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Jenny Lewis President: Australian Council for Educational Leaders Principal: Noumea Primary School Knowledge Leadership: New Ways, New Classrooms and New Teachers In a work that is constantly changing, there is not one subject or set of subjects that will serve you well for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn. Naisbitt (1990) I can’t understand why people are frightened of new ideas. I’m frightened of the old ones. John Cage Most people are more comfortable with old problems than with new solutions Anonymous The challenge is to improve education in the only way it can be – through the day-to-day actions of empowered individuals Fullan, 1998 There is no more noble occupation in the world than to assist another human being to help someone succeed McGinnis The most valuable ‘currency’ of any organisation is the initiative and creativity of its members. Every leader has the solemn moral responsibility to develop these to the maximum in all his people. This is the leader’s highest priority W. E. Deming Change has become a constant, managing it has become an expanding discipline Queen Elizabeth April 2002 Developing the leadership capacity of school teams who are able to transform the school’s learning environment requires a delicate balancing act and a willingness to recognise the dilemmas and paradoxes of shared leadership. (Chrispeels, Strait and Brown, 1999) Noumea Public School o 580 students (+ 250 in 4 years) o 30% NESB (Samoan, Tongan, Maori) o 21% Aboriginal (4% in 1997) o 48% students enrol and 40% leave each year o 15-20% of staff receive promotion each year o 78% single parent families o 91% housing commission o We were identified as one the 70 poorest schools in NSW in 2002 o Suicide, abuse, and drug addiction are a normality within our community Noumea Public School o o o o o o o 1997 Director General’s Award for Excellence in Teaching and Learning Programs 1999 selected in the Innovative and Best Practice Research (top 100 schools in Australia) 1999 National Assessment Award 2000 State Literacy Award 2001 identified in the top 30 government and non-government schools in NSW for improving student numeracy performance continuously over 6 years from Years 3 to 5 2001 selected as one of 12 schools to be studied nationally by Professor Peter Freebody for outstanding initiatives in the teaching of literacy 2002 selected as one of twelve schools in Australia to trial IDEAS Creating a Knowledge Ecology Learning Community Learning Culture Cooperation Responsibility for future Knowledge Management Continuous Improvement Sustainable change Future Growth Learning Platform Student Success Information and Communication Technology Change Agent STRATEGIC FOUNDATIONS Is the school vision clear and meaningful? Is leadership distributed? Are successes capitalised upon to enhance the school’s identity and ethos? Are decision-making processes shared and transparent? Is the school’s conceptualisation of education promoted in the community? Ecosystem 1 Developing a learning culture For school community members For the Organisation Challenge reality, let go of old ways Look at the big picture Share what you know with everyone Pursue learning opportunities Strategically redefine your work Recommit to community Seek personal meaning in work Offer participation in overcoming challenges and discovering new ways Provide full information about what is happening. Provide opportunities for renewal Support emotional upheaval of change Respect employees as people Implement changes with credibility, honesty and fairness COHESIVE COMMUNITY Is the community supportive of the school vision? Is the community actively involved in school planning processes? Does the staff assume collective responsibility for individual students and school outcomes? Are the contributions of individuals and groups to the school’s culture and identity recognised and valued? Ecosystem 2 Building a learning community Powerful leadership Focusing only on what is important for children Flexible, responsive structures People-centred Caring, informal, warmth, trust and tears Leadership that is innovative, creative, high task orientated and multi-leveled Community approach Communication multi-levelled Continuous monitoring and evaluation Knowledge Workers – who are they? Drucker 1959 ‘Landmarks of Tomorrow’ o They require social recognition and social power o They want to be partners in your schools o They need to know that they are creating a better world o They strive for authenticity in their teaching, learning and assessment practices o They continually challenge barriers in the school culture and structures o They rely on future forecasting o They require time to think and talk o They are purpose, value and vision drivers o They are lifelong learners o Who leads the knowledge workers? Professor Henry Mintzberg describes these leaders as: ORCHESTRA LEADERS o o o o o o o o o You set the goals and let people loose You lead, you link You recognise, you counsel You encourage creativity and chaos You guide and suggest You continually translates ideas into sustainable systems You nurture a culture of success You recognise that trust is the bandwidth of sharing and have invested in trust building You do not manage knowledge nor people, but the space in which knowledge is created - Ba Ecosystem 3 Learning Platform o Does your school have an agreed schoolwide pedagogy? o Do the teaching/learning programs that live in your classrooms reflect a schoolwide pedagogy? o What does teaching, learning and assessment recording, reviewing and reflecting reporting look like in your classrooms? o How do you know that you are making a difference in your classroom? Noumea’s Targets Kindy .33 7 Year 1 .66 14 Year 2 1.0 Year 3 1.5 Year 4 2.0 Year 5 2.5 Year 6 3.0 (Stage 1) 21 28 (Stage 2) 35 42 (Stage 3) Band 3 49/56 Band 5 Successful students A secure and supportive learning environment Supportive ‘others’ who encourage students to work beyond their ‘comfort zone’ Sustained uninterrupted time to gather, process, digest and practise ideas and skills Stimulating and varied input to maximise learning Opportunities to connect new ideas/information/experiences with existing understandings Authentic, direct experiences Effective modelling and demonstration provided by others Positive expectations of others Clear goals and challenges in their learning A sense of purpose and motivation to learn Active involvement in the learning process Opportunities to work in collaboration with others Encouragement to take risks Opportunities to reflect on their learning Immediate and well constructed feedback from others A sense of responsibility and ownership over their learning Recognition of their individual learning preferences and abilities Emotional engagement 3-DIMENSIONAL PEDAGOGY Do teachers have a shared understanding of successful pedagogy for their school? Do pedagogical priorities reflect the school vision? Do teachers base their work on authoritative theories? Is student achievement measured against agreed authoritative benchmarks? Do teachers have clearly articulated personal pedagogical theories? ־ ־ ־ ־ Authoritative Pedagogy Do we use AP(s) to reflect on our work as teachers, e.g. Productive Pedagogies? specialist community pedagogies? classical pedagogical theories? futurist pedagogies – epedagogy? Personal Pedagogy On what personal talents am I building my pedagogy? What counts as specialist ‘knowledge’ in my work? How does my world view reflect in my teaching and learning practices? Can I articulate a personal pedagogical theory? SWP Do our pedagogical priorities reflect the school vision? Do we have shared understanding of our SWP? Is our SWP derived from our successful practices? Is our SWP evident in our practices? Have we developed SWP collaboratively? Are our community values evident in our SWP? Teacher Planning o o o o o Units that are ‘just in time’ learning moments Identify what the students already know Identify what the students want to learn Planning is always two weeks ahead to enable rich learning experiences that do not seal potential Continuous monitoring INFRASTRUCTURAL DESIGN Do financial, physical and human inputs facilitate the school’s vision and schoolwide pedagogy (SWP)? Is the school’s use of time, space and technologies: - reflective of the school vision? - responsive to students’ developmental needs? - conducive to quality teaching? - Conducive to an aesthetic environment? Are the school’s curriculum frameworks - reflective of the school vision? - responsive to students’ needs? - transposable into quality teaching? Is time allocated for reflective practice? Ecosystem 4 Technology Platform Network Intranet OASIS Internet Curriculum-based software SchoolMate Ecosystem 5 Knowledge Management DATA INFORMATION KNOWLEDGE WISDOM LEADERSHIP AND INNOVATION PEOPLE STRATEGY AND PLANNING PROCESSES CUSTOMER AND MARKET FOCUS PROCESSES, PRODUCTS AND SERVICES BUSINESS RESULTS Ecosystem 6 Continuous Improvement Imagine how much more powerful we will be: When our school never makes the same mistake twice When the school never re-invents a wheel When all successes are repeatable and sustainable When there is increased individual and organisational capacity to learn When every decision, at every level, is made in the light of the full knowledge base of the school K 1 2 3 4 5 6 ES1D ES1E ES1N S1N S1T S1M SIC S1F S1/2B S1/2E S2Q S2A S2R S2G S2/3F S2/3W S3C S3/4L Twenty first century schools School improvement is about teaching and learning. Successful schools are focused, have uncovered and relentlessly pursue morally compelling purposes. They require their student to think … and apply their learning to important realistic problems … They are structured to ensure there are ongoing conversations that are informed by the documentation of student learning and progress. Dr Paul Shaw 2002 May this coming year bring you closer to your vision, wiser in your knowledge and strengthen your relationships with those whom you trust Be the change you want to see in the world Mahatma Ghandi [email protected]