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Networks of Learning and Leading

Networks of Learning and Leading. NW3 Family of Schools Toronto District School Board Gen Ling Chang Superintendent of Education, Toronto DSB. QUESTIONS. Describe the network. How did the networks get started? What is the purpose of the networks? Who are the participants

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Networks of Learning and Leading

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  1. Networks of Learning and Leading NW3 Family of Schools Toronto District School Board Gen Ling Chang Superintendent of Education, Toronto DSB

  2. QUESTIONS • Describe the network. • How did the networks get started? • What is the purpose of the networks? • Who are the participants • How is this network structured?  Is there a pre-determined facilitator?  When does the network meet? • Who supports the network? (pedagogically and content-wise) • What is keeping the network going? • How do you know if the network is achieving its purpose? • Is this network improving student achievement?  How do you know? • Do you have any advice or cautions for individuals just beginning their network experience?

  3. How did the networks get started? What is the purpose of the networks? • Equity and Excellence of Outcomes are complex social change • About 11,000 students of which 7,000 are elementary • Believe in a service model of leadership • FOS EQAO data in 2004 were Gr3 R 59%; W 61%; M 73% Gr 6 R 65%; W 59%; M 67% With 6/15 schools less than 49% and 1/15 at 24% in Grade 3 • Examine: who are our students? How have we been providing for them

  4. “What is worth fighting for is not allow our schools to be negative by default, but to make them positive by design.” • Question: How do I do it? • Question: How do I work to reach the students and work with Ps; VPs and teachers to effect a social change; to develop ingenuity and innovation in our classrooms and schools. • Question: How do I change the discourse?

  5. “ ….. is about creating a new world – not one created by someone else, but a place created for our students through our own actions. This is the Moral Purpose with a powerful engine.” Fullan & St. Germain POWERFUL IDEAS • Role of Research: theory and data • Systems thinking and management • Complex problems cannot be solved by linear or single factor solutions; requires addressing multiple elements yet integrated • Leading is best when it occurs in the context of learning and learning is best when it occurs in the context of leading • The teaching-learning relationship is the most precious resource in our schools • Knowledge and understanding emerges in a community of action, discourse and reflection • The power of narratives and case studies

  6. Why Networks? Leading occurs while learning and learning occurs while leading Structure of learning: inquire, investigate, discuss, construct and act Knowledge emerges in a community of activity, discourse, and reflection

  7. Networks as Engine of Change Level 1 Networks are the infrastructure within which the elements of resources, protocols and leadership intersect to support the teaching-learning relationship. They allow for multiple points of entry and leverage, therefore organic. Level 2 Community of networks is the support system within which teaching-learning flourishes.

  8. “Successful leaders are able to be simultaneously on the dance floor and the balcony” Networks of learning and leading: Key components • Developing the context • Preparing the networks • Supporting the networks • Facilitating the learning – leading congress “The bottom line is that teachers become school-based reformers only when they take on leadership for important parts of the school that lie beyond their classrooms” Roland Barth

  9. “What is worth fighting for is not allow our schools to be negative by default, but to make them positive by design.” Fullan & St. Germain Developing the Context: • understanding cultures by knowing staff in a personal way with a high tolerance for honesty and suspend judgement • role of research (theory & data) • intentional design and consultation with critical friends • use multiple points of entry and leverage

  10. “The world of knowledge takes a crazy turn when teachers themselves are taught to learn” Bertolt Brecht Preparing for the Community of Networks • human resources • learning theory & curriculum of learning • bringing about change • ongoing review of design and constantly ask what might not work and why? • Phase 1: 5 schools – 4 OFIP and 1 SoM • Phase 2: 5 triads – 1 host with 2 member

  11. “Active participation in the collective development of other teachers is a critical competency of modern teaching.” Supporting the Networks: Intersection of 4 network models • Teachers, literacy coach, principals, SAO and superintendent (SOE) • Principals, literacy coach and SAO/SOE • Literacy coaches and superintendents • Principals, superintendent and SAO

  12. “The function of ingenuity is not to give new answers, but to pose new questions” Hugh Trevor-Roper Facilitating the Learning-Leading Congress: • Level 1 Evidence of Learning; Better Ideas; Next Actions & what evidence of learning do we bring to the next session • Level 2 What is the difference that makes the difference: meta-cognition • Level 3 Move from models of thinking to models for thinking i.e. push for generalizations e.g. Do we agree this strategy will always work? Why is this so? Could we prove it? When is it helpful? When not? Which pattern of strategies over time can be useful generalizable models as tools to think with e.g.TLCP?

  13. FOS Model of Networks 2007 – 2008 REVISED as of Nov 2007 Using EQAO 4- years trend data (2004 - 2007), the following is our network of support

  14. NW3 Professional Learning & Leading Teams (PLLT)

  15. REVISED SCHEDULE OF PLLT MEETINGS 2007- 2008

  16. How do you know if the network is achieving its purpose? Is this network improving student achievement?  How do you know? • Changes in discourse of teachers and leaders • Knowledge creation especially at the meta-cognitive level • Evidence of learning & leading – staff and students • Culture of collective action: “what do we want to do next” and adaptive solutions • Impact on student thinking, sense of belonging and voice, in particular in their work • Students achievement results e.g. EQAO

  17. How do you know if the network is achieving its purpose? Is this network improving student achievement?  How do you know? I became Superintendent of Education of NW3 in 2004. Our 2004 EQAO results are • Gr3 R 59%; W 61%; M 73% Gr 6 R 65%; W 59%; M 67% OSSLT 73% Gr. 9 Math 75% Our 2007 EQAO results are • Gr3 R 70%; W 71%; M 77% Gr 6 R 79%; W 71%; M 74% OSSLT 83% Gr. 9 Math 75% Our collective work made a difference to students achievement. The growth is striking!

  18. Do you have any advice or cautions for individuals just beginning their network experience? To quote T.S. Eliot “We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time” So, there is no recipe or bandwagon …. But What makes life fun and work meaningful is the act of re-creation.

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