O UR J OURNEY C ONTINUES D R. B EV F REEDMAN O CTOBER, 2015 O NE D AY C OURSE B. FREEDMAN...

B. FREEDMAN OISE/NORWAY OCTOBER 2015

OUR JOURNEY CONTINUES

DR. BEV FREEDMAN

OCTOBER, 2015

ONE DAY COURSE


Improvement is a function of learning to do the right things in the setting where

you work

Elmore, 2004, School Reform from the inside-out, p.73.


What is Evidence of Learning

For students?

For teachers/staff ?


Vandering – Learning Walks

What has been your experience ‘vandering’ in classrooms and halls since the March course?What has been challenging?What have you noticed and been your learnings?What can we do to modify/clarify the TIDE frame to make it more useful?What conversations with teachers/staff would you like to have now?

Share at your table ………………………


Your School’s Improvement Plan

2014-2015 What were the main goals for your school last year?

Why these goals; why did you select them?

What were your strategies and resources to realize your areas of focus?

What evidence do you have that change/improvement occurred?


Share the piece of student/teacher learning you broughtWHAT DO WE NEED TO KNOW MORE ABOUT LEARNING?


Think Impact…

WE NEED TO BECOME LEARNING LEADERS


Challenge for Education

Working on accelerated, simultaneous change – Improvement in a digital age.

We have digital tools adaptive interfaces, integration of platforms, connectivity.

Need is for excellence, equity and improvement.

We need to operate within and support a ‘knowledge infrastructure’ (Roger Martin, 2015)


Changing Demands and Expectations

Globalization and Modernization

“Routine, rule-based knowledge, which is the easiest to teach and test is the easiest to digitize, automate and outsource” (OECD, 2012, p.34)

Traditional and discrete bits – now integrated and synthesized

Personalize the experiences – unique to the user

Increase accessibility & connectivity – leading from the middle

Build empathy community and shared purpose:o Changing Change Management, Ewenstein, (Smith & Sologar,

McKinsey, 2015)


Innovation

Evidence Informed

Entrepreneurial

Users & practioner

s

User inspired

Innovation &

knowledge


Effective teaching is a set of complex, context decisions about teachingCARL GLICKMAN (2003) HOLDING SACRED GROUND



Essential Skills

WAYS OF THINKINGCreativity, Critical Thinking, Problem-Solving, Decision-Making, Interdisciplinary, System-thinking, Continuous Learning – Meta Layers

WAYS OF WORKING Communication, CollaborationTeam Leader & Team Member

TOOLS FOR WORKING ICT, Information LiteracyRelevancy, Innovation

SKILLS FOR LIVING IN THE WORLDCitizenship, Life and CareerPersonal and Social ResponsibilityAdaptability, Resilience, Integrity, Empathy, Commitment (OECD,2012,P.34 – WWW.ACT21S.ORG)

http://www.act21s.org/


Effective Schools

Require systems thinking – complex, inter-related, ambiguous, emotional, outcomes-based

For new approaches or initiatives – have to consider all three for implications

(McRrel, 2003) there are 3 domains:

Technical – standards, curriculum, instruction, assessment, teaching, learning

Personal – affective, attitudes, skills and behaviours of the people in the system

Organizational – resources, structures, protocols, policies, resource allocation, technology


“Effective school leadership affects teacher capacity, motivation, and commitment. And working conditions, which in turn alters teaching practices linked to student learning and achievement”. It requires elevation of the role as instructional leaders.

Fullan (2012), The Future of the Principalship.


Effective Practices for Change

Have a flexible mindset –academic optimism

What are your key issues?◦ Areas of focus◦ Areas for feedback

Focusing on quick wins “low hanging fruit”

Implement evidence-based practices based on your data

Trust and relationships matter

Build professional capacity

Monitor and provide feedback◦ Olsen, 2014


Marzano, in Balanced Leadership (2003) found that:

The leadership practices with the largest effect size (correlation between leadership and student achievement = + .30) are:

Acting as an agent of change

Promoting collaborative cultures with teachers having input into important decisions

Is situationally aware – school, the community, politics

Ensures intellectual stimulation of staffs – current with theories, effective practices


Co-learning and collaboration – “we not I”◦ Engaging in joint feedback (teacher/principal, principal/teacher to

“synchronize teaching and learning so it becomes powerful and impactful (Hattie) = leading from the middle

Activating change – ◦ Perseverance, flexibility, hard work – flexible growth mind set (Dweck, 2006) –

achievement is ‘enhance able’ and subject to change

Focusing on the learning and not the teaching

Developing and sustaining relational trust

Assessing and providing descriptive useful feedback

Practices of Leaders


European Commission, 2003

Educated people contribute disproportionately to business innovation, productivity, voting, & improved national economic performance

Higher education attainment is linked to increased civic engagement, higher life satisfaction, healthier decisions, lower crime rates (OECD, Education at a Glance, 2009)

If national economic attainment is increased aggregate productivity is increased by 6.2%

For K-12 students measure – reading, math, science, equity in outcomes, resilience and high school graduation rates

Ontario ranked 4 behind Japan, Finland and British Columbia, Norway as 16 behind Belgium and Sweden. The US ranks 23 (http://www.conferenceboard.ca/hcp/provincial/education.aspx)

http://www.conferenceboard.ca/hcp/provincial/education.aspx

http://www.conferenceboard.ca/hcp/provincial/education.aspx


PISA, 2009 – Reading Variability in OECD Countries

Between schools – 36%

Within schools – 64%

OECD, 2010


Teachers & Leaders for the 21st Century, OECD, 2012

Leadership needs to be shared and distributed in the school & across schools◦ Networks◦ Shared roles and responsibilities in Leadership Teams:

◦ assistant principals, teacher leaders: ◦ department heads, coordinators, Norway: pedagogy, personnel & finance◦ collaborative leadership opposed to only the principal is the path to

improvement (Hallinger & Heck (2009)

Shared & aligned accountability for student achievement school/district wide (Fullan)

Student-focused schools/systems with high expectations – academic optimism/press



School leaders developing, supporting and evaluating teacher quality:

Coordinating the curriculum & teaching program

Promoting teacher learning

Supporting collaborative learning communities

Monitoring teacher practice and providing useful feedback

Evaluating teacher practice with feedback◦ Classroom observations, interviews, data analysis and documentation



Improving schools establish networks with other schools – across family of schools and/or municipalities/districts

Work on problem solving through intensified process of interaction, communication & collaboration p.20

Blend vision and values, knowledge and understanding and personal qualities and attributes including social and communication skills



Learning Myths – Atabaki, McKinsey, 2012

MYTH REALITY

Fixed from childhoodNeuroplasticity – lifelong learning, adaptive challenges

Idle brain – use 10% - brain scansMulti-tasking uses working memory –difficult to learn and multi-taskImmersive learning environments

Left (analytical) and right (creative) brain – Use only your preferred style

There is a dominance; however you work with bothGamified, Tactile, Discussions, Sensory, Reflections - integrate for all


Equity and EqualityINSTITUTIONAL & INSTRUCTION

WHAT ARE THE DIFFERENCES? DISCUSS ……………………..


Differentiation

For students and teachers

What is diff erentiation - discuss


DifferentiationIT IS A CLASSROOM PRACTICE THAT LOOKS EYEBALL TO EYEBALL WITH THE REALITY THAT KIDS DIFFER, AND THE MOST EFFECTIVE TEACHERS DO WHATEVER IT TAKES TO HOOK THE WHOLE RANGE OF KIDS ON LEARNING.

CAROL ANN TOMLINSON 1999


Differentiation: What principals want to know

Not individual instruction rather a response to students’ differing needs – using a combination or balance of modelled, shared, guided and independent instruction

Many ways to learn – Effective teaching responds to learning preferences/needs

Increases engagement, independence and students’ self-efficacy

In Canada: immigrants make up over 20% - highest % in the G8, over 200 languages, 18% speak at ;least 2 languages at home – 80% of these live in the major urban centres 1.4 million Aboriginal Over 1 million Muslim – over 3% of the population 6.3 million are South Asian (1.6 m), Chinese (1.3 m), Black, Filipino, Latin America, Arab, Korean, Japanese,

West Asia – Toronto is 47% visible minorities Students - 15% are identified with special needs, 4.3% Aboriginal (72% high school graduation compared

to 92% 25 to 34 year old for Canada) & younger 28% under 15

Canada boasts the highest percentage of foreign-born citizens than any other G8 country. In 2012, Canada welcomed a record number of immigrants for its seventh consecutive year, with 257,515 newcomers entering the country.


Shifts in Education Teaching Content focus Learning as a product Hierarchical structure Conformity Emphasis on university education Differentiation on achievement

Learning Process Strategies Distributed leadership Diversity Emphasis on closing gaps Differentiation on instruction


What sticky strategies promote engagement

In Learners?

Cognitive

Emotional


Accommodate and Modify Accommodate- if student is academically capable of being on grade level then accommodate the expectations/outcomes

Work on barriers to enable students to demonstrate what they know and understand

Alter strategies for learning and assessment but not expectations

Time, space, computers, voice to text, Braille, FM systems

Right of all students

Modify – expectations/outcomes if student is above or below grade level

Alter the expectations – extensions, or at a lower but aligned grade level

Question – how much to keep credit integrity

Modify assessment. It is more than more or less expectations, assignments, or homework questions

Must be indicated on education plan and report card


Underpinnings: Choice, Flexibility. Students responsible for their Learning

Learning styles

Multiple Intelligences

Ethno/Cultural Diversity

Economic

Background experiences – contextual

Personalities

Interests

Developmental needs and stages◦ Our classes are more diverse & why teaching is rocket science


Implementing Differentiation – Teaching All Students

Content

Process

Product

Time

Environment

Assessment and evealution


Differentiating Content Choice of expectations

Choice of topics

Culturally responsive

Authentic & Real-World

Add or reduce content

Order of expectations, units

Problem Based

Look to raise or lower the level of difficulty – Bloom’s Taxonomy


Differentiation of Process Impactful Strategies

Recognizing similarities and differences, metaphors, analogies (45%)

Summarizing and note taking (37%)

Reinforcing effort and providing recognition (28%)

Homework and practices (28%)

Nonlinguistic representations (27%)

Cooperative learning (27%)

Setting objectives and providing feedback (23%)

Generating and testing hypothesis (23%)

Questions, cues, and advance organizers (22%)◦ Marzano – www.mcrel.com


Instruction - Grouping Grouping – heterogeneous/homogeneous, student choice, teacher choice

Flexible – when staff choice and when student choice?

Whole class

Small groupings

Individual work


Differentiating Product Student /teacher –choice/voice

Oral

Written

Visual

Tactile-kinesthetic – demonstration

Model, Demonstration

Role play/Simulation

Multimedia – blogs, twitter , podcasts, videos, YouTube, Instagram ….

Gamified learning


Differentiating Time Expand – give more time

Reduce – if knowledge consolidated

Tiered – scaffolding


Differentiate Environment Flexible groupings

Activity centres – distinguish space

Authentic experiences

Field Trips

Simulations

Web-based learning


Equity Walks: What works, What need to be changed? Equity and Inclusive Education - At your tables examine 1 of the following 10

components:

Public Space

Classroom Environments

Classroom Resources

Classroom Talk

Differentiated Instruction

Differentiated Assessment

Parent & Community

Learning Teams

School Improvement

Co-curricular Activities



Culture Responsive Pedagogy

Inclusive education, one that respects and differentiates works to remove barriers between the student and the learning

Effective instruction makes differences – p. 6 - Culturally Responsive Pedagogy

Culture is reflected in students’ multiple social identities and their ways of knowing and of being in the world” – p. 1

Hold academic optimism/high expectations Develop critical thinking and critical cultural consciousness Assisting students to be cultural respectful and responsive

B. Freedman - OISE/2015


Teachers’ “Professionally Significant” Emotional States

• Individual teacher self efficacy

• Collective teacher efficacy

• Organizational commitment

• Job satisfaction

• Stress and burnout

• Morale

• Engagement


Effective teachers constantly reflect on their workGLICKMAN, HOLDING SACRED GROUND


Schon1987“THE ONLY LEARNING WHICH SIGNIFICANTLY INFLUENCES BEHAVIOUR IS SELF-DISCOVERED AND SELF-APPROPRIATED.”


Leading Learning Organizations

Leaders act as catalysts to make good things happen – Leithwood, 2004

Effective learning organizations are ones that grow continuously from success and failure – intellectual learning

Lead learners understand that the organizations are rapidly changing, complex, interconnected and people-centred

Improvement happens when you are a learning leader as well as an effective manager because student achievement happens in schools



Leaders RolePRACTICES

• Shared vision and mission

• Set high expectations

• Recognize & reward achievement

• Role model desired practices & beliefs

• Design and manage teaching & learning

• Model being a co-learner

• Monitor & Observe

• Establish effective teams

• Preserve the instructional core

• Connect to parents & community

ATTRIBUTES/BELIEFS

• Prime focus is improving achievement

• Be resilient and persistent in achieving your goals

• Take risks, adaptive behaviours

• Recognize & adapt to the context

• Develop deep understandings – be self-aware

• Optimistic and enthusiastic

• Marzano, McREL, 2010-2015



Today’s Learning Leader

Create and nurture an environment of collaborative expertise

Develop Data literacy

Academic Optimism

Focus on & track progress

Close achievement gaps

Relationships, relationships, relationships

Be Visible


Know Our Opportunity!

Formulate Questions

Gather and Organize

Interpret and Analyze

Evaluate and Draw

Conclusions

Communicate


Leading Learners - Digital Futures -

Any changes from our fi rst perceptions?


How are you managing resistance?

Altering practice takes time and effort.

When a school-based leaders encounters resistance to change, there are many things to consider.

There are a few key understandings for school-based leaders who have feedback/information to share that may not be initially welcomed by the individual receiver.

Dealing with resistance is part of the job of leaders and not everyone will welcome or embrace change.

Open to Learn Conversations with Teachers

Disclose the reasoning that leads to your views.

Provide examples and illustrations of your views.

Use the “ladder of inference.”

Treat your own views as hypotheses rather than taken-for-granted truths.

Seek feedback and disconfirmation.

Listen deeply, especially when views differ from your own.

Expect high standards and constantly check to see how you are helping others reach them.

Share control of the conversation, including the management of emotions.

Share the problems and the problem-solving process.

Require accountability for collective decisions.

Foster public monitoring and review of decisions.



Improvement Plan

2015-2016 What will be the main goals for your school this year?

What changed from last year?

Why these goals; why did you select them?

What will be your strategies and resources to realize your areas of focus?

What will be the evidence that change/improvement occurred?


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