Transcript Using Resources Well for 334

Preparation for 334
Brian Yau
HKTA Yuen Yuen Institute
No.1 Secondary School
Agenda
Introduction
Things to Do
Workshop Papers
Issues
Introduction
Things to do for the implementation of
334
Decision Making Process
School Leadership Team for 334
Things To Do Starting from
9/2006
Teacher Preparation Decisions
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Who should be involved?
How to make best use of grants or resources
provided?
What is the professional development plan?
What is the human resource plan?
Curriculum Decisions
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What are the electives offered? What would be the
MOI? Time allocation?
How to organize OLE? Learning portfolio?
What is the curriculum plan?
Planning Steps
Curriculum Plan
HR Plan
PD Plan
How Much Resource?
05/
06
06/ 07/ 08/ 09/ Onward
07 08 09 10
Grant
Min
Max
TPPG
0.38m
0.44m Y
Y
Y
Y
COC
**
NSS CM
0.08m
0.08m
Y
Y
Y
SSCC
0.04m
OEBG/EOEBG
3.5m
4.3m
TRG
0.11m
0.11m
…
Y
Y
Y
Y
Y
Y
Y
Y
Curriculum Planning
Class Structure
Subject Pattern
Timetabling
Class Structure
The existing structure is 5554422
What would be the new structure?
“How can I do it without knowing the class
structure?”
Subject Pattern
“How many elective subjects should we
have in NSS?”
Timetables
“Should we have week basis instead of
cycle basis? Why?”
Time Allocation
Transition
Human Resource Plan
“In which key learning areas do we
need more teachers or less?”
Continuous Professional
Development
“What are the expected outcomes?”
“How should the curriculum be delivered?”
“How should we assess?”
Curriculum – Pedagogy – Assessment
Using Resources Well
I think we will know how to do it well
after knowing the answers to these
questions.
How to proceed?
Decision Making Process
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Participation of 334 Workshop on 23-24
Jan
Formulation of a preliminary strategic plan
in SAC
All Teachers and Panel Heads are consulted
Experience sharing with other schools
Revision of plan
Further consultation
A Conceptual Map
SMC
1/6
School Leaders
& SAC
All Teachers
10/3
Panels, JPM
Other Schools,
Networks,EMB
School Leadership Team
Rationale:
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A mechanism by which the Principal and other
senior school leaders work closely with a small
number of other school leaders to develop
strategies and monitor progress and problems in
for the implementation of 334
Features:
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To Sustain school improvement
Leadership need to be shared at all levels
To create pool of talents for tomorrow’s leaders
Team Composition
Principal, VP, PS, VPS
Teacher Representative
Career Mistress
PTA Representative
Workshop Program (23-24 Jan)
In an International Context
Curriculum, Pedagogy and Learning Assessment
Planning for Effective Change
School Leaders’ 334 Action Plan
Capacity Building and Professional Development for
Teachers
Using Resources Well
Change Management, Certainties and Uncertainties
Paper 1: Questioning
Education
C M Cheng
99% are SME in HK, 98% in US
Small, Medium
Enterprises
-to provide total solution
-creation & enquiry minds
-collaboration & teamwork
-merged & dismantled
frequently
Large
Organisation
-mass production
-master plan & tasks
-task fulfillment
-top-down &
specialization
Education for Today &
Tomorrow
Workplace skills: communication,
brainstorming, presentation etc
Teamwork skills
Social competencies: qualities in
emotions, values, principles, moral &
ethics dimensions
Self-management, self-confidence, selfregulation, etc
Learning Paradigms
Learning is construction of knowledge by the
learners
Learning occurs only when learners interact
with external world
Different learners may learn in different ways
Learning is effective through solving real-life
problems
Learning is effective in social setting
International Context
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Curriculum change in other countries:
 Singapore
 Japan
 China
-30%
-33%
3+X in U Entrance Exam
Paper 2: Principals as Leaders
in Culture of Change
M Fullan (2002)
Instructional quality
Student Achievements
School Capacity
Teachers’ Knowledge & Skills
Principal
Leadership
Professional Community
Program Coherence
Technical Resources
Principal of The Future
Attuned to the Big Picture
Sophisticated at Conceptual Thinking
Transformation of the Organisation
through People and Teams
New Mind and Action Set
Energy, Enthusiasm & Hope
Principal Leadership
5 Core Components:
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Moral Purpose
Understanding Change
Relationship Building
Knowledge Creation & Sharing
Coherence Making (Focus on Student
Learning)
Leadership & Sustainability
Leadership & Social Environment
Leading in Context
Leaders at Many Levels/Succession
Development of Teaching Profession
Paper 5, 8: The Role of the Principal
in School Reform
M Fullan (2000)
6 Leadership Styles
1.
2.
3.
4.
5.
6.
Coercive (“Do what I tell you!”)
Authoritative (“Come with me!”)
Affiliative (“People come first!”)
Democratic (“What do you think?”)
Pacesetting (“Do as I do, now!”)
Coaching (“Try this!”)
 People resent & resist 1.
 People get overwhelm & burnt out with 5.
 2, 3, 4 & 6 have the best climate &
performance
Six Guidelines for Principals
1.
2.
3.
4.
5.
6.
Stay clear of false certainty
Base risk on security
Respect those you want to silence
Move toward danger in forming new
alliance
Work on emotional intelligence. Don’t
take dissent personally
Fight for lost causes
6. Planning for Effective Change
Participant Handbook
Strategic Planning and Prioritizing
Strategic Planning Framework
I. Overall 334 Vision and an
Implementation Plan
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Establish a Leadership Team
Develop a 334 Vision
Overall Action Plan
Leadership Capacity Building
Co-ordination & Monitoring of Staff
Development across school
Strategic Planning Framework ( cont.)
II. Role and Responsibilities
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Middle level leaders
Distributed Leadership
 Empowerment
 Motivation
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Teamwork & influence by ML to team members
III. Action Plan
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Priorities and sequencing of the strategies and
initiatives in their areas
Effective program of staff development into all
implementation strategies
7. Building Trust in Your
School
Participant Handbook
Management of Relationship
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Inspiration, Influence
Develop Others, Change Catalyst
Conflict Management
 Surface the conflict
 Acknowledge the feelings and views of all sides
 Redirect energy towards a shared ideal
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Building Bonds
 A web of relationships, trust & rapport within schools &
external organisation &network
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Teamwork & Collaboration
Paper 3: Curriculum, Pedagogy &
Assessment
Participant Handbook, EMB
Focus on Deep Learning
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Learning facts can be a crucial backdrop
but it is not learning for understanding
Understanding is the ability to think and
act flexibly with what one knows
Deep learning is the ability to show one’s
gasp of a topic and at the same time
advance it and use it in new ways
Teaching for Understanding
- 4 Cornerstones of Pedagogy
What shall we teach?
Generative Topics
What is worth teaching?
Understanding
Goals
How shall we teach for
understanding?
Understanding
Performances
How can students &
teachers know what
students understand?
On-going
Assessment
Generative Topics
Issues, themes, concepts and ideas that
provide enough depth, significant connections
and variety of perspectives to support student
development of powerful understandings
Examples:
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Bio: Definition of life; rain forests; dinosaurs
Maths: The concept of zero; number patterns; etc
History: Survival; revolution; conflicts etc
Literature: Humour; folktales; etc
‘Understanding’ Goals
Concepts, processes, skills that we want
students to understand
Examples:
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Maths: Ss will understand both inductive
and deductive reasoning to prove 2
triangles are congruent
Bio: Ss will understand how to distinguish
between living things and non-living things
‘Understanding’ Performances
Explaining; solving a problem; building an
argument; constructing a product and so on.
Basically, it is a kind learning activities to find
out students’ understanding over time
Examples:
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Maths: Use of % in real life situation. Students
collect and compile data about school attendance
and calculate the absence rate, etc then create
graph to present their data, collect feedback and
revise the graphs
On-going Assessment
Assessment:
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Criteria for each performance of
understanding
Feedback:
 Provide Ss with information how well they did
and what to improve
 Inform Ts’ planning and subsequent class
activities
 For Ss to reflect on their own work
Example of On-going
Assessment
Maths:
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Criteria:
 qualities of the survey
 effective use of %
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Feedback:
 Ss share drafts of their surveys
 Submit graphs and chart to T for comment
 Self-evaluation for T assessment as part of the
final grade
Paper 4: Using Assessment to
Improve Learning
Geoff Masters
Principle 1
Principle 2
Principle 3
Papers 9 –16
9. Building Capacity of schools and
teachers
10. Bridging the gap between standards
and achievement -Elmore, R F
11. CDI, EMB (2005) Professional
Development Programmes
Issues
Are there issues that would be important
for the implementation of 334?
Thank you