Workshop

Building Trust through ‘open-to-learning’ conversations using ‘Disciplined Dialogue’

Griffith Institute for Educational Research

Practice Example 1. The Ecological Footprint of Household Pets (EASY) The following numbers illustrate the Ecological Footprint for five pets: Household Pet Type Alsatian King Charles Spaniel Domestic Cat Guinea Pig Canary Weight Kg

50 10 5 2 50g

Footprint SqM

3500 1000 1300 500 70

Yearly Cost $

2000 1000 1200 Scraps 100 School of Education and Professional Studies

Practice Example 2.

Teachers’ views about working in a low SES community

Griffith Institute for Educational Research

Practice Example 3. (HARDER) Secondary teachers’ views on the literacy demands of subject teaching The frequency data provided were gathered in a government secondary school from teachers across years 8 to 12 (N=100). No subject specific breakdown are shown, only aggregated data are presented.

Cashen and Dempster (2012) School of Education and Professional Studies

Practice Example 4. Leadership for Literacy with Indigenous Partners Rate the strength of your agreement with the following statements using the 4 point Scale:

   

A – Always; O – Often; S – Seldom; N – Never. Place a cross (X) in the box which best shows your view.

Griffith Institute for Educational Research

In our school community: 1.

(20)

Reading improvement strategies place a heavy value on the importance of Indigenous languages 2.

(1)

Reading improvement practices are designed, planned and prepared by non-Indigenous educational professionals 3.

(16)

Reading improvement practices are designed in genuine partnership with non-Indigenous people 4.

(2)

Reading improvement processes are heavily reliant on non-Indigenous professionals 5.

(5)

Reading improvement strategies accept a mainstream belief in the over-riding value of Standard Australian English over other languages 6

. (17)

Reading improvement strategies rely heavily on Indigenous people 7

. (3)

The leaders of reading are non-Indigenous professionals 8

. (19)

Impro vements in children’s reading rely heavily on Indigenous people 9.

(4)

It is true that improvements in reading cannot occur without non-Indigenous staff 10.

(18)

The leaders of reading include Indigenous people

Griffith Institute for Educational Research

A O S N

Accepted or Conventional Leadership Practice Category A. Involvement in reading improvement 1. Reading improvement practices are designed, planned and prepared by non-Indigenous educational professionals 2. Reading improvement processes are heavily reliant on non-Indigenous professionals A 90 80 O S 10 - N - 10 10 - Intercultural Leadership Practice Category A. Involvement in reading improvement 16. Reading improvement practices are designed in genuine partnership with non-Indigenous people 17. Reading improvement strategies rely heavily on Indigenous people A O - - - - S N 10 90 20 80 3. The leaders of reading are non Indigenous professionals 4. It is true that improvements in reading cannot occur without non Indigenous staff 5. Reading improvement strategies accept a mainstream belief in the over-riding value of Standard Australian English over other languages TOTALS 100 - 75 70 - - 10 15 30 - - - 415 50 20 15 18. The leaders of reading include Indigenous people 19. Improvements in children’s reading rely heavily on Indigenous people 20. Reading improvement strategies place a heavy value on the importance of Indigenous languages TOTALS - - - - - - - - 100 25 75 100 0 0 55 445

465/35 0/500 Griffith Institute for Educational Research

Leadership and Learning with Indigenous Partners Survey Categories (Clusters of Items)

Griffith Institute for Educational Research

Practice Example 5. (HARDER) Secondary teachers’ views on the literacy demands of subject teaching The frequency data provided were gathered in a government secondary school from teachers across years 8 to 12 (N=100). No subject specific breakdown are shown, only aggregated data are presented.

Cashen and Dempster (2012) School of Education and Professional Studies

Practice Example 6. (Hard) This example shows the outcomes achieved by student in three across a forty week school year.

In the following figure, individual students are indentified as ‘above’, ‘at’ or ‘below’ expected achievement levels

Griffith Institute for Educational Research

School of Education and Professional Studies

References

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., and Brown, E. (2010)

10 Strong Claims about Successful Leadership

, Nottingham, College for Leadership of Schools and Children’s Services.

Dempster, N. (2009) Leadership for Learning: a synthesis of recent research,

Edventures,

Paper 13, The Australian College of Educators, Canberra.

Dempster, N. (2012) Principals leading learning: developing and applying a leadership framework,

Education 3 –13,

Vol. 40, No. 1, February 2012, 1 –14 Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006)

Successful School Leadership: What is it and how it influences pupil learning

, Nottingham. UK: National College for School Leadership.

Robinson, Hohepa & Lloyd, (2009).

School leadership and student outcomes: Identifying what works and why. Best evidence synthesis iteration.

Wellington: Ministry of Education, p.49.

Griffith Institute for Educational Research