you play make believe, are you still you?
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1
2
3
1.Concept
2.Conflict
Clarity
Confusion 3.
Construct
Eureka!
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Principle 5
Overcome the obstacles
“You might think that students who were highly skilled would be the ones who
relish a challenge and persevere in the face of setbacks. Instead, many of these
students are the most worried about failure and the most likely to question their ability and to wilt when they hit
obstacles”
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TRANSFORMATIONAL LEARNING
time
L +clear understood flows
confusion frustration angst
L -
THE PIT
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SEASON 1: FORMINGAgreeing to do something together
INTELLECTUAL COLLABORATION UNCERTAINTY NEGOTIATION SKILLED CONSENSUS EXCITEMENT CREATING THE SHARED VISION
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CHALLENGE TO MINDSETS POTENTIAL CONFRONTATIONS SURFACING OF EGO & FACTIONS USE/ABUSE OF POWER & POLITICS COLLECTIVE AWARENESS CLARIFYING TRAINING NEEDS ACTION LEARNING DEVELOPING FOCUS AND COMMITMENT
SEASON 2: STORMINGBreaking free from current reality
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FUNDAMENTAL SYSTEMIC CHANGE NEW MENTAL MODELS EMERGE PERFORMANCE NORMS ESTABLISHED ALIGNMENT TEAM LEARNING CONFIDENCE THAT THE VISION IS
ACHIEVABLE
SEASON 3: NORMINGAligning mental models to the Shared Vision
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CONTINUOUS CYCLES OF LEARNING & IMPROVEMENT
SYNERGY FINE TUNING DRAMATIC SHIFTS IN SKILL ACQUISITION COLLECTIVE SENSE OF ACHIEVEMENT AND
SATISFACTION “THIS IS THE WAY WE DO THINGS AROUND
HERE”
SEASON 4: PERFORMING“In the flow” enjoying work