Curriculum Leadership Development Programme

1. Curriculum Leadership Development Programme Language Learning Support Section 4 October 2011 1

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3. My three wishes Write down your expectations from this programme on the post-it notes and stick them on the board. (1 min.) 3

4. What challenges and problems do I face as a leader? Write down two problems / challenges in promoting English language education at your school on the post-it notes and stick them on the board. (1 min) 4

5. The changing internal & externalenvironment How can our school survive? There are not enough students! Hey! Colleagues, please stay! Accountable? Sustainable? Guarantee good results? Our students are getting more difficult to teach! No more problems, please!!! Our students are getting less competitive! Workload NSS, MOI, LAC, SCT, EEG, LD… Why do parents always set such high expectations of us? 5

6. The Challenges How much control do schools have over those circumstances? What are their development priorities? Does the whole staff have enough capacity to handle those issues? How to ensure a stable, spirited and high quality team ? How to make the achievements of the school known to the public ? How to enhance students’ motivation and achievement ? How to ensure the quality of learning and teaching ? What resources can be mobilised? 6

7. Who can solve all those problems? !!! Good Leaders Superman? 7

8. What kind of leadership do we need? Transactional leadership Transformational leadership Authoritarian leadership Distributed leadership Visionary leadership Moral leadership … 8

9. To do or not to do? My bosom colleague made a serious mistake in handling the exam marks. Should I report it to the Principal? Colleagues have been up to their eyeballs in work. My principal asked me to mobilize them to work on a school promotion task. Should I say ‘yes’ or ‘no’? Most colleagues do not want to teach the remedial groups. Some think it is fair to allocate teaching duties by rotation; and some think the best teachers should be given the good classes. What should I do? 9

10. How are good decisions made? Moral value Moral courage Moral authority Moral Leadership 10

11. What is moral leadership? Leadership authority: values & personal qualities Assumption: shared values, beliefs & commitment Strategies: promote collegiality, inter-dependence Consequences: teachers respond to community values, performance sustained Thomas Sergiovanni 11

12. Important values of educational leaders Professionalism Learning-centredness Education-for-all Equity and fairness Innovativeness Lifelong learning Empowerment Student-centredness Whole-personal development Service-orientation… 12

13. Related concepts in managing the team Whole-school approach Cohesiveness Collegiality Shared partnership Sense of belonging Team spirit Aspiration & esprit 13

14. How can leadership be nurtured? 14 14

15. Curriculum Leadership Development (CLD) Programme Aims: To help English panel heads/coordinators develop effective curriculum leadership skills To provide a platform for the English panel heads/coordinators to exchange their experiences and skills in managing the English Department and promoting the development of the English subject 15 15 CLD Booklet (Pg. 4)

16. Charateristics of the programme design task-based three-pronged evidence-based 16 16 CLD Booklet (Pg. 4)

17. 1. Task-based Implications for learning objectives knowledge, skills & attitudes difficulties effectiveness Routine tasks of a panel head/coordinator: Some examples: • planning for the development of the subject • conducting meetings • conducting lesson observations • conducting book inspections • recruiting teachers & supporting staff • deploying & developing staff • monitoring and evaluating T/L effectiveness 17 17 CLD Booklet (Pg. 4)

18. A three-pronged training model 2. Three-pronged Structured learning (Theme-based workshops/ sharing ) Situated learning (School-based support) Peer learning (inter-school visits) 18 18 CLD Booklet (Pg. 5)

19. (A) Structured learning Theme-based workshops/sharing sessions CLD (Primary) Please reserve these dates 19 19 Please refer to the CLD Workshop Schedule

20. (A) Structured learning Theme-based workshops/sharing sessions Please reserve these dates CLD (Secondary) 20 20 Please refer to the CLD Training Calendar

21. (B) Situated learning School-based support (2-3 years) • The number of years depends on the scope, work processes and the circumstantial factors in each school. • Officers will help you to apply the content of the workshops in your school context • Officers will conduct ongoing evaluation with you and relevant parties of the school Implementing the planned measures Identifying development focuses Working out action plans Coaching CLs’ leadership and management skills 21 21 CLD Booklet (Pg. 5)

22. An example Schools Planning 22 22

23. Schools Implementation 23 23

24. Schools Reflection & Evaluation 24 24

25. Linking teacher developmentwith school development • Potential leader • applies learning in other school level tasks / subjects • helps develop other teachers School • Potential Leader • plans, implements and evaluates subject level tasks Subject • Effective Coordinator • leads co-planning meetings • uses data for reflection & improvement of learning and teaching Year Level Personal • Effective Teacher • plans day-to-day teaching with reference to effective practices 25 25

26. CLD Booklet (Pg. 6) (C) Peer learning • Interschool visits enable participants to: • - exchange their experience and skills in curriculum leadership • get to know more teachers who can support each other 26 26

27. (C) Peer learning Interschool visits • Participating schools (2011 - 2013) • open your classes/student activities for observationat least once. • observe lessons or student activities of other schoolsat least twice. 27 27 CLD Booklet (Pg. 6)

28. Purpose: to track your growth & development as a leader and the impact of this process on your team and panel work culture the professional development of the team student learning 3. Evidence-based 28 28 CLD Booklet (Pg. 6)

29. 3. Evidence-based Why? How? When? What? Tracking the development of Curriculum Leaders 29 29

30. do we use to track the development of Curriculum Leaders? Planning P Organisational Knowledge Skills Attitude P O Pedagogical P I Personal Interpersonal What? Explicit criteria Evaluation / CL Indicators: 5 domains 19 indicators Major areas of leadership & skills to be developed 5 4 4 3 3 The framework is adapted from The School Leadership Capability Framework (SLCF) developed by the NSW Department of Education and Training in collaboration with the NSW Secondary Principals' Council and the NSW Primary Principals' Association. (https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf.htm) 30 30

31. CLD P P O I P Organisational Personal Interpersonal Planning Pedagogical • Indicators (Pedagogical) • . Demonstrate their professional knowledge to bring about effective learning and teaching • . Review and make on-going improvement to the curriculum • . Make use of different data to promote teacher development • . Put in place appropriate mechanisms to bring about improvement in student learning and teacher development • Indicators (Planning) • . Use data to help set clear focus & priority • . Propose concrete implementation measures with clear timelines • . Build in an evaluation mechanism to monitor the process & outcomes • . Use resources (human, space, money, school facilities, community) strategically • . Develop a holistic & realistic plan • Indicators (Organizational) • Recruit or nominate the right person 2. Prepare budget with clear breakdown to reflect the effective use of funding • . Use time cost- effectively • . Establish mechanisms and procedures to ensure/improve the quality of learning and teaching • Indicators (Interpersonal) • .Communicate effectively with different parties • . Build up productive relationships within & beyond the immediate school community • . Use different strategies to mobilize and motivate staff • Indicators (Personal) • . Use personal strengths to promote self and peer improvement • . Uphold own professional values and ethics and respect those of others • . Make decisions based on evidence and take responsibility for decisions and outcomes CLD Booklet (Pg. 7) 31 31

32. do we track the development of Curriculum Leaders? How? Solid evidence • Examples of documents to be collected as evidence • Reflection logs • Subject & action plans • Staff development plan and evaluation • Agenda and minutes • Lesson clips • Student work • Feedback forms on book inspection & lesson observation 32 32

33. do we track the development of Curriculum Leaders How? based on explicit criteria and solid evidence * Available in excel version & word version The reflection log* Purposes: • to enable you to critically review your effectiveness as a curriculum leader • to help you identify your strengths and weaknesses and plan for your next stage of professional development 33 33

34. do we track the development of Curriculum Leaders How?

35. 5 Domains Show some of the areas you can look at or consider when you are doing your reflection 19 Indicators OPTIONAL The Reflection log How? (Refer to Appendix) • What do you need to do? • rank the indicators within a domain • rank the domains (if you work on more than one) • Purpose: • - to provide you with a holistic picture of your strengths and areas for improvement • within a domain • across the domains Domains Evaluation / CL Indicators Guiding questions Self-assessment Self-reflection Buddy’s comments / observations Learning log 35 35

36. ONE Domain ONE Task • Planning • Pedagogical • Organisational • Personal • Interpersonal • planning for the development of the subject • Conducting meetings • Conducting lesson observations • Conducting book inspections • Recruiting teachers & supporting staff • Deploying & developing staff • Monitoring and evaluating T/L effectiveness • Coordinating SBA • Leading projects… TWO Indicators • one thatyou are bestat • one thatyou need to improve on most Self-reflection How? Minimum requirement 36

37. How? • give evidence and/or examplesfrom the task(s) you have performedand/or • use other relevant supporting documentsto substantiate your responses. 37 37

38. Buddy’s comments/ observations (optional) 38

39. Reflection log: Buddy’s observation This is optional You can invite a buddy to give you feedback on any of the tasks that you have performed and to share their observations by using relevant indicators 39

40. Learning log Optional 40

41. P Knowledge Skills Attitude P O Organisational P I An Example Planning 5 Pedagogical 4 4 Personal Interpersonal 3 3 The framework is adapted from The School Leadership Capability Framework (SLCF) developed by the NSW Department of Education and Training in collaboration with the NSW Secondary Principals' Council and the NSW Primary Principals' Association. (https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf.htm) 41 41

42. Tracking the development of curriculum leaders An example Organisational Domain Evaluation Indicators Curriculum Leaders should be able to… 1. recruit or nominate the right person 2. prepare budget with clear breakdown to reflect the effective use of funding 3. use time cost-effectively 4. establish mechanisms and procedures to ensure/ improve the quality of learning and teaching 42 42

43. Organizational Domain 43 43

44. Organizational Domain 44 44

45. Tips on writing self-reflections[Achievement(s)] You can talk about: • the major differences between this year’s work and work done in previous years • share the possible reasons for any improvements you may have noticed 45

46. Writing self-reflections Tasks the major differences between this year’s work and work done in previous years An example: Writing about your achievement 46 46

47. Writing self-reflections Task possible reasons for improvement improvements you have noticed An example: Writing about your achievement (con’t) 47 47

48. Evidence to support the writing of reflection Book Inspection Book inspection documentation Panel meeting notes/ minutes Lesson observation Lesson observation documentation Video clips of lessons observed Post observation conference video clips/ notes Task-based Evidence -based 48

49. Tips on writing self-reflections[Area(s) for improvement] You can write about: • why you think improvements are needed • what improvements can be made • share the major obstacles/problems you have encountered in the Planning-Implementation-Evaluation process 49 49

50. Writing self-reflections sub-headings Task What have been done? major obstacles / problems encountered area for improvement An example: area(s) for improvement 50 50