LEAP ConferenceJuly 2015Helen Timperley

Who within the system should be the focus for improvement?

Who should be making the decisions about what to do when?

What is the starting point? What is important to focus one? What is a good design? Where does evidence and

accountability fit?

4

Transm

ission

Transm

ission

The purpose:“Every learner crosses the stage with dignity,

purpose and options, and a sense of social responsibility” (Timperley, Kaser and Halbert,

2014)

Intellectual and social engagement driven by curiosity through an evidence-informed inquiry process

◦ Driven by the moral imperative of high quality and equity for all student learners

Demonstrate intellectual and social engagement

From Mt Roskill Primary School in New Zealand◦ low socio-economic multi-ethnic school

Students in Year 6 (NZ); Year 5 (Australia)

ComplianceOR

Curiosity and Commitment

From To

My job is to learn curriculum content determined by the teacher

Assessment – I receive marks from my teachers and this reflects my ability

My job is to actively engage in identifying my learning goals and co-construct their meaning with my teachers

Assessment – I work with my teachers to identify what I know and need to know next to reach my goal

Inquiry questions

Inquiry questions

What’s going on for our learners?

How do we know?

Timperley, Kaser, & Halbert, 2014

W

hat

is

our

focu

s?

What is

leading

to this s

ituatio

n?

How can we learn

more about what to do?

What

will

we

do d

iffere

ntl

y?

Have we made

enough

of a difference?

What’s going on

for our learners?

Cluster of 8 schools (7 primary, 1 secondary) had achieved early significant acceleration in student writing

BUT Frustrated by inability to lift student writing

any further Attendance at network meetings fell awaySO Sought help to get them out of current

situation

Participants Representation

Principal

Lead Teacher

Facilitator

Central office

Teachers

Students

Developed by Brian Annan

Principals Group

1416

24

21

14

8

21 0

10

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5

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Stanine

Per

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tag

e o

f st

ud

ents

Time 9

Time 10

National norm

Principals Group

1416

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21 0

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Stanine

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National norm

Developed by Brian Annan

Principals Group

11

35

51

30

5

21

50

19

5

0

10

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Low Below Average Average Above Average Outstanding

StanineP

erce

nta

ge

of

Stu

den

tsTime 11 (Term 1, 2008) Time 12 (Term 4, 2008) National average

1416

24

21

14

8

21 0

10

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Stanine

Time 9

Time 10

National norm

0

10

20

30

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60

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80

90

100

Subtest

Pe

rce

nta

ge

on

su

bte

st

Year 6 (T9) 85 61 40 48

Year 6 (T10) 91 73 55 63

National 91 79 70 67

Subetest 1 Subetest 2 Subetest 3 Subetest 4

Lead team

Lead teacher group

W

hat

is

our

focu

s?

What is

leading

to this s

ituatio

n?

How can we learn

more about what to do?

What

will

we

do d

iffere

ntl

y?

Have we made

enough

of a difference?

What’s going on

for our learners?

Is about inquiry

Takes a wide perspective (student engagement, S-E)

What is happening for all learners from their perspective

Not about confirming

what already know Not just focused on easily measured academics Not just what the professionals

decide

Good relationships between teachers and students

Social-emotional engagement high (as measured by attendance and survey)◦Intellectual engagement not high

Students appeared passive in their learning – sit and receive

Stalled academic progress particularly in writing

Uses information from the scan

Requires collection of further information to clarify what is going on

Includes strengths PLUS problems and challenges

Not the time to introduce completely new areas

Can’t assume you know what to focus on

Doesn’t focus on one or the other

Focused and deep - include everyone - then transfer

Student learning

Teacher learning

What does not work

Reduce passivityIncrease intellectual engagementFocus on writing

Involves getting deeply held beliefs out on the table

Focuses on how the participants are contributing to the situation

Turns beliefs into a form that can be assessed as a worthwhile focus

Doesn’t involve a general brain storm of all possibilities

Doesn’t focus on everyone else

Doesn’t mean just letting off steam about something over which have no control

Transmission teaching passive learners

In classrooms feedback focused on praise for self-esteem and relationships (not learning)

In professional relationships – a culture of niceness and leaders abdicating their responsibility for leading improvement

Connected to the inquiry and analysis process in the earlier phases

Requires knowing why new ways of doing things are better

Requires time

Not just based on a good idea or someone’s preference

It isn’t just about learning new things

Not just a series of brief encounters

Students students Teachers students Curriculum leaders teachers Principals curriculum leaders Principals and curriculum leaders

videoed practice and gave feedback to each other

Involves learning more deeply about new ideas

Informed by knowing why new practices are more effective than others

Judging effectiveness by the impact on learners

Not just about implementing what was learned

Not just trying things out without understanding why

Not about getting the teaching practices right

Dimension Conventions

Specific aspects in isolation

Specific aspects within deeper concepts

Feedback Task

Process

Self- regulation

Feed –forward Task

Process

Self- regulation

Based on high expectations that action will make a difference for all learners

Turns assessment into information about the effectiveness of teaching and what can be done about it

Not just a routine to follow

Assessment information is not about the capacity of learners

Student achievement in writing accelerated ◦ Greatest improvement where feedback practice

best

Inquiry and learning happening at every level

Students actively engaged in identifying goals and seeking feedback

What’s going on for our learners?

How do we know?

Timperley, Kaser & Halbert, 2014

Who within the system should be the focus for improvement?

Who should be making the decisions about what to do when?

What is the starting point? What is important to focus on? What is a good design? Where does evidence and

accountability fit?