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Conference Overview NMR QuickTime™ and a Motion JPEG A decompressor are needed to see this picture. Lorne, 2010 STRUCTURE Urgency Leading the Work Future Work URGENCY Moral Purpose To improve the outcomes of ALL students regardless of location or background Professional Ethics ACTING Alwayswhen SEEKING a means ways oftolifting lift achievement achievement is identified Schools fit for purpose Changed expectations QuickTime™ and a Animation decompressor are needed to see this picture. Rapidly changing and challenging world Young people have changed Pink Floyd - Another Brick in the Wall Leaves school at 14 Lifeboat model of education - no further education Few high schools Depression - struggle for work Might have had a 50 year working life with 4 years in the forces Retires at 65, dies at 70 Had few distractions - marriage, movies, cigarettes Born 1946 64 Proliferation of high schools Leaves school at 15 Access to free tertiary education 40 year working life: 1976 - 2015 25 years of retirement, dies at 85 First TV generation Experienced in IT revolution Born 1990s Lives until 2090 Leaves school in 2008 Enters workforce in 2012 Works for 35 years and retires in 2047 Retirement lasts 36 years Dies at 92 but likely to live into the 100s The Great Unknowns Jobs QuickTime™ and a Animation decompressor are needed to see this picture. Technology Problems LEADING THE WORK ‘You must be the change you wish to see in the world’ MAKING POWERFUL LEARNING REAL The Challenge … TALIS 2010 Most say... •nothing is done to distinguish good and bad work in the classroom •they wouldn’t gain more recognition if they improved their teaching 90% say... •Principals do nothing to address underperforming teachers •the best teachers do not get the greatest recognition Some spend more than half their classroom time doing tasks other than teaching Two thirds believe that teacher evaluation other than meeting bureaucratic requirements Towards system wide sustainable reform Prescription Building Capacity Professionalism National Prescription Every School a Great School Schools Leading Reform System Leadership System Leadership as Adaptive Work Technical Solutions Adaptive Work System Leadership Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using existing approaches alone The Nature of Adaptive Work An adaptive challenge is a problem situation for which solutions lie outside current ways of operating. • Adaptive challenges demand learning, because ‘people are the problem’ [as well as the solution] and progress requires new ways of thinking & operating. • Mobilising people to meet adaptive challenges, then, is at the heart of leadership practice. • Ultimately, adaptive work requires us to reflect on the moral purpose by which we seek to thrive and demands diagnostic enquiry into the realities we face that threaten the realisation of those purposes. From Ron Heifetz – ‘Adaptive Work’ (in Bentley and Wilsdon 2003) The Ring of Confidence The ‘Iceberg Model’ of Educational Change Content & Structures Values and Beliefs Behaviours Developing a Professional Practice What is ‘Professional Practice’? • By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems. • The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are. CURRICULUM POWERFUL LEARNING TEACHING STRATEGIES STUDENT ENGAGEMENT ‘THE INSTRUCTIONAL CORE’ The Experience of Educational Change change takes place over time; change initially involves anxiety and uncertainty; technical and psychological support is crucial; the learning of new skills is incremental and developmental; successful change involves pressure and support within a collaborative setting; organisational conditions within and in relation to the school make it more or less likely that the school improvement will occur. [Adapted from Michael Fullan – Change Processes paper, 1986] Three Phases of Educational Change Institutionalisation Initiation Implementation “The Implementation Dip” Time Matt Miles on Change Agent Skills TRUST DIAGNOSIS PLAN WORKING IN GROUPS KNOWHOW CONFIDENCE TO CONTINUE Kotter’s ‘Eight Steps’ • Increase Urgency • Build Guiding Team • Get the Vision Right • Communicate for Buy In • Empower Action • Create Short Term Wins • Don’t Let Up • Make Change stick What this looks like in struggling schools In these schools the key activities are: • Creating an orderly environment • Ensuring consistency in teaching practice • Prioritising the work on literacy and numeracy • Taking ownership for the progress of students and creating high expectations • Developing and supporting leadership capacity • Establishing systems for data use What this looks like in progressing schools In schools that are progressing, the key activities are: • Creating a learning environment within the school • Sharing the best of teaching practice through rounds • Strengthening the work on literacy and numeracy across the curriculum • Introducing assessment for learning to enable students to take more control over their own learning • Distributing leadership capacity • Monitoring student progress through data use What this looks like in successful schools In successful schools, the key activities are: • Creating a self directed and inclusive learning environment • Introducing innovations in teaching and sharing with other schools • Strengthening cross curriculum working and enquiry based projects • Encouraging student voice to enrich the curriculum monitor their own progress and to champion curiosity • Engaging in system leadership • Using data formatively to enhance the progress of all students AUTHENTIC SCHOOL IMPROVEMENT The ‘Skinny’ according to Michael Fullan • To get anywhere you have to do something • In doing something, you need to focus on developing skills • Acquisition of skills increases clarity • Clarity results in ownership • Doing this together with others results in shared ownership • Persist no matter what. Resilience is your best friend. The Systemic Agenda The future reform agenda is about schools supporting each other in a new educational landscape: • Schools exist in increasingly complex and turbulent environments, but the best schools ‘turn towards the danger’ and adapt external change for internal purpose. • Schools should use external standards to clarify, integrate and raise their own expectations. • School benefit from highly specified, but not prescribed, models of best practice. • Schools, by themselves and in networks, engage in policy implementation through a process of selecting and integrating innovations through their focus on teaching and learning. • Schools use the principles of segmentation to transform the system The Next Phase of Reform NMR has done well so far … • Increasingly clear model of change • Wayne’s leadership • Mix of technical (e.g. Munro and Lewis) and psychological (e.g. coaches and RNLs) support • More differentiated support • Above all – commitment and energy from schools and Principals Segmentation requires a fair degree of boldness … • Schools should take greater responsibility for neighbouring schools so that the move towards networking encourages groups of schools to form purposeful collaborative arrangements. • All failing and underperforming (and potentially low achieving) schools should have a leading school that works with them in either a formal grouping or in more informal partnership. • The incentives for greater system responsibility should include significantly enhanced funding for students most at risk. • A rationalisation of national state and regional functions and roles to allow the higher degree of regional co-ordination for this increasingly devolved system. The Next Stage of the Work • Urgency and moral purpose – focusing on student learning • Alignment – policy and roles • Precision – in terms of teaching and school intervention • Leadership – at the three levels of RNLs, Principals and School Improvement Groups • Segmentation – the strategic use diversity to drive excellence All achieved through use of Adaptive Strategies – Instructional Rounds, Triads, Residency etc LEADING THE WORK Inside Out Tactics Powerful Learning Techniques From planning what to teach... to planning how to teach tactic |ˈtaktik| Tactics - Teaching noun an action carefully planned to achieve a specific end No opt out Right is right Stretch it Format matters Without apology Tactics - Learning Tactics - Managing Tools Tactics Powerful Learning Techniques Models Neuroscience E5 Tools Tactics Powerful Learning QuickTime™ and a Motion JPEG A decompressor are needed to see this picture. Techniques Models Elaborate Cognitive Principles Unless the cognitive conditions are right, we will avoid thinking Factual knowledge must precede skill Memory is the residue of thought Cognition training in early years is fundamentally different from cognition training later in life Cognition training in early years is fundamentally different from cognition training later in life QuickTime™ and a Motion JPEG A decompressor are needed to see this picture. We understand new things in the context of what we already know, and most of what we know is concrete It is virtually impossible to become proficient at a mental task without extended practice Children are more alike than different in terms of how they think and learn Children do differ in intelligence but intelligence can be improved through hard work Push... or Pull? QuickTime™ and a Motion JPEG A decompressor are needed to see this picture. Push AND Pull The Goldilocks Solution Questions that are just right Inside Out... Families The “Alterable” Curriculum of the Home QuickTime™ and a Motion JPEG A decompressor are needed to see this picture. XCN NPH DFB ICI ANC AAX X CNN PHD FBI CIA NCAA Prior Knowledge While the home’s influence on academic learning is significant... the quality and quantity of instruction AND the child’s cognitive abilities are of equal or greater significance Parent Education Group sessions led by trained parents Workshops and courses taught by experts Inside... Out QuickTime™ and a Apple ProRes 4444 decompressor are needed to see this picture. Triads Instructional Rounds Teacher Performance Performance Desired Performance Actual Performance Years 0 5 Years Teacher Performance Experience Practice Triads QuickTime™ and a HDV 1080i60 decompressor are needed to see this picture.