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Whose problem is this?

Whose problem is this?. Fiona Ell (University of Auckland), Hamish Ruawai, Chrissy Smith, Diane Bates and Mei Reti (Kaikohe West School) Team Solutions Mathematics Leaders Symposium September 2011. Two theoretical frames. Wicked problems Distributed leadership. Tempting logic.

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Whose problem is this?

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  1. Whose problem is this? Fiona Ell (University of Auckland), Hamish Ruawai, Chrissy Smith, Diane Bates and Mei Reti (Kaikohe West School) Team Solutions Mathematics Leaders Symposium September 2011

  2. Two theoretical frames • Wicked problems • Distributed leadership

  3. Tempting logic

  4. The black (blue) box

  5. Tame problem

  6. Wicked problem

  7. Wicked problems are... • Multi causal • Internal interdependencies • Not easily defined – multiple perspectives • Essentially unique • Cannot be solved with generic principles or linear methods • Solutions are not right or wrong – better or worse • No room for trial and error – each attempt shapes the problem (Bore and Wright, 2009)

  8. Distributed leadership

  9. Features • Interdependency • Routines • Tools • Structures

  10. Introducing... • Hamish Ruawai – Principal Kaikohe West School • Chrissy Smith – maths coach • Diane Bates – maths coach • Mei Reti - teacher

  11. Principal’s part “Making change less complex by not only discussing change but getting into it together”

  12. Managing the change • URGENCY! • TALENT SCOUTS. • RELATIONSHIPS. • SYSTEMATIC CHANGES. • TRANSPARENCYrules.

  13. Creating URGENCY! • DATA tells the story. We have an epidemic! • Focus on EXCELLENCE rather than EXPERIENCE. • CO- CONSTRUCT what excellence looks like TOGETHER. • One off TEST MATCHES (observations) don’t work. “Maori make up 12% of the population and prison is made up of 50% Maori”

  14. Creating talent scouts • Be vigilant in identifying and using internal and external talent. • Create systems of sharing and observing talent. - Release time to coach - Narrow the ‘bloated curriculum’

  15. QUALITY RElationships • EXPLICITLY identify what quality relationships look like at all levels of the organisation – Leadership , staff, students & whanau. • COMMUNICATION styles need to be understood and rehearsed. • CONFRONT undermining behaviours professionally & with empathy. • ACTIONS before BELIEFS!

  16. Creating systems to support change • REVIEW time wasting practices! - Portfolios - Long Term plans - 3 way conferences - Charter Action plans - Formative assessment (focus on content knowledge) - Assessment checklists • Create REFLECTIVE practices. - Class learning stories (Narratives) - Leadership Term meetings. - Critical friends (external) “Learn on the Job” You don’t need to know everything before you start.

  17. Transparency rules! • Teachers can ONLY be responsible for the achievement in their OWN class. • Our school wants to manage the change of rather having IMPOSED change. Teacher Achievement “Can something be determined as ineffective without being judgmental?”

  18. Numeracy Achievement Board Reading

  19. Student achievement mathaholic.

  20. DOING MATHS • In spite of me some students still learnt

  21. HELP THEY WANT ME TO TEACH MATHS!! • AT LEAST I WAS NOT ALONE

  22. Car park talk

  23. Collecting data/cooperating

  24. Painting a picture with data • Measuring / What was having the biggest effect? • Sharing data, not happening • Focusing on individuals • Culture of trust

  25. Digging deeper

  26. Painting pictures with data • Testing and programmes • Building relationships • The most important learners • The forgotten learners

  27. Prior practice • One off observations • Not P.D • Where are your teachers performing?

  28. Teachers as learners • Developing excellent teachers • Research • Co – constructing the continuum

  29. Coaching • Feed – back -What has gone well • Future focus – Where to next • Working with coaches

  30. Making a difference • Testing shows correlation • Teachers feel good about their practice

  31. How are our teachers performing?

  32. He aha temeanui o teAo?He tangata, he tangata, he tangataWhat is the greatest thing of the world?Tis people, tis people, tis people. Ko Te Mamaari te waka O Ruanui te tangata o runga Ko Whiti te tupuna Ko Te Kapotai te hapu Ko Kapowai te maunga Ko Waikare te awa Ko Te Turuki te marae E titiro iho ana ki Motukura ki tana paa tu moana Ko Ngapuhi te iwi Ko Mei Reti toku ingoa

  33. A Numeracy Journey * Numeracy Coaches * Observations based on continuum * Needs and stages identified *Feedback and reflection

  34. Building Relationships Trust Honesty He Tautoko He Awhinatia

  35. Targets *Expectations *Coaches support *Individualised *Coaching onsite

  36. Creative Opportunities *Risk taking *Learning styles of students *Informal coaching *Poutama Tau

  37. Reflections *Communication *Sustainability *Successful learners

  38. TirohiakiamaramaWhawhangiakiarangonatehaObserve to gain enlightenmentParticipate to feel the essence

  39. Numeracy Achievement Board Reading

  40. To think about… • We are trying to solve a ‘wicked’ problem • Being heroes won’t solve it • In the interactions, interdependencies and multiple perspectives is a creative space for solving and re-solving the problem • It’s not the particular tools, routines or strategies that are the key – it’s urgently engaging in the process of developing them

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