School Leaders Shaping Professional and Student

LearningAIS Executive Conference

October 2011

Professor Helen Timperley

The University of Auckland

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5. Ensuring an Orderly andSupportive Environment

4. Promoting and Participating inTeacher Learning and

Development

3. Planning, Coordinating andEvaluating Teaching and the

Curriculum

2. Resourcing Strategically

1. Establishing Goals andExpectations

Effect Size

FIVE DIMENSIONS OF EFFECTIVE LEADERSHIPDerived from Quantitative Studies Linking Leadership with Student Outcomes

(Robinson et al., 2009)

When Do School Leaders Promote Professional Learning and

Development?

• Formal professional development “events”

• Conversations throughout the school day– Staff meetings focused on PL– Analysing student learning– Addressing difficult issues by focusing on

teaching and learning interactions– Analysis of leadership and teaching practice

The Evidence Base

The Evidence Base in Practice: Professional Development Project

in LiteracyOver 300 primary schools in New Zealand

Writing: Average gains 2.5 to 3.2 expected rate over two years

Lowest 20% 5-6 times expected rate

Reading: Average gains 1.5 to 1.9 expected rate over two years

Lowest 20% 3 times expected rate.

Sustained over the three year monitoring period

What knowledge

and skills do our students

need?What knowledge and skills do we

as teachers need?

What has been the

impact of our changed actions? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Identifying Students’ Knowledge and Skills

• What do the students already know?

• What sources of evidence have we used?

• What do they need to learn and do?

• How do we build on what they know?

Within the LPDP Project

• Students assessed using curriculum-based assessment (gives a focus, provides diagnostic information and a baseline for assessing improvement)

• Facilitated interpretation of how to score it and what the results mean with teachers and leaders

- at the same time as…

What knowledge

and skills do our students

need? What knowledge and skills do we

as teachers need?

What has been the

impact of our changed actions? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Finding Out about Teachers’ Knowledge and Practice

Investigate together:• How we have contributed to existing student

outcomes?• What do we already know that we can use to

promote improved outcomes for students?• What do we need to learn and do to promote

these outcomes?• What sources of evidence / knowledge can we

use?

Within the LPDP Project

With expert facilitators, the leaders and teachers:– Related student data to programme emphases;– Responded to a scenario of (mostly ineffective)

practice and discussed ratings;– Discussed strengths and weaknesses of practice

from classroom observations– Set personal professional learning goals

What knowledge

and skills do our students

need? What knowledge and skills do we

as teachers need?

What has been the

impact of our changed actions? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Deepen Professional Knowledge and Refine Skills

Important considerations:• Base it on first two parts of the cycle (creates the

“need to know”)

• Consider research findings about different approaches with a track record of what works

What knowledge

and skills do our students

need? What knowledge and skills do we

as teachers need?

What has been the

impact of our changed actions? Deepen

professional knowledge and

refine skillsEngage students in new learning experiences

Teacher inquiry and knowledge-building cycleto promote valued student outcomes

Teachers make the difference

But they cannot do it alone

Beliefs, knowledge and Skills of School Leaders

• To lead effectively, leaders must know enough to:– Work through the inquiry and knowledge

building cycles with their teachers to improve outcomes in relation to your SIP goals

Deepen professional knowledge, engage

students in new learning experiences

What has been the impact of our changed

actions?

How can we as leaders promote

the learning of our teachers to bridge

the gap for our students?

What knowledge and skills do our students need?

What knowledge and skills do we as

teachers need?

All pedagogical leaders have a class

• Who is your class?

• Who is the class of others in the schools you lead?

Small schools

Principal

Teachers

Larger schools

Principal

Senior leaders

Curriculum leaders

Teachers

A more collegial structure

Task for you• Identify your class (as a leader)

• Draw a diagram of layers of classes for you and members of your class

• Identify what each class needs to learn to improve

• Think about some challenges you are likely to face in working with your class

Within the LPDP

• Effective leaders – Used outside experts to help them to learn

how to work with their teachers using evidence of student learning and teaching practice

– Recognised their need to learn in order to teach others

• Less effective leaders– Focused on structures and processes to

promote others’ learning

What knowledge and skills does

“my class” already have and

need?What knowledge and skills do I as

leader need?

What has been the impact of my changed actions on “my class”?

Deepen leader knowledge and

refine leadership skills

Engage “my class” in new learning experiences

Leader inquiry and knowledge-building cycle to promote valued teaching and student

outcomes

Students’ needs

Professional inquiry

Checking outcomes

Student opportunities

Students’ needs

Professional inquiry

Checking outcomes

Student opportunities

Knowledge Skills

Knowledge Skills

Refocusing New challenges

Figure 3 Keeping it all Going through Ongoing Inquiry

.