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SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT

SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT. Briefing of NMR secondary schools 11 February, 2010 Jean Russell, Graeme Jane, Graham Marshall. Enhancing pedagogy: enhancing learning (See the Guide , Section A). Focus of school improvement: improved student learning

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SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT

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  1. SUPPORTING PEDAGOGICAL CHANGE IN NMR SCHOOLS PROJECT Briefing of NMR secondary schools 11 February, 2010 Jean Russell, Graeme Jane, Graham Marshall

  2. Enhancing pedagogy: enhancing learning(See the Guide, Section A) • Focus of school improvement: improved student learning • Many influences on learning: most powerful is quality of teaching students experience • Focus of this project: enhancing pedagogy • Twin approaches: - whole-school level (LfLQs) - individual classroom level (FTLQ) Jean Russell, 11 February, 2010 - 2

  3. The Feedback on Teaching and Learning Questionnaire (FTLQ)(See the Guide, pp.4-7) • Research literature: aspects of teaching that have significant impact • Value of targeted feedback • The feedback: two sets of perceptions of the classroom • The questionnaire

  4. The four domains of the FTLQ(See the Guide, p.6) The four domains of the FTLQ Jean Russell, 11 February, 2010 - 4

  5. Nature of Student Work Value of Work scale Challenge of Work scale Work Interest scale Work Activities scale Development of Student Skills Information Skills scale Higher Order Thinking Skills scale Collaborative Skills scale Metacognitive Learning Skills scale Metacognitive Self-evaluative Skills scale Decision-making Skills scale Scales within the four domains: Examples(See the Guide p.6) Jean Russell,11 February, 2010 - 5

  6. Items within a scale: IllustrationThe Feedback scale(See other examples in the Guide, pp.19-26) • Our teacher organise assessment of work so we get prompt feedback on what we’ve done. • Our teacher shows us where we could have detected errors in our work ourselves. • The teacher makes specific comments on our work that show us how to improve it. • Our teacher gives us individual feedback on whether we’re putting enough effort into our work. • The teacher gets us to explore one another’s answers to questions. Jean Russell,11 February, 2010 - 6

  7. Teacher are to participate voluntarily. Student feedback is confidential to the teacher, though sharing of information within a triad is assumed. Individual student responses are confidential. An individual class shouldn’t be involved in questionnaire completion for more than one teacher. Evaluation by teachers of value of using the FTLQ Principles and conditions of use(See the Guide, p.7) Jean Russell, 11 February, 2010 - 7

  8. The process(See the Guide, Section B) • Choosing your classes • Preparing your classes for the questionnaire • Doing the questionnaire yourself • Following up with classes

  9. Interpreting and using the results(See the Guide, Section C) The results as presented in the automatic online reports Interpreting the results Selecting a focus: domain and scales Professional Learning Plans and the mentoring triad Evidence of progress: Term 2 and Term 3 Jean Russell, 11 February, 2010 -9

  10. The Leadership for Learning questionnaires in Secondary Schools Research Context: Leader and Teacher Surveys and what they mean 10

  11. What underlies the Questionnaires? • the need for the leadership to focus on teaching and learning and connect everything the school does to this • the school leadership and leadership team have an impact on the quality of teaching in the school through the influence they have on teachers; • the quality of teaching has impact on the quality of student learning and its outcomes. SEE Guide to the Leadership for Learning Questionnaires Pp 2-5 11

  12. Data – what do they tell us? • Leaders – what they think of the teaching and learning culture they are creating in the school and what they think of their own leadership practices • Teachers – what they think of the teaching and learning culture in the school and what they think of the leadership practices • We are able to compare Leader & Teacher perceptions (SEE Guide Pp 6-7) 12

  13. Need to link these data to other data • Data in annual School Level Report • Other data on student achievement – e.g. literacy & numeracy • External feedback – e.g. Community • School Context (Socio–economic, demographics etc) 13

  14. This is information you can use to • Help shape your school improvement strategies • Monitor progress and success of these improvement strategies 14

  15. Two matching scales for leaders and teachers Scale – interconnected items covering a dimension Leaders – what leaders think of their • Efficacy and the school culture • Leadership improvement practices Teachers – what teachers think of • Their efficacy and the school culture • The improvement practices of the leadership (SEE Guide Pp 6-7) 15

  16. Leaders - 1. Leadership Efficacy and Culture Scale Three groups of questions • Leader efficacy – how much they feel they can make a difference (influence) to teaching and learning • Teacher Learning Culture – what leaders think of the professional culture of the staff • Student Learning Culture – what leaders think of the values that underpin the school learning culture 16

  17. Note: Leadership Perceptions of their own Efficacy • An Important starting point for school improvement strategies e.g. “As a member of the leadership team I take responsibility for enabling (influencing) staff to improve student learning”.(Q 3) • Importance of self confidence – the belief of leaders that they can make a difference (based on an understanding of how to) 17

  18. Leadership views of the teacher and student learning culture • Questions are the same for leaders and teachers Teacher Learning Culture – what leaders think of the professional culture of the staff e.g. “This school motivates teachers to work hard” (Q 19) Student Learning Culture – what leaders think of the values that underpin the school learning culture e.g. “In this school teachers believe that all students can learn” (Q 10) 18

  19. Leaders - 2. Leadership Improvement Practices Scale One group of questions • What leaders think of the practices they employ to influence teachers to improve teaching and learning e.g. “I communicate a clear vision for improved student learning to our staff” (Q 21) 19

  20. Data: Teacher views on Leaders (Secondary)(SEE Guide Pp 12- 15 and Appendix 1)Leadership Scale Benchmark Scores School Scores

  21. Leadership and school improvement • Fundamental importance of leadership to any school improvement • Leaders’ approaches and perceptions always change before teachers’ approaches and perceptions • Improvement starts with the leadership – principal and other leaders 21

  22. How to treat the data • Comparison between leader and teacher perceptions • Look for other patterns – school means compared with benchmarks • Note where benchmarks come from • Note importance of standard deviation – a measure of the diversity of views • Cross-reference with other school data (SEE Guide Pp 12- 15 and Appendix 1) 22

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